Haverford School Today Winter 2023

HAVERFORD SCHOOL

board of trustees, 2022-23

Amy Baker P’24 ’26

Kenneth M. Bate ’69

Amy C. Briddell P’23 ’30 ’33

William T. Caddell Jr. ’91

Tyler Casertano P’34, Head of School

Hans R. Davies ’95

Caroline R. De Marco P’20 ’22, Secretary

Randall T. Drain Jr. ’01

Thaddeus J. Fortin ’77, P’09

Maurice D. Glavin ’83, P’14 ’16 ’20, Chair

Jack Kirkpatrick ’88, P’20

Barbara Klock P’23 ’23

Jeffrey F. Lee ’95

George B. Lemmon Jr. ’79, P’12 ’19, Vice Chair, Treasurer

Quincy B. McCoy P’24

Wade L. McDevitt P’28 ’30

Jonathan R. Morgan ’03

Martha Ortiz P’21

Ravindra A. Reddy ’90

G. Bart Smith ’95, P’28 ’30

Nafis Smith ’99

Fitz Daniel T. Tepper ’12

Edward M. Trusty Jr.

G. Nash Waterman ’98

Roland Yang ’10

corrections: Dr. Larry H. Roth ’69 was mistakenly left off from the donor list for The John J. Gallagher Jr. ’69 Memorial Scholarship Fund.

The following donors were mistakenly left off from the donor list for The John L. “Doc”

Thomas 1923 Memorial Scholarship Fund:

Mr. John H. Thacher ’62

Mr. Henry J. Faragalli III ’86

Mr. Thomas M. Lindberg ’07

head of school Tyler Casertano • assistant head of school Mark Thorburn

chief financial officer Peter Maas • managing editor Sarah Garling

editors Keith Czarny and Alexis Hope

• layout/design Emma E. Hitchcock

printer Intellicor LLC., Lancaster, Pa. • photographers Andrew A. Bailey ’02, Nate Burman (Fourth Former), Keith Czarny, Eamon Glavin ’14, Alexis Hope , Daniela Schmitter, and George Wood ’75

contact Sarah Garling, Director of Marketing and Communications; 484-417-2764; sgarling@haverford.org

address changes Please send address changes to Palmer House at palmerhouse@haverford.org

about Haverford School Today magazine is published for alumni, families, grandparents, and friends of The Haverford School. Nonprofit postage paid at Southeastern, Pa., and additional mailing offices.

Copyright © 2023 The Haverford School (all rights reserved).

special thanks Thank you to everyone who contributed to this publication: Laura Amato P’26, Dr. Andrew Fenton, Dr. Daniel Goduti, Barb LaPenta, Will Leech, Brenda McBride P’26, Geoffrey McDonald ’03, VI Former Zachary Shah, and Thomas Stambaugh ’90

front cover: Kindergarteners practiced coding principles, moving “bee bots” around a mat in the Lower School’s Tabas Library. back cover: Lower Merion police officer Darren Swain visited the pre-kindergarten classroom to explain his role in the community

HAVERFORD SCHOOL Today

Every year, Middle School boys spend the two days before Thanksgiving break attempting to Solve the Earth’s Problems (STEPs). In activities as varied as examining the environmental conscientiousness of the School’s campus (shown) to crafting artwork from trash, the boys spend STEPs days thinking through the issues that face the global population. Flip to page 7 to read more about Middle School STEPs days.

Letter from the Head of School

by Tyler Casertano

It was a sight to behold; hundreds of Haverford boys and alumni of all ages swarming the field after the football team’s sweater clinching, Inter-Ac championship sealing, perfect 10–0 season completing victory. Even my four-year-old daughter and two of her friends ran onto the field to celebrate.

As the sea of maroon and gold fans stormed the field, I couldn’t help but think of the team’s two student managers, one a talented photographer and videographer, the other a lover of football with a deep loyalty and passion for The Haverford School. All season long these two gave all of themselves, often in quiet, thankless ways, to help the team win. They made pre-game videos to inspire the team, helped coach the JV team, prepared for practice, and ensured that coaches and players had what they needed to perform on the field. And, as the Haverford nation enveloped the team in celebration, there they were, continuing to think of others. One with his camera out, capturing the moment, taking photos of his friends with the sweater. The other showering his teammates with praise and support, and helping to clean up the sideline.

I share these stories because at many schools, these boys are not celebrated. Heads of School need to write letters drawing attention to them because so few notice their quiet, selfless contributions. But here at Haverford, those contributions are recognized and appreciated. These two boys are seen. Their work is celebrated. Ask any student about one of these boys and they’ll tell you how well respected they are.

This is one of the aspects of our community that I have come to appreciate most; that above all else, authentic contribution, in whatever form that might take, is seen and celebrated.

That culture was on full display at the Spirit Week talent show before EA Day. Over the course of an hour, students and faculty took to the stage of Centennial Hall to perform. From showtunes to classical masterpieces, from rap to rock and roll, they gave all of themselves to the audience, never holding back. And, after each performance, the audience rose to its feet in applause.

Later in this magazine you will see a piece about the social and relational lives of boys. This piece was adapted from a fall Best for Boys talk Dr. Michael Reichert and I gave. In the piece, and in our talk, Dr. Reichert noted that research on boys shows — and my experience working at boys’ schools validates — that, while that back and forth between the audience and performer might seem insignificant, for boys, it is both extraordinarily critical and fragile. The delicate nature of this relationship stems from the fragility of

adolescent boys. Boys, in our experience, are hyper-sensitive to how they are perceived by others. They are keenly aware of what will be celebrated and what will be criticized, and therefore, all too often they self-censor, hiding behind masks that are safe and comfortable. Convincing boys to take off those masks requires decades of work and daily cultivation. It takes trusting and supportive relationships between students and between students and faculty. It takes an abiding respect for the community; an awareness that each of us is part of something larger and therefore needs to contribute to the greater good. And it takes practice; daily and weekly opportunities for student leaders and faculty to reinforce and strengthen this culture through taking off their masks and making themselves vulnerable to the community. But, when right, this culture liberates boys from their limited perceptions of what they can and cannot do, allowing them to bring their full selves to school each day, to develop their full humanity, and to become their best selves.

And this is why I was so proud of our students and faculty at our talent show on the day before EA Day, and why my mind was on our two student managers as the Fords flooded the field in celebration. Ultimately, what allowed Haverford to keep the sweater was not just our excellent coaching, athletes, or training. What I believe mattered most on the soccer and football fields, in the pool, and on the golf and cross-country courses, was our culture of authenticity and contribution. It allowed our boys to take their masks off, and in doing so empowered each member of the community, regardless of their strengths, to give those strengths to one another and to the community. The sum of those collective strengths was extraordinary, and it kept the sweater in the trophy case outside of my office for another year.

Go Fords!

Tyler Casertano Head of School

South Roberts Road Steering Committee selected

After closing on the South Roberts Road property in late June, The Haverford School began developing a process that will create a shared vision for the use of the 43-acre parcel of land.

That process will include learning from peer schools that have gone through similar experiences, working with companies that specialize in campus master planning and strategic planning, and engaging with our constituent groups to solicit feedback on what the School needs to continue to serve the community.

The first step in the process was to assemble a steering committee. The group has been charged with the work of engaging with the community to collect feedback. The perspectives they collect will guide the Board of Trustees and the School’s leadership in determining how the property can best serve our mission and the School’s long-range strategic goals.

The South Roberts Road Steering Committee includes:

Wade L. McDevitt P’28 ’30, Chair

Kim Carter P’24, Vice Chair

Jonathan R. Morgan ’03, P’34, Vice Chair

Dr. Pam Greenblatt, Head of Lower School

Darren Hengst P’24 ’28, The Grace and Mahlon Buck Chair in Performing Arts

William McNamara ’75, P’12 ’16

Michael Murphy P’20, Director of Athletics

Ted Peters ’68

Bart Smith ’95, P’28 ’30

Jennifer Tierney P’25 ’27 ’32

As always, the top priority in moving forward will be opportunities that deepen our School’s culture and further our mission.

HEAD OF SCHOOL FOR THE DAY ASHER BRIDDELL

On Sept. 30, second grader Asher Briddell served as Head of School for the day. His activities included hosting the daily leadership meeting, dining with Head of School (every other day) Tyler Casertano, and declaring a Lower School dress down day. Asher recently received a Cox Coin, celebrating his virtuous actions when he stopped to pick up trash, inspiring his classmates to do the same.

National Merit Scholarship Program recognizes Upper School boys

Fifteen Haverford School seniors were recognized by the National Merit Scholarship Program, including seven who were named National Merit Scholarship Semifinalists.

The semifinalists include Jingyuan Chen, Jay Crowther, Matthew Kang, Joey Kauffman, Colin Kelly, Kiran Mistry, and Owen Yu. The annual National Merit Scholarships gives 7,250 awards, totaling more than $28 million. The scholarships will be awarded in the spring.

The Haverford School students are among 16,000 candidates to be placed on the semifinalist list, whittled down from more than one million nationwide applicants. The boys represent some of the highest Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) Selection Index scores in Pennsylvania.

Eight Haverford School boys were recognized as Commended Students for their performance on the test. These students are Nathan Mirin, Robert Murray, Rory Nesbitt, Zach Shah, Jaiden Shuchman, Willys Silvers, Megh Tank, and Evan Wang.

“We are so pleased to celebrate this tremendous accomplishment by so many of our Upper School students,” said Mark Fifer, Head of Upper School. “The boys recognized have contributed greatly to our School, so it is fitting that their intellectual agility and vibrancy is acknowledged by the National Merit Scholarship Program.”

To be considered for the scholarship, each student must complete an application, write an essay, and receive strong scores on their PSAT/NMSQT.

KINDNESS & CREATIVITY COMBINED

Using plastic bags collected from the community, Form II students are creating weather-resistant multi-use blankets for the unhoused population in the Philadelphia area. Form II English teacher Kelsie Canty, who is leading the project, explained, “First, collecting the bags from the community helped with the recycling effort. Now, we’re taking the bags, scrunching them up, and tying them together into a long string, like yarn. We’ll wrap it up into a ball and hand knit the blankets from there.” Canty was inspired to continue this project after seeing her mentor’s mother create these with her church community. “I really loved the idea,” Canty said, “and haven’t seen it done in many places. I decided to continue it here.”

FORMS III, IV, AND V CLASS TRIPS BUILD CAMARADERIE

At the start of the school year, Upper School students in Forms III, IV, and V participated in class-wide field trips. The purpose of these trips was to encourage teamwork, build camaraderie, and develop friendships amongst the classes. "After two years of dealing with the pandemic and the lack of ability for classes to spend time together, Mr. Fifer, Mr. Kolade, and the Form Deans thought it was important to generate some opportunities for connection outside of the typical school day,” explained Fourth Form Dean Jeremy Hart. “In my class for example, many of the boys hadn't met some of their classmates, despite being done with a quarter of their high school careers. Additionally, we thought it was important to have the teachers of students in Forms III, IV, and V students to be assigned to the corresponding trips in order to help build the overall Upper School community in addition to inter-class cohesion.”

FORM III TRIP TO CAMP SAGINAW

On Sept. 22, the Class of 2026 departed from Haverford for an overnight community life program at Camp Saginaw in Oxford, Pa. The Camp Saginaw program was designed for the entire class, faculty included, to share a common experience together as a cohort in the first month of school. The boys stayed in cabins, ate meals together, and participated in bonding activities designed to build fellowship among one another early in their Upper School careers. These activities included archery, zip lining, a campfire, and more.

FORM IV TRIP TO THE PHILADELPHIA OUTWARD BOUND SCHOOL

On Sept. 23, the Class of 2025 traveled to the Philadelphia Outward Bound Ropes Course. Located in Fairmount Park in Philadelphia, the course hosts one day programs called Insight Days that challenge students to leave their comfort zone and tackle fears while being supported by their classmates. The fourth form boys spent the day actively engaged in hands–on learning. They polished their communications skills, enhanced their ability to work as a team, and strengthened their form’s fellowship, all while hurdling different rope obstacles along the course.

FORM V TRIP TO NORTHBROOK CANOE

Also on Sept. 23, the Class of 2024 visited Northbrook Canoe in West Chester, Pa. The boys spent the day canoeing down the Brandywine River. A nearly perfect day for canoeing, the boys and their teachers built class cohesion and Haverford memories as they navigated the restful waters of the Brandywine. The day included a lesson in water quality testing, nature studies, and form-wide fun.

Keeping campus’ windows intact

The Middle School golf team can often be found practicing right here on campus, thanks to the smart invention of the BirdieBall and the ingenuity of Second Former Keith DiMarino. According to the BirdieBall website (birdieball.com), a BirdieBall “has a limited flight distance of 40 yards, but feels and flies just like a real golf ball.” The Middle School golf team was using these limited- flight golf balls to practice on campus without breaking windows, but their supply was not keeping up with their demand.

DiMarino created a computer-aided design (CAD) model of the BirdieBall and 3D printed the model using a flexible filament. “I had to make some modifications, but it’s pretty much a BirdieBall, just 3D printed and cheaper,” said DiMarino of his process. DiMarino prints four of his designs at a time on the campus 3D printers. “We have multiple 3D printers here, so we made a bunch of them,” DiMarino explained. The golf team then used them for their practices, which contributed to a great performance this fall season.

The Timothy School

On Oct. 22, students from The Timothy School visited Haverford’s Lower School. The Timothy School is the oldest non-profit approved private school in Pennsylvania devoted exclusively to teaching students with autism. Partnering with Kate Thorburn’s third grade class, ten Timothy School students and nine staff members were greeted in the Lower School circle before a morning of fun.

The Haverford third graders introduced themselves to the visiting students who had been their pen pals for the past month. After the morning meet and greet, Lower School art teacher Molly Porter led the students in an arts and crafts project where students from both schools showed off their creativity.

Following art class, the students made their way to the Lower School music room where they were greeted by music teacher Valerie Case. Case taught songs to the students that included a rhythmic lesson of rolling a ball back and forth. The students also participated in a group dance where they pointed to the stars on the ceiling.

After music class, both schools traveled to Thorburn’s classroom, where the Haverford boys shared their classroom materials and learning resources with The Timothy School students. After partner play time, all students enjoyed a pizza lunch and shared some laughs and smiles.

Middle School students look to Solve the Earth’s Problems (STEPs)

Before Thanksgiving break, Middle School students took a brief pause from their lessons to focus on Solving the Earth’s Problems, also known as STEPs. Originally inspired by the United Nations’ 17 sustainable development goals, STEPs days offer students the opportunity to think through the issues that face the global population.

The program kicked off with keynote speeches from Dr. Bridget Gurtler and Troy Gibbs-Brown ’18. Gurtler, a Haverford Upper School history teacher and director of the human relationships program, detailed the important process of removing bacteria from water. Gibbs-Brown, an ecological researcher, explained how there are boys and girls around the world that do not have proper shelter or clean water. He encouraged the boys to consider this in relation to their own community and their experiences.

“We, in this country and at Haverford, are experiencing very critical yet unnoticeable changes to our global climate on a daily basis,” shared Gibbs-Brown. "In order to prepare these boys for life, a future that we can but vaguely fathom, it is imperative that they adopt global perspectives that can serve to equitably, efficiently, and sustainably confront climate crises. While we are questioning and enjoying 70° weather in November, communities across the world are questioning where and how they’ll live after their homes have been erased by massive flood events; Arctic natives are watching their homeland melt underneath their feet. The children of these realities will become our colleagues, our climate experts, our corporate environmental consultants. It is only a matter of time until these realities begin to hit close to home. But our children, educators, and students cannot afford to wait until then to catch up with the rest of the world.”

Following the keynote assembly, students returned to their grade levels to work on their goals for the week. Each class on the boys’ schedule tackled that grade level’s goal in a unique way.

By approaching these topics from many different angles, the students received a truly multidisciplinary experience. They see how each of their "regular" school subjects can be utilized in order to understand the UN's global goals and to effect change in the future.

SIXTH GRADE OVERVIEW

The sixth grade STEPs program analyzed UN Sustainability Goal #12: ensure sustainable consumption and production patterns. The focus of this program was to give the boys an understanding of how their individual consumption affects the environment around them.

In world languages, boys focused on recycling items for future use. In math, students analyzed the amount of litter on New Jersey beaches. Students used their own trash collection in English class as inspiration to write a free-verse poem. Art classes repurposed trash to create costumes and props. In history, the boys studied the plastic waste crisis.

FORM I OVERVIEW

The Form I STEPs program focused on infrastructure and UN Sustainability Goal #9: build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. The goal of the Form I program was to show students how they, as individuals, play a role in helping provide inclusive infrastructure, industrialization, and innovation around the world.

In world languages, students focused on ancient civilizations and the growth of industries. In science, students studied the car industry. In math, students examined the Haverford School campus and its use of environmentally-friendly spaces. In English, the boys reviewed ancient civilizations and how they constructed cities to meet the needs of the citizens. Art class concentrated on creating items that can be used in everyday life. In history, students investigated the free and fair-trade chocolate industry and its impact on human development.

FORM II OVERVIEW

The Form II STEPs program built off the Form I STEPs program. The Form II students considered how various cities and countries supply their communities with clean water and prepare for water-based natural disasters.

In world languages, the boys spoke with specialists at Fairmount Waterworks to learn how Philadelphia is supplied with clean water, and then compared their system to those in the Congo and Taiwan. In science, they performed a water reclamation lab using water from a local pond to see how water is cleaned. In math, they explored the costs of reducing water-related disaster risks by looking at general misconceptions and actual statistics. They performed a creative writing exercise about water-related disaster risk in English class, and they composed lyrics to a "We Are the World"-like song during music class. Finally, they investigated rising sea levels and threats to cultural preservation in Oceania in their arts class.

Complex sociopolitical dynamics …and soccer

Director of Global Studies and avid soccer fan Andrew Poolman partnered with Director of Diversity, Equity, and Inclusion Rhonda Brown and representatives from every division for a Haverford School “World Cup celebration of countries and cultures” this fall. The project’s goals included facilitating interdivisional collaboration, humanizing and exemplifying Haverford’s values, increasing crosscultural awareness and perspective consciousness, and, of course, having fun.

The entire School was assigned, by advisory, to different teams, excluding the United States. Upper and Middle School advisory groups partnered with Lower School classes, gathering for the first time in their groups at the Thanksgiving assembly. World Cup games streamed throughout campus this November and December, with groups of students huddled together over lunch debating the rules. As Poolman remarked, “The World Cup is here. Whether it’s hearing the boys sing the World Cup song 'Hayya Hayya,' listening to the boys discuss their favorite teams, or the faculty sharing their classroom ideas, it's exciting to see our community embracing this cultural event.”

Historically, the World Cup tests and exposes political dynamics between participating nations, and this year’s World Cup, hosted by Qatar, is no exception. The Upper School researched facts about the participating countries while the Middle School interpreted World Cup events through the School’s 24 virtues. Both divisions presented their findings to the Lower School, and then collaborated on crafts, such as pennants, with their younger counterparts.

Guest presenters return to the Lower School

For the first time since March 2020, guest readers, speakers, and presenters have returned to the Lower School. These guests have a wide range of skills and expertise that they share with the students. Their presentations support the hands-on learning experience that is so crucial to the Lower School’s curriculum.

Pre-k hosts community members to discuss their careers

Pre-kindergarten has implemented a full series of lessons dedicated to guest speakers. Early in the school year, Dr. Kelly Murray P’36, an orthopedic surgeon, visited the boys and explained her career. Dr. Murray, mother of pre-kindergartener Liam, explained to the boys that she specializes in shoulder and elbow surgery. She showed the boys pictures of x-rays, demonstrated a procedure on one of Liam’s teddy bears, and read a story to the boys about where each bone is connected.

Later in the fall, Lower Merion police officer Darren Swain stopped by to explain his role in the community. He explained that as a police officer, it is his job to keep people safe and to build healthy relationships with neighbors in his community. Swain, a senior bike police officer, taught the boys the importance of knowing how to dial 9-1-1 in an emergency.

As part of National Fire Prevention Week, three firefighters from the Merion Fire Company of Ardmore visited on Oct.

11. Pre-kindergarten and kindergarten boys gathered in the Lower School circle for a special visit that included a tour of the ladder’s fire engine. The firefighters gave the boys a demonstration on how they put on their fire safety equipment for fighting fires. They explained to the boys the importance of fire safety, urged them to never play with matches or lighters, and encouraged the boys to talk to their families about having a fire safety plan at home.

Other presentations in the pre-k included a visit from Mike Barth, an engineer for PECO Energy, a presentation from Ironman Triathlete and gym owner Ali Jackson, and a trip to the Middle School to teach Jennifer Hallman’s theater class about emotions.

Third grade welcomes parent presenters to teach about Diwali

In late October, Dr. Gita Ram P’32, Dr. Bindu Kumar P’32, and Paromita Kar Haye P’32 visited third grade to explain the celebration of Diwali. They taught the boys that Diwali, also known as a festival of

lights, celebrates the triumph of light over dark and good over evil. Ram, Kumar, and Haye, mothers of third graders Krishna, Talin, and Tristan, respectively, shared with the boys that Diwali is celebrated by followers of the Hindu, Sikh, and Jain faiths and showed the boys their traditional sarees.

Head of School Tyler Casertano teaches boys about Haverford/EA Day history

Following the Fords win at Haverford/ EA Day, Head of School Tyler Casertano toured the Lower School and explained to the boys that Haverford would keep the coveted sweater for another year. While visiting every classroom in the Lower School, Casertano gave a recap of the weekend’s events and explained to the boys the importance of sportsmanship, school spirit, and determination, and that every athlete exhibited those characteristics on the field, on the course, and in the pool. Each class then posed for a picture with Casertano and the sweater.

THE MANY MEANINGS OF INT EGR I T Y

Integrity is an autological word, one that demonstrates its own meaning. It has maintained its…integrity…despite centuries of development and various applications. Integrity may not be as clearly an autological word as “polysyllabic,” “written,” or “English,” but it always means some type of wholeness, whether the speaker of the word was an ancient Roman orator or a modern biologist.

The word has Latinate origins, as Latin teacher Dr. Andrew Fenton will say, and is tied to the term “integer,” a concept explored in math teacher Barb LaPenta’s courses. Writers use integrity to describe the moral uprightness of their characters, as English teacher Tom Stambaugh ’90 says, while biologists use the concept to describe development without human intervention, as science teacher Dr. Daniel Goduti explains. Whether numerical, spiritual, biological, or otherwise, the term always describes wholeness.

So, when the Haverford School community embraced integrity as the virtue of the 2022–23 school year, the chosen definition of “dedication to the virtues” is in keeping with the nature of the term. Demonstrating integrity at The Haverford School requires adherence to the whole set of virtues. The term, having stayed true to itself despite appearing in many places, sets the example for this behavior. The experts in our Upper School—classicists, mathematicians, and more—tell us how:

Integrity, the Latin integritas, has at its root the verb ‘to touch.’ With the negative prefix in-, it means something that is untouched or still whole. So, something that possesses integrity is unblemished or complete, physically, morally, or even aesthetically. A body that has integritas is free from disease, and somebody who speaks or writes clearly demonstrates integritas of language. Most important of all for the Romans was the moral virtue of integritas, a wholeness of character that is at the core of what it means to be a good citizen and a good human being. Integritas binds together other virtues like loyalty, honor, or friendship, and it is often mentioned in combination with them, as when somebody acts to benefit others at their own expense. It isn’t a showy virtue, but it is one that others depend on.”

—Dr. Andrew Fenton, Upper School Latin

The words integral and integer provide a mathematically-rooted understanding of the word ‘integrity.’ In calculus, the integral is the area under a curve, or a summation of items. Integers are positive or negative whole numbers. So, when I think of mathematical interpretations of integrity, I think of the pieces that come together to make a whole. When talking about integrity, we are talking about good character, good moral standing. A person with integrity, from a mathematical standpoint, is a complete, well-rounded individual.

– Barb LaPenta, Upper School math

THMThe term integrity has multiple uses in the sciences, but one timely and relevant use is in the term ‘biological integrity,’ first presented in the United States Clean Water Act to ‘maintain the chemical, physical, and biological integrity of the nation's waters.’ In this usage, integrity defines a pristine ecological community that is as close as possible to what would result from evolutionary processes were they unhindered by human involvement. Because biologists examine interactions at very small and very large scales, ‘biological integrity’ is a shorthand for a biological system that is functioning at its ideal, with all of its component organisms or parts coexisting with appropriate interactions. When biological integrity is threatened, the community is no longer functioning at its best—organisms and behaviors may be overrepresented, ecological niches may be missing, and the entire system is at risk of collapse. Therefore, integrity (or lack thereof) affects everything in the community and can eventually lead to its demise without protection and stewardship.

SCIE E

You have to dig to the end of the Oxford English Dictionary’s definition of integrity to find the meaning most of us associate with the word: ‘soundness of moral principle; the character of uncorrupted virtue, especially in relation to truth and fair dealing; uprightness, honesty, and sincerity.’ Though the word’s sixteenth-century English origins hew closest to a religious moral ideal, like, in the JudeoChristian tradition, humanity before the Fall, most of us think of the word outside of faith, as a steadfastness amid life’s uncertainties, moral and otherwise. It strikes me as a noble but ultimately unattainable goal, a North Star to steer toward, but never reach.

– Thomas Stambaugh ’90, Upper School English

—Thomas Stambaugh, Upper School English

— Dr. Daniel Goduti, Upper School science

From Dr. Amy Rottura’s office at the front of the Middle School, she can see how each student enters the building to start his day. Since joining the community as Middle School Dean of Students last summer, she has noticed a trend: One boy straightening his tie and tucking in his shirt as he walks into the building typically inspires the boys behind him to do the same. As Dr. Rottura reminds the boys, “Other students are looking up to you.”

And Rottura is aware that the students are observing her, too. “I have to be genuine with the boys,” she says. Rottura’s work begins with relationships, and “mutual respect is the key.” Her role “is about getting to know the boys, developing relationships with them so we can address issues as they arise. If we can address issues when they are small, then they won’t get bigger.”

She aims to inspire ownership in the boys—ownership of themselves and their behaviors. Although a major part of her work is helping students make good decisions and respond appropriately after they make mistakes, she balks at the term “discipline.” Instead, she emphasizes those relationships. She explains, “When the students understand that an adult cares and wants the best for them, they get that it isn’t about discipline, but learning from mistakes.” This philosophy manifests in the reflections students write after serving detentions. As Rottura explains, “It teaches them to own their mistakes. It’s about having integrity.”

Taking on this new position was Rottura walking her talk. She says, “I’m a big believer in being a lifelong student, and developing that in our students. This was an opportunity for

me to continue to grow and to learn.” Beyond the challenges of working with a bigger community than she had grown used to in her decade-long career at St. Edmond's Academy, joining The Haverford School offers more opportunities to learn from her peers.

“It's nice to be in a bigger community,” she says, “where I can connect with people who teach the same subjects as I do. As Dean of Students, I can connect with Upper School Dean of Students Luqman Kolade and Lower School Dean of Students Jay Brown, who are doing similar work, just with older or younger students.” Her first few months were filled with helpful conversations with colleagues, inspiring her realization that “the sense of community here is just wonderful. I have not met a more engaged, educated, and welcoming group.”

In addition to her role as Dean of Students, Rottura teaches Humanities Lab, moderates student council, and coaches golf, lacrosse, and intramural basketball. She is currently partnering with Director of Diversity, Equity, and Inclusion Rhonda Brown to connect the Middle School student leaders with their counterparts in the Upper School. “There are so many opportunities here to be involved and learn from different people,” she smiles, “I can't wait.”

As the boys begin their days with straightened ties and tuckedin shirts, Rottura begins her first year with the community eager to get to know the students and the many ways to support them. “Everything changes so fast for these kids,” she says, “There are always new challenges, so we always must find new ways to support them, not only with learning, but socially and emotionally. Creating a foundation for them to build upon— preparing boys for life—starts right now. They will leave us, going on to college, careers, and their families. It’s important that we start as we intend to go.”

Dr. Amy Rottura joins The Haverford School after over a decade with St. Edmond's Academy, where she served most recently as the Director of Student Life and as a Middle School social studies teacher. She is, as she describes, “a second career educator,” initially practicing as a lawyer and working in finance before transitioning to education. She holds a B.S. in biology from Tufts University, a J.D. from Suffolk University Law School, an M.Ed. from Framingham State College, and a Ph.D. in Educational Leadership with a history concentration from the University of the Cumberlands, along with many certificates.

MEET MIDDLE SCHOOL DEAN OF STUDENTS

Dr. Amy Rottura

Holocaust survivor Emil Fish speaks to Haverford boys

In early November, Holocaust survivor Emil Fish addressed the Upper and Middle Schools. Fish, a native of Slovakia, shared his family’s powerful story of survival in Europe during the 1940s.

“Every holocaust survivor has a unique story,” shared Fish. “In my opinion, there are common elements in all of these stories: luck, courage, fate, physical strength, and having money.”

Fish discussed his family life as a young boy living in Bardejov, a small town in eastern Slovakia where a third of the population was Jewish. While many of his Jewish neighbors and friends were sent to concentration camps, the Nazis viewed his father’s business selling groceries and lumber as essential, and let the family stay. Fish’s family remained in Bardejov until 1944, when they fled the city and hid in various locations in Slovakia until they were captured by the Gestapo.

The Germans separated his father from the rest of the family and sent him to Buchenwald, a Nazi concentration camp in Germany. Fish, his mother, and his sister were put on a train, headed to Auschwitz. The train tracks going to Auschwitz were bombed, so the train was rerouted to Bergen-Belsen, a concentration camp in northern Germany. “There was no food, no water, and no sanitation facilities on the train,” remembered Fish. “We were packed in like sardines.”

At Bergen-Belsen, Fish endured the many horrors of the Nazi Regime. Historians estimate 50,000 people died in the Bergen-Belsen camp. Fish recalled how the Nazi leaders of the camp discarded victim’s bodies outside Fish’s barracks. Finally, on April 15, 1945, the British Army liberated the camp. Of the estimated 70,000 Jewish people from Slovakia who were deported by the Nazi Army, only around 10,000 survived. “My mother, my sister, and I were told that my father did not survive the camp,” explained Fish. “Then, suddenly, one day, he showed up. Amazingly all four members of my family survived.”

In 2010, Fish was appointed by President Barack Obama to the United States Commission for the Preservation of America's Heritage Abroad. Fish concluded his lecture to students by answering questions and urging the boys to learn about the past. He encouraged them to spread their knowledge so heinous acts, like the Holocaust, are never repeated.

A FRESH INTRODUCTION TO A FRIEND

At any given Middle or Upper School assembly, a student or teacher may be behind the podium, sharing their aspirations and their challenges through the stories that impacted them most. In reflections, Haverford School community members discuss the experiences that shaped them.

Head of School Tyler Casertano set the example at the beginning of the year, offering a reflection about the importance of vulnerability. “When we are at our best,” Casertano said to the boys gathered before him, “we have the courage to be vulnerable.”

Head of Middle School Dr. Jay Greytok ’83 followed Casertano, describing the three most influential men in his life. When Sixth Formers Luka Sekulic and Jay Crowther took the podium at later assemblies, they discussed impactful experiences playing water polo and discovering their love of tennis from Roger Federer. Reflections provide an opportunity for the boys to share their full selves with their community.

Upper School boys work together to answer a question during the annual Spirit Week Trivia assembly in November. The Fifth Form earned first place at the assembly.

Who invented television?

It’s the question at the heart of Aaron Sorkin’s play “The Farnsworth Invention,” presented by The Haverford School’s Performing Arts Department from Nov. 18 to 20. The patent for the invention of the television set provides the conflict between prodigy and inventor Philo T. Farnsworth, performed by Sixth Former Colin Kelly, and Head of the Radio Corporation of America David Sarnoff, performed by Sixth Former Thomas Pendergast. The drama unfolds through the two characters’ direct address monologues and flashbacks, each narrating the other’s story. At the final performance, Sixth Former Ben Bodle, who portrayed Gorrell, Harbord, and the bar patron in the play, thanked The Grace and Mahlon Buck Chair in Performing Arts Darren Hengst for believing in his students, which gives them the courage to believe in themselves.

STUDENTS SET THE SCENE

Four students, all possessing that magic combination of experience and ambition, collaborated on aspects of the design for the Performing Arts Department’s fall production, “The Farnsworth Invention.” This play about a television offered the perfect opportunity to experiment with projections, and Sixth Former Jonathan Carrillo was up to the challenge. With experience in stage management and the drive to try something new, Carrillo found creative ways to visualize the play’s atmosphere in two large projections on either side of the stage. Meanwhile, Fifth Former Jai Bonaparte, the lead designer for last year’s Middle School production of “The Addams Family,” lent his talents this fall as the assistant costume designer alongside Costume Coordinator Andrea Fox. Fifth Former Reilly Pryma, last year’s Upper School lighting assistant, provided lighting design with this play, while Fifth Former Chase Nelson brought his sound mixing skills as the play’s sound designer.

As Technical Assistant of Centennial Hall Victoria Gill-Gomez explained, “The projections, lighting, sound, and costumes conveyed environment, story, and time.” On stage, the actors recited their lines to perfection, knowing that many of their words served as technical cues for their peers behind the scenes. The result was a masterful production that demonstrated the confidence theater requires, both on and off the stage.

TECHNOLOGY AND ART

In addition to 5,000-year-old Chinese porcelain recipes and traditional Renaissance oil painting techniques, students in the Upper School arts program practice using professional technology used in the creative world today. Thanks to a generous donation from the Chappell Culpeper Family Foundation, students in Stephanie Kantor’s 3D Design II honors-level course have been building their skills with the School’s new Epilog Fusion Edge Laser Cutter 24. They began with cardboard models, learning computer programs such as Slicer and Adobe Illustrator. After practicing their skills crafting furniture, the students then enjoyed creating projects of their own design.

“Once they learned the skills, they were ready to pursue their own interests,” explained Kantor. Multiple students created topographical maps, one of the Schuylkill River and another of Lake Tahoe. Henry Gowen, Form VI, designed a wooden wave model on the Meshmixer program. After laser-cutting slices of the wave, he employed woodworking techniques to embed the pieces into a frame. Students took inspiration from stained glass windows, using resin to add color to the negative space in their laser-cut designs. “They’re using the laser cutter as a tool to produce artwork, combining machine work with hand-crafting,” Kantor said.

Art, Design, and New Media Chair Christopher Fox reflected on graduates who are pursuing careers based on their experiences in Haverford School art classrooms.

“We have alumni using tools in college and in their industries that they first started using here,” said Fox. “With these tools, we’re not just preparing boys for college; we’re preparing them for life.”

VI Former Ali Islam was featured at the Thinker Makers Society Gallery in Philadelphia. Islam, a budding photographer, had his photography spotlighted during a fall exhibit of local artists’ work. The Thinker Makers Society Gallery is a community of thinkers, makers, and creators of tomorrow’s ideas focused on forging a path forward.

A MATTER OF PERSPECTIVE

In Nathan Pankratz’s Middle School art class, projects on sketchbooks and in clay elicit lessons from philosophy, literature, and biology. Students created drawings and then clay interpretations of the human skull, examining a lifelike replica while discussing the tensions that form our view of the world. As Pankratz explains, “Good stories are told when there are opposites—villains and heroes, life and death.” The skulls emerged from the boys’ sketchbooks using these lessons in shadow and light.

The transition from twodimensional drawing to threedimensional sculpture required a deeper understanding of the skull’s anatomical structure. “One of the questions they always ask,” Pankratz reflected, “is ‘what angle are we sculpting from?’ They end up answering their own question. They go from drawing the skull from one perspective to sculpting it from all perspectives.”

Turning the replica over in their hands, the boys learned about the Mexican Día de Muertos, or Day of the Dead, and the Roman Stoic’s memento mori, the concept of “remembering death.” Through literary readings and cultural explorations, Pankratz teaches the boys that “we can experience the most out of life if we remember that it’s precious.”

Before firing their creations, the boys practiced sgraffito, etching to reveal the terracotta underneath and creating designs reminiscent of sugar skulls. In Pankratz’s example, his etchings revealed the three essentials from Philippe de Champaigne’s painting “Vanitas Still Life with a Tulip, Skull and Hour-Glass.” Pankratz spun his clay skull, explaining, “The flower represents life, the hourglass represents time, and the skull represents death. These are the things we can’t escape.” As he tells the boys, “these concepts are not meant to bum us out, but to remind us to live.”

BOYS WILL BE BETTER BOYS PREPARING OUR BOYS FOR THE LIVES THAT AWAIT THEM

By Head of School Tyler Casertano

At Haverford, we aspire to prepare our boys for life, and specifically for lives of meaning and consequence. As a school for boys, this requires that we provide our students with an understanding of what it means to be a good man; one who is ready to meet the challenges and opportunities that await him. We do so with an increasing awareness that those challenges and opportunities are changing, and that many boys and men are struggling to meet them. In that work, I often think of my own experience and education as a boy and a man, and of the experiences of the men in my family who preceded me.

I think of the three generations of men in my family, starting with my Italian immigrant grandfather. A caring man, husband, and father, he never felt the need to tell his son, my father, that he loved him. That expression of care was simply not an expectation for him as a man at that time. He cared for the practical, tangible needs of his family. Those were the resources he was meant to provide.

Unlike his father, my father did—and continues to—tell my brothers and me that he loves us. He shares emotion in ways my grandfather did not and taught my brothers and me that one can be both emotive and a man. Yet, while my dad took a more outwardly loving, caring approach to his role as a father and husband, he and my mother maintained a clear separation between his paternal role and responsibilities and her maternal role and responsibilities. My mother worked full time, but there was still an understanding of what was his and what was hers.

I’m grateful for what my grandfather and father taught me about how to be a father, a husband, and a man. And as a husband, a father, and an educator of boys, I am aware that, just as what was expected of my father as a husband, father, and man differed from what was expected of his father, what is expected of me as a husband, a father, and a man is different from what society expected of my father in those roles. I’m also cognizant that what is expected from the next generation will likely differ from my generation.

This is something that my friends and I talk about often. There is a range and dynamism that is demanded of us as men, and that we demand of ourselves; an expectation that, whereas our forefathers might have bifurcated the roles of father and mother into “provider” and “caregiver,” for us, as men, “providing” includes caring for our families emotionally. That expanded job description challenges us to develop an expanded skill set, and specifically, a heightened level of emotional intelligence.

One of my lasting memories of being a boy is that it was not cool to care. Having friends was cool, but caring about those friends was not. In fact, the perverse way in which we showed care for our friends was by poking fun at one another; taking each other down rather than building each other up. Similarly, being smart was cool, but caring about school and working hard was not. The same was true about sports. It was cool to be athletic, but success on the fields was supposed to come from raw athleticism. It was only cool when it was effortless. Natural talent and ability were celebrated, while effort and emotional investment were mocked.

As my friends and I have grown from boys to men and have been confronted by the tasks and roles that require emotional intelligence, we have had to undo what we had learned as children. We have had to learn how to care.

This is not an isolated experience; it’s generational and it is something our boys—and boys and men around the country— are navigating today. Derek Thompson, who has written extensively on the challenges facing men, writes, “The world has changed dramatically, but the ideology of masculinity isn’t changing fast enough to keep up.” And Richard Reeves, author of Of Boys and Men, writes, “We must help men adapt to the dramatic changes of recent decades without asking them not to be men.” The evidence to support that boys and men are struggling to adapt is striking.

than for girls.

This trend continues up to the college level, where 57% of bachelor’s degree recipients are women. Interestingly, although participation in historically male-dominated programs of study such as law, business, and medicine have largely evened out, women continue to lead in historically female-dominated pursuits such as education and nursing. I see this in my own life, as the lone man listed in the field of education in my college team’s alumni network.

These gaps stretch into mental health as well. Men are struggling, and the numbers prove it. Nationally, three quarters of the deaths of despair—from suicide or addiction—are men. In a recent nationwide poll, 15% of men reported having no friends, compared to 10% of women. In 1990, 45% of young men reported that, when facing a personal problem, they would reach out to their friends. Today, only 22% of young men lean on their friends in tough times.

Dr. Michael Reichert, the School’s consulting psychologist and my co-presenter at a recent Best for Boys lecture, has done ample research about boys’ emotional development, and presents an interesting explanation for these startling gaps. His research points to the reality that, while boys have an inherent need for relationships and are, in his words, "wired to connect," they often deprive themselves of the tools necessary to build those relationships. As a result, they fail to develop the skills and capacities that they need to thrive in school and beyond.

So, what is the solution? How can we better equip our boys to find success and fulfillment academically, socially, and emotionally as men? In Of Boys and Men, Richard Reeves presents starting boys in school one year later as an option. While an interesting idea, I suggest another: all-boys schools.

As a school for boys, Haverford develops programming that meets the challenges boys face. Classrooms are intentionally designed to support the way boys learn. Structure, executive functioning development, and movement throughout the day anchor our boys’ time on campus. Teachers understand who boys are and what they need. We eschew the idea of “boys will be boys” and instead create an environment that helps boys become better boys. We have designed a curriculum and a culture to make boys more empathic, more thoughtful, more self-aware, more reflective, more organized, and more prepared. We create an environment where boys can achieve success, and where it is cool to invest emotionally—where it is cool to care. That process begins with an awareness of the importance of teaching social and emotional intelligence to our boys from the moment they step on campus so that they can develop the tools that boys all too often fail to learn.

Achievement gaps are the frequent fodder of educational researchers and policy makers. They analyze how different groups are doing relative to each other, be it by socioeconomic class, race and ethnicity, or geography. The single greatest achievement gap that exists in our society is between girls and boys. Boys are 50% more likely to fail in all three major subjects: math, science, and English. The most common high school grade for a girl is an A, while for boys it is a B. Nationally, two thirds of the top 10% of students in high school classes are girls. This gap is likely to continue to widen, as research suggests that distance learning during the pandemic was more academically challenging for boys

By division, that social-emotional learning takes place in age-appropriate ways. We begin building these skills in our Lower School, using the Second Step learning program. Units like “growth mindset and goal-setting” paired with “empathy and kindness” help children build social and emotional awareness and regulation. This provides a dynamic foundation that allows our boys to build healthy relationships with a broad array of people and to manage their emotions in a variety of settings.

The Middle School builds on this foundation through our STEPs program, Minimesters, and Fords Focus Days, all of which allow them to apply those social and emotional skills to topics

“We eschew the idea of 'boys will be boys' and instead create an environment that helps boys become better boys.”

such as leadership, wellness, and service. In Middle School we also introduce our Reflections program, in which students and faculty speak to the division about an experience they have had, and how that experience shaped their character.

The opportunities to further develop those skills expand in Upper School, where the boys can embrace resources like Peer Counseling, take classes such as Human Relationships, pursue a variety of leadership roles in extra-curricular groups like the Honor Council, or model their social and emotional maturation by delivering a Reflection, often a deeply personal speech to 500 peers, on the stage in Centennial Hall. These myriad experiences allow our students to practice the social and emotional capacities that we have taught them, and in doing so expand their connectivity to each other and to Haverford.

Schools are places of teachers, learners, and curriculum. The quality of a school is not merely the quality of those teachers, learners, and curriculum, but rather the quality of the relationship between the learners and the curriculum. How invested are the students in all that a school asks them to do, and how much are they getting out of that program? What we have found at Haverford is that the strength of the relationship between our students and our program is the direct result of the strength of the relationships between the students and between the students and faculty. When our boys feel a strong connection to each other and to the adults in their lives, they give all of themselves to our program, which allows us to give all of our program to them.

My experience, and that of many of my peers, is that life requires our full humanity; head, hands, and heart. While it remains to be seen what challenges and opportunities await the

next generation of men, it is likely that life will require no less of them. To prepare our boys for that life, Haverford must, therefore, be an environment that develops their full humanity. We aspire to meet that challenge by teaching them to care; about their studies, about their growth, about their emotions, about their communities, and about each other. If we can succeed, then they will develop a broad and dynamic skill set that will prepare them for the broad and dynamic lives that they will lead as boys and men.

Head of School Tyler Casertano and the School’s Consulting Psychologist Dr. Michael Reichert delivered a Best for Boys lecture on this topic in Oct. 2022. This story has been adapted from that presentation. To watch the lecture, scan the QR code or go to haverford.org/speakers.

CROSS-COUNTRY

Overall Record: Fourth place in the Inter-Ac

Fourth in the PAISAA state championship

Team Highlights:

• Placing fourth in the PAISAA state championship

• Winning our first race held at the new South Roberts Road campus

FOOTBALL

Overall Record: 10-0

Inter-Ac champions

Team Highlights:

• Beating three Catholic League powerhouse teams and two state-ranked teams

• Becoming the eighth undefeated team in School history

• Matthew Brosko moved into third place in School rushing history with 1,480 yards on 258 carries and 14 touchdowns

• Seven athletes named First Team All-Inter-Ac, five athletes named Second Team All-Inter-Ac; Bill Brosko named Inter-Ac League MVP

GOLF

Overall Record: 23-11-1

PAISAA Co-champions

Team Highlights:

• Three athletes named First Team All-Inter-Ac, two athletes named Second Team All-Inter-Ac

SOCCER

Overall Record: 12-7-1

Inter-Ac champions

Team Highlights:

• Winning the league after finishing in last place in 2021

• Four athletes named First Team All-Inter-Ac, one athlete named Second Team All-Inter-Ac

WATER POLO

Overall Record: 19-3

Inter-Ac champions

Team Highlights:

• Runner Up at Easterns Water Polo; fourth consecutive finals appearance

• 8-0 in the Inter-Ac and league champions for fourth consecutive year

• Four athletes named First Team All-Inter-Ac, one athlete named Second Team All-Inter-Ac; Luka Sekulic awarded League MVP for second consecutive year

Upper School boys volunteer coach for Unified Basketball League

McBride Court played host to the Unified Basketball League, which is composed of a 50/50 ratio of neuro-diverse and neurotypical students from area middle schools. It is well documented that children with developmental challenges benefit greatly from team sports, but oftentimes are not on the school's team because they do not have the processing speed to be able to compete with their fellow classmates. The Unified Basketball League gives both neuro-diverse and neuro-typical students the opportunity to learn from one another, build school pride, and enable camaraderie and friendship in an environment suitable for all levels of basketball players.

The league, which includes middle school teams from Haverford, Lower Merion, and Philadelphia school districts, also has two “free agent” teams. Sixth former Luke Rasmussen, fifth formers Billy Rayer, Charlie Keidel, and Quin Bongiovanni, and fourth former Duke Cloran teamed up with neuro-diverse boys to form one of these free agent teams, the Vikings.

“The kids having smiles on their faces and having fun makes my day and helps me enjoy the game of basketball even more,” shared Rayer.

All team members and coaches learned from each other. Some learned more about team sportsmanship and specific basketball skills. Others learned about empathy, compassion, patience, being non-judgmental, and developing real relationships with athletes of different abilities.

“Every time I left a practice or a game, I had a new perspective on my life,” explained Keidel. “Helping out and supporting some of the players made me thankful for what I have and thankful for the opportunity to make a positive impact on my

community and the players on our team.”

League administrators and coaches went to great lengths to make Saturday nights a realistic game atmosphere. All games included jerseys, pre-game music and introductions, and referees. “My favorite part of the season was player introductions before the game,” said Bongiovanni. “Hearing everybody cheer on the players and seeing the genuine joy on the players’ faces is something that I'll never forget.”

The Unified Basketball League, a completely volunteer and non-profit organization, relies on the support of generous donors for all uniforms, equipment, and fees. It was run collaboratively by Mission 5 and 2 and Philly Roots. Mission 5 and 2 was founded by Haverford Form II Dean and learning specialist Steve Cloran and his wife Kath. The league is the brainchild of Cloran’s sister-in-law, Marykristin Haskell, who researched other unified basketball leagues across the country prior to starting this one.

“The Haverford boys were incredible,” exclaimed Haskell. “We put them with one team who had a set of high school aged non-verbal brothers who recently moved to this area. The team also had several other neuro-diverse players, but the Allison brothers needed more support and expertise and the Haverford School boys stepped up.”

“The Unified Basketball League is absolutely one of the best things that has happened to our boys,” explained Jason Allison, father of the Allison brothers. “The Haverford School players that assisted for practice and games were so patient, learning valuable teaching experience and giving 100% — our family can’t thank everyone enough for this opportunity.”

Remembering Coach James J. Barker Jr.

This past summer, The Haverford School lost one of its iconic coaches in James J. Barker Jr., who passed away on Aug. 16. He will be remembered for so much during his more than 50 years as the School’s head coach for crew.

Coach Barker impacted countless lives. He started coaching at Haverford in 1962 and his teams won hundreds of Philadelphia City, Stotesbury Cup, and Schoolboy National Championships. Introducing so many boys to the sport, Barker was a mentor and father figure that instilled toughness, determination, and hard work in all his rowers. His excitement and enthusiasm for the sport was contagious, helping to engage and encourage his athletes to become champions.

Coach Barker was one of the most decorated athletes and coaches in rowing. As an athlete, he won 24 National Championships. His crews took him all over the world, including to Canada, Egypt, Israel, and the famed Henley Royal Regatta in England, to name a few. Many athletes he coached went on to represent countries on the world stage and some included World and Olympic champions.

Barker has been recognized over the years in so many ways for his contributions to rowing. He was one of the first coaches to be inducted into The Haverford School Athletic Hall of Fame. This is just one of the numerous halls of fame that he is part of locally and in the rowing world. He has been honored with awards of lifetime achievement and dedication to the sport along with his numerous championship events named after him. The School’s boathouse is named the James J. Barker Sculling Center, and most recently, through the support of alumni and friends, a quad was named in his honor and permanently endowed for The Haverford School team.

While the School and the broader rowing community mourns his loss, his life is also celebrated. With more than half of his life dedicated to Haverford School rowers, the influence he had on so many Fords will forever live in memories and stories at Haverford.

FORDS FALL SPORTS SECURE

MULTIPLE CHAMPIONSHIPS

FOOTBALL

For the first time since 2015, the Fords football team captured the Inter-Ac championship and finished the season with a perfect 10–0 record. After impressive non-league wins versus Philadelphia Catholic League perennial powerhouses La Salle College High School and Archbishop Wood, the Fords’ stout defense suffocated their Inter-Ac opponents allowing only 11 points per game, including a shutout versus Malvern Prep. The Fords final matchup versus Episcopal Academy on Haverford/ EA Day turned out to be the deciding game for the Inter-Ac championship. Both teams entered the contest 9–0. Behind three touchdowns from Sixth Form wide receiver Chace Knox and timely plays by the defense, the Fords defeated the Churchmen 21–19 to secure the Inter-Ac title and their undefeated season. Sixth Former Billy Brosko was named Inter-Ac Co-MVP and seven other Fords were named First Team All-Inter-Ac.

GOLF

On a foggy Halloween afternoon at Brookside Country Club, the Fords golf team battled to a share of the Pennsylvania Independent School Athletic Association (PAISAA) Golf Championship. The Fords and Germantown Academy tied for the team title with matching scores of 228. The Fords were led by Sean Curran (74), Matt Hoban (76), Nicky Nemo (78), and Rory Nesbitt (81). After finishing the Inter-Ac championships in third place and with an overall record of 21–9, the Fords rallied to secure a share of the PAISAA title, which included ten schools and 50 golfers. Curran was named First Team All-Inter-Ac and Nesbitt earned Second Team honors.

SOCCER

With an Inter-Ac record of 7–2–1, Fords soccer finished two games better than any other opponent in the Inter-Ac, and earned their first Inter-Ac title since 2018. Under new Director of Soccer Program Keith Cappo, the Fords outscored their Inter-Ac opponents 18–9. Overall, the Fords finished with a 14–6–1 record, which included impressive wins over area foes Conestoga and Haverford High School. The Fords concluded their season with an appearance in the PAISAA Final Four, but fell to a talented Kiski Prep squad. Fifth Formers Connor Cresswell and Thomas Kaplan and Sixth Formers Andrew Kirwan and Joseph Pariano all earned First Team All-Inter-Ac honors.

As part of the early signing period for Division I and Division II athletes, ten sixth formers at The Haverford School announced their decisions to continue their athletic careers at the collegiate level. “We are proud of these young men for their success in their respective sports and on their commitment to these terrific schools,” said Michael Murphy, Director of Athletics. “The boys truly represent the model of the student-athlete and I am confident they will continue to do so in their college careers."

Congratulations to the following student-athletes as they continue their academic and athletic careers:

Louie Atkinson (Lacrosse - University of Delaware)

Wells Flinn (Lacrosse - United States Air Force Academy)

Wills Burt (Lacrosse - University of Virginia)

WATER POLO

The Fords water polo team had a dominating fall. The boys earned a 17–3 overall record, which included a perfect 8–0 Inter-Ac season and their fourth straight league championship. In league play the Fords steamrolled the competition, outscoring Inter-Ac opponents 149–89. In non-league play, the Fords had impressive wins over La Salle College High School, the Lawrenceville School, and Gonzaga College High School. For the second consecutive season, Sixth Former Luka Sekulic was named league MVP. Sixth Former Jaiden Shuchman, Fifth Former Luke Putter, and Fourth Former Ben McDade earned First Team All-Inter-Ac honors. Fourth Former Harvey Pennington was named to the Second Team.

Brendan Leary (Lacrosse - Penn State University)

Colin Zeller (Lacrosse - Rutgers University)

Ryan DiRocco (Lacrosse - United States Military Academy - West Point)

Mark Quatrani (Baseball - Cornell University)

Cole Donnelly (Baseball - Lehigh University)

Matthew Kang (Squash - United States Naval Academy)

Luka Sekulic (Water Polo - United States Naval Academy

Ten student-athletes announce intent to continue athletic careers at the collegiate level

HAVERFORD/EA DAY 2022

In November, the Fords kept the sweater home with a 3–2 win in events at the annual Haverford/EA Day. The Fords defeated the Churchmen in golf, water polo, and football to bring back the sweater. Haverford has now won the sweater 20 times to EA’s 16.

GOLF

141–154, Haverford

CROSS–COUNTRY

15–50, EA

WATER POLO

18–8, Haverford

SOCCER

1–0, EA

FOOTBALL

21–19, Haverford

Photos from top: Sixth form golfer Rory Nesbitt calmly saves par with his teammates and fans looking on during the Fords’ victory at Merion West Golf Course. On his way to his second of three touchdowns, Sixth former Chace Knox sheds a would-be tackler and trots down the sideline for six points. Fifth form water polo player Henry Newhall eyes his target and prepares to send one past the goalie. Upper School students filled the stands and sideline during the football team’s historic win at Episcopal Academy.

HAVERFORD SCHOOL PARENTS' ASSOCIATION

Family Events

Pancake Breakfast

Perfect Present

Fall Festival

EA DAY PANCAKE BREAKFAST: Before traveling to Episcopal Academy for Haverford/EA Day, Haverford families enjoyed a pancake breakfast hosted by the HSPA in the School’s dining hall. Form I parents, guardians, and volunteers flipped pancakes, cooked bacon, and fueled the students and their families as they prepared to cheer on the Fords. FALL FESTIVAL: Co-chairs

Pamela Simons P’31’34 and Ali Glickman P’33’33 organized the annual HSPA Fall Festival on Oct. 28 on Eagle Field. There was a corn maze, bounce house, raffle baskets, and special shirts designed specifically for the day. PERFECT PRESENT: Haverford parents Story Picard P’30’32 and Lauren Pennington P’29’32 chaired this year’s annual HSPA Perfect Present on Dec. 13 and 14 in the Lower School Multipurpose Room. A Lower School holiday tradition, Perfect Present offered Lower School boys the chance to shop for gifts for their family members and friends.

Ongoing HSPA gatherings

The HSPA hosts gatherings throughout the school year to keep families up to date with the School and to interact with their fellow Haverford parents and guardians. These events include the Division Head Coffees, Parents Plugged In, and the HSPA Book Club.

THE HSPA BOOK CLUB

Moderated by Colleen Scharpf P’27, the HSPA Book Club meets monthly for a lively discussion with parents, guardians, and faculty who share a love of reading! It is a fun way to connect with the Haverford School community and meet new friends. The club meets in person in Nostrant Pavilion the second Friday morning of each month. Books this school year include Remarkably Bright Creatures by Shelby Van Pelt, Frankenstein by Mary Shelley, and Upgrade by Blake Crouch.

MAHJONG COMES TO HAVERFORD

New to HSPA this year is Mahjong Club. Meeting weekly in Centennial Hall, Mahjong Club gives parents/guardians the opportunity to relax, meet family members of their son’s classmates, and learn a game that is growing in popularity nationwide. Mahjong, similar to the Western card game rummy, is a tile-based game that was created during the 19th century in China.

PARENTS PLUGGED IN

Parents Plugged In is a monthly 30-minute informational meeting about upcoming HSPA-sponsored events and other School happenings. Families do not even have to leave the comfort of their homes to participate in these meetings, as all are invited to join via Google Meet. Each meeting starts with School administration updates and is followed by HSPA board members sharing information on upcoming events and activities.

DIVISION HEAD COFFEES

Division Head Coffees are open meetings with the head of each academic division at Haverford. These meetings are a great way to get to know the division heads and stay informed on current topics that are relevant to the boys. They also serve as a forum to ask questions of the head and meet other parents and guardians.

To learn more about HSPA events or to get involved, please contact Dorothy Walker, Director of Parent Programs, at dwalker@haverford.org.

VOLUNTEER SPOTLIGHT BRENDA MCBRIDE P’26

LAURA AMATO P’26 &

What inspired you to get involved as a Form Parent?

Laura Amato: I was so impressed with the HSPA events last year! It was obvious that volunteers poured a lot of thought, energy, and love into each event. HSPA-sponsored events help to create an amazing School culture. Of course, high quality events do not happen by themselves, and, as the saying goes, it takes a village! So much background work goes into each event, and I am inspired and energized by the dedication and diligence of my fellow Haverford volunteers.

Brenda McBride: I got involved because the Haverford community is very inspiring to me. They are a great bunch of families, who all wear many hats and still find the time to volunteer to make the boys' time at Haverford extra special. And, socially, it's a fun thing to do!

What does being a Form Parent mean to you?

McBride: It's a responsibility that helps keep the grade informed and connected. Since parents are vested in specific years, it helps the School with planning and information distribution.

Amato: I think we all share the same vision, which is to make our boys' time here as fulfilling and meaningful as possible. Being a Form Parent means that I can make a small contribution towards fulfilling that vision.

What is your most memorable Haverford School moment?

McBride: Seeing all the boys returning from the Rite of Passage. They all looked so accomplished (and tired). It seemed like a great bonding experience, and hopefully they all gained a little grit.

Amato: The Form II Move Up ceremony last year was really special for us. We started the school year as a new family, worried about the transition to fully in-person learning at a new school (well, I was worried—my son was not)! Seeing all of the Form II boys on stage, accepting their move up certificates and a handshake from Dr. Greytok, after a wonderful year, was almost cathartic to witness!

What about Haverford inspires your commitment to this community?

Amato: The boys! I have a front row seat to observe, in real time, my son and his peers becoming their best selves. They are confronting challenges, whether in athletics, academics, or otherwise, and choosing growth over comfort in their endeavors. They are growing up together, each with tremendous pride and respect for one another and themselves. They are becoming impressive young men and I'm grateful for the chance to be a part of it.

McBride: The commitment of the faculty and staff. They give so much of themselves so our boys can be the best versions of themselves. I am happy to help in any way that makes their time at Haverford happy and rewarding. I can't give a lot of money, so I give a lot of time.

Form III parents Brenda McBride P’26 and Laura Amato P’26 shared what inspires them to volunteer their time to the School. As Form Parents, McBride and Amato coordinate events and communicate happenings, generously volunteering their time and energy to benefit the boys.

Conductor Geoffrey McDonald ’03 returned to The Kimmel Center’s Perelman Theater this fall to lead the Chamber Orchestra of Philadelphia in “Countertenor Fireworks,” a program of Baroque music featuring countertenor Aryeh Nussbaum Cohen. The combination of talents received wide praise, with the opera magazine Parterre Box writing, “Classical concerts rarely deliver on their titles, but the second series of the season from the Chamber Orchestra of Philadelphia lived up to its promise of ‘Countertenor Fireworks.’”

The concert featured the world premiere of composer-inresidence Evan Williams’ "Sinfony," which earned critic Cameron Kelsall’s praises: “If you ever wondered what a French Baroque overture might sound like as scored by Elmer Bernstein, this seven-minute suite offers a clue. The bright tuttis, staccato passages, pizzicato strings, and harpsichord that occasionally sounded like a harp were sometimes overwhelming—but never dull. I’d love to hear it again.”

McDonald maintains a busy schedule as a freelance conductor, working with opera companies across the country, including Minnesota Opera, Chicago Opera Theatre, Atlanta Opera, and Wolf Trap Opera, where he led the National Symphony Orchestra. He is also the music director of New York City’s On Site Opera, an innovative and acclaimed company that stages site-specific productions in a variety of unexpected venues, including the Metropolitan Museum of Art, the Museum of Natural History, and the Bronx Zoo.

McDonald explains his widely lauded approach to his work: “I think empathy is the most important quality in conducting. The conductor has to find themselves in three separate pairs of shoes: that of the composer as they were writing the music, that of the orchestra while they're rehearsing/playing it, and that of the audience as they're hearing it. That sensitivity to others may not be the first thing that strikes the popular imagination about conducting, but in truly great conductors it is there at every beat of every measure.”

McDonald holds a bachelor’s degree in musicology from Princeton University and a master’s in orchestral conducting from Mannes College of Music. Based in Aachen, Germany, he is working toward a Ph.D. in music psychology at the University for Music in Freiburg, with a focus on audience impressions of time and musical coherence in the classical repertoire. His career demonstrates his passion for both new opera and for musical education.

“Countertenor Fireworks” represented some return to normalcy after many pandemic-related cancellations, including one with McDonald leading the Chamber Orchestra of Philadelphia on the Centennial Hall stage, planned for April 2020. McDonald will return to Philadelphia again to lead the world premiere of “Woman with Eyes Closed” with Opera Philadelphia in 2024, another show delayed due to Covid-19.

I think empathy is the most important quality in conducting. The conductor has to find themselves in three separate pairs of shoes: that of the composer as they were writing the music, that of the orchestra while they're rehearsing/playing it, and that of the audience as they're hearing it.

ATHLETIC HALL OF FAME

Since 2003, the Athletic Hall of Fame has celebrated impressive individual and team achievements in the School's athletic history. This is the highest athletic honor the School can bestow on an alumnus. It honors those who, by outstanding achievement in athletics, have made lasting contributions to the cause of sports at Haverford.

ELIGIBILITY REQUIREMENTS

Each recipient shall:

• Have been a student/coach at The Haverford School for at least two (2) years and

• Have been a letter winner in one (1) varsity sport and All Inter-Ac (if applicable) selection in at least one (1) varsity sport or having equivalent State or National honors in one particular sport and

• Have at least ten (10) years elapsed since graduation before being considered for the award.

Tanny Sargent ’32 `

1960–61 Swimming Team

1966–67 Wrestling Team

1993 Cross-country Team

2023 INDUCTEES

Art Garwood ’71

Brad Barrett ’75

Morris Clothier ’83

Colin Campbell ’88 `

Drew O'Donnell ’96

Paul McKinney ’01

John Haldy ’07

Coach Michael Murphy

` awarded posthumously

Alumni Regional Receptions

The Haverford School hosted alumni regional receptions along the east coast this past fall. On Wednesday, Sept. 28 members of the Palmer House team gathered with alumni in Boston at Clerys. On Wednesday, Oct. 12 the team headed to New York City and met with alumni at the Harmonie Club. More visits are planned on the west coast in Feb. 2023.

33RD ANNUAL “DOC” THOMAS GOLF CLASSIC

The 33rd annual “Doc” Thomas Golf Classic was held on Monday, Sept. 19, 2022 at Rolling Green Golf Club in Springfield. Chris Aitken ’07, Tom Close ’04, Sam Henderson ’12, and Thomas Lindberg ’07 won the “Doc” Thomas Trophy for best gross score. Shane Brennan ’06, Bryan Eberly ’06, Ed Panko ’02, and Casey O’Rourke ’05 earned the Pat Laughlin ’86 Memorial Trophy for best net score.

EA DAY ALUMNI RECEPTION

For the first time since the fall of 2019, the annual EA Day Alumni Reception returned to Nostrant Pavilion. Alumni gathered on Friday, Nov. 11, the night before Haverford/EA Day, and spent the evening catching up with friends and connecting ahead of the next day’s big events.

NOTABLES REUNION CONCERT

Ahead of the Thanksgiving holiday, alumni and current members of the Notables performed in Centennial Hall at the annual Notables Reunion Concert.

THANKSGIVING SPORTS

On Thanksgiving morning, alumni and their families gathered for a morning of food, camaraderie, and competition. Many alumni returned to campus for their annual Thanksgiving tradition of soccer matches and football games.

I’m not the expert in the room. He is.

By Upper School chemistry teacher Will Leech and VI former Zachary Shah

Ask “what are the five most important traits of a teacher?” and any teacher is bound to give a unique response. Let’s face it—ours is a complex profession! However, I assume most teachers’ lists of required qualities would include subject expertise. As a chemistry teacher, I rely on my in-depth knowledge of chemistry on a daily basis, and now that I have a few years’ experience, there aren’t many questions from students that can catch me out. This is not the case when it comes to coaching robotics.

Competitive robotics is a new sport. It lacks the history, pedigree, and institutional knowledge of sports like football and baseball. This newness means that the people running these programs are often not the ones at the cutting edge. To put it bluntly: I have no idea how to build or code a robot!

Competitive robotics is big news and big money. The Vex Robotics Competition (VRC) format that The Haverford School competes under has more than 20,000 teams worldwide. Haverford has eight individual teams and, last May, sent five of them to the world championships in Dallas to compete with more than 800 other teams from all over the world. A robot has a total cost of roughly $1,000 each and will have hundreds, if not thousands, of hours invested into it by the competitors. So, if this is such a big deal, who on earth knows what’s actually going on? The answer is simple: the students.

Zach Shah is a Sixth Former on the Robotics team at Haverford and has been part of robotics since middle school. As he explains, “Vex robotics has only been around for 15 years. Where a traditional coach might have wisdom to share from previous experience, that simply doesn’t exist in robotics— we have to discover all the obscure engineering principles, driving strategies, and code concepts ourselves.”

As a coach, I needed to let go of being the expert in the room and work out what was the best way to coach this group of highlydriven teenagers in this radically new environment. At Haverford football and soccer games, the coaches call the plays and substitute players in and out of the game. As a robotics coach, all of these decisions are deferred to the students. Initially, this can be a great source of anxiety from a coach’s perspective, but after a while, it is incredibly liberating, for both me and the students.

Shah explains, “With so much creative responsibility, the hardest part of making the robot is just starting. But once I’m able to say ‘okay’ and finalize a design, it’s really nice to develop my own solutions. What makes competition diverse is all the different designs that students came up with across the world.”

In some sense, the term “coach” may not be the right one for what I and the other faculty are doing with the robotics team. Maybe we’re more like ‘facilitators,’ controlling the budget, booking competitions, and reviewing design choices—not building anything or driving the robot. We are happy to leave that in the hands of the students, allowing the students one hundred percent ownership.

Shah reflected on this: ”Winning or losing in robotics carries a lot of weight—with tournaments well-spaced out, it’s the only metric we have to gauge the success of a season. When we lose, it’s accompanied with that feeling where we can pick out exactly what went wrong in our hands. When we win, it’s that same feeling, but this time where we can pick out exactly what went right.”

This change in obligation from being the expert in the room to supporting the students has an application to our wider Haverford community. Coaches and teachers who demonstrate humility, instead of always leading with their own subject knowledge, allow the students to develop the virtues of leadership, dedication, and initiative. Students with practice being the experts in the classroom are better prepared for leadership roles in life. That’s why, when I think of important traits for teachers, humility tops my list.

To all those who have contributed to The Haverford School so far this year,

We thank you!

We appreciate your continued financial support, time spent, and talents shared.