Bill’s note:

Being one of the “Lost Boys” at Interlochen, Spencer was not “invited” back for the Spring semester of his Sophomore year. So he had to return home to attend public high school.

When Spencer began at Lahser in the Spring semester of his sophomore year, he felt lost. Not because he was ‘the new kid’ (hell, he’d grown up with so very many of the kids he’d see at school), but because he was going to be thrust back into the square peg/round hole world he’d so successfully escaped from just a couple of years before. But Spencer didn’t complain – he just did what Spencer did best, he made the most of it.
Thank all that is good that Spencer would meet the woman who would become his greatest ally and his eventual liberator from hum-drum high school. Counselor Sheila Bailey remembers:

FROM SHEILA  BAILEY

I remember the first day Spencer came to Lahser. He was new, transferring from Interlochen Center for the Arts. I could tell after only a minute that he was not very happy to be here and was going to miss the music and artistically, rich atmosphere that Interlochen had offered him. Spencer was clearly bright, but came in feeling disappointed, and was hoping to return to the music school. My daughter Shannon was at the school, so I asked her to show him around and hoped that her friendly smile and personality would win him over. I wanted him to see that we were a very accepting school and that Lahser is known for welcoming and celebrating all kinds of people. I met with Spencer a few times over classes and schedules that semester and I think he came to realize that I was on his side; I would help him any way I could. He seemed to enjoy Lasher, and was actually surprised that he did enjoy the other students. The students were easily drawn to Spencer. They liked his ability to challenge authority while still showing respect. They loved his artsy, musical side and wanted to be around him. Spencer drew people to him; he soon gained pseudo- celebrity status in that the students liked to be part of his life,

While we discussed his next semester, together we decided that he should give Model High School a try. Spencer would be able to learn in an environment where he could explore his abilities and develop his strengths. Once he started at Model, he found it met his educational needs and created a great niche for him.

I also remember Spencer coming in and talking about many things, but generally, life. While I was asking him about his plans for the future and his thoughts about where he could see himself , it became obvious that he had a very clear idea of where he wanted to be and what he wanted to do. He was not interested in the conventional path and when I suggested college, he informed me that he would go to college, but on his own terms. He had other ideas of what he needed to do and he knew that his music was the career he wanted to pursue. He would also ask me questions, which I found interesting, as most teenagers are focused on their own lives. I remember arguing philosophical ideas with him and his ability to articulate his thoughts was impressive. Spencer wanted to travel, to see other cultures, to hear the music in other countries and understand the people. He liked the various religions and although he did not think religion was for him, he understood how the idea of it was appealing to others. Spencer was curious about many things: religion, politics, environment, music and art. He read a great deal and seemed to be soul searching a little. Intellectually curious, he loved the challenge of a discussion. He was fun, but yet serious. He chose his words carefully and did not spend much time on frivolous talk. Spencer was quiet at times and seemed to be introspective, but could make you laugh as well as he put things in perspective. One time he told me that people take themselves too seriously.

He took a student around for me once. I told him not to give his teacher opinions as he might scare them off. He was very diplomatic and informed the student that the teachers each had things to offer and they would eventually figure that out on their own.

When Spencer decided he wanted to graduate early, he told me what he had to do so that his parents would let him. Then I told him what he had to do from the school’s perspective. When I asked why he was so anxious to get out, he told me he had things to do and it was time to move on. I felt that he was outgrowing high school and was very ready to move on.
When I heard about Spencer’s illness, it hurt me a great deal. I remembered the look on his face the first day he was here and I knew that he had his first encounter with how unfair life was at times. He was in a school where he felt he belonged and could flourish and yet, had to leave because of a mistake. He was angry and hurt and couldn’t understand why people are not allowed to make mistakes. So I was picturing that same look on his face, when doctors told him how sick he was. What did he do to deserve this? Clearly, nothing, but if he ever believed in a religion, this would help answer it; his time had come and someone needed him. He would laugh at that answer, but what other answer is there?

As sure as I sit here and type these words, I am convinced to this day that Sheila was as responsible for Spencer successfully getting through high school and on with his life as anyone, anywhere. He trusted her and she was his advocate – not just to the administration when he wanted to graduate early (with less than stellar grades) but to Cathy and me when we would visit with her time and again to “find out what we could do” to help Spencer engage in school. She always convinced us that Spencer and she had it under control.

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