Christian Academy in Japan

Spring 2023

serving in

COMMUNIT Y

Message from

Head of School
Welcome to the latest edition of CAJ Chronicle! Our school themeC H R O N I C L E
EditorDonna Lewis
Photo Editor
Linnea McGlothlin
Photo Contributors
Film Club Members
Jean Hino
Miwa Hashimoto
Jamie Matsuoka
Alecia May
Debbie May
David Mawhinney
Linnea McGlothlin
Tom McGlothlin
Yukari Nakamura
Nate Rudd
Joshua Shew
Lee Taylor
Jacquie Wilson
Graphic Design
Juliana Barker
Christian Academy in Japan
1-2-14 Shinkawa-cho
Higashi Kurume-shi
Tokyo, Japan 203-0013+81–42–471–0022
www.caj.ac.jp

this year has been “Together in Community” and it has been adelight to see the entire CAJ community come together afresh
during the course of the year after
the widespread disruption of thelast several years. The good news
is that the CAJ community is
thriving, and you will read of many
examples in the following pages of
how this is the case. Our students
are growing together and pursuingtheir common interests together.
Our parents meet together andsacrificially work together to support
the school. Our maintenance team labors together so we can enjoy
a beautiful and safe campus, and joins together with numerous
groups to ensure we host successful events. And many are reachingout together to those beyond the CAJ community to serve those
who are nearer, like our neighbors, the KBF congregation, and local
Japanese schools, and those who are often further away, throughSchool Support Services. Praise God for what is happening here, andplease pray with me that the togetherness of the CAJ community
continues to go from strength to strength.

David Mawhinney | Head of School

INSIDE THIS ISSUE
4 | School Support Services: Serving the Wider Community
6 | Making Friends in the Neighborhood
8 | Maintenance Department: Serving in the Local Community
12 | Social Emotional Learning: Whole, Healthy and Thriving
18 | Serving Together: CAJ and KBF
20 | Fall Festival & Bazaar
22 | Creating Community through Shared Interests
24 | Alumni Updates
3

LIVING IN COMMUNITYSCHOOL SUPPORT SERVICES

4

from one school setting to another or theirhome country. Others have children withspecial needs that require care and accessto resources. Families with older children
desire guidance and resources for college
preparation. We are happy to lend a listening
ear, to encourage and bear each other’sburden. When we don’t know the answer,
we find others who do. Having access to
our CAJ leadership, teachers and coun-

serving
the widercommunity

selors gives SSS the professional assistancerequired to meet our families' educationaland emotional needs. Connecting families
to resources within and outside of CAJ is a
way to employ the gifts God has given us tobenefit one another.
In addition to assisting families, seven small
Christian schools in Japan are affiliated with
SSS to augment what they can offer theirstudents. Our director has visited most ofthese schools, providing professional development and assisting some in their accreditation process. We have provided books for

JACQUIE WILLSON | SSS Director

some of their libraries and opened opportunities for the heads of schools to interact

School Support Services (SSS) was established in 1983 to help

to encourage mutual support. Some of ourOver the years, SSS has welcomed other families who desire the same

many years while others are just getting off

meet the educational needs of families outside of CAJ’s commuting area.
Christ-centered academic help. Most families that are a part of SSS are
homeschooling all subjects or sending their children to Japanese schools
and providing English language education at home.

affiliated schools have been operating forthe ground. This cross-school engagement
has created invaluable opportunities to learn
from each other and to encourage and serve
one another.
School Support Services is grateful that our

As a division of Christian Academy inother homeschooling families, organizing

work in SSS supports missionaries in Japan

Japan, SSS shares CAJ’s commitment tooccasions where homeschooling fami-as they continue the Kingdom work that

equipping students to serve Japan andlies can meet other like-minded families

God has called them to. Many SSS students

the world for Christ. Working within thisvision we assist families in a variety ofways. SSS comes alongside families by

to provide opportunities for building
community and continued connection
and support.

have moved on from homeschooling orfrom their affiliated school to become CAJ
students, and we are thankful that we

providing resources such as library books

Each family comes with unique educa-

can be a launching pad for all students byand curriculum, educational consultancy

tionalpreparing them for their next step, whether

and programs, and special events with

Some need advice on how to transition

goals,

needs

andchallenges.

at CAJ or elsewhere.
5

LIVING IN COMMUNITY
6

makingfriends

Dai-ni Shogakko

Shinbori Shogakko

About 6 years ago, our elementary students alsocame for a tour of our school in August, during

started a relationship with Dai-ni Shogakko. Theirour staff work days. In September, our 5th graders

2nd graders did a study of the local community
and asked if they could come and visit our school.
Our 2nd and 3rd grade Japanese classes met andshared with the 2nd graders from Dai-ni. Our students have given tours, explained about a day
at CAJ, and shared some songs. This year Dai-ni
2nd graders invited our students to visit and learn
about a day at a Japanese elementary school andsome traditional Japanese games and crafts.
Aoyama Gakuin Elementary school has also beena school that some of our elementary students
have visited for two weeks in June. A few of the
English club students from Aoyama spent a daywith our students in November.
In the last year the principal from Shinbori

were able to give tours to the 2nd graders from
Shinbori. Our librarian, Mrs. Jamie Lath, was able
to visit Shinbori in November and read to each of
their 1st grade classes. We are planning to have an
online language exchange in February with their
3rd grade students. Two of our students were able
to attend Shinbori during their summer holidays.
Shinbori is hopeful that more of our students willattend during the summer to continue our language and culture exchanges.
CAJ students and teachers are able to share a bitof a western, Christian education with the various
students and teachers. Our hope is to continue tobuild positive relationships and help our students

Shogakko in Niiza has also reached out to CAJ tobuild confidence in speaking Japanese and sharingbuild a “sister school” relationship. Their teachers

about themselves, our school, and Christ.

IN THE NEIGHBORHOOD
JEAN HINO | Elementary School Principal

Equipping students to serve Japan and the world for Christis the CAJ vision. It is a privilege to introduce our students to local Japanese schools andprovide opportunities for service. Our 8th graders have had the opportunity for more than
20 years to meet with the 5th graders from Dai-ni Shogakko, the elementary school acrossthe street from the CAJ parking lot. A former teacher at Dai-ni reached out to CAJ, andalthough the teacher moved on, the tradition has continued of their students visiting CAJ
for games, a tour, and some language exchange.

7

LIVING IN COMMUNITY
8

maintenancedepartment

designed buildings with benches for students
to sit on. Since then, the maintenance team
together with the CAJ community has been
busy adding more seating, constructing three
generations of picnic tables, built over 15 years.
These picnic tables are portable so they can beused for events, allowing them to be moved tocreate different spaces in different places. CAJ
is in the fairly unique position of having threedifferent schools within one physical space, so
an important part of the grounds work is managing the areas for all students. Play structures
are designed for all ages, so they are safe andfun for all.

The maintenance department is always very visible serving at community events. Tell us about
your role with special events at CAJ.
The maintenance department is often called on
to serve at events, both big and small. We havea facility request system to help with all events,
even the smaller events like a class cooking
activity, helping the teachers so they can concentrate on the kids’ learning.

SERVING IN THE LOCAL COMMUNITY

Bigger events are a real team effort, with the
PTA, fine arts department, sports department orother relevant departments all working together
to provide great events, talking things throughto ensure success right down to the small

details. Student Council events are good examples of the need to talk through what’s required
for success ­— students may need help with what
is required to host events. Considerations liketables, electricity, lighting and possible event
themes are all discussed with the students inadvance so they can run successful events.
Some of the major events that the maintenanceteam are involved in are concerts, graduation
ceremonies and the Fall Festival and Bazaar.

Our editor recently met with Steve Willson, the current head of the maintenance team at CAJ, to ask about the role that the team plays in the schoolcommunity. The current team consists of three full time and three part timemembers, including one person who looks after the school’s security. There were a few
things we wanted to know.

Tell us about the physical environment at CAJ. How does the school setting help students and teachers to be in community?

G A R DE N S

From the early days, CAJ has had gardeners, especially to look after the Japanesegardens which require specialist maintenance. Looking after and developing thegardens at CAJ is one of the core roles of themaintenance team. The school grounds
and gardens are laid out with several functions in mind. Well designed gardens help

students to know the boundaries. Gardens
must be both manageable and pleasant,and must fit the government guidelines forgreen areas within the school. Recently wehave planted new cherry trees so that weare ready for the aging of our older cherrytrees and have a succession plan in place.

G RO UN DS

According to Steve, school grounds must original architects, were aware of thebe safe, inviting and conducive to stu- influence that physical spaces have on
dents’ learning. Raymond Partners, the community and from the early days they9

Does the maintenance department do anything to serve the wider community outside
the school?

Schools can be busy, noisy places and it’s
important to maintain good relationships with thepeople that live near the school. The maintenanceteam makes sure to protect our neighbors fromschool being a nuisance, building relationships
and making sure that the school is a blessing tothem. When we run events, we are mindful of the
impact that they have on those who live close.
We invite them to events and include them inour community where we can. Alongside the PTA,
the maintenance staff distribute cookies to theneighbors every year.
Maintenance staff make sure that vehicles arecoming and going in a courteous and safe manner,
and when maintaining and cleaning the roads, we
also remove the snow from the roads around theneighbors since we have the equipment.
A recent example of being good neighbors camewith the construction of the new playing fields.
One of the lights was inadvertently placed so thatits light troubled a neighbor. We moved the light!
How else does the maintenance department

serve around CAJ?

One of the most common ways that we are
involved

istransportationofstudents

andequipment to and from events — museum visits,
inter-school cultural events, sports and camps toname a few. SWOW (School WithOut Walls — aweek of off campus learning activities) is a weekthat keeps the maintenance staff busy with hikes,
transporting equipment and moving students tovarious locations for their learning.
The maintenance department organizes andsupervises the crosswalk before and after school
to ensure students get to and from school safely
and that traffic movement is smooth.
Security is an important role of the maintenancedepartment. Keeping things safe, checking thatlock up has been completed each day and that theschool is secure is a job that is not often seen but
is very important, as is the task of regulating the10

temperature of the school buildings, so that they

What is the most challenging part of the role?

provide a good environment for students’ learning.

Not being able to do everything! Our zoning andWhen new CAJ staff arrive in Japan, the main- legal status, as well as time and money limits,tenance staff, in conjunction with the Human mean we have to work creatively and sometimes
Resources staff, help with moving people into
houses, setting up the homes and furniture, andwelcoming new staff members into the community. At the end of their time here, emptying apartments is another job that the maintenance staff
help with.
They are also involved with the Second Harvest food

we have to say no to things, or we have to turn peo-

ple away. We can’t always help everyone.
What is the most fulfilling?
Seeing students saying hi and being part of thecommunity. Being an important part of the bodyhere. Seeing the new buildings coming togeth-

er after all the work that went into them from all
drive, collecting and distributing food to the under- involved. Seeing the children playing nonstop all
privileged, and collecting apples from Nagano Pre- over the play equipment and field.
fecture as a fundraiser for the senior class.

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LIVING IN COMMUNITY
12

SOCIAL&E M OTI O N A L

LEARNING

whole

healthy
thriving

MINORI NAGATOMO | Middle School and High School CounselorW

hen i mention “sel” to people in our community, I sometimes getquestions about what it stands for. SEL stands for Social Emotional
Learning, and it has spread like wildfire among schools around theworld. Because of the pandemic and the isolation that came with it, school counselors including myself were seeing an increase in problems such as anxiety anddepression, as well as delays in social development. We were confirming what
we already knew ­— school is a place where students learn and receive far morethan what’s taught in the textbooks. What we are finding out more and more,thankfully, is that social emotional learning is something that can be taught

What is Social Emotional Learning (SEL)?
SEL is a discovery process in which students
learn about and manage themselves as well asbuild awareness of the world around them andnurture healthy relationships.
The Collaborative for Academic, Social, andEmotional Learning (CASEL) is a globally
recognized organization, and the CASEL
framework centers around 5 competencies:
self-awareness,socialawareness,

self-man-agement, relationship skills, and responsible
decision-making.

What it looks like at CAJ
At the elementary level, the school counselor
crafts specific social emotional lessons incollaboration with classroom teachers, basedon the needs of our students. These lessons
are reinforced by a program called Zones ofRegulation in which young students build
self-awareness and learn skills to manage
emotions and behavior. In middle school andhigh school, we use a curriculum called The
Core Project, which is designed specifically totarget the CASEL competencies listed above.
Middle school lessons are activity-based, so

intentionally. We can do more than just sit and lament the pandemic and itsthat students learn experientially, and for higheffects on our children - with intentional investment in our children, they can beschool students lessons involve more discus-

equipped with the power to rise above and thrive in today’s world.

sions with visuals. Every homeroom teacher
13implementing The Core Project SEL lessons has received

from academics, it is actually a catalyst to academic

professional development training to use this curriculum

excellence. One study indicated that there was anwell. Out of the abundance of lesson plans packed in this11-percentile gain in academic achievement. Anothercurriculum, grade-level teachers come together to curate aemerging longitudinal study showed participants

series of lessons that are most relevant to their homeroom

who received social emotional learning fared signifi-

students for the school year. If you would like to learn morecantly better than controls in social emotional skills,

about The Core Project, you can find more information at

attitudes and indicators of well-being at 6 months towww.thecorepro.com.

18 years post intervention. So, our students are set up

Why teach SEL?
SEL, CAJ Student Objectives, and the biblical worldview
SEL is an integral part of the holistic development of eachchild, and it is becoming more important than ever before.
The program originally began in response to the emotionaland relational struggles we were seeing in students as consequences of the pandemic. Now the curriculum is aimed
at nurturing students’ relational and emotional development, and it is fully aligned to CAJ’s student objectives.
At the Middle School level, lessons like Empathy and
Respect encourage students to seek God’s truth, goodness,and beauty in and through diverse cultures and languages. Lessons on Stress and Attitude cultivate physical,
social, emotional, moral, and spiritual health. The student
objective ‘to serve God and others locally and globally’ isreinforced by lessons such as Cooperation and Influenceand Impact.

for emotional wellbeing and relational success longafter they graduate from CAJ. If you are interested in
more research evidence for social emotional learning,a reading called The Evidence Base for How We Learnby the National Commission on Social Emotional andAcademic Development is available to all for free on
the internet.
When I think about the students at CAJ, I think about thechallenges they have already faced in the last few years
with the pandemic and more. SEL gives the knowledge
and skills they need right now to navigate life challenges, but I also find joy in knowing that what they arelearning now will impact how they live their lives, years,
maybe decades after they moveon. It is truly a privilege to be
impacting our young people inthis way, and to be a part of educating them into whole, healthy,
thriving individuals.

At the High School level, lessons become more nuanced.
Students aim to become effective communicators throughlessons like Building Bridges and Great Team Players.
Discerning thinkers are nurtured through lessons titledCritical Thinking and Big Picture Thinking.
All of this learning happens while upholding our student
objective, “[applying] a Christian perspective to all areasof life and learning.” All CAJ teachers have gone througha professional development program called Teaching forTransformation, and are equipped to teach all subject
areas, including SEL, from a biblical worldview.
SEL and ResearchSocial Emotional Learning is research and evidence-based.
Studies have found that SEL competencies are teachable,
and that it’s never too early or too late to teach. Studies
have also shown that SEL improves academic achievement, which means that rather than SEL taking time away

14

15

LIVING IN COMMUNITY
16

serving

together
CAJ and KBF
DEBBIE MAY
CAJ staff member | KBF memberW

hen CAJ was founded over 70 years ago
there was a need for an English-speaking church for

CAJ teachers and families who did not speak Japanese.

Thus, Kurume Bible Fellowship (KBF) was formed. The relationshipbetween CAJ and KBF has always been unique. At the beginning,most attendees were CAJ-related families and the services werecompletely in English. As the demographics changed, Japanesetranslation was added and the church became increasinglyinternational. About 20 different countries are represented in the
congregation today.
The church is very grateful for CAJ’s generosity in sharing theirfacilities. The use of the classrooms for Sunday School and small
groups has enabled the church to have a more robust program.
Many young people, including CAJ students, have grown in theirfaith and learned to serve in the church. Using CAJ’s campus
for special events at Christmas and Easter has also enabled thechurch to reach out to the broader community. Just recently theladies were able to have a Christmas craft luncheon which drewin several Japanese ladies in the community. KBF was also able
to have a big Christmas event for kids, bringing in over 80 kids
and parents, many of whom had never set foot in a church. There
have also been Thanksgiving dinners, Easter breakfasts, potlucks,
barbecues and baby showers.
In addition, KBF has introduced CAJ to many attendees who haveended up sending their kids to the school. We hope that thisunique relationship between CAJ and KBF will continue to blessthis community and bring many people into God’s kingdom.
17

The participation by parents and students

LIVING IN COMMUNITY

was great. There were over 70 volunteers who

18

combined to pull off this event! The purpose of
the Fall Festival is to promote community among
parents and students at CAJ. With that goal inmind the event was very successful. The fall
festival is also a fundraiser for the PTA and raisedfall

a total of ¥355,575.

FESTIVAL& BAZAARWE ARE BACK!

The leftover items were all donated to different
charities. The Salvation Army and other charities
were thankful for all the donated items. We areso thankful to Nahoko Edburg for leading thisevent and for organizing everything that went
into making it successful.
One of the most encouraging parts of the day
was that most parents and students stayedaround well into the afternoon, with many
playing on the field and the playground. Parents

Fall Festival & Bazaar (formerly called Thrift Shop) has a long history
at CAJ, with many changes of name and format over the years. The
first Thrift Shop was held in the CAJ library on November 13, 1962. It
was held in the evening for just an hour before the PTA meeting andincluded toys, clothes and electrical items. According to the records,
sales at that first Thrift Shop amounted to ¥16,793.
From the mid 1960s, the event moved to the daytime, and the two
day format soon followed, a format that was used for several decades.

HEATH HUBBARD | PTA President

It wasFurniture and larger items were able to be sold in the early days, until
the cost of disposing of unsold items became prohibitive.
From 2019, the format changed further, with CAJ members being ablea cool morning when the doors opened at 10:00 a.m. for the Fall
Festival & Bazaar. After a two year break due to the coronavirus

to book a table and have their own small stall to sell handmade items
or secondhand goods.

restrictions, it was great to be back and to see so many happy faces.

The PTA worked together with parents

home baked goods and much more.

and staff to host the Bazaar part of theOutside there were Korean and Indian

event. The gym was full of donated items

food booths making lots of yummy food.

such as books, shoes, clothes, toys and

The Fall Festival portion of this event ismany other fun items that were looking forput on by the high school. The seniora new home. As well as the secondhand

during the pandemic, it was their first time at anclass sold burgers and other great snacks.

event such as this. We look forward to this event

goods, 21 vendors spread out over the

Different student groups put on a gamecontinuing in the future. We are already making

gym selling homemade items, crafts,

area for the younger children.

plans for the 2023 Fall Festival and Bazaar andgot to meet and talk with each other, many forthe first time as for so many it was their first timeback on campus since the pandemic began. For
some families whose children started at CAJ

we can't wait to see you there!
19

LIVING IN COMMUNITY
20

CREATING COMMUNITY
through shared interests
VINCENT HOWARD | English Department HeadF

riendship, said C.S. Lewis, arises from a shared “insight or interest.” But a

common interest is not friendship’s only driving force, for friendship, according toLewis, also includes a crucial element of discovery.

In Lewis’s view, when companions circle
around a common subject or activity“which, till that moment, each believed tobe his own unique treasure (or burden),” thediscovery begins. And so does the formationof genuine community. People circled
around a shared treasure (or burden) —that
is the essence of authentic community.
This year high school students at CAJ
are finding community through clubs.
CAJ clubs are uniting students aroundcommon interests, shared academic goals,
and collaborative projects that challenge
all members to pursue a shared artistic
vision. In the process, friendships are
forming and deepening.
The Math Club is working together thisyear to challenge their advanced mathknowledge and skills. In November they
sharpened their pencils and charged theircalculators to take part in the American
Math Competition. Mr. David Marshall,
CAJ’s AP Statistics teacher, served as theirsupervisor and coordinator. Junu, a senior

and Math Club leader, described the event
as “fighting without weapons.”
Junu is working together with students
from other Kanto area international
schools to host a math competition forstudents who are members of high school
math clubs. Junu has been meeting online
with student leaders from schools suchas St. Mary’s and Seisen to plan the event,which he hopes will be more of a fun social
gathering — with a math focus, of course —than a competition.
When asked about Junu’s leadership for the
event, Ronald, a senior and fellow memberof the Math Club, said, “Junu handles it very
well. So I’m really counting on Junu.”
While the Math Club is preparing for theupcoming math event, whose name is yet
to be decided, the Creative Writing Club is
at work on a collaborative poem. The poem,a series of rhymed couplets celebrating
student and community life at CAJ, wascommissioned by Nate Rudd, a leader for
CAJ’s Tech Team.

Senior Rachel and sophomore Hannah, leaders of the Creative Writing
Club, are hard at work hammering out rhymes and fashioning theirphrases into iambic pentameter. Under the creative direction of Nate
Rudd and Bryce McKay, fellow Tech Team member and sound andvideo wizard, these rhymes will serve as the script for a video to beshared with prospective CAJ parents and community members.
The Film Club, meanwhile, is busy creating a stop motion film thatthey plan to enter in the Kanto Film Festival. The Film Club is one of
the largest CAJ clubs, and its members bring a variety of skills andfilm interests to this project. “We’re one of the most active clubs,” says
sophomore Momoka, a visual artist and animator for the film. “We’remaking this as teamwork. We’re all collaborating.”
Freshman Kazuo, whose project roles include camera operator and film
editor, plans to take over 11,000 pictures for the film, whose storyline
centers on a dying child who wanders through a dream sequence
as he grapples with the loss of his recently deceased father. Anotherstudent, Zhien, is creating clothes for the characters, which are being
built from cardboard and other materials.
The creative team also includes set designers and builders. For
sophomores Kee, Akshara, and Rebecca, this will be their first timemaking a set. But this isn’t Kee’s first time working with a film club.
Kee, who was a member of the film club at her previous school,brings experience to the project. “So far it’s been a lot of fun,” she says.
“Everyone gets along. Doing projects together has been quite enjoyable.”
The club members even work on their film projects outside of clubtime. Kazuo lugged the large cardboard set pieces, which the teamspent two weeks painting in the art room, to his home so that hecould work on the project over Christmas break. In his workshop, he’ll
take thousands of photos that he’ll later edit and color grade, adding
sounds and extra 2-D animation.
As they labor on their current film, the club members are alreadythinking about the next project. Momoka is working on the screenplay
for an upcoming animated film.
The Film Club, like the Math and Creative Writing clubs, is projectfocused, but the club members clearly enjoy each other’s company.
Even a casual observer can see that these students are united aroundshared passions. These students have found their “unique treasure,”
be it creating films, writing poems, or puzzling out math problems.
As they work together each week, new friendships are forming, while
old friendships are deepening. “I’m so grateful I have these people,”says Momoka. “I’m grateful to have a place where I feel like what I do
has meaning.”

Alumni Updates
Class of 1972 | reunion
Members of the class of 1972 met for their fifty-year
reunion in Cambridge, Massachusetts, Oct. 7–9, 2022.

back row: Roy Arnesen, Mark Presson, Will(ard) Jones,
Mark Ramseyer, Nobu Hara | 4th row: Alan Shelton,
David Buttray, Roger Lautz, Lisa Bringerud Westberg,
Wayne Swenson | 3rd row: Jonathan McVety, SarahWalbert, Hilda Ribi Ryan, Debbie Rhoads, Randy Mock,
Tim Johnson | 2nd row: Grace Friesen Steele, MaryBeth
Meyer Kirschmann, Cindy Reimer Ives, Karen Thomas
Rayner, Patrick Wallace | front row: Jan Engholm
Sousou, Asako Iwama Payton, Ginny Blair, Claudia
Chase Aanderud, Brenda Graybill Custer, Mirian Luttio
Varvais, Sharon Stumpf Morden.
Steve Hersey | class of 1979
After spending 25 years in Haiti at an international
Christian School, Steve is now the Senior Principal at
Acacia International School, Kampala, Uganda.
Lisle Wilkerson | class of 1986
Lisle grew up in Japan. After graduating, she went on
to work in the entertainment industry in Tokyo, hosting
radio and TV shows. In 2008 she moved to Los Angeles,
where she continues to work as a media correspondent,
hosting red carpet events like Golden Globes, Academy
Awards. She was in the Academy Award winning Sofia
Coppola film, Lost In Translation. She also works as aninterpreter, and has worked with companies such as
SpaceX, SONY, Google and Boeing and lent her voice
to some of the big fighting video games. Lisle travels
around the world going to various anime conventions
and Comic Cons, which gave her the idea of starting a
podcast about the life of a TCK (third culture kid). She
continues to host Adventuresof a Blonde Geisha. A recent
episode featured two fellow CAJ
alumni, Priscilla Knoble (‘86) and
Laurel (Laird) Young (‘87).

22

Susanna Probst Gorton | class of 2004
Susanna Grace Probst “Susie” Gorton, 36, wife of Kris
Arthur Gorton, passed away
Tuesday, January 3, 2023, at the
University of Kentucky Medical
Center. She was born in Tokyo,
Japan on February 22, 1986, toPriscilla Sue Paulo Probst andthe late Dennis Leslie Probst
who were American missionaries with World Gospel Mission
in partnership with the Immanuel Church of Japan. In addition to her husband,Kris, she is survived by her daughter, Kiley Grace
Gorton, age 6, Katherine Elizabeth Gorton, age 4,
and Elliana Lee Gorton, age 2; mother, Priscilla Sue
Probst; brother, Mark Samuel Probst (Melissa); sisters, Rebecca Probst Jaggers (John), and Deborah
Probst Folsom (Ryan); mother and father-in-law,
William T. Gorton III and Robin Brown-Gorton, as
well as her sister-in-law, Kathryn Leslie Gorton.
Susie completed studies through high school at theChristian Academy in Japan. She was very activein sports including basketball, volleyball, and track.
She also took piano lessons, played the flute in theschool band, was a member of Chamber Singers,
and was active in Hi-BA. Upon returning to the
U.S., she attended and received her B.A. at Asbury
University and held both a Bachelor’s and Doctorate in Nursing from the University of Kentucky. She
practiced her medical skills in the Neurosurgery
Intensive Care Unit at the U.K. Medical Center.
During her elementary school years, Susie prayed toreceive Christ as her personal Savior and Lord. Fromthat time forward, she followed Him. As a 10-year-old,
diagnosed with Type I Diabetes, she trusted Christ to
help her through this major hurdle in her life.
Dedicated to the love of her family and the warmand loving care of her precious three daughters byproviding a tender family culture, a love for God,learning, doing their best and helping others, Susie
was a wonderful mother.
Susie was beloved by her husband, family, friends,
and work family. She was known to be a woman ofcompassion who selflessly gave of herself to others
and was intent on doing the right thing. Her love for
Christ was apparent to all who knew her, and sheleft a legacy of love for those she knew and those
who found themselves under her care.
In lieu of flowers, the family would appreciatememorial gifts to help fund the girls’ college
expenses. Gifts may be given directly to Kris Gorton/ College or via the GoFundMe site.
gofundme.com/f/support-for-the-gorton-family.

Class of 2007 | reunion
Six alumni from the CAJ class of 2007 met for an
impromptu 15-year reunion in Tokyo.

from left to right: Ben Clark (and wife), Victor Eby,
Paul Mori, Patrick McGinty, Marian Mine, Stephen
Yosypiw (Stephen’s wife is in the middle)
Carolyn Hardy | staff member 1984 – 1999
In memory of Carolyn Hardy, February 22, 1946 —December 13, 2022. Carolyn’s contribution to CAJ
over a period of 15 years is very much appreciated.
Carolyn Hardy had a positive impact on hundreds ofpeople. She faithfully ministered alongside her husband Ron for 54 years and on December 13, 2022,
God said “You have fought the good fight, you havefinished the course, you have kept the faith. It is time
to come home.”

After 6 years in New Jersey, God called Ron and
Carolyn to continue their ministry in Japan withJapanese and International high school students.
Carolyn worked in the elementary school at Christian Academy in Japan. Carolyn delighted in taking
care of her family, and also loved opening up herhome to countless high school kids, college students and young adults. The more people in thehouse, the happier she was. Even after being diagnosed with ALS, Carolyn continued with her many
activities. She even continued her ministry with anorganization that used donated wedding dresses
to make gowns for stillborn babies.
One of Carolyn’s favorite places to be in Japan was
at Hi-BA camp. She learned to cook Japanese foodas she worked alongside Mr & Mrs Hanazato in the
kitchen. She also really enjoyed being able to speak
Japanese with friends at camp. Because of her greatlove for Hi-BA we are asking people to consider
giving a lasting financial gift to the “Rebirth of the
Hi-BA Camp in Japan” Carolyn’s delight was seeing
high school kids giving their lives to Jesus Christ.
Give online at: send.org/give/projects/japan-hiba-camp-rebirth. To give via check, please makechecks out to SEND International and include anote ‘Memory of Carolyn Hardy — HiBACamp’.
SEND International
PO Box 513, Farmington MI 48332
Carolyn Hardy’s full obituary is available at:dignitymemorial.com/en-ca/obituaries/estespark-co/carolyn-hardy-11060003

January 9, 2023 at Carolyn Hardy’s
Memorial Service
back row: Phil Berg (93), Jesse
Berg (91), Mitch Kim (92), Aaron
Campbell (96), Ernie Leaf (91) front
row: Hubert Kim (90), Karen Hardy
Hammond (92), Rebekah Hardy
Oros (96), Jane Lucas, Craig Lucas

CAJ Alumni Updates is a forum for updates from alumni, provided as a community service. The inclusion of any
piece of alumni updates is not necessarily an endorsement by CAJ.

We would love to hear from you!
Take a few minutes right now — email your update to alumni@caj.ac.jp

23

EQUIPPINGSTUDENTS TO SERVEJAPANAND THE WORLDFOR CHRIST.

www.caj.ac.jp

Thank you for your ongoing prayers and support making our mission possible.

ACCREDITATION
Western Association of Schools and Colleges since 1976
GOVERNMENT STATUS
Gakko Hojin (School)