Haverford School Today Winter 2014

HAVERFORD SC HOOL Tod ay

Getting to know 9th Headmaster John A. Nagl Winter 2014

Front cover: John A. Nagl, D.Phil. P’20. Photo by The Communications Team.

Inside front cover: VI Former Ryan Hughes (left) and IV Former Sam Shaw (right) compete at the Downingtown VEX Robotics Tournament.

Photo by Michael Shaw ‘78, P’16 ‘19.

Back cover: Upper School musical Joseph and the Amazing Technicolor Dreamcoat. Photo by Dawn Blake.

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features Meet ninth Headmaster John A. Nagl A Global Vision

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spotlights 21 things you didn’t know about ... Jini Loos Lectures at The Haverford School EA Day 2013 Thinking outside the box: An installation Edward Kuljian ’51: The four-dimensional Ford Clarke Blynn ’74: Catch the wave in Tanzania

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departments Calendar 2 From the Headmaster 3 Around the Quad 6 Athletics 22 Parents 25 Alumni 47 Class Notes 55 Milestones & In Memoriam 80

HAVERFORD S C H O O L To d a y

Upcoming School Events » www.haverford.org/calendars April APR

Upper & Middle School

29 Spring Concert

Location: Theater Time: 7:30 p.m. - 9:15 p.m.

May MAY

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MAY

HSPA Recycle Sale Location: Circle Time: 7:30 a.m. - 11:30 a.m.

HSPA Spring Fling Location: Quad Time: 8 a.m. - 4 p.m.

Doc Thomas Golf Outing

12 Location: Rolling Green Golf

June JUNE

Lower School Closing Location: Theater Time: 8:30 - 10:30 a.m.

JUNE

Middle School Closing Location: Theater Time: 10:30 a.m. - 12 p.m.

JUNE

Commencement Location: Field House Time: 2 p.m.

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Club

MAY

HSPA Spring Fling Rain

15 Date

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Location: Quad Time: 8 a.m. - 4 p.m.

Alumni Weekend

2-3 & Arts Festival 2014 MAY

May (con’t)

MAY

Lower School Spring Concert Location: Theater Time: 7 - 9 p.m.

MAY

Memorial Day

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26 (NO CLASSES)

headmaster John A. Nagl, D.Phil. P’20 | assistant headmaster Mark Thorburn P’09 associate headmaster Brian McBride ’82, P’13 ’15 ’15 ’20 | chief financial officer David S. Gold P’14 managing editor Tim Stay | editor Dawn Blake | class notes editor Deva Yeatman alumni editor Andrew Bailey ’02 | designers Tara Hammond and Tim Stay photographers Andrew Bailey, Dawn Blake, Tara Hammond, Jordan Hayman, Sheryl Kaufmann, LuSelenia Loeb, Lisa Martin, Jim Roese, George Scarino, Joe Scornavacchi, Tim Stay, Jon Stephanik, Linda Walters, George C. Wood ’75, and Deva Yeatman. printer Pemcor, LLC., Lancaster, Pa.

editorial office Wilson Hall Room 005, 450 Lancaster Ave., Haverford, PA 19041 contact Tim Stay, Director of Marketing and Communications; 484-417-2763; tstay@haverford.org special thanks Thank you to everyone who contributed to this magazine. Special thanks to Chris Avery, Andrew Bailey ’02, V Former Louis Brown, Clarke Blynn ’74, Sam Caldwell, Kerry Cassell, Chris Fox, David Gold, Jennifer Hallman, Sheryl Kaufmann, Edward Kuljian, Disty Lengel, Jini Loos, Lisa Martin, Brian McBride ’82, Sandy Mercer, Candy Montgomery, Dr. John Nagl, Andrew Poolman, Susan Reisbord, Joe Scornavacchi, Cindy Shaw, John Stoviak ’69, Keren White, and George Wood ’75.

Haverford School Today magazine is published for alumni, parents, grandparents, and friends of The Haverford School. Nonprofit postage paid at Wayne, Pa., and additional mailing offices. Please send address changes to Disty Lengel by email at dlengel@haverford.org, or by mail to 450 Lancaster Ave., Haverford, PA 19041. If you wish to reprint any portion of Haverford School Today’s contents, please request permission in advance.

Copyright © 2014 The Haverford School (all rights reserved).

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board of trustees, 2013-14

Elizabeth M. Anderson P’14 Kenneth L. Brier ’68, P’09 Robert C. Clothier III ’79, P’17, Secretary Randall T. Drain Jr. ’01 David B. Ford Jr. ’93, P’24 ’26, Treasurer Maurice D. Glavin ’83, P’14 ’16 ’19 Richard W. Graham II ’52, Vice Chairman Richard J. Green ’69, P’13 Robert T. Hastings ’86, P’23 George B. Lemmon Jr. ’79, P’12 ’19 John J. Lynch P’10 ’12 David J. Martinelli ’79, P’16 ’17 George C. McFarland Jr. ’77 Sharon S. Merhige P’16 ’18 Leslie Muhlfelder Freemann P’16 John A. Nagl, D.Phil. P’20, Headmaster Albert C. Oehrle ’58 Jennifer N. Pechet P’15 ’17 Amy T. Petersen P’15 Susan M. Reisbord P’20 Caroline A. Rogers P’06 ’08 Peter A. Rohr P’12 ’13 ’15 Vincent A. Rossi P’14 ’15 Kenneth W. Schwenke P’07 ’10 ’12 John F. Stoviak ’69, Chairman Mark D. Turner P’13 ’15 John C. Wilkins Jr. ’95 Carter D. Williams ’86, P’17 Thomas L. Williams P’17 William C. Yoh ’89, P’18 ’24, Vice Chairman

Be Social »

FROM THE HEADMASTER

Hop online and reconnect with The Haverford School and your classmates!

Look for these pages:

By John A. Nagl, D.Phil. P’20

» The Haverford School » Haverford Young Alumni

Settling in Dear Fords Nation, Greetings from Orlando International Airport, where I’m sitting across from Upper School Division Head Matt Green waiting for a plane to take us back home to Haverford. Matt and I spent the last three days of February attending the National Association of Independent Schools’ Annual Conference. Matt was participating in an Institute for Aspiring Headmasters, although we’re trying to hold on to him for another couple of years, and I came to Florida for a reunion session with my classmates from the Institute for New Headmasters that I attended at Emory University last summer.

One of the exercises we engaged in was “Stand up if you have (something) in your first six months as a headmaster.” “Fired a member of your leadership team.” (I stayed seated.)

“Found serious financial problems at your school that you weren’t aware of when you took the job.” (Still seated.)

“Enjoyed being a Headmaster more than any previous job you’ve had.” I stood up.

I’ve loved being the ninth Headmaster of The Haverford School for the last six months. From planning and putting on an unusual installation ceremony to nearly sweeping my first EA Day and keeping the sweater where it belongs to watching my first Middle School play, this has been an invigorating, rewarding, and encouraging experience. You can read more about why I took on this role,

how I got here, and what I hope to do as Headmaster in the Q & A session later in this issue.

But there’s much more to learn about Haverford School Today. This issue focuses on the School’s efforts to promote global understanding in our boys, who will be living and working in the most interconnected world in human history. As a longtime student of international politics with four degrees in the subject, I strongly support this endeavor. I am grateful to the aforementioned Matt Green for his efforts in getting this ball rolling and to Global Studies Director (and coach of the fourth-ranked high school squash team in the nation this year!) Andrew Poolman for hitting a kill shot; Andrew is overseeing trips to Costa Rica, Italy, and Denmark during the remainder of this school year.

And while the Upper School squash team finishing fourth in the nation is awesome, it is not the most awesome athletic event of 2014. The Middle School squash team finished FIRST IN AMERICA. Other Fords have excelled in lots of other areas, as you’ll see in these pages. I hope you enjoy reading about them as much as I have enjoyed Headmastering!

» HaverfordSchool » GoFords

» Haverford School Alumni

Fords Photos

» haverfordschool.smugmug.com password: fordsphotos

» The Haverford School

» HaverfordSchool

Did you know?

You can find past issues of Haverford School Today magazine, other School publications, and photos online at: www.haverford.org/publications

Go Fords!

haverford.org

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THE BIG PICTURE

Face time with the Headmaster Lower School students, including Eileen Buckwalter’s junior kindergarten class (above), visited with Dr. Nagl in the Headmaster’s Office this year. Together, they made School seal stickers using an oldfashioned hand press, read books, shared decision education projects, and learned about Dr. Nagl’s time in the United States Army serving in both Iraq wars, and teaching at West Point.

Around the Quad News & Notes from around The Haverford School Campus

Staff Award Winner Joy Barrett

Teaching awards for History, Languages, Music and the Performing Arts

The Russell C. Ball Jr. ’44 Chair in History Chris Avery (left) with outgoing chair Mark Fifer (right).

Bill Fortenbaugh ’54 and The Class of 1954 Chair in Languages Carmen Mateos-Hirshman.

The J. Mahlon and Grace Knapp Buck Chair in Music and the Performing Arts Mark Hightower (center) with Jim Buck ’77 (left) and outgoing chair John Stroud (right).

Steve Patrylak received the G. Dickson “Pop” Garner Teaching Excellence Award, endowed by John Adams ’53. The award serves to encourage and reward excellence in the instruction of mathematics. (From left) Last year’s recipient Rob Upton, Regina and John Adams ’53, and Steve Patrylak.

Faculty & Staff Honor Roll Sandy Mercer – 49 yrs Bill Strong – 34 years Chris Fox – 32 years Bill Palmer – 31 years Candy Montgomery – 28 years Steve Stephenson – 26 years

Faculty and staff recognized for 10 and 25 years of service (From left) Middle School Head Jay Greytok (25 years), Lower School librarian Nancy Thomas (25 years), Library Services Coordinator Maureen Kirk, Assistant Director of Admissions, Events, Marketing, and Communications Coordinator Darlene Logan, Service Learning Director Jini Loos, and Learning Specialist Stephen Cloran.

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AROUND THE QUAD

CAVE PAINTINGS

Upper School history teacher Amanda Vos Strache and Upper School art teacher Chris Fox collaborated on an interdisciplinary unit featuring the cave paintings of early humans. Werner Herzog’s 2010 film Cave of Forgotten Dreams, about the recently discovered Chauvet Cave in the south of France

students created images on large sheets of paper posted on the walls of the Durham Community Room.

Students created symbolic imagery of the powerful, and often-frightening, forces at work in their world today. Although humans no longer have to worry about cave bears, lions, woolly rhinos, or herds of wild horses, students’ drawings represented Students created symbolic imagery of everything from earthquakes, tornados, the powerful, and often-frightening, and fires to car forces at work in their world today. accidents and handgun violence. containing some of the oldest known

After creating the paintings, students paintings, was used as an introduction hung them on the walls of Ball Auditorium to the project. Some of the paintings in and then discussed their imagery in the Chauvet Cave are dated to 32,000 years dark using flashlights. Students were asked ago making them twice as old as the cave to imagine that they were archeologists paintings at Lascaux, often the first cave of 32,000 years from now who had just paintings in history books. discovered these paintings and to discuss

After seeing the movie and discussing what they might think of the people who the emergence of early humans in class made them. and the possible reasons for the imagery

Through this project, students were in the caves, the art and history students able to put themselves in the place of worked together to create their own cave the early cave painters, developing their paintings. Using charcoal, chalks, and understanding of this distant part of natural pigments – the same materials our human history, as much through empathy ancestors used in the caves in France – the as traditional study.

Upcoming Arts Events » April APR

Upper & Middle Spring Concert

29 Location: Theater

Time: 7:30 p.m. - 9:15 p.m.

May MAY

Alumni Weekend/Arts Festival

MAY

Lower School Spring Concert

2-3

19 Location: Theater Time: 7 - 9 p.m.

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Jini Loos

21 things you didn’t know about Service Learning Director

I was born in my house in Philadelphia; I was six weeks early and my mother took me to the hospital in a shoebox. g

I eloped at 18 and went to live in Switzerland for a year in an organic, selfsustaining village community – L’Abri. We worked half a day, studied half a day and then had three days off to travel. I spent a lot of time in the south of France. g

I learned about gardening on a 75-acre farm in an Amish and Mennonite community in Pennsylvania. g

I met my second husband, Glenn, at Eastern University (then Eastern College).

He directed theater and I worked in student services. We were married on campus in 1978. g

From the time I was in high school, I always said I would have a child and adopt a child, I just didn’t know it would happen in the order it did. We adopted Christian and then three months later I found out I was pregnant with Gabriel. g

g

I was named after my Aunt Virginia, who they called “Dinny.”

I’ve visited Luxembourg, Iceland, Paris, China – none of these places I knew the language – and been to England several times. I love London; Bath is one of my favorite places. There’s something almost ethereal about it. It has the ancient baths, buildings, and structures intermingled with what is contemporary, but it’s not spoiled by it. g

g

In my lifetime, I want to plant 100 perennial gardens – I’m up to 87.

g

For my 50th birthday, I sent myself back to school to become a certified Master Gardener. My first class was on 9/11.

g

I studied art for eight years, thinking I would be an art therapist but realized I’m too empathetic and can’t distance myself emotionally.

g

Several years ago, I was nominated for a national Ben & Jerry’s Citizen Cool Award and received a certificate and free ice cream for a year.

g

One of my goals is to learn something new every day.

g

I was born a blond; my hair got darker as I got older and turned white when I was 31.

g

I have two favorite books: The first is The World According to Garp; I grew to care for all of the characters so much that I read the last seven pages over seven days because I didn’t want to let go of them. The other is The Samurai’s Garden by Gail Tsukiyama, which is a book about China and a young man who is trying to reconcile with his family. It’s about simplicity and familial love. g

My kids and I make about a hundred loaves of lemon poppy seed bread for the holidays.

If I were to get a tattoo, it would be a fleur-de-lis on my shoulder.

g

g

I shook John F. Kennedy’s hand when I was a young girl.

I’m afraid of heights over water. I literally have passed out walking across open-plank bridges.

g g

When I was a teenager, I had two turtles named Cupcake and Candy.

g

I believe that there’s magic and wonder in the world.

I’m a gold card-carrying member at Starbucks thanks to their Grande Coffee Frappuccino. I always say that when I die, in my casket will be a trowel and a frappuccino – and Stargazer Lilies.

g

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AROUND THE QUAD

Lower School students honor memory of Martin Luther King Jr. Haverford School Lower School students and their families celebrated Dr. Martin Luther King Jr.’s vision of working together as a community by coming to school on Jan. 20 to participate in a morning of service projects to benefit local agencies and soldiers serving overseas.

The day began with a performance by the second-grade choral group, Coro Primo, in the Lower School Multipurpose Room, followed by a morning filled with hands-on service projects in the Dining Hall.

Service projects included decorating placemats for the mothers and children of St. Barnabas Mission and children at CHOP; coloring flags for U.S. troops serving in the military; stuffing huggable heart-shaped pillows for the patients in the Cardiac Care Unit of Bryn Mawr Hospital and CHOP; decorating “Special Place to Rest Your Head” pillowcases for homeless shelters in Upper Darby; and sorting items from a clothing drive for the Life Center of Eastern Delaware County and other local agencies. Additionally, the students collected gently used books to be distributed to Philadelphia inner city schools. Fifth-graders packaged dinners for PALM (Positive Aging in Lower Merion) and a number of area programs that serve the hungry. Proceeds from the Snack Shack benefitted Alex’s Lemonade Stand Foundation for Pediatric Cancer.

The Haverford and Baldwin middle schools team up with Stop Hunger Now For its Martin Luther King Day of Service, The Haverford School Middle School community, along with The Baldwin School, assembled 20,000 meals for people who are victims of Typhoon Hiayan in the Philippines, through the Stop Hunger Now organization.

Students and their parents gathered in the Field House on Sunday, Jan. 19, to form huge production lines and assemble the fortified dehydrated rice-soy meals.

The students and their families measured and combined the ingredients, weighed the packages, then sealed, counted, and boxed them. Each time 2,000 meals were completed, a gong was struck to signal their progress. Stop Hunger Now will ship the meals to the Philippines and distribute them to children at school to take home to their families.

Kindergartener Andrew Witmer stuffs a huggable heart-shaped pillow. The pillows were given to patients in the Cardiac Care Unit of Bryn Mawr Hospital and CHOP.

Left: Fifth-graders Caleb Yee and Christopher Sims assemble meals for PALM. Right: First-grader Alistair Wiedmer decorates a “Special Place to Rest Your Head” pillowcase that was given to homeless shelters in Upper Darby.

haverford.org

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AROUND THE QUAD

People of Color Conference

By Jennifer Hallman, Middle School drama teacher Diversity, on paper, is the condition of having or being composed of differing elements. Diversity, as an experience, while synonymous to its dictionary definition, is increasingly more complex, emotive and illuminative. The People of Color Conference is one of those experiences.

In December, I had the honor and privilege to attend the POCC in National Harbor, Md., with my colleagues and students from Haverford, AIS, and Baldwin. My initial drive to attend this concert was the boys. I was looking for something to bring back to my classroom, to the theater department, and to INK (I’m Not Kidding), our Middle School’s

Diversity Alliance. What I soon found out was that this conference wasn’t just about professional development, it was about personal development. For four days, my fellow attendees and I were exposed to people from every walk of life.

With speakers like Junot Diaz (Pulitzer Prize Winner and MIT Creative Writing Profession), Michel Martin (NPR Host of “Tell me More”), and Staceyann Chin (Spoken Word Poet, Performing Artist, and LGBT Rights Activist), I was enamored by this conference from day one. The people who attend the POCC are there because they sincerely want to contribute to developing a healthy, open,

and diverse community in their respective schools. There is a synergy present at the POCC in which I became consumed, and I was inspired to bring that same dynamic back to Haverford for my boys.

In addition to the speakers, the conference was comprised of various workshops in which its attendees could learn from and teach one another. The best workshop was held on the final day. Each school’s attending students ran a workshop for their teachers, and it was the most rewarding part of the entire event. For as much as I loved the conference, I was awed by the wisdom, maturity, and acceptance our incredible young adults possess.

Diversity Work in Independent Schools: A book signing with Chris Avery On Dec. 6, along with other collaborating authors of the National Association of Independent Schools’ (NAIS) new book, Diversity Work in Independent Schools, Haverford School Director of Community Chris Avery signed copies for more than an hour. His section of the book detailed the inspiring work accomplished by Haverford’s Seeking Educational Equity

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and Diversity (SEED) training. The book went on sale on Dec. 5 at the People of Color Conference at the National Harbor in Maryland, selling out in less than an hour. Former Headmaster Joe Cox was also an author, but was unable to attend the book signing. The book may be purchased online from the nais.org bookstore.

AROUND THE QUAD

Honk

The Haverford School Middle School theater department presented Disney’s “HONK! Jr.” on Jan. 31 and Feb. 1, with a cast that included students from The Baldwin School, Haverford Middle School, The Agnes Irwin School, The Academy of Notre Dame de Namur, and The Haverford School.

Based on Hans Christian Andersen’s “The Ugly Duckling,” “HONK!” is the story of Ugly, an awkward duck whose gawky looks instantly incite prejudice from his family and neighbors. Separated from the farm and pursued by a hungry cat, Ugly must find his way home. Along his rollicking and harrowing journey, he not only discovers his true beauty and glorious destiny but also finds love and acceptance in all its forms.

The musical included the songs, “The Joy of Motherhood,” “Different,” “Wild Goose Chase,” “Warts and All,” “Look at Him,” and more.

Winter Concerts

The Middle School-Upper School winter concert Dec. 12 included performances by the Jazz Ensemble, Centennial Singers, Celebrantes, Advanced String Ensemble, Quintet, Glee Club, and Notables. The finale was a rousing performance of “Ocho Kandelikas” by the Centennial Singers and Glee Club combined – more than 100 Haverford School MS and US boys singing together. The Lower School Concert Dec. 11 featured the Chime Choir, LS Band, LS String Ensemble, and Treble Choir.

Fords Photos HOSTED BY SMUGMUG.COM

To see additional pictures from our winter concerts and plays, visit the Fords Photos website:

“A Few Good Men” The Haverford School Upper School Drama Department presented “A Few Good Men” Oct. 24-26. The cast included students from The Haverford School and The Baldwin School.

“A Few Good Men” is a play

by Aaron Sorkin, first produced on Broadway by David Brown in 1989. It tells the story of military lawyers at a court martial who uncover a high-level conspiracy in the course of defending their clients, U.S. Marines accused of murder.

www.haverfordschool.smugmug.com (password: fordsphotos) haverford.org

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Student Highlights ACADEMICS

The Debate Team participated in the Liberty Bell Classic national speech and debate tournament Feb. 15-16 at the University of Pennsylvania.

VI Former Noah Cutler competed in Original Oratory, and VI Former VI Former R.J. Meiers in Lincoln-Douglas, along with three Public Forum teams: VI Formers Jonathan Paras and Terry Rossi, V Formers Jackson Simon and Jack Henderson, and V Formers Manav Khandelwal and Brendan Burns. All three Public Forum teams advanced to Double Octofinals – the furthest any team has advanced from Haverford, and three teams is a record for recent history. The team also competed in the Princeton Classic Debate tournament Dec. 7-8.

Led by editors-in-chief V Formers Logan Atkins and Robbie Klein, Pegasus magazine received a silver crown award from The Columbia Scholastic Press Association. Crown Awards are the highest recognition given to a student print or digital medium for overall excellence.

The 2012-13 Index earned a gold medal for the hybrid print/web formats from The Columbia Scholastic Press Association. The judge praised, among other areas, the breadth of the paper’s coverage and the outstanding quality of Haverford student journalists’ writing. The staff includes editors-in-chief VI Former Will Tackett and V Former Manav Khandelwal and section editors VI Former Greg Boyek, V Former Jack Henderson, V Former Brendan Burns, V Former Jackson Simon, VI Former Noah Cutler, VI 12

Winter 2014

Former Graham Gaddes, VI Former Sanjay Narayanan, IV Former Kenny Fitzpatrick, and IV Former Grant Yu.

National Merit Scholars Thirteen Haverford School students were recognized for their achievement by the National Merit Scholarship program. Four VI Formers – Terry Rossi, Thomas Walker, William Ye, and Alex Zhang (pictured) – were named Semifinalists and have been confirmed as Finalists.

They will continue in the competition for approximately 8,000 Merit Scholarship awards worth about $35 million that will be offered in spring. VI Formers Paul Addonizio, William Anderson, Jon Block, Gregory Boyek, T.J. Cole, Leith Dennis, Matthew Larson, Will Tackett, and V Former Shane Veno were recognized as Commended scholars, placing them among the top 5 percent of more than 1.5 million students who entered the program.

Cheryl Saunders’ secondgrade First in Math® team, relic65pa, won the First in Math Card of the Day contest for October – they were one of three winners in the country!

Representatives made a surprise visit to their classroom Nov. 7 to present their prize, a 24® Game Tournament Kit and six First in Math Player of the Day

VIP Passes.

Sixth-grader Cameron Colucci was Main Line Student of the Week in the Oct. 20 issue of Main Line Suburban Life and the Main Line Times newspapers. Colucci, an ice dancer, has been skating since he was 4 years old. He and his partner Katherine Grosul, a sixth-grader at Valley Forge Middle School, took second place at the Challenge Cup in pattern dance and free dance in September at The Philadelphia Skating Club and Humane Society. As a fourth-grader at Haverford School, he received the Will Corey Positive Attitude Award.

VI Former Peter Blynn was Main Line Student of the Week in the Oct. 6 issue of Main Line Suburban Life and the Main Line Times newspapers. He is the Student Body President, a Community Awareness leader, and a leader of peer counseling at Haverford. Blynn plays soccer (captain), basketball (captain), and lacrosse. He has committed to Harvard for lacrosse and was ranked the 23rd Rising Senior in the country by Inside Lacrosse.

(standing) adviser Sara Adkins, speaker Jon Smith ’12, VI Former Chris Sukonik, VI Former R.J. Meiers, VI Former Dylan Henderson (Chairman), VI Former John Zipf, V Former Robbie Klein, Headmaster John Nagl, and adviser Jamie Griffin.

The Character Mentorship Program was formed to help students who have recurring Honor Council violations to reflect and get back on track.

CMP members for 2013-14 are V Formers Connor Atkins, Mike Gindhart, Alex Keszeli, and Matt Grubb; VI Formers Jake van Arkel, Will Panarese (Chairman), Josh Klein, and Joe Radico.

Student Council members for 2013-14 are: Student Body President VI Former Peter Blynn; VI Form Representatives Ross Tetrault and Terry Rossi; V Form President Curran Aiyer; V Form Representatives Paul Harryhill and Nick Greco; IV Form President Gabe Newton; IV Form Representatives Guy Wuollet and Andrew Lengel. III Form President Chris Delaney; III Form Representatives Caleb Clothier and Ross Harryhill.

ARTS

Honer Council induction The Haverford School’s 11th annual Honor Council induction was held Oct. 7 in Centennial Hall. Members for 2013-14 are (seated, from left) V Former Jake Pechet, IV Former Walter Paiva, IV Former Mickey Kober, V Former Major Tepper;

Matthew Chow earns spot in orchestra IV Former Matthew Chow earned a spot in the Pennsylvania Music Association District 12

AROUND THE QUAD

Orchestra. He auditioned Jan. 4 in a pool of 170 violinists from various parts of the Montgomery County. Only 40 violins are selected for the orchestra. V Former Sam Dyer also auditioned on cello and placed 18th out of 50 cellos, just missing the cut. Performers were judged on solos, sightreading and scales.

Theatre III students present …

For their thesis production, the Theatre III students presented “A Christmas Carol: Scrooge and Marley,” Israel Horvitz’s adaptation of Charles Dickens’ original novel, Dec. 5-6. The play, performed in Ball Auditorium, featured the Dancer Henri Wache theatrical talents of VI Formers Fifth-grader Henri Wache Charles Battersby, Chet (second from left), a dancer Bickhart, Angelo Brutico, with the Metropolitan Ballet Justin Chermol, Jake Cohen, Academy, performed in an Eamon Glavin, Toney Goins, ensemble “Childrens’ Mazurak from Paquita” that won first place and Troy Trauger; and V in the Youth America Grand Prix Formers Kory Calicat, Ian Riley, and Will Solmssen – semifinals, Jan. 10-12. They will travel to New York City compete they worked on every aspect of the production: direction, sets, in the finals in April. costumes, lights and sound, props and, of course, acting.

Artists of the month The inaugural Headmaster’s Empty Bowls Artists of the Month are I On Jan. 11, a “team” of Formers Jackson Overton Haverford ceramics students Clark, Will Clark, Jonathan contributed to Malvern Prep’s Williams, Sam Gavula, annual Empty Bowls hunger George Maguire, and Nelson relief fundraising project by Liu (pictured with Headmaster producing hundreds of bowls in John Nagl and Middle School three hours alongside a Malvern art teacher Nancy Agati). team of wheel throwers. The collaborative competition was fun and productive and may become an annual tradition with the schools.

ATHLETICS

in the Feb. 7 issue of Main Line Suburban Life and the Main Line Times newspapers.

Hughes went undefeated at the Regional Mid-Atlantic Squash Association (MASA) tournament as the Fords’ No. 1 player, defeating the top players from Episcopal Academy, Springside Chestnut Hill, and Lawrenceville.

V Form wrestler L.J. Barlow was Main Line Boys Athlete of the Week in the Jan. 10 issue of Main Line Suburban Life and the Main Line Times newspapers. The 195-pounder became the first Haverford School wrestler to win the prestigious Beast of the East title. He also placed seventh at the Walsh Ironman tournament; it and Beast of the East are considered the two of the most competitive high school wrestling tournaments in the country.

Submarine surfaces I Former Sam Gavula and fifth-grader Thomas Hall sailed in the 49th Semana Internacional del Yachting in Mar del Plata, Argentina, Feb. 6-11. Hall took fifth place and, despite a “close encounter” with a submarine surfacing on the course, Gavula (pictured) finished the week of racing in 19th place out of 161 boats.

IV Form squash player Sean Hughes was Main Line Boys Athlete of the Week

Ice dancer Cameron Colucci Ice dancers sixth-grader Cameron Colucci and his partner, Valley Forge Middle School sixth-grader Katherine Grosul, won a silver medal in Intermediate Dance at the 2014 Prudential U.S. Figure Skating Championships in Boston Jan. 5-12. Their scores (tango 24.62, foxtrot 23.59, free dance 49.86) earned them 98.07 points for the week.

New Haverford School records set by swimmers this year include: IV Former Matt Haigh – 200 yard Freestyle 1.44.98; 500 yard Freestyle 4.40.98; 200 meter Freestyle 1.56.26; and 400 meter Freestyle 4.07.91; and II Former Alex Boratto, VI Former Dan McGrath, V Former Ben Nelligan, and VI Former Alex Heldring – 200 Meter Medley Relay 1.49.46.

VI Form diver Anthony Cirelli was Main Line Boys Athlete of the Week in the Feb. 14 issue of Main Line Suburban Life and the Main Line Times newspapers. In only his second year of diving with the Fords, Cirelli has been dominant on the boards. After finishing 16th at Easterns last winter, Cirelli has picked up where he left off, winning many meets this season by a wide margin and posting numerous personal bests along the way (his career best is 241.10).

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IV Form soccer midfielder Conor Bradley was Main Line Boys Athlete of the Week in the Oct. 31 issue of Main Line Suburban Life and the Main Line Times newspapers. Haverford School boys’ soccer head coach Bill Brady calls Bradley “The true engine of our team – we can’t get anywhere without him.

The team relies on him to win balls and generate the attack.”

As a freshman, Bradley was a second team All-Main Line selection.

Division I athletes Student-athletes who have committed to play sports at Division I colleges and universities include VI Formers Ian Rothweiler, Cornell University, squash; Cole Berman, Georgetown University, golf; Sander Yu, Drexel University, soccer; Thomas Walker, Brown University, squash; Peter Blynn, Harvard University, lacrosse; Eric Anderson, Yale University, basketball; Jack Appicciafuoco, Lafayette College, lacrosse; and Dan McGrath, Lehigh University, swimming; and Connor Keating (not pictured), University of Pennsylvania, lacrosse.

yielded 63 pints. Each pint can help as many as three patients, therefore approximately 189 patients may benefit from the School community’s donations.

Toys for St. Barnabas The advisories of Director of Community Chris Avery and Middle School math teacher Robert Schaaf collected age-specific toys for the families of St. Barnabas in hopes of making sure all the children had Share the Warmth toys for the holidays.

The Haverford School had a “Share the Warmth” tree in each division – Lower, Middle, and Upper. Students, parents, faculty, and staff brought in hats, mittens, gloves, and scarves to adorn the boughs.

The Haverford School Parents’ Association provided the trees and the items were donated to the Life Center of Eastern Delaware County and The Veteran’s Group in West Philadelphia.

Toys for Tots The Student Service Board and the Notables a cappella group organized the 11th annual all-school toy collection for children under 10 years of age for the U.S. Marine Corps’ Toys for Tots campaign that benefits needy children. Gathered SERVICE with the collection boxes Led by V Formers Philip are VI Former Max Gold, V Poquie, Lane Odom, Brandon Former Major Tepper, Service Shima, and Alex Keszeli, with Learning Director Jini Loos, Upper School math teacher and VI Former Jake Cohen.

Steve Patrylak, The Haverford School’s annual American Red Cross Blood Drive on Feb. 12

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Winter 2014

Toys for sale!

Haverford School third-graders held a used toy sale Dec. 17 for their service learning project.

They brought in toys, books, board games, and more, and sold the items to Lower School students, faculty, and staff. The boys priced everything and raised $1,832.91. They donated the money to St. Barnabas, a shelter for homeless mothers and children.

The Haverford School community contributed 11,678 cans for the annual Haverford School-Episcopal AcademyAgnes Irwin Can Drive. The donations go to the Life Center of Eastern Delaware County, St. Barnabas Mission for Homeless Mothers and their Children, St. Mary’s Episcopal Church and Food Cupboard, and low-income senior citizens in Philadelphia through the Old Pine Community Church’s Saturday for Seniors program.

At the Can Dance, students donated more than 1,700 cans and raised more than $4,000 for the schools’ hunger partners.

The turkey drive, led by V Former Ben Nelligan, netted 111 frozen turkeys for Project HOME and neighbors in need that were accompanied by Thanksgiving cards made by Lower School and Haverford Center students.

The Upper School held a dress-down day Oct. 24 and raised $1,234.05 to support the Marine Corps Scholarship Foundation, the Nation’s oldest and largest provider of needbased scholarships to military children, with particular attention given to those whose parent has been killed or wounded in combat, or who have demonstrated financial need.

Denim Day Students, faculty, and staff joined the national effort for breast cancer awareness,

AROUND THE QUAD

research, and treatment programs by raising $2,054.78 for Lee National Denim Day on Oct. 4. Funds raised benefit the Women’s Cancer Programs of EIF (Entertainment Industry Foundation) and research for all cancers. Participants who contributed to the cause were allowed to forego the School’s usual dress code and wear jeans to school for the day.

Parkway Run The Haverford School and Agnes Irwin School supported Team Naya for the annual Parkway Run benefiting CHOP’s Pediatric Cancer Center. Naya Summy is a fifth-grade student at Agnes Irwin who is fighting brain cancer, and is the brother of Haverford student Zak Summy.

The team raised more than $63,000. Haverford School Middle School students who participated included I Formers Daniel Calvelli, Luke Kania, Barrett Sprague, Zak Summy, Jared Pearlstein, and Alex Leicht.

Student Service Board The 2013-14 Student Service Board members are: VI Formers Bryan Rodriguez, John Zipf (co-president), Chet Bickhart, Jake Cohen, and Max Gold; V Formers Berkeley Melvin (co-president), Major Tepper

(co-president), Andrew Durham, Ben Nelligan, and Matt Grubb; IV Formers Kenny Fitzpatrick, Eli Wachs, and James McConnon; and III Formers Drew Weiss and Charlie Rahr.

Honor ceremony held at St. Katharine of Siena Church’s Parish Center in Wayne. He is a member of Troop 219, which is affiliated with the church.

The Eagle rank is the highest recognition that Scouting offers. During the ceremony, Scoutmaster John McGee HAPPENINGS noted that Heldring has held Nov. 1, Diversity Alliance leadership positions of senior presidents and VI Formers patrol leader, patrol leader and Troy Trauger and Max quartermaster as well as earning Gold attended the Diversity the Arrow of Light and more Leadership Summit at than 25 merit badges.

Abington Friends School.

Heldring’s Eagle Project Student leaders from diversity was to landscape a Prayer organizations around the Garden at St. Edmond’s region participated in planning Home for Children in Bryn sessions for the spring Regional Mawr.

Heldring coordinated Student Diversity Leadership the delivery of more than Conference.

100 plants, the landscape

V Former Louis Brown, design to be utilized taking VI Former Kyle Colburn, V Former Ben Quan, IV Former into consideration the type of plant and its requirements of Daniel Lee, VI Former Bryan both light and moisture, and Rodriguez, and V Former organized more than 20 Boy Avery Callahan attended the Scouts and parents who dug and Student Diversity Leadership Conference in National Harbor, planted the garden. The project took about 150 hours and was Md., Dec. 5-7. Hosted by completed in June 2013. the National Association of

Heldring received citations Independent Schools (NAIS), from President Obama, former the conference is a multiracial, presidents George Bush multicultural gathering of and Jimmy Carter, Supreme high school student leaders Court Justices Elena Kagan from around the country. and Stephen Breyer, Sen. Participants examine issues of Pat Toomey, Congressman social justice, develop effective Patrick Meehan, Chairman cross-cultural communication of the Joint Chiefs of Staff skills, practice expression Martin E. Dempsey, State Sen. through the arts, and learn Daylin Leach, Mayor Michael networking principles and Nutter, and various sports strategies. organizations including the Phillies, the Flyers, and the Eagles. Heldring also received a “Resolution of Commendation” from the Executive Board of the Cradle of Liberty Council, a presentation from the National Eagle Scout Association and a certificate from The Sons of the American Revolution.

Eagle Scout Alex Heldring VI Former Alexander R. Heldring became an Eagle Scout on Dec. 1, in a Court of

Eagle Scout Stephen Tellez VI Former Stephen Tellez was officially recognized as an Eagle Scout by Boy Scout Troop 7155 in Trappe on Nov. 16 during his Court of Honor Ceremony.

For his Eagle project, he built a new set of storage shelving units for the Lower Providence Township Parks and Recreation Department, Camp Perkiomy. The project took Tellez about three months along with generous donations from family, friends, Lowe’s Home Improvement store in Oaks, and his fellow Scouts to make it happen.

On July 1, 2013, he presented his project to the Eagle Board of Review at Ursinus College and was granted his Eagle rank.

He earned 12 Eagle required merit badges, 16 elective merit badges, and served in leadership positions as a senior patrol leader, patrol leader, troop guide, den chief, quartermaster, and Order of the Arrow representative.

He will fill the role as junior Scoutmaster and hopefully continue his scouting career within his community.

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AROUND THE QUAD

LECTURES AT THE HAVERFORD SCHOOL Jordan Burnham Jordan Burnham, mental health advocate and suicide survivor, spoke to students on Sept. 30 during an Upper School assembly.

During his senior year in high school and while suffering from depression, Burnham jumped out his 9-story bedroom window.

He fell more than 100 feet, breaking his fibula, tibia, femur, jaw (in four places), and wrist. He sustained internal bleeding in multiple areas, including his brain.

“All of my injuries have healed and I feel a lot better than I did before. And although I’m speaking out on this subject and helping others, it’s important to understand that I still have depression. I live with it every day.”

Burnham travels around the country sharing his story of survival, in hopes that it will inspire other young adults affected by mental disorders and mental health issues, and help them cope with what they’re going through. He emphasizes that seeking help is not a sign of weakness and often leads to a successful recovery.

Since 2008, Burnham has been a public speaker for the Minding Your Mind Foundation, which leads initiatives that

reduce the stigma associated with mental health issues among adolescents. Parent of alumni Amy Erlbaum (Sam ’09 and Max Kurtzman ’11) is a founder and president of Minding Your Mind and facilitated Burnham’s visit to The Haverford School.

16th Annual Edward R. Hallowell Literary Lecture

Dr. Elizabeth Samet

Dr. Elizabeth Samet, author and professor of English at West Point, delivered the 16th Annual Edward R. Hallowell Literary Lecture on Oct. 16. The following day for the Upper School, she read a passage from her book, Soldier’s Heart: Reading Literature through Peace and War at West Point, and answered questions about writing and her experiences teaching cadets at the U.S. Military Academy.

“The act of writing Soldier’s Heart firmly convinced me of the enterprise of fully preparing people for their futures, but simultaneously of the impossibility of doing so in a fool-proof way. When I think about my own preparation for this experience, and my preparation for writing a book about people who have made my life inevitably richer, I realize that many of the things I did in my youth prepared me – and I didn’t know it at the time.

In fact, the thing I expected to be doing for years was practicing medicine and, unless we think of literature as a kind of elixir, I’m not doing that. But, in a sense, it doesn’t matter that you can’t prepare for every eventuality. You can do your best, you can exercise your full potential, but you may one day find yourself in a completely different situation from one you had expected and that it’s all those things that you may almost have forgotten that might serve you best in those times.”

Samet’s book, Soldier’s Heart, won the Los Angeles Times Book Prize for Current Interest and was named one of The New York Times’s 100 Notable Books of 2007. She is also the author of Willing Obedience: Citizens, Soldiers, and the Progress of Consent in America, 1776-1898 (Stanford UP). Her essays and reviews have 16

Winter 2014

been published in various venues, including The New York Times Magazine, The New York Times Book Review, and The New Republic.

She has appeared on NewsHour with Jim Lehrer, NPR, and the BBC World Service.

The Edward R. Hallowell Literary Lecture Series annually brings a distinguished, nationally known author to the School to present a public lecture and spend a day of informal readings and discussions to inspire Haverford students’ interest in literature.

Originally endowed by a gift from parents Tom and Anne McCabe P’00 and subsequently expanded by other contributors, the lecture series honors English teacher Edward Hallowell, who taught at the School for 36 years.

(From left) Headmaster John Nagl with speaker Elizabeth Samet, Tom McCabe IV ’00, Anne McCabe Dunwoody and Edward Hallowell. Mr. and Mrs. Thomas B. McCabe III are founding sponsors of the Hallowell Literary Lecture Series.

AROUND THE QUAD

REFLECTIONS ON WES MOORE

Associate Headmaster Brian McBride

The Cox Servant Leadership Symposium is one of my favorite annual school events because of its worthy objective “to instruct and enlighten our boys about servant leadership and its importance in preparing them to lead successful lives as engaged and honorable citizens.” Wes Moore’s book and message to our community was both inspirational and uplifting, and his talk reminded the boys how fortunate they are to be at a place like Haverford. In addition, Wes emphasized the adage “to whom much is given much is expected” and challenged the boys to make a real difference with their Haverford education.

I enjoyed the fact that Wes’ mother, two sisters, and best friend were present to add context to Wes’ story. Wes’ sister Shani and Episcopal alum and Penn Basketball Coach Jerome Allen were especially impressive in conveying important messages. Allen emotionally related how his chance opportunity to attend EA not only affected the trajectory of his life, but also his children’s lives. Jerome questioned the boys: “Do your habits match your expectations?” What a good antidote to our instant gratification culture.

Director of Leadership Programs Bill Brady

Wes and the rest of our panelists sent a strong message to our boys about appreciating the roles that other people in their lives have played in helping them along the way. The message of “you are all here at The Haverford School because of someone else” was very powerful and it certainly got the boys talking. As the boys walked out of the auditorium they were still engaged in the dialogue of mentorship, appreciating others, and how to make a difference. It is important to expose our boys to great servant leaders who appreciate how they rose to their position in life. Having humility and an understanding of how you can use your life’s experiences to better others is a valuable lesson for us all.

VI Former and Student Body President Peter Blynn

Throughout high school, I have had the privilege of attending some phenomenal assemblies. Wes Moore’s presentation was particularly memorable because of his valuable message: Don’t take the opportunities we are given for granted.

Wes was able to captivate our student body through his presentation along with the important message he delivered.

Joseph T. Cox Servant Leadership Symposium

Wes Moore

V Former Shawn Alston

The Wes Moore speech was very inspirational. It gave me a greater understanding of the opportunities that I have in front of me. Wes opened my eyes to some of the problems we have in today’s society. Hearing Wes Moore speak influenced me to try and be significant in this world and not just successful.

Upper School English teacher Daniel Keefe

After the Wes Moore panel, students in my advisory were anxious to discuss the assembly. VI Formers A.J. Carrillo and Ross Tetrault agreed it was a powerful reflection about capturing chances at opportunities at Haverford and beyond. Lukas Rosenbohm, our foreign exchange student from Germany, pointed to the role of luck and how the other Wes Moore might have led a completely different life if he had been given this opportunity. There was a general consensus that Haverford is a wonderful opportunity that needs to be valued. More importantly, the men were struck by how they might one day lend a hand up to men like Wes Moore in the future.

V Former Kyle Bowman

Even the smallest decisions can lead to long-term and lasting effects on your life.

The premier point was that we, as students of Haverford, have been given a great chance to succeed in life, but we must pay it forward. It is our responsibility to work our hardest so as to improve the world around us.

Wes Moore was the featured speaker for the third annual Joseph T. Cox Servant Leadership Symposium on Jan. 10.

Wes Moore is a youth advocate, Army combat veteran, social entrepreneur, and host of Beyond Belief on the Oprah Winfrey Network. His first book The Other Wes Moore became an instant New York Times and Wall Street Journal best-seller.

Following his remarks, a panel including Shani Moore Weatherby, Wes’ sister, Legal Affairs Counsel for NBC-Universal, and director of the Riordan Initiative; Justin Brandon, childhood friend of Wes’ and Upper School head of Morristown Friends School; Zach Thomas ’11, who is studying business at Temple University; and Jerome Allen, Wharton School of Business graduate, former NBA player, and head basketball coach at the University of Pennsylvania; discussed making the most of life’s opportunities.

The Joseph T. Cox Servant Leadership Symposium, which instructs and enlightens Haverford School students on the value of servant leadership and its importance in preparing them for life, was created in honor of former Headmaster Joseph T. Cox, Ph.D. for his servant leadership to The Haverford School, and for his courage, initiative, and dedication to supporting and inspiring young men to become positive leaders.

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Celebrating Philanthropy Maroon & Gold Society Party

The Maroon & Gold Society was established in 1997 to provide special recognition for leadership gifts to the School.

Last year, 328 Maroon & Gold Society members made gifts totaling $3,094,539. The School honored these donors at its Maroon & Gold Society Party on Oct. 17 at Appleford. Guests enjoyed hors d’oeuvres from Sage Catering in Berwyn, cocktails, and musical entertainment by Sophisticated Strings.

Shira Paul, Brad Paul, and Sandi Paul

Keith Morgan ’79, Alix Morgan, and Ted Peters ’68

Brian McBride ’82, Lisa McBride, Jen Pechet, Amy Petersen, Carter Williams ’86, Cindy Shaw, Rob Hastings ’86, Headmaster John Nagl, Phil Rosenzweig, Alison Hastings, Jennifer Ballenger, Dana Hall, Scott Ballenger, Scott Zelov, Ginny Williams, and Susi Varga

EVERY BOY BENEFITS FROM THE HAVERFORD FUND THE HAVERFORD “Each timeFUND we visit The Haverford School for one of our son’s events,

we are so impressed by the amazing faculty and staff, the incredible facilities, and the engaging curriculum and programs. We also see the vital role that contributions to The Haverford Fund play in providing superlative experiences for every Haverford boy. This year, our goal is to raise $2M for The Haverford Fund, and we need your support!

Please join us in making a gift this year. Contributions of any amount help support the School’s mission of Preparing Boys for Life.”

— Jennifer and Scott Ballenger P’20 Co-chairs, Parent Haverford Fund Haverford’s fiscal year ends on June 30, 2014.

If you would like to make a gift, visit Haverford.org/onlinegiving or contact Cindy Shaw P’16 ’19 at cshaw@haverford.org or 484-417-2788.

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Winter 2014

Movers & Shakers Big Room Dedication

Prior to the Oct. 5, 2013, Board of Trustees’ meeting, the trustees gathered in The Big Room in Wilson Hall to thank Thomas and Yvonne Williams P’17 for their generous gift to the “… For the Boys” Campaign. A plaque was installed acknowledging their gift enabling the renovation.

Haverford Leadership Council

New members include (front row, from left) Caroline DeMarco, Martha Ortiz, Headmaster John Nagl, Kathy Bellwoar, Beth Hanssens, Mia Chung-Yee, Oray Boston, Jeff Lee ’95; (back row) Ravi Reddy ’90, Steve Gillin ’87, John Hollway, Adam Ciongoli, Bill Harrington, and Jim Foo ’90.

The 2013-14 Haverford School Board of Trustees

(Front row, from left) Maurice D. Glavin ’83, P’14 ’16 ’19; John J. Lynch P’10 ’12; Susan M. Reisbord P’20; Vincent A. Rossi P’14 ’15; Peter A. Rohr P’12 ’13 ’15; Chairman John F. Stoviak ’69; David J. Martinelli ’79, P’16 ’17; Kenneth L. Brier ’68, P’09; Caroline A. Rogers P’06 ’08; Headmaster John A. Nagl, D.Phil. P’20; (second row) Sharon S. Merhige P’16 ’18; Kenneth W. Schwenke P’07 ’10 ’12; Amy T. Petersen P’15; Vice Chairman William C. Yoh ’89, P’18 ’24; Jennifer N. Pechet P’15 ’17; Albert C. Oehrle ’58; Treasurer David B. Ford Jr. ’93, P’24 ’26; (third row) Richard J. Green ’69, P’13; Vice Chairman Richard W. Graham II ’52; George B. Lemmon Jr. ’79, P’12 ’19; George C. McFarland Jr. ’77; Randall T. Drain Jr. ’01; (back row) Mark D. Turner P’13 ’15; Robert T. Hastings ’86, P’23; Thomas L. Williams P’17; Elizabeth M. Anderson P’14; Secretary Robert C. Clothier III ’79, P’17; and Carter D. Williams ’86, P’17.

Not pictured: Leslie Muhlfelder Freemann P’16 and John C. Wilkins Jr. ’95.

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AROUND THE QUAD

Head of Upper School Matt Green DOMINATED the annual competitive wing eating contest during EA Spirit week.

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Winter 2014

AROUND THE QUAD

The Haverford School varsity teams defeated Episcopal Academy in four out of five athletic contests on Haverford/EA Day. The Churchmen won crosscountry, 23-34; the Fords won golf, 240-243; water polo, 14-3; soccer, 1-0; and football, 27-7. With the football win, the team earned a share of the Inter-Ac title with Malvern. Go Fords!

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Go Fords

GO FORDS CROSS-COUNTRY Head Coach: Bryan Skelly

League Record: 2-3 League Finish: 4th place at Inter-Ac Meet Team Captains: Eamon Glavin Individual Accomplishments: • Second Team All Inter-AC – Alex Kim Cross-country had a very solid season.

After losing four seniors to graduation, we had a lot of new runners rise to the challenge. After successfully navigating our challenging early season schedule, which included the Briarwood Invitational at Belmont Plateau, we moved into the championships portion of our season.

We finished fourth at the Inter-Ac Championships and eighth at the Independent School Championships. We return nine of our top 10 runners from this year, so we hope to improve on each of those performances in fall 2014.

FOOTBALL Head Coach: Michael Murphy

Overall Record: 6-5 League Record: 4-1 League Finish: 1st place (tie with Malvern Prep) Team Captains: Brendan Burke, Nick Helber, Chris Sukonik, Phil Poquie Individual Accomplishments: • First Team All Inter-Ac – Brendan Burke, Brian Denoncour, Phil Poquie, L.J. Barlow, Christian Giubilato, Michael Solomon • Second Team All Inter-Ac – Frank Cresta, Michael Gindhart, Dox Aitken, Nick Helber • Second Team All-Delco – Phil Poquie, Michael Solomon • Honorable Mention All-Delco – Brendan Burke, L.J. Barlow In the nonleague portion of the season, the Fords played their usual difficult slate of area opponents and went 2-4 during the stretch. However, as has proved to be the case in recent seasons, this tough schedule prepared them well for Inter-Ac competition. To open the Inter-Ac season, the Fords traveled to Malvern Prep to take on the Friars, whom many considered 22

Winter 2014

FALL SPORTS WRAP-UP

the preseason favorite in the league. The Fords pulled off a thrilling double OT win, 34-31, to register their fourth win over the Friars in five years. The Fords suffered their only Inter-Ac setback the following week to Springside Chestnut Hill Academy. The team then defeated GA, PC, and finished out the season by beating EA 27-7 and helping to retain the sweater for Haverford School. This year’s seniors will graduate having defeated MP and EA for three out four years and never having lost to GA or PC. We thank them for their contribution to the program and wish them the best of luck in their future endeavors.

GOLF Head Coach: Gui Costin ’85

and Gerry Rooney Overall Record: 28-7-1 League Record: 23-7-0 League Finish: 2nd place Team Captains: Cole Berman, Jake Van Arkel, Ryan Tetrault Individual Accomplishments: • First Team All Inter-Ac – Cole Berman, Jake Van Arkel, Jay Losty, Otis Baker • Second Team All Inter-Ac – Ryan Tetrault, Ryan Bowman At the start of the season the team had high hopes for another Inter-Ac League title, taking it to four in a row. The tryouts were marked by strong competition for the 12 available varsity spots.

We continued last year’s domination in our early matches. However, in midseason partly due to some mediocre play on our behalf and some exceptional play by Malvern, the team experienced its first defeat in almost two years. We went on to underperform in our final two Inter-Ac tournaments. In league play we placed second to Malvern Prep, with Cole Berman being pipped at the post and finishing second in the individual standings.

We qualified six golfers to the individual Inter-Ac’s, which were held at Merion East. Berman and Jake Van Arkel placed joint third. However, it was clear that the team was regaining form in time for the States and EA day.

The Independent State School Championships were held at Stonewall North. Representing Haverford were Berman, Van Arkel, Ryan Tetrault, and Otis Baker. The team successfully defended their title beating EA by one stoke for the aggregate of the four golfers.

This set EA day up for a royal battle, held this year at Aronimink Golf Club.

Haverford won the day.

The team loses three important stalwarts this year. Berman, Van Arkel and Tetrault, all five-year starters graduate this year and will be sadly missed for not only their golf, but their invaluable contribution to the team life. Coach Rooney also stepped down.

SOCCER Head Coach: Bill Brady

Overall Record: 16-4-2 League Record: 9-1-0 League Finish: 1st place Team Captains: Josh Klein, Connor Keating, Peter Blynn, Connor Black Individual Accomplishments: • All-State – Conor Bradley • First Team All-Delco – Conor Bradley (Player of the Year), Connor Gregory, Shane Bradley • First Team Inter-Ac – Conor Bradley (MVP), Connor Gregory, Shane Bradley • Second Team Inter-Ac – Quinn Letter, Sander Yu, Jimmy Tricolli • First Team All-Main Line - Conor Bradley, Connor Gregory, Shane Bradley • Second Team All-Main Line – Sander Yu, Jimmy Tricolli, Brandon Shima • Honorable Mention All-Main Line – Josh Klein, Connor Keating, Quinn Letter The soccer team had another fantastic season that culminated in the Inter-Ac League Championship. And, for the third straight year the team found itself in the PAISAA State Championship game where it battled Hill to a draw after two overtimes and ultimately lost on penalty kicks.

Team chemistry has been the recipe for success for our soccer program and this year was no different. Our captains led the way by emphasizing that the team

Go Fords needed to value and enjoy every moment together. We will graduate 13 of the finest young men that anyone could ever ask for, but they have paved the way for the future of the program by being mentors and role models.

We have a strong core of returners to defend our title. Juniors Shane and Tucker McBride, Brandon Shima, and All-Conference goalkeeper Quinn Letter will be expected to lead the way. The sophomore class features Conference POY Conor Bradley who was the real engine of the team all year long. Additionally, Shane Bradley and Jimmy Tricolli formed the spine of our stingy defense and are both vital to our success. Connor Gregory managed 23 goals, stepping into the big shoes that were vacated by Brett Campbell ‘13. He will be expected to take his game to the next level. Finally, other key contributors will be Jerry Karalis, who finished the season second in points on the team; and Senan Farrelly, who looks like the man to fill the vacancy that Josh Klein will leave in the back line.

WATER POLO Head Coach: Kevin Van Such

Overall Record: 14-10 League Record: 4-4 League Finish: 3rd place Team Captains: Alex Heldring, John Zipf Individual Accomplishments: • First Team All Inter-AC – Alex Heldring, John Zipf • Second Team All Inter-AC – Jake Pechet Behind strong senior leadership by Alex Heldring, Sawyer Warden, and John Zipf, the Fords were competitive in the Inter-Ac, and capped their season off with a 14-3 victory on EA Day. Zipf led the team in goals and steals earning team MVP honors and First Team All Inter-Ac honors. Heldring was the centerpiece of the offense and also earned First Team All Inter-Ac honors. During the season, the Fords received strong defensive play from Warden, Jake Pechet, Ben Nelligan, and goalkeeper Colin Moran. Dan McGrath, Luke Ryan, and Harrison White all played crucial roles in the success of the team. The Fords will miss their graduating seniors, but look to compete for the league title in 2014.

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Go Fords

UPPER SCHOOL CROSS-COUNTRY

The Cross-Country Coaches Trophy IV Former Charles Scales The Cross-Country Captain’s Award V Former Alex Kim and VI Former Eamon Glavin The Cross-Country Points Trophy V Former Alex Kim The Neil Otte ’07 Cross-Country Runner Award IV Former Peter Merhige

FALL SPORTS AWARDS

FOOTBALL

The Most Valuable Football Player Award VI Former Brendan Burke and V Former Phil Poquie The Richard P. Eggleston Trophy and Medal VI Former Michael Solomon The Football Coaches Award VI Former Chris Sukonik and VI Former Nick Gallo The Most Improved Player Award IV Former Dox Aitken The John J. Truman Football Lineman Award VI Former Nick Helber (offense) and V Former Mike Gindhart (defense)

SOCCER

The Ex-Captain’s Prize VI Former Connor Black and VI Former Peter Blynn The Michael G. Dowling Memorial Trophy and Medal VI Former Josh Klein The Harry Smith Memorial Award IV Former Conor Bradley The Joseph Tatta Coaches Award IV Former Connor Gregory

WATER POLO

The Class of 2005 Founders Cup VI Former Alexander Heldring The Water Polo Coaches Award VI Former Sawyer Warden The Most Valuable Player Award VI Former John Zipf The Most Improved Player Award V Former Mason Hall

GOLF

The Peter Page Memorial Cup and Trophy VI Former Cole Berman The Samuel P. Murphy Award V Former Ryan Bowman The Haverford School Golf Coaches Award VI Former Cole Berman, VI Former Ryan Tetrault, and VI Former Jake Van Arkel

MIDDLE SCHOOL CROSS-COUNTRY

Coaches Award II Former Isaiah Winikur Most Improved Player II Former Grant Sterman and I Former Pearse Glavin Sportsmanship II Former Jake Glunk and sixth-grader Teddy Curran

MIDDLE SCHOOL JV FOOTBALL

Coaches Award I Former Logan Keller Most Improved Player sixth-grader Connor Brala and I Former Petey Lemmon Sportsmanship sixth-grader Graham Rantanen

MIDDLE SCHOOL VARSITY FOOTBALL

Coaches Award II Former Tucker Desperito Most Improved Player II Former Nico Tellez Sportsmanship II Former Ben Stallworth

GOLF

Coaches Award II Former Tyler Roland Most Improved Player sixth-grader Alec Stern Sportsmanship II Former Sam Turner and I Former Jeff Bozzi

6TH-GRADE SOCCER

Coaches Award M.J. Atkins Most Improved Player Andrew Hubschmidt Sportsmanship Luke Macaione

MIDDLE SCHOOL JV SOCCER

Coaches Award I Former Griffin Wada Most Improved Player I Former Nick Pippis Sportsmanship I Former Luke Kania

MIDDLE SCHOOL VARSITY SOCCER

Coaches Award II Former Parker Gravina Most Improved Player II Former Matthew Brennan Sportsmanship II Former Emilio Fink

VOLLEYBALL

Coaches Award II Former Miska Abrahams Most Improved Player II Former Liam James Sportsmanship I Former A.J. Ellis

WATER POLO

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Coaches Award I Former Jeff Pendergast Most Improved Player I Former Jackson Mullaney Sportsmanship sixth-grader Eli Rodriguez Winter 2014

Fords Photos HOSTED BY SMUGMUG.COM

To see additional pictures from the fall athletics season, visit the Fords Photos website:

www.haverfordschool.smugmug.com PASSWORD: fordsphotos

PARENTS

(From left) Gala Co-Chairs Stephenie Tellez and Lynn Collins

(From left) Scott and Karen Fertels, Christie Spragg, Jonathan Clark and Shari Senzon, Alexandra Budike, Daniel Spragg, Constantine Pippis, and Steve and Liz Kania

(Front) Jon Sukonik, (back row, from left) Stephenie Tellez, Joe Solomon, Andrea Bagnell, Kathy Heupler, Tom Bagnell, Peggy Sukonik, and Brian and Cindy Crochiere

(From left) Tatiana Borden, Headmaster John Nagl, and Larry Borden

Parents, staff, faculty, and friends of The Haverford School decked out in Havanathemed colorful attire gathered at the Crystal Tea Room in the Wanamaker Building to celebrate “A Night in Havana,” the Parents’ Association’s annual gala.

The fun-filled event was co-chaired

by Lynn Collins and Stephenie Tellez, with the support of more than 100 parent volunteers. The gala is the largest fundraiser held each year by the Parents’ Association, and benefits the School.

Corporate sponsors were Saul Ewing LLP; Turner Investments; Silverang, Donohoe, Rosenzweig & Haltzman LLC; Anthony R. Costa, orthodontic specialist; Oppenheimer & Co. Inc.; Drinker Biddle & Reath LLP; Gatemore Capital Management LLC; Pennsylvania Trust; Wallace Roberts & Todd Design; and Willis of Pennsylvania Inc. The Atrium and Crystal Tea Room were transformed into 1950s Havana with colorful backdrops, baskets of fruits, and magnificent foliage. Hors d’oeuvres and cocktails were served as guests mingled and perused silent auction items including a mini Mercedes, a portable popcorn machine, popcorn and movies, and a Razor electric scooter. As dinner wound down, the auctioneer kept the bidding interesting during the live auction.

Delectable desserts were served as the DJ played a variety of music that brought the guests to their feet.

The event was a spectacular success in raising funds to continue providing a firstrate education and resources for the School.

(From left) Bruce and Tuyet Wong with Peg and Martin Heldring

(From left) Volunteers Shannon Sanfilippo, Trina Brown, Lynn Smith, Felicia Wiley, and Marybeth Bowman

(From left) Venjie and Victoria Largoza with Patti and Tom Gregory

(From left) Kevin and Melissa Bilash with Steve and Susan Reisbord

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PARENTS

Perfect Present

EA Day Pancake Breakfast

Faculty, staff, alumni, parents, students, and friends gathered together in The Haverford School Dining Hall on Nov. 9 to kick off EA Day festivities and athletic events. Form I parents, led by Gayle Yoh, served pancakes and all of the trimmings to more than 700 guests before heading off to the games.

The Haverford School Parents’ Association’s Perfect Present Holiday Gift Shop, run by co-chairs Ann Aerts, Karen Fuscaldo (left) and lots of volunteers, was open to all Lower School boys on Dec. 3 and 4 offering a low-cost, age-appropriate gift selection for everyone on their list.

(Left) Alex Keszeli and Mike Yoh

Gala Patrons’ Party

Gala Patrons’ Party attendees included (front row) Susi Varga and Headmaster John Nagl, (middle row) Gala Co-Chair Lynn Collins, Rachel Miller, Harry Miller, and Carlos Tellez, (back row) Gala Co-Chair Stephenie Tellez, and hosts B.J. Spencer, and Craig Spencer. The gathering is held annually in advance of the main event to honor those supporting Haverford’s Gala at the top two participation levels.

Hav-Afford Recycle Sale

(From left) Ronda Shropshire, Amy Roskamp-Wolf, Marni Murphy, and Chair Meg White helped students and parents with their purchases. The annual “Hav-Afford” Recycle Sale raised $4,079; all proceeds benefit the students and programs of The Haverford School. Remaining items were donated to other organizations serving the needs of young people.

EA Day Spirit Gear

Jen Greco and Lisa Ament, chair and assistant chair for Haverford/EA Day Spirit Gear, chose a wide variety of clothing and spirit-inspired items to get the Haverford crowd pumped up for the big day of athletic competition. Pre-orders and “day of ” items were available and all Haverford families were encouraged to wear their spirit gear to the games on Nov. 9. EA Day Spirit Gear co-chairs (from left) Jen Greco and Lisa Ament with M.A. Kowalski and Jamie Haines.

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PARENTS

EITC & OSTC — BY THE —

NUMBERS @

Haverford is the #1 SCHOOL IN THE STATE for funds raised through the EITC program.

Pumpkin Fair

The Haverford School Parents’ Association hosted its annual Pumpkin Fair on Oct. 24. This year’s event was chaired by kindergarten Class Parents Jenny Cross and Louise Hoehl and junior kindergarten Class Parents Dorothy Walker and Irene Nudy. Faculty, staff and students took well-deserved breaks to enjoy the gorgeous weather and weeks of preparations for the spooktacular transformation of The Haverford School campus.

A day of games, costumes, raffle prizes, painted pumpkins and sweets made for an exciting kick-off for the Halloween festivities.

Pumpkin Fair co-chairs (from left) Louise Hoehl, Jenny Cross, Irene Nudy, and Dorothy Walker with son Andrew, a junior kindergartener.

Cost-basis for Number of tuition assistance grants supported by the EITC and EITC & OSTC gifts is generally 10%.

OSTC programs since 2001.

In other words, it costs a dime to Haverford has give a dollar to raised nearly Haverford.

$1.1 million

through the EITC & OSTC programs during FY2013-14.

$21 million of available credits remain in the State budget ending 6/30/14.

Shopping Card

Shopping card chairs Hope Haron and Melissa Stamps organized a kick-off event for The Haverford School Parents’ Association shopping card at Neiman Marcus at King of Prussia on Nov. 7.

Everyone who presented a Haverford School shopping card (at a cost of $50 each) received a 20 percent discount on items/ selected items at participating stores and restaurants from Nov. 1-22, 2013. (Seated, from left) Director of Parent Programs Lisa Martin, Mary Oliver, Ann Glavin, Cassie Wuollet, (standing) Luz Loeb, B.J. Spencer, Kristina Brodie, Dorothy Walker, Amber Dixon, Tara Levensten, Christena Waldman, and co-chairs Hope Haron and Melissa Stamps.

The Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) are PA-based tax credit programs that allow C-Corps, S-Corps, Partnerships and LLCs to contribute to tuition assistance efforts at Haverford. Please consider supporting Haverford through one or both of these vital programs!

Contact Joe Scornavacchi in Palmer House for information: (484) 417-2792 or jscornavacchi@haverford.org

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PARENTS

Thinking Outside the Box The Haverford School community celebrated the installation of ninth Headmaster John A. Nagl, D.Phil, with a lively ceremony featuring remarks

by Board Chairman John Stoviak ’69 and Student Body President VI Former Peter Blynn and musical performances by the Notables, the Celebrantes, and The Haligoluks – the Headmaster’s “House Band” composed of faculty, staff, alumnus Al Oehrle ’58, and sixth-grader Tripp Biesecker.

dream on dream on dream on

dream until your dreams come true.

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You can relive highlights and/or the full Headmaster Installation Winter 2014 ceremony in HD video online at www.haverford.org/installation.

ALUMNI

This is a school that helps young boys grow in mind, body, and spirit and inspires them to fight the world’s fight with courage and humility and honor. I thought that was a mission worth rolling up my sleeves and getting behind, and I know you think so, too.

I’d like to offer special thanks to my illustrious predecessor, Dr. Joe Cox. Joe changed the fabric and the fiber of this institution, and I am honored to follow in his footsteps.

I am fortunate to have two women as the foundations of my life: my wife Susi Varga, who has thrown herself into her role as the Head of Haverford House.

Literally, she threw herself.

No more ladders, honey.

And my Mom Judy, long-suffering mother of four boys. I wouldn’t be here without you, Mom.

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MEET JOHN NAGL, NINTH HEADMASTER

Number Nine talks teaching, learning, leadership, books, music, movies, and memories

Dr. Nagl addresses the school on opening day.

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John A. Nagl, D.Phil. P’20 became ninth Headmaster of The Haverford School on July 1, 2013. Nagl is a retired U.S. Army lieutenant colonel, an award-winning educator, accomplished author, and a widely recognized military and history scholar. In a recent question-and-answer session, he opened up about his life, his appointment at Haverford, his first six months on the job, and his vision for the School’s future.

HST: John, thank you for making time for this Q&A session! Our community will be excited to get to know you a little better. So, first things first: tell us how you came to be at The Haverford School.

JN: I spent the first 25 years of my professional life engaged in what I believed was the most pressing concern facing the country: national security policy and execution. As the wars in Iraq and Afghanistan came to an end, however, I began to believe that the most serious problems we faced were at home. I had seen the value of leadership on the battlefield, and I had developed future leaders at West Point and Georgetown. Thus, when I was offered the chance to teach again at the U.S. Naval Academy, I leapt at the opportunity to build America’s future.

So, I was happily teaching some of the finest young men and women in the country when I received a call inviting me to apply for a college presidency. Although I enjoyed teaching, it was a somewhat lonely profession, and I missed being in charge of a team of people, one of the best parts of being in the Army. So, I decided to think about academic leadership and applied for the job. My family ultimately decided that that college wasn’t a good fit for us at this time, and I withdrew, explaining to the academic search consultant that my priorities were a good school for my son and a place with access to culture for my wife Susi, who gets to choose where we live after 20 years of the Army making that decision for her. The search consultant said, “Well, I wouldn’t have thought of you for this, but I’m looking for a headmaster for a nationally ranked boys’ school on the Main Line. That would fit the bill for your wife and son; how do you feel about being a headmaster?” Turns out that it’s the most enjoyable role I’ve ever filled!

What does it mean to you to be Headmaster of The Haverford School?

JN: Before I decided whether to apply for the position, I came to the campus on a weekend and walked it. I saw the “Man in the Arena” quote in the Upper School entryway, “Mens Sana in Corpore Sano” over the gym, and best of all, the Walk of Virtues. The fabric of the School sang to a place deep inside me of the things I value most: a life dedicated to public service, filled with health and vigor, lived according to the principles of respect for others, and compassion and dedication to a cause. Then I met the Board and the faculty and the boys, and they all shared this common vision of a life well lived in service to a greater good. I wanted to be a part of this team, and I was delighted to be chosen to lead it.

You’re following Headmaster Joe Cox, who made an indelible mark in his 15 years at Haverford. We know you have “Joe’s big shoes” prominently displayed in your office. Tell us about your connection and relationship with Joe and what it means to you to follow in his footsteps.

JN: I met Joe Cox when we were both teaching in Lincoln Hall at West Point, Joe in the English Department, me in Social Sciences downstairs. Joe had established West Point’s “Big Brothers, Big Sisters” program some years earlier, and I became the faculty representative running that program under Joe’s mentorship. That mentorship continues

POSITION Ninth Headmaster HOMETOWN Omaha, Neb. FAMILY Wife Susi Varga, son Jack, Maggie the Lab, Sparky the Jack Russell terrier, Spot the Rat, and Bun Bun the bunny.

EDUCATION B.S., United States Military Academy M.Phil., St. John’s College, Oxford University D.Phil., St. Antony’s College, Oxford University M.M.A.S., United States Army Command and General Staff College

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now, as he helps me understand my responsibilities to The Haverford School’s present and future boys. My emphasis that I am the ninth Headmaster comes from my appreciation for what my predecessors, especially number eight, accomplished here – and the responsibility I have to hand off an even better School to Headmaster number 10, hopefully many years from now!

What kind of leader are you?

JN: I’ve led highly successful teams in a variety of situations, including combat in two wars. I believe that most people want to do the right thing and make the organization better, and so I try to establish a positive, fun climate that encourages taking risks and trying new things, and that rewards initiative and hard work.

I inherited a great team here at The Haverford School, and so far, this philosophy appears to be working!

Tell us about your family.

JN: I met Susi at Oxford 25 years ago; she was studying German literature and I was studying international relations. I took my studies seriously and began international relations with her – she’s a British citizen of Hungarian descent – and we ultimately married in St. Louis after Operation Desert Storm. Susi was a good sport as the Army took us away from her home country and moved us around the globe. Jack finally arrived a month after the attacks of 9/11 while we were stationed at Fort Riley, Kansas.

He’s grown into quite the boy in the 12 years since that happy day, and being his dad is the greatest joy I’ve found in life.

How do you weigh your responsibilities of being both a parent and the School’s Headmaster?

JN: It’s an absolute joy to have a son in the School, to see him in the hallways and the lunchroom. Susi deals with the Middle School faculty about Jack issues – eating candy in class, riding his bikes on campus, that kind of thing – and I recuse myself from those discussions, although I talk about them with him at home.

Those discussions provide a wonderful perspective on snow days, the curriculum, the need for a motocross track on campus, that sort of thing. I try to keep Sundays free for “Dad and Jack time;” we tend to take our dirt bikes out for rides or go snowboarding

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when I succeed, and we’re looking forward to spending some real extended quality time together this summer while Susi is in England with her mom.

Can you recap your installation ceremony for us, from conception to completion, and comment on the experience?

JN: We decided that I should be formally installed as the School’s ninth Headmaster during the summer, but nobody knew what the ceremony should look like. Jack was in a rock band last summer, and I thought it would be fun to have a live rock soundtrack to the event and to play on the “installation” theme – when you hear that something is being installed, you just think of guys moving a refrigerator on a dolly (cue Dire Straits, “Money for Nothing”). Lower School Division Head Ron Duska convinced me that there was enough musical talent on the faculty to form a band for the event, a la The Commitments, and he got the band (back) together. As I worked on the script, I threw in some references to “This is Spinal Tap” and “A Christmas Story.”

When we asked Board Chair John Stoviak ’69 to take a leg lamp out of the crate and put in next to the lectern, I think he was wondering what he had gotten himself into, but we stuck the landing and it worked.

(A note to readers: you can relive highlights and/or the full Headmaster Installation ceremony in HD video online at www.haverford.org/installation.)

You’ve asked members of the School community to choose their “walk-on music.” Can you explain? And why did you pick Aerosmith’s “Dream On?” JN: I love baseball and I love music, and I’ve spent a lot of time watching baseball games trying to figure out what my walk-on music would be. When I became headmaster, I decided that it was time. Since I’m the ninth Headmaster, my first thought was the Beatles’ “Revolution 9,” but that was too conceptual and didn’t have exactly the right message (although John does say “the headmaster” at 3:56). While pondering this dilemma, I heard Aerosmith’s “Dream On” while I was driving to Annapolis to teach one day and really liked the message it sent, about

dreaming big dreams and working to make them come true.

That’s the most important thing we do here: help boys find their dream and work with them to stick it. Dream until your dream comes true – but work hard to make it come true when you’re awake!

Tell us about “Slim.” (People are wondering.)

JN: When units change command in the U.S. Army, the incoming and outgoing commanders physically transfer possession of the unit guidon, a flag that represents the unit.

I was saddened to learn that there wasn’t an equivalent totem that personifies The Haverford School, and decided to create one that played on my friends’ teasing that I was moving to Philadelphia to take over Hogwarts. Art Department Chair Chris Fox did a great job constructing Slim, the Voodoo Master of The Haverford School, and the flames shooting out of his skull seemed to be a fitting sign that responsibility for The Haverford School had been passed on to a new Headmaster. Since then, Slim has become an official member of my leadership team with his own School ID card, been kidnapped, acquired a voice (with a British accent, naturally) and a girlfriend, made a snow day call, and will soon be starring in a musical I’m working on with the Drama Department. Cleverly titled “Slim: The Musical,” it will feature songs like “Voodoo Child” by the great Jimi Hendrix and the Stones’ “Sympathy for the Devil,” while sending a positive message of reverence for history, finding your path in life, and the value of the quest for true love, even if you have flashing red eyes.

There is also a possibility that Slim’s ceremonial role may be reduced slightly when the School acquires a mace, but only if we can find one that doubles as a flamethrower.

We know that you love reading and writing. What are you reading now, and what are a few books that you most often recommend to others?

JN: My reading time has been diminished greatly over the past two years as I’ve been writing another book, this one about the past decade of war. I finished it Sept. 1 and have since been engaged in the fascinating process of designing a cover and maps, working with the copy editor on grammar and style, and choosing a title. I’m delighted to announce that Knife Fights: A Memoir of Modern War in Theory and Practice will be published

by Penguin Press in October of this year; it will include a reading list of about two dozen books that have been important to my intellectual development.

You were a Rhodes scholar – not too shabby! How did that come to pass, and can you tell us about your experience at Oxford?

JN: I have been very fortunate to have had several mentors who have shaped my life in wonderful directions. The most important was Dan Kaufman, an Army lieutenant colonel teaching international relations at West Point when I met him in 1984. I had come to West Point intending to study electrical engineering; I literally didn’t know what international relations was. Dan changed my academic major and my life. He encouraged me to apply for the Rhodes, and I was very fortunate to be one of 32 Americans chosen my senior year at West Point

John Nagl with his wife Susi Varga, son Jack, Maggie the Lab, and Sparky the Jack Russell terrier.

to study at Oxford for two years. One other West Pointer was chosen that year, my friend Doug Fraley; it was while looking for him that I met Susi. After I served in Operation Desert Storm, Dan decided that the Army would send me back to Oxford to get my doctorate; my doctoral dissertation became my first book, Learning to Eat Soup with a Knife: Counterinsurgency Lessons from Malaya and Vietnam. It was that book that made General David Petraeus, who had been one of my West Point teachers as well, ask me to help him write the U.S. Army/Marine Corps Counterinsurgency Field Manual. It’s all Cecil Rhodes’ fault!

You’ve mentioned you want to start a film series at Haverford called “Movies Men Should Memorize.” Tell us about that, and what are a few of your favorite movies that men should memorize, and why?

JN: I love movies. One of my few disappointments at The Haverford School has been the limited cultural literacy of the members of my leadership team and of the boys; they don’t get way too many of my jokes! In an attempt to solve that problem and prepare the boys for a life that makes full use of the wisdom accumulated in film during the past century, I’m hoping to start up a film seminar that shows classics like “The Princess Bride,” “Animal House” (“Knowledge is Good”), “Apocalypse Now,” “Despicable Me,” and “The Lego Movie.” Age appropriate, of course! I’d also like to invite our friends from Agnes Irwin and Baldwin to attend showings; although they’re movies that men should memorize, young ladies may enjoy them, too!

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Your work, research, and writing has focused on leadership, military policy, and organizational change. How have these academic and work endeavors helped prepare you for the role of Headmaster?

JN: One of the things I’ve been surprised by is how well my previous career has prepared me for this role. The principles of leadership apply across organizations, of course, and I’m again leading a team of good people who have chosen a calling rather than a job, who are dedicated to making America better by

and suddenly being punched in the arm hard by one particular Middle School boy with discipline issues; attending Hall of Fame dinners and meeting the alums who have done so much to build this great school. The only part I haven’t liked is the constant fear of viruses that is apparently every school’s welcome to a new Headmaster; I didn’t take care of one cold in the fall and cleverly turned it into walking pneumonia, so I’m hoping to avoid that particular mistake in years to come!

Looking back, what do you, today’s John Nagl, think about the past’s John Nagl, the Creighton Prep student? The West Point cadet?

JN: I was privileged to attend a great Jesuit prep school, Creighton Prep in Omaha, Nebraska. Prep prepared me very well for West Point and imbued me with a burning desire to live my life for others.

That skinny Nebraska kid in the Prep letter jacket never could have imagined that the school would make him its Alum of the Year in 2012 for service to the nation; what a wonderful trip it’s been!

What are your strongest memories from your time in the military? What important lessons did you learn from that experience?

JN: I came of age in the military, going to West Point at age 18 and leaving it five years ago. I’ll always remember my first parachute jump, seeing combat in a tank for the first time in Iraq, and the long, grueling counterinsurgency campaign in Al Anbar where my Task Force lost 22 soldiers and had more than 150 wounded. In all of these adventures, I learned the value of being part of a team of committed people who trust each other to do the right thing, because your life literally depends on that trust.

I hope I live my life in a way that does honor to my friends who aren’t here any more.

I formed wonderful, lifelong bonds with my brothers and colleagues in the Army, just as Haverford boys do with their friends and classmates during their experience here. And though they may leave Haverford physically, Haverford never leaves them. training and educating young people. My academic work focused on building adaptive learning institutions, and the requirements for success in that endeavor include a supportive environment in which taking calculated risk is rewarded as long as it promotes accomplishment of the strategic goals of the institution. That’s exactly the climate I’m trying to promote as we build the best school for boys in America at The Haverford School.

When you were younger and thinking about a career path, did you ever imagine that one day you would be a headmaster? How has your life been different than what you’d imagined?

JN: I had long thought that I wanted to have three careers: one as an Army officer, one in Washington working on national policy, and finally a job as a college president or chaired professor.

A number of my friends are college presidents and I’ve spent a bunch of time in universities; it turns out that you can have a more direct and transformative effect running a school than you can running a college, and it’s also a lot more fun!

What have been your most and least favorite aspects of being Headmaster so far?

JN: This is a wonderful role. I’m committed to setting a positive tone that learning is fun in a climate of mutual respect, and I’ve gotten to do that in a number of ways, including addressing the Upper School the day before EA Day wearing a catcher’s mask, since I’d taken one in the face the day before at the dodge ball game! I love having the Lower School boys come to visit my office, meet Slim, and make Haverford School seals; holding the door open for the Middle School boys to come into Wilson Hall

Has your transition from military life to civilian life been challenging?

JN: I formed wonderful, lifelong bonds with my brothers and colleagues in the Army, just as Haverford boys do with their friends and classmates during their experience here. And though they may leave Haverford physically, Haverford never leaves them. I feel the same way about the military. I do miss it every day, but I’ve been a part of some wonderful teams in the past five years at the Center for a New American Security in Washington, where I served as President for three years; in the History Department at the Naval Academy; and now at The Haverford School.

I feel fortunate that the Board of Trustees knows that defense policy remains an important part of who I am and what

The right boys, in great facilities, preparing for a life in the 21st century that is marked by the ability to love and grow – that’s my vision for The Haverford School.

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I love, and they’re allowing me to continue to serve on the Reserve Forces Policy Board, which meets quarterly in Washington and provides advice to the Secretary of Defense on Reserve and National Guard matters; I’ve just been reappointed to the RFPB after a three-year term. After four years on the Defense Policy Board, my old friend Chuck Hagel has decided to give my seat there to former Senator and Secretary of Defense Bill Cohen; I’ll miss the DPB, but I can’t complain too hard to Secretary Hagel, even if I was his go-to substitute teacher when he was a professor at Georgetown!

Tell us about one of the happiest moments of your life and one of the saddest.

JN: One of the saddest things that has happened to me was the loss of my father to colon cancer at age 56. Dad died after a long illness in his own bed, with all six of his kids in the house, but it’s so sad because colon cancer is such a treatable illness if it’s found early, and he never got to meet Jack. I think about Dad every day, usually when I hear a song he loved; as I was typing this, one of his favorite songs came up on Pandora: “The House of the Rising Sun.”

One of the happiest moments of my life was in February.

I’d taken Jack and one of his classmates up to Camelback to snowboard on a beautiful Presidents Day. Jack and his buddy were carving it up on the Nile Mile and I was skiing behind them, just overcome by the beauty of the mountain and the joy of seeing my son doing something he enjoys and does well with another fine young man. I felt lucky to be alive and blessed to be a father.

One of the things I’ve been surprised by is how well my previous career has prepared me for this role. The principles of leadership apply across organizations, of course, and I’m again leading a team of good people who have chosen a calling rather than a job…

What do you see as your biggest challenges as Headmaster, and what are the biggest challenges that The Haverford School currently faces? What would you like to see different at Haverford in five years?

JN: There are three pillars in my vision for The Haverford School. The academics, arts, and athletic programs are already excellent, but there are a few things I’m hoping to make even better. I’m very conscious of the fact that we’re preparing boys for a life in the information age, as digitized information changes human existence more rapidly than it ever has in history, and so I’m interested in 21st century education and learning. I’m conscious of the need to prepare our boys for life in a genderintegrated world, in which their most important decisions will be choosing their life partners, and so I’m hoping to improve our character and leader development education; we’re piloting a fascinating class on human relationships in conjunction with some friends at Baldwin and Agnes Irwin. And finally, I’m committed to having truly remarkable boys at The Haverford School in world-class facilities, so I’m hoping to increase the endowment and complete the campus master plan, including a new Middle School, parking garage, and some improvements to our athletic facilities including a squash pavilion and an expanded weight room. The right boys, in great facilities, preparing for a life in the 21st century that is marked by the ability to love and grow – that’s my vision for The Haverford School.

What does the future hold for Haverford boys? What are your hopes and dreams for what they will choose to do with their lives?

JN: I’ve been so impressed with The Haverford School boys I’ve met. These were the boys I wanted my son to grow up around, and the young men I wanted him to grow up to have as lifelong friends. They work hard, care about each other and their world, and want to make life better for all of us. I’m dedicated to helping them along the way. Dream on!

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A GLOBAL VISION Long before The Haverford School hosted a world of educators from more than 200 International Boys’ Schools in 2010, its global vision had begun to emerge.

From its founding in 1884, Haverford has prepared

boys with essential skills necessary for success at home and abroad. Indeed, alumni of generations old and new have gone on to lead remarkably interesting global lives in business, law, science, engineering, government, military, service, arts, faith, education, and other fields. Many classes will remember their Haverford education enhanced by dynamic international students that attended the School as part of the Severinghaus Scholars program, which continues to bring fine young men to the School courtesy of generous alumni support led by the Class of 1958. Haverford exchange students have come from Australia, China, Germany, Ghana, Moldova, and Spain, among other countries. Alumni and current students alike recount many rich cultural learning experiences interwoven in the classroom and in service learning and local, regional, and global travel opportunities.

In recent years, Haverford has begun to take a more intentional approach toward establishing a global vision and curriculum as outlined in our Strategic Vision road

map. The convergence of rapid technological advances and exponential growth in the capacities of developing nations suggests that the world is, indeed, increasingly smaller and more closely connected. To prepare our boys to be global citizens in this changing world requires development of collaborative problem-solving and learning skills; a sense of shared responsibility to uphold the human rights of all global citizens; the advancement of cross-cultural literacy skills through respecting and valuing human differences; and the ability to analyze and understand oneself, others, and the interconnectedness of world events and global issues both past and present.

A Haverford education should teach its graduates to be strategic and intentional in their ability to rise to the challenges, and recognize the opportunities, that such an environment presents.

In this effort, we all play a part: together, we must strive to prepare ourselves and our children to be thoughtful leaders in a world that is globally and culturally interconnected, technologically everadvancing, and environmentally vulnerable.

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Investigate

Investigate the world beyond one’s immediate environment with an open mind, acquiring deep content knowledge and understanding beyond one’s community, region, nation, and culture.

A GLOBAL VISION

FROM VISION TO REALITY

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In her essay “A Classroom as Wide as the World,” Vivien Stewart writes, “Our national goal should be that all students must graduate from a high school unbound by the four walls of school, and emerge as globally competent, prepared to compete, connect, and cooperate with their peers around the world.” In order to achieve this goal, we recognize the need to establish a sustainable curricular model for the future, with comprehensive programming supported by targeted endowment funds. Haverford is committed to supporting a school-wide global studies initiative that permeates the learning experience in the classroom and beyond, through service learning, student and faculty exchanges, travel abroad, a thorough curricular review, and a possible globaloriented independent study program.

In exploring the topic of global engagement, we acknowledge two competing agendas that reside within this single initiative.

Some believe developing a globally engaged student will better equip him to participate in solutions to the social justice, environmental, and socio-political challenges of our time. A globally mindful student will interact harmoniously with people from around the world, recognizing that we are all interconnected, that we share burdens and successes together, and must set out to work as partners to ensure a more sustainable future for all.

Others believe that a focus on global readiness will enable our graduates to compete successfully with the rapidly emerging economic powerhouses. This globally engaged student will lead on international teams, recognize international or regional demand, and market services and products globally. Their global studies will better prepare them to contribute as leaders in the communities and conference rooms of tomorrow, which increasingly are populated by people from around the world.

One of our central challenges is to locate the overlap between global citizenship, social justice, collaboration in solving world problems, and simultaneously competing and thriving in an increasingly interconnected global economy. Improperly conceived, the former can be a sentimental luxury that increasingly we are not in a position to pursue, whereas over-emphasis on the latter is an

Second grade African drumming and dancing performance

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exercise in self-interest devoid of the kind of genuine compassion and understanding that ennoble us all.

The other question to consider: To what extent will that competition be won by those with high levels of “global competence,” versus those who have high levels of academic proficiency? In other words, is the international student thriving because of his or her global readiness, or because he or she is better educated in foundational academic skills and content and has more rigorously developed the requisite habits of mind and work ethic that predict success and determine value?

As a philosophy, The Haverford School tends to the latter; as such, it is essential that global education not be a topic of study, an end in and of itself, but a shift in mindset through which to pursue the traditional rigor and core values of a Haverford education.

Within the context of what we have long done well in educating our boys, we have already begun measured efforts to thoughtfully integrate global programming, the combined effect of which will be to affect such a shift in mind-set.

Our global studies mission Through authentic interaction and an intentional curriculum, The Haverford School’s Global Studies programs seek to develop in its community members the awareness, respect, and understanding of international cultures as well as of the common issues facing our global community.

Global studies core competencies In order to achieve the values essential to global citizenship, Haverford faculty and students engage in regular opportunities in all areas of the curriculum to build upon five core competencies: investigation, recognition, communication, collaboration, and translation: Investigate the world beyond one’s immediate environment with an open mind, acquiring deep content knowledge and understanding beyond one’s community, region, nation, and culture.

Global competence starts by being aware, curious, and interested in learning about the world and how it works.

VI Former Max Gold and his sister Maddy at the Tulum Ruins Mexico, 2013

Annual II Form spring trip to Puerto Rico

Recognize

Recognize one’s own and others’ perspectives and understand the role these differing viewpoints can play in issues of global concern.

Recognize one’s own and others’ perspectives and understand the role these differing viewpoints can play in issues of global concern.

The globally competent student can identify influences on these perspectives, including how differential access to knowledge, technology, and resources can affect people’s views. Their understanding of others’ perspectives is deeply informed by historical knowledge about other cultures as well as contemporary events. A student must understand that there are commonalities connecting all cultures, the interconnectedness of the world, and that his or her actions affect the lives and work of those both near to them and across the globe.

Communicate one’s ideas effectively with diverse audiences.

Globally engaged students understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other factors. They can communicate in at least one other world language. Globally prepared students are media and artistically savvy. They can choose and effectively use appropriate technology and media to communicate with diverse audiences.

Collaborate through a variety of models and media with peers, neighbors, and global partners to develop practical solutions to real world problems.

Globally aware students are team players. They recognize the limitations of an individual, including those imposed by culture, nationality, ethnicity, race, and class. They know how to tap the resources and expertise of partners in their classroom, their school, their community, and across the globe. They can access and mobilize global networks effectively.

Third Grade Egypt Fair

Translate one’s ideas and findings into appropriate actions to improve conditions locally and globally.

Globally engaged students see themselves as players, not bystanders. They’re keenly able to recognize opportunities, from targeted human rights advocacy to creating the next out-of-thebox, must-have business product. Alone or with others, ethically and creatively, globally competent students can envision and weigh options for action based on evidence and insight. They demonstrate active empathy that moves beyond mere tolerance or acceptance of the wider world to true engagement.

THE GLOBAL CURRICULUM

A GLOBAL VISION

Globally aware students ask and explore critical questions and researchable problems – problems for which there may not be one right answer, but which can be systematically engaged, both intellectually and emotionally. Their questions are globally significant, addressing important phenomena and events that are relevant in their own community and in other communities across the globe.

During the past four years, faculty and administration have been hard at work laying some of the track for this journey. Our efforts to integrate global studies into the curriculum have opened up opportunities for JrK-12 curriculum alignment and enhancement, and partnerships with schools and students in Australia, Belize, Botswana, China, Colombia, Denmark, Ghana, Mozambique, Peru, South Africa, Spain, and Uganda. Each year, more than 100 students and faculty travel abroad as part of school-run programs.

Across all three divisions, we are excited to make use of our state-of-the-art technology to engage in real-time, face-to-face reciprocal learning with students in these countries.

Throughout the lower grades, theme-based projects extending across all subjects provide an integrated cultural immersion experience for our younger students and a more broad language learning component. Signature programs include the first grade project Learn Belize, second grade African drumming and dancing project and Walk for Water, third grade Egypt Fair, fourth grade Mexico project, fifth grade leadership project, and JrK-sixth grade wigwam building project. Virtual global connections are also being formed with classrooms in India, Ghana, Syria, and China.

Middle Schoolers are collaborating with students in a science class in France, addressing real world problems in Uruguay, and participating in the Jr. Model UN Club. Form II students look forward to the annual Puerto Rico project and trip, and several

Upper School physics zip line experiment in Costa Rica

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Communicate

A GLOBAL VISION

Communicate one’s ideas effectively with diverse audiences. faculty members have developed unique global projects and partnerships. Art teacher Nate Pankratz, for example, formed a close association with Freedom in Creation, which rehabilitates former African child soldiers through art and simultaneously raises awareness about clean water shortages in Africa. He taught lessons around the topics raised and traveled to Africa over the summer. In the fall, the founder of the organization visited Haverford, brought a display of art by the African children, and delivered a presentation to the entire Middle School.

The Upper School global experience is enhanced with a visiting international student program, academic curricular adjustments, and new electives including Conflict and Genocide in Contemporary Africa, Modern Middle East History, and Innovation and Humanity. Students also lead service learning opportunities and clubs, including the Microfinancing Club, the Global Politics Club, Model UN, and the World Soccer Club, and the Upper School continues to host student delegations from China and Denmark each year.

GLOBAL STUDIES SPOTLIGHT: Student Global Leadership Institute Headquartered at Punahou School in Honolulu, the Student Global Leadership Institute (SGLI) is an annual initiative made possible by generous grants from the Edward E. Ford Foundation and the Education Research Initiative (a partnership of Lenovo, Intel, and Microsoft), with additional support from the Freeman Foundation and the Luke Center for Chinese Studies. Comprised of 25 top independent schools from around the globe, the purpose of the SGLI is to develop a community of international youth leaders who understand and are engaged in shared global challenges, and who galvanize positive social change. The institute explores leadership development characterized by creativity, a capacity for problem solving, collaboration, communication, and multicultural perspectives.

The institute focuses on engaging students in team-developed community service projects, addressing worldwide issues such as the environment, economics, and globalization. The yearlong

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Winter 2014

SGLI trip to Punahou School in Honolulu, Hawaii, summer 2013

program includes an intensive two-week summit at Punahou, during which students participate in workshops, discussions, and field trips that help them develop social-action projects suitable for their home cities – and the collaborative style of leadership needed to carry them out.

Students implement these projects during their senior year, aided by a customized computer network that allows them to track their progress, support one another through online discussions, broaden their social perspective, and exchange ideas with different cultures. A diverse network of mentors, including faculty, nonprofit leaders, and entrepreneurs, provide support.

“Interacting socially and intellectually, students and faculty alike experience different perspectives in new ways. Simply sharing our culture and stories with each other is one of the most meaningful aspects of SGLI,” says Director of Leadership Bill Brady. “Additionally, SGLI students are empowered to learn from industry leaders in the field. The focus of the 2013 conference revolved around food issues in one’s community. Students engaged politicians and farmers, helped to build a sustainable fish pond, and were challenged to use this knowledge to impact their school communities back at home.”

Haverford V Formers Jake Pechet and Arjun Dravid and VI Former Ibrahim Bey participated in the 2013-14 SGLI project, while V Former Otis Baker and IV Formers Arnav Jagasia and Eli Wachs will participate in 2014-15.

“SGLI was one of the most formative experiences of my life. I made lasting friendships with students from Jordan and Denmark, and the students I met there were some of the smartest and most interesting I have ever encountered,” Pechet says.

Participating Schools Cary Academy • Castilleja School • The Chapin School • The Haverford School • Lakeside School • Noble and Greenough School • Phillips Exeter Academy • Punahou School • Sidwell Friends School • St. Paul’s School • Beijing Huiwen Middle School • Chinese International School, Hong Kong • High School Affiliated to Fudan University, Shanghai • High School Affiliated to Renmin University of China, Beijing (continued, next)

IBSC China service learning trip

Collaborate

Collaborate through a variety of models and media with peers, neighbors, and global partners to develop practical solutions to real world problems.

GLOBAL REFLECTIONS HST magazine surveyed more than 100 students, faculty, parents, and alumni about their most profound and meaningful global work, cultural, and travel experiences, and what the experiences have taught them. We also asked whether their engagement with The Haverford School helped prepare them with a global mind-set and relevant skills in their life. Here are some snippets from the many thoughtful responses we received.

“I try to exemplify a famous quote from To Kill a Mockingbird: ‘You never really understand a person until you consider things from his point of view ... until you climb into his skin and walk around in it.’”

– James McConnon, Form IV “I lived in Italy from 1972-75, where I apprenticed as a photographer and learned to speak fluent Italian and reasonable photo (yes, it is a language!). I think learning to speak another language with fluidity was THE greatest educational experience of my life. In the 1990s, I traveled extensively for CARE, the international relief and development agency, documenting their efforts to ameliorate poverty. Like looking in a mirror, travel gives us the opportunity to see ourselves as others do. It is a useful question to ask every day: How does this look to someone else?

I hope Haverford trains the “critical” mind. By that I mean the ability to examine a proposition, an experience, another person with a dispassionate freedom from prejudice. At Haverford, I was encouraged to question every assumption.”

– Fred Housel ’69

Liz Anderson P’14 at the Temple of Heaven in Beijing, China

Photographer Fred Housel ’69 in the Phillipines while working for CARE

“Haverford has prepared me to be a person of strong character, with a moral guide to approach global interactions. I have learned to respect other people of different genders and backgrounds.”

– Max Gold, Form VI “I’ve learned that despite cultural differences, everyone wants the same thing for themselves and their families: health, opportunity, and a life with meaning. I am very comfortable meeting people from other cultures and in establishing excellent working and personal relationships; at times I realize much later that I was the only person in the meeting room holding a U.S. passport.”

– Liz Anderson P’14, Trustee

A GLOBAL VISION

• The Second High School Attached to Beijing Normal University • Shanghai #3 Girls School • Hitchin Girls School, Hertfordshire, England • Doshisha International Schools, Kyoto • Gakushin Boys Senior High School, Tokyo • Gakushuin Girls Junior and Senior High School, Tokyo • International Christian University High School, Tokyo • Ordrup Gymnasium, Charlottenlund, Denmark • King’s Academy, Madaba, Jordan • Raffles Institution, Singapore • Viktor Rydberg School, Djursholm, Sweden.

“Expose yourself to foreign cultures and locations; get out of the Main Line, somewhere completely different where you see that there is more to the world, other ways to live life, to think about the world.

Get out of your comport zone and into an unknown scenario. College has opportunities for extended immersion, and the goal at the secondary level is not to replicate that experience, but to give a taste of that experience that lights a spark and intrigues young minds.”

– Peter Laveran ’89 P’24 “It would be easy for me to say that soccer was the start of my cultural journey, but my father and uncles played soccer in Buckingham in the 1960s. My legacy is rooted in culture and pushing the boundaries.

The path that was laid out for me here in Philadelphia gave me the foundation to speak four languages, become an international soccer player, represent the USA in soccer and the State Department, and conduct a significant amount of international business. If you plan on being a global citizen in the true sense, you cannot be offended by differences. You have to know who you are, but it is critical that you adjust your filter so that you can identify opportunity. I am certain that you could never experience the true richness of a country unless you put forth a focused effort to experience its culture. Also, the Haverford that I went to was not as diverse and dynamic as it is today.

I am proud of what Haverford stands for and has become.”

– Jeremiah White III ’00

Jeremiah White III ’00 playing professional soccer in Aarhus, Denmark

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Translate

A GLOBAL VISION

Translate one’s ideas and findings into appropriate actions to improve conditions locally and globally.

“To us, few things are more fun and satisfying than establishing close friendships with families from a variety of countries and, especially, cultures. For one thing, it makes the world a far less scary place. It gives us and our children the confidence and, moreover, the desire to expand our familiarity with the world’s cultures. It teaches us that tensions and difficulties between cultures and countries are the shameful product of the powerful and the political, and that peace among nations is actually possible.”

– Missy and Howard Deck P’24 “Immigrants cannot help but live an examined life – because immigrating to a new culture turns everything you know inside out and upside down. You have to learn to navigate a new environment, and you find yourself not exactly the same in it. You develop a kind of dissociative identity disorder, and you have to work with it. Being an immigrant has made me vastly more tolerant, empathetic, and thoughtful about others.”

– Keren White, Senior Director of Major Gifts (A native of Ashford, Kent, England, Keren has lived in the U.S. for 10 years.)

“Haverford provided me with the confidence to be assertive and not be afraid of asking for help when I need it. Studying at St. Andrew’s for four years offered me ample time to constantly expand. Also, there is nothing quite like trying to carry on a conversation with a taxi driver with a thick Scottish accent.”

– Sam Thorburn ’09 “Haverford prepared me to think critically, to express myself, and to find pleasure in learning. I did not become globally literate at Haverford, and I think Haverford could do much more to educate students in that direction. But some classes (above all Mr. Pearson’s German classes) sparked an interest in other parts of the globe. My experiences at Haverford opened many options for me, including the path I chose to study, research, and teach African history and anthropology at the University level in Africa.”

– Christian Williams ’95

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Christian Williams ’95 with friend Steve Swartbooi in Keetmanshoop, Namibia

Winter 2014

“Be open-minded and take advantage of speaking with people from different countries; it can change your view of the world. And if you have the chance to visit different countries, do it – whether is is for vacations or an exchange, it will change your life.”

– Lukas Rosenbaum, Form IV international student from Ulm, Germany “People often assume they know a lot about me just because of where I’m from. My experiences have taught me to think twice before making similar assumptions about others. I think one of the biggest challenges living in the U.S. is that people assume that because I am Pakistani, I lived an extremely difficult and dangerous life growing up, and that coming to the U.S. has saved me from all that hardship. In fact, I grew up very comfortably in Karachi, with access to some of my country’s best educational and professional opportunities. I was a lot like my students in this respect.”

– Fatema Frankel, Upper School Math Teacher “The best thing that Haverford can do to graduate global leaders is to continue its emphasis on foreign languages within the curriculum. Some of the best academic experiences I have ever had came in the form of Ms. Adkins’ Latin and Ms. Hsieh’s Chinese classes. These courses not only helped me develop the proficiency needed to tackle translations of Cicero and work in Taipei, but they also provided me with a look into all of the nuances and intricacies of foreign cultures.”

– Nick Desatnick ’11 “I benefitted so much from my exchange year at Haverford. It would be awesome if Haverford could do the same by sending students to China for a year so that they can benefit from an amazing and unforgettable cultural experience, as I did. After I came back to China, I shared my experience with many people; they were all amazed, and would like to see the U.S. themselves.”

– Shaoran Sun, 2011-12 Severinghaus Scholar from Beijing, China

Faculty member Gary Kan (second from left) hiking the Inca Trail in Peru.

IV Former Lukas Rosenbaum enjoys Center City Philadelphia

Andrew Poolman’s passion for travel and appreciation of other cultures started from a young age. He remembers traveling to England to visit his father’s side of the family and many of those journeys spilled into Continental Europe.

As a malleable 16-year-old, his soccer team experiences in France and Italy and his participation in the March of the Living in Poland and Israel, instilled the values that guide him professionally and personally today. He graduated from Carlisle High School in Pennsylvania in 1999 and matriculated to Haverford College.

As a student on the other side of the Duck Pond, Andrew never imagined a career in education, let alone seven years at the boys’ school down the street. His college years began with an interest in economics, but a summer internship at the Philadelphia Stock Exchange helped him to realize that a career in finance wasn’t for him. Study abroad experiences in Málaga, Spain, and Santiago, Chile, solidified his interest in the Spanish language and Hispanic culture.

Andrew graduated with a B.A. in Spanish in 2003 and wrote a thesis “Soccer: A space of political expression in Chile.”

A year of working at the Country Day School – Guanacaste in Costa Rica as a boarding school intern and geometry teacher laid the groundwork for his career in education. Prior to being on The Haverford School faculty, Andrew worked at the Trinity-Pawling School in Pawling, N. Y., for three years, where he taught Spanish and coached soccer, squash, and golf. Between the academic years of 2006 to 2009, he spent four summers earning a master’s degree in Spanish from Middlebury College.

GLOBAL STUDIES SPOTLIGHT

Global Studies Coordinator Andrew Poolman

When the time came to move along from the boarding school lifestyle, Andrew felt fortunate to land a job at The Haverford School in 2007. In his seven years as a full-time Spanish faculty member, he taught all levels of Upper School Spanish and recently enjoyed creating and developing a Spanish 5 elective course “Cine del mundo hispano” (Film of the Hispanic World). In 2010, he was honored with the “Preparing Boys for Life Teaching Excellence Award,” and his lesson “Sports and Spanish” was published in the book 125 Years for the Boys: Best Practices from The Haverford School.

Outside of the classroom, Andrew coaches the varsity squash team, which earned a fourth-place finish at the U.S. High School National Team Squash Championships this season.

Until this year, he assisted coaches Kevin Tryon and Bill Brady in winning Inter-Ac and PAISAA soccer titles as well. It was a difficult decision to take a break from coaching a sport he has always loved, but two significant changes made it inevitable: around the same time last spring that he and his wife Rebecca welcomed their son Noah into the family, Andrew was appointed as Haverford’s first Global Studies Coordinator.

It has been an exciting beginning to a program that holds plenty of potential. This spring, nearly 100 Middle School and Upper School students developed their global competence by traveling to Puerto Rico, Italy, Costa Rica, and Denmark.

Andrew hopes to coordinate many more school-sponsored travel programs in future years and is working to cultivate partnerships with international schools to provide collaborative opportunities for all Haverford boys.

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WHERE IN THE WORLD? While Haverford School students, parents, faculty, and alumni are trotting around the globe to learn, work, and play, we thought you might like to know who’s living abroad. We’re guessing we’ve missed a few; if you’re among that list, please let us know! We’ve also listed some of our partnership schools in maroon.

ANGOLA

Luanda Arild R. Oyen ’63

AUSTRALIA

Cottesloe Herbert P. Harkins Jr. ’60 Halles Head Willard L. Case III ’48 Isaacs The Hon. Klaus-Peter T. Klaiber ‘58 Mosman Whitney Drayton ‘75 Port Macquarie Anthony S. Hannock ‘72

AUSTRIA Graz Dr. Joerg Oser ’59 Dr. Karl H. Trinker ’65 Wolfurt-Bahnhof Dr. Wolfgang D. Oser ’57

BAHAMAS

Nassau John T. Dorrance III ’62

BELGIUM

Antwerpen Guy J. DuBois ‘42 Brussels Guillaume deSpoelberch ‘51 Dr. Armand G. Sprecher III ‘85

BERMUDA

Devonshire Frederick H. Knight IV ‘75 Paget John B. Way ‘80

BHUTAN

Pheuntsholing Ngawang Phuntsho ‘03

CAMBODIA

Phnom Penh Jonathan H. Garrett ‘87

CANADA

Salt Spring Island Henry Wendt IV ‘76 Toronto Robert C. Benia ‘75 Robert W. Fisher ‘67 Vancouver Dr. David A. Haughton ‘74 Dr. Bruce G. Miller ‘69 Victoria Thomas H. Lathrop ‘63

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Winter 2014

CAYMAN ISLANDS Grand Cayman Dr. Mark J. Laskin ‘69

The Haverford School

CHINA

Beijing Shaoran Sun ‘12 Dongying Qu Tao Xu ‘12 Qingdao Weida Wang P’15 Shanghai Stephen J. Gaffney ‘91 David M. Levinson ‘02

Punahou School, Honolulu

COSTA RICA

Sabanilla William W. D. Read ‘48

FRANCE

Annecy Peter J. Clough ‘66 Ivry-sur-Seine Evan Chandlee ‘58 La Coste William F. Joson ‘82 Malakoff Gregory J. Rohmer ‘97 Paris Lt. Col. Jacques G. Deveze ‘65 Jacques LeBlanc ‘70 Eric A. Weiss ‘98 Saint Didier au Mount d’Or Robert W. Miller ‘91

GERMANY

Bonn Dr. Hans-Martin Spilker ‘58 Dortmund Dr. Thomas Lichtenberg ‘69 Düsseldorf Christian G. Atanasiu ‘01 Thomas D. Langston ‘44 Munich Andrew M. Goldstein ‘79 Frankfurt Marc C. Pauly ‘91 Berlin Dr. K. Wolfgang Schmidt-Hidding ‘56

The Sacred Heart School, Dangriga

GERMANY

(con’t)

Hamburg Julian Schwarting ‘09 Ulm Ulrich T. Haug P’16

Markham College, Lima

Hong Kong

Christopher R. Burling ‘01 Hyuk-Soo W. Son ‘88

IRELAND

Co. Wexford Francis A. Abruzzese Jr. ‘96

ITALY

San Donato The Rev. James M. Kutnow Jr. ‘66

JAPAN

Tokyo Edward E. Crawford Jr. ‘79 Kamakura Hideyuki Hata ‘91 Yoshiyuki Hata ‘99 Kanagawa Hiroyuki Hata ‘89

NETHERLANDS

Alkmaar Dr. H. Drake Williams III ‘83 Kwadijk Peter M. Dop ‘56

NORWAY

Tepoztlan William J. Grady ‘71

Hovik Nils-Fredrik C. Vogt ‘58 Krokstadelva Dr. Stale Berdal ‘59

MOLDOVA

POLAND

MEXICO

Chisinau Sergiu Prodan ‘13

Warszaw Mateusz P. Kruk ‘04

Ordrup Gymnasium, Copenhagen

Euro Collegio Casvi, Madrid

Western International School of Shanghai St. Paul’s College, Hong Kong

Good Shepherd Methodist Academy, Takoradi, Ghana

Christ Church Grammar School, Perth

SWEDEN SOUTH AFRICA

Bloemfontein Christian A. Williams ‘95 Johannesburg Del B. Levin ‘83

SOUTH KOREA

Sungnam-Si, Kyeonggi-Do Hee-Myoung Lee P’14

SPAIN

Islas Baleates Yuri M. Burka ‘89 Madrid Oivind Baekken ‘63 Jose M. Fernandez P’14 Drazen Primorac ‘94 Sitges Darryl J. Clark ‘75

Älvsjö Nils-Eric S. Tedgard ‘72 Limhamn Tomas D. Bertmark ‘68 Stockholm P. Ingolf T. Stahl ‘56 Dr. Claes Erik Ali Gentele ‘58 Per A. Hallerby ‘65

SWITZERLAND

Geneva Mr. Andreas B. Cohen ‘84

THAILAND

Bangkok Christopher Mangan ‘78 Pathumthani Scott A. McMahen ‘68

UGANDA

Kampala The Rev. Theodore B. Witmer ‘72

UNITED ARAB EMIRATES Dubai Peter C. Rakestraw, D.V.M. ‘69

UNITED KINGDOM

Buckinghamshire Blaine S. Krickl ‘59 London Philip C. Burnham III ‘60 Mrs. Paula D. Curran Leonard R. Geiger III ‘84 Charles G. Heil III ‘93 Jung W. Ju ‘99 Michael N. Keech ‘93 Christopher W. McKechnie ‘90 Liad Y. Meidar ‘93 G. Nash Waterman ‘98 Norwich John Sennitt ‘51 South Croydon Lukasz H. Szyrmer ‘94 Surrey John A. Hess II ‘65

VENEZUELA

Caracas Roberto Drew-Bear ‘48

ZIMBABWE

Avondale Douglas L. Scott ‘67

School partnerships Student Global Leadership Institute Schools

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A GLOBAL VISION

Building the Haverford Global Studies program One of the essential qualities of a Haverford graduate is “to respect and understand people of different genders and backgrounds, and live as a cooperative and engaged citizen of the global community.” How can we guide our students to develop this quality in their time at Haverford?

Fostering genuine self-awareness and encouraging an open mind in each boy may be the first steps to achieving this goal. Our young boys must feel comfortable enough in our community to take risks and learn from their mistakes because, as they mature, the challenges will grow in number and in difficulty. Video-conferencing through Skype, Google Hangout, and FaceTime provide opportunities for our students to interact globally, while remaining grounded in the Haverford community. This type of collaborative technology effectively unites students around the world, and it is our job to weave our academic focus with the global classroom.

The faculty is the driving force behind the global learning that happens in our classrooms. These

Classroom Projects

Student Outreach

Exchange Programs

educators can easily provide varying international perspectives and worldly contexts within their disciplines. However, first hand experience outside the traditional classroom provides perspective and experience that pushes students closer to becoming engaged citizens of the world. International exchange programs allow students to learn from and learn with students of disparate points of view at home and abroad. Additionaly, authentic and immersive travel experiences that are integrated into the curriculum are the true developmental steps to achieve intercultural capability and global competence.

There exists enormous potential for The Haverford School Global Studies program to flourish in the years ahead. Some of the projects underway or in planning phases at Haverford under the guise of global programs are listed below. While this list is just a sampling, it provides a first glance at the kind of work Andrew Poolman and the Haverford faculty and administration are pursuing.

iEarn classroom collaborations ePals classroom collaborations Connected Classrooms Community through Google+ Skype in the Classroom Lower School Social Studies curriculum review – Student Global Leadership Institute Severinghaus Scholars Program for international students University of Pennsylvania Global Education Forum Global Competence Aptitude Assessment – Ordrup Gymnasium, Copenhagen, Denmark Exchange Program Eurocolegio Casvi, Madrid, Spain Exchange Program Western International School of Shanghai, China Exchange Program Christ Church Grammar School, Perth, Australia Exchange Program

Interested in learning more?

For further details, funding inquiries, or questions, please contact: Andrew Poolman Sam Caldwell Global Studies Coordinator Senior Director of Gift Planning apoolman@haverford.org scaldwell@haverford.org 484-417-2768 484-417-2774

4646 Winter Winter 2014 2014

ALUMNI

Alumni Events

Events, news, and notes from Palmer House and beyond

Brownlow Society

Washington D.C.

Above left: More than 60 alumni spanning the classes of 1951 to 2009 gathered at The New York Athletic Club Solarium Rooftop on Sept. 13 for a meet and greet with new Headmaster John Nagl.

Alumni receptions

New York City

Left: The Washington, D.C. Regional Reception was held on Oct. 10 at The Old Ebbitt Grill Cabinet Room. Twenty-five alumni were on hand, ranging from the classes of 1946 to 2012.

Above: More than 60 young alumni gathered at Yangming on the eve of EA Day to welcome John Nagl, hear from the fall athletic coaches, and celebrate the outstanding tradition of the Haverford/Episcopal rivalry. Many thanks to the Brownlow Society for hosting the event.

Timothy J. O’Mara ’85 Terrace Dedication The Timothy J. O’Mara ’85 Terrace, located outside the Nostrant Pavilion, was dedicated on Nov. 2. Paul O’Grady ’85 welcomed a crowd of more than 100 people, (including Tim’s parents, siblings, widow, and children) who traveled from near and as far as Florida, Virginia, and North Carolina. His moving remarks celebrated “Timbo’s” unabashed love for family and friends, pride and passion for Haverford, and Paul observed that the terrace preserves Tim’s legacy forever.

Emotional, humorous, and touching remembrances were delivered by football and lacrosse teammates John Begier ’83, Jon Koffler ’85, Matt Gillin ’85, Chris Finn ’85, and Coach Mike Mayock. Tim was a fierce competitor with a heart of gold; the mere mention of the name “Timbo” will always elicit a spontaneous smile from anyone who was fortunate enough to have known him. There is nothing he loved more than standing on the hill, now named “O’Mara Terrace,” with his father, Joe, reconnecting with lifelong friends and fellow alumni while watching his alma mater compete on the field he cherished.

Tim’s sisters, Katie Mears and Meighan McGovern,

concluded the dedication with closing remarks that included thanking the O’Mara Terrace supporters for their generosity.

Everyone left the ceremony knowing that “Timbo” remains with us today, the life of the party, never to be forgotten. haverford.org

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ALUMNI

Alumni events Alumni Ice Hockey Haverford lost the 9th annual alumni ice hockey game vs. Episcopal Academy, 6-2, on Dec. 28. It was a great game; unfortunately EA keeps the sweater until next year.

Notables Reunion The 11th annual notables Reunion concert was held on Thanksgiving eve in Centennial Hall. This wonderful tradition not only brings together past and current Notables for a fun evening of singing, socializing, and eating, but also brings together their families and friends. Some of the music performed included “Down On The Corner” by Creedence Clearwater Revival and “For The Longest Time” by Billy Joel as well as some Notables standards such as “Precious Lord.”

Alumni Thanksgiving Football On Thanksgiving morning, 25 alumni gathered to play football for bragging rights for the year. Participants were divided up by young alumni (gold) vs. alumni (maroon). The maroon team won on a last second game-winning touchdown! Congratulations to maroon for winning a third-straight year.

Alumni Thanksgiving Soccer Thanksgiving morning brought more than 30 alumni to scrimmage with the varsity soccer team. Toby Smith ’78 refereed a series of spirited matches where the outcomes were not officially recorded. Matt Micolucci ’86 tallied at least two goals and representatives from as far back as the ’70s (Tom Close ’70, Ken Fleisher ’75, George Wood ’75, and David Arronson ’77) were spotted on the sidelines with Hall of Fame coach Joe Tatta; some even dared to play (Chuck Norris ’74 and Bob Clothier ’79).

Headmaster John Nagl was also an eager participant.

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Winter 2014

ALUMNI

Alumni events Alumni vs. Varsity Basketball On Dec. 23, in an ultra competitive basketball game between the young fords and alumni, the young fords staged a furious comeback on a great, long-range shooting exhibit from Form II standout Cameron Reddish and V Former Shawn Alston. The alumni controlled most of the game with great inside play from Matt Lengel ’10, hot early shooting from Zach Thomas ’12, and tremendous hustle from Brendan Purcell ’12. We hope to build on what was an awesome and well-received event by all. A HUGE thank you to all participants. See you next winter!

Alumni vs. Varsity Squash The 4th annual alumni vs. varsity squash match was held Dec. 20. Alumni in attendance spanned the classes from 1973 to 2013.

Alumni Wrestling Captains Wrestling was re-introduced to the Haverford School in 1945. Instantly popular, the program quickly grew and wrestling was officially recognized as a varsity sport in 1947. Neil Buckley was named the first head coach, and would lead the program for 47 consecutive seasons.

The 1950s proved to be a formidable decade, laying the foundation of success that would come to characterize The Haverford School wrestling program. The teams of the 1950s accrued an impressive record of 115 wins, 8 losses, and 2 ties. They won nine straight Inter-Ac Championships and nine Episcopal Invitational Tournament Championships, the equivalent of today’s Prep State Championship. Before the dual meet with Episcopal on Jan. 24, Headmaster John Nagl and Coach Kennett honored three former wrestling captains who represented the teams of the 1950s. Present were Jay Goldenberg ’53, Dr. Bill Fortenbaugh ’54, and Albert Oehrle ’58. Goldenberg was an EIT champion and captained the 1953 team that went 11-1. Fortenbaugh captained the undefeated 1954 team that

went 16-0. Additionally, during his senior year, he won the Middle Atlantic AAU Championship at 137 pounds. Oehrle captained the undefeated team of 1958 and is a member of the Board of Trustees.

We thank them for creating such a proud legacy, and for their continued inspiration and support of today’s Haverford wrestlers.

Go Fords!

Upcoming Alumni Events » May MAY

2-3 MAY

Alumni Weekend/Arts Festival Doc Thomas Golf Outing

12 Location: Rolling Green Golf Club

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Profiles in Global Engagement

Edward H. Kuljian ’51

The four-dimensional Ford: Internationalist, entrepreneur, teacher, and writer

by Tim Stay “Profiles in Global Engagement” is a new series featuring Haverford School alumni who have gone on to lead remarkable international lives, embodying the best qualities of the concept of the global citizen.

Edward H. Kuljian ’51 is a wonderful example of these criteria, and we are pleased to share his inspiring story, at least in part.

Edward Kuljian’s life is fit for a novel: Coupled with an exceptional cast of characters and a handful of dangerous encounters, his is a story of international business and travel set against backdrops of political change around the world.

Indeed, he has had a front row seat in the global classroom for more than 80 years.

Ed’s resume reads like that of a true business magnate, and he embodies this concept – from the Latin magnas, meaning “a great man” – in the best sense of the word.

It’s hard to imagine how someone could have so many experiences all in one lifetime: vice president of marketing, executive vice president, and CEO of The Kuljian Corporation (TKC); founder and CEO of EHK, Inc.; adjunct professor at Saint Joseph’s University Haub School of Business and Rutgers University Camden; executive lecturer and project mentor at Lehigh University’s Iacocca Institute; guest lecturer at Philadelphia University; senior fellow at The University of Pennsylvania Wharton Applied Research Center; board member/trustee of Philadelphia University, Saint Joseph’s University, International House of Philadelphia, Far-East America Council for Commerce and Industry, Engineers Club of Philadelphia, Malvern Institute of Psychiatric and Alcoholic Studies, and the Northwest Psychiatric Institute. Ed has been in the company of business luminaries such as Tom Watson of IBM, Bill Knox of Westinghouse International, and Jim Farley, former Postmaster General and later Chairman of Coca-Cola.

The Ed Kuljian story begins in Gaziantep, Turkey, about 60 miles north of the Syrian border, with Harry A. Kuljian.

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“My story is inextricably linked to my father,” Ed says. Remembering his father as a charismatic, extroverted, brilliant, and dominating figure, Ed notes that “giving” was also inherently in his father’s nature, a quality that would have a profound effect on hundreds, if not thousands he would come in contact with during his lifetime. Harry would go on to become a world-renowned engineer, inventor, and author; a classic Horatio Alger success story.

As a young man, Harry was forced to drop out of school in Gaziantep at the age of 12 to help support his family. He was gifted in science and math, and developed extraordinary skills that would greatly contribute to his professional success later in life. “My father knew that America had achieved freedom at a very high cost, and that it was something very precious,” Ed remembers.

Saving enough money for passage to America, Harry arrived at Ellis Island in 1912 with about $50 and found work as a dishwasher, handyman, and elevator operator while enrolled in English classes.

Harry’s older siblings were in New Haven, Conn., struggling to get settled. Harry’s plan was to get an engineering degree and a steady job before sending for his parents.

For years following his arrival in the United States, Harry was unable to learn of his parents’ fate. He then heard the news from two independent eyewitnesses: in the course of deportation during the horrific events of the Armenian genocide from 1915-16, his parents, along with hundreds of other Armenians, were boarded up in a village church and torched alive. It was a deeply tragic loss for the Kuljian family, and this dark episode of history represents a

significant chapter in their life journey.

Ed’s mother’s family miraculously survived the horrors of the genocide without the loss of a single person. “We are particularly proud of Mom’s brother Adour, who as a British officer penetrated the high command of the Turks at great personal risk.

Learning of the Turks’ plans to eradicate the entire populations of Armenian towns and villages, he was responsible for saving thousands of his countrymen by moving them to safe havens prior to arrival of the Turkish troops. He was also the military commander of significant encounters with Turkish troops, the last of which resulted in their surrender to the French. To this day, Adour is recognized as a legendary hero of the Armenian genocide. For his feats, he was honored with high level awards by both the French and British governments.

Some seven years to the day after his arrival in the U.S., Harry Kuljian graduated from M.I.T. with degrees in mechanical and electrical engineering. It was a milestone moment for the young man from Gaziantep, one in which his family could be extremely proud.

Harry was then employed by M.I.T., Stone and Webster, and Westinghouse before moving to Philadelphia to work with American Viscose Corp. The Great Depression soon came and Harry lost his job with AVC. Literally down to their last five dollars, his family barely scraped by in Ridley Park. Harry then made a connection through a friend at church with the VP of engineering for RCA in New Jersey. The meeting led to a short-term, high paying consulting role to improve the efficiency of RCA’s steam and electric power systems, a break that led to the founding of The Kuljian Corporation.

As a result of extremely profitable earnings from RCA and several other blue-chip firms, Harry was able to send his wife, Alice, and their three children to visit family in the Middle East. Harry spared no expense, sending them first class on the flagship of Mussolini’s fleet, the S.S. Conte di Savoia, one of the most modern ocean liners in the world. Ed recalls, “What a cool-headed woman Mom was going to that part of the world with three kids. That summer was a combination of a Three Stooges comedy and a Steven King horror show, highlighted by my brother Art almost going overboard into the Mediterranean – Mom saved him with an acrobatic grab – and I almost lost my ear to a protein hungry camel in Cairo. I clearly remember riding a camel with Mom in Giza, and the celebration of my fifth birthday in the Lebanese village of Souk-el-Gharb.”

Ed took multiple trips to the Middle East during his years at Haverford and Saint

Joseph’s. “TKC was very active in Iraq, and I visited our site in Mosul one summer, living out in the desert for 12 days … what an experience. And there was Baghdad – what an exciting, colorful, prosperous place it was back then with a rapidly growing middle class. We had 120 people working under contract with the Iraq monarchy and we were hosted at the highest levels. We had privileges at the Alwiyah Club, an exclusive private club filled with Brits and many highranking local families, and were guests at the famous Zia Hotel (site of an Agatha Christie novel), overlooking the Tigris River. There were vestiges of the Colonial empire; wild nights, belly dancers until three in the morning … it was a college kid’s dream and so much fun! But when the entire royal family was brutally murdered (down to the youngest infant), the Baathists took over and everything changed. Iraq still showcases the picture in the Middle East … worse than I’ve ever seen in my lifetime with the chances of regional peace close to nil.”

In the late 1930s Harry’s blue chip client list (including many Fortune 500 firms) grew quickly, and TKC moved from feasibility studies to include design and construction management services. When the World War II broke out, TKC agreed to work exclusively on defense work. The most prominent project was the Rocky Mountain Arsenal in Denver, Colo., the equivilant of a multibillion-dollar project today.

The complex involved thousands of acres devoted to the production of ammunition, guns, vehicles, and other weapons. The project was completed ahead of schedule

and under budget, helping TKC earn the “Army-Navy E” for excellence.

The end of World War II was a natural segue for TKC to build an international business. Harry strategized that the industrialized nations in Europe would rebuild quickly and soon become competitors, leaving TKC’s best opportunities for growth in developing countries. These nations had little or no infrastructure – power plants, water treatment plants, or large transportation systems – exactly what TKC did best.

With high level contacts in Washington, Harry was able to connect and build strong relationships with leaders in many developing nations.

The cast of characters is impressive: Fulgencio Batista of Cuba, prior to his overthrow by Castro in 1958-59; the Somoza family, who ruled Nicaragua from 1936-79 (the elder and his nephew were both assassinated); King Feisal of Iraq and Nuri al Said, his prime minister (both assassinated in a 1958 coup which overthrew the monarchy); Jawaharlal Nehru, India’s first prime minister following independence from England in the late 1940s, and his daughter Indira Gandhi, who served as prime minister from 1961-64 (she was also assassinated); Shah Reza Pahlavi, who ruled Iran for more than 30 years until his overthrow by Islamic clerics who drove him into exile in 1979; Ali Bhutto, prime minister of Pakistan from 1971-73 (executed by the succeeding Islamist regime); King Hussein of Jordan; and Chung Ju-yung, head of the Hyundai Corporation who later ran for the presidency of Korea.

From left: Edward with his mother, Alice, riding a camel in Cairo in the summer of 1937; Alice’s passport and photo with children Arthur, Florence, and Edward.

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Ed joined TKC in 1958, eventually serving as CEO from 1973-79.

Headquartered in Philadelphia in the historic Widener Mansion at Broad Street and Girard Avenue with many offices abroad, TKC became one of the world’s largest engineering and construction management firms. Over that span of time, Ed vividly remembers his interactions with many global leaders as well as two near brushes with death.

While en route to Hariri International airport after a business trip in Beirut, Ed got stuck with a fanatical Phalangist Lebanese taxi driver who, against Ed’s strong objections, drove through a Palestinian refugee camp and instigated a fight by cursing out a group of tough young Palestinians at a stoplight. The group smashed the rear windshield with a steel pipe, and Ed was cut with multiple shards of glass. One of the thugs hung on to the front/rear driver side window divider, trading blows with the driver, who eventually succeeded in pushing off his attacker. Fortunately the cab made it to the airport and the lunatic driver sped off after discharging Ed. Lebanon at the time was virtually lawless and authorities had little reason to pursue violators, as it was highly likely they would end up dead. Despite being questioned by a pilot, a doctor, and others, Ed revealed no details other than to say he was in a traffic accident … news traveled fast, and he had a real fear that word

Built in Trieste, Italy, in 1932 at a cost of $15 million, The S.S. Conte di Savoia was a special class tourist oceanliner, the flagship of Mussolini’s 1930s fleet.

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could spread, resulting in repercussions for family members at home and abroad.

“Returning home, the glass dust in my hair and pant cuffs were a tangible reminder of my narrow escape from death,” Ed recalls.

In the 1970s, the Somoza family and the Communist Sandinistas were arch enemies.

It was clear that the Sandinistas were going to unseat the family from power while TKC was completing the Puerto Somoza power plant project on the Pacific Ocean coast of the country. “We were close to completion of the project and a colleague and I were traveling there to make a final visit to the plant prior to coming online. We came to an underpass about two-thirds of the way there, and out came a half-dozen men with automatic weapons who looked like bandoleros. Ed recalls feeling like it was a scene straight out of the movie Deliverance: “If they had asked us to get out of the car, we knew we were dead.” Luckily, Ed and his colleague were able to convey that they were apolitical engineers and had no political agenda. Ed says the confrontation ended with the leader leaning into the car and saying, ‘Have a good visit and don’t ever come this way again.’ We took his advice!”

Ed’s accomplishments at TKC over a 21-year span included: executive responsibility for the design and construction management of hundreds of projects throughout the U.S. and 30 countries abroad; establishing the firm’s international branch offices

A young Alice and Harry Kuljian.

A young Edward Kuljian.

“Returning home, the glass dust in my hair and pant cuffs were a tangible reminder of my narrow escape from death.” and joint venture operations in 12 countries; authorship of technical and economic feasibility studies for dozens of multimillion-dollar projects; arranging project financing through public and private sources; design of the $2 billion project structure for the world’s then-largest power/desalination complex; successful negotiation and troubleshooting on scores of international projects; developing a client list including a variety of Fortune 500 firms, major utilities, U.S. government agencies, and international private and public sector groups.

“We weren’t as big or well-resourced as firms like Bechtel of Flour, but our forte was excellence. We worked hard to establish ourselves as the Tiffany of the profession in terms of quality. Dad was a capitalist, but one of his values was that any place we went in the world, we should leave having improved the quality of life in the area; making money was secondary,” Ed says.

TKC was also visionary in its business practices. In the late 1950s, the firm employed more than 600 people in India.

With that resource, Harry offered an idea

to American industry and government for their projects: 25 percent of basic design work done in the U.S., and the remaining 75 percent done by Indian engineers degreed in the U.S. or U.K. under the supervision of TKC, resulting in a cost savings of more than 75 percent. At that time, the concept of outsourcing did not exist. Ed remembers that TKC was unable to sell the concept to even one prospective client in the U.S. “Any firm that refused to accept such outsourcing in the present day would almost certainly go out of business,” Ed suggests.

Ed is particularly proud of TKC’s early efforts in promoting equal opportunity in the workplace. Despite sociopolitical resistance at the time, TKC promoted from within the company one of the first black project managers serving the city of Philadelphia, as well as one of the first female project managers in the area, a registered professional engineer who had fled Communist Hungary. As Ed puts it, “We were practicing affirmative action before the phrase was even coined.”

The Kuljians continued working tirelessly to build their business and secure the family’s future. The firm had an opportunity to go public in the early 1970s, which would have resulted in the payout of tens of millions or more for the family. But to Ed and brother Art’s dismay, Harry refused to relinquish control and their one chance to cash in was forever lost.

Years later, a combination of unpredictable market pressures, changes in technology and services, and tumultuous world events and regime changes resulted in TKC eventually succumbing to a hostile buyout.

Following the TKC takeover, Ed rolled the dice and spurned the five-year management contract offered by the new owners. Ed recalls, “It was laced with attractive incentives, which offered big buck payoffs based on performance, but I was very familiar with such lures. Ownership typically uses such acquisitions as a write-off, absorbing expenses from other worldwide activities, thus showing little or no profit. Accordingly, the incentives offered to us would never come into play.”

Ed then founded EHK Inc., a firm that achieved its own notable success, but as he describes, was “nowhere near what Dad built.” However, he felt satisfaction that the firm carried his “brand.” The firm offered professional oversight for

financing and loans to corporations and real estate companies, soon becoming a nationally recognized specialist in engineering and environmental support services to more than 100 major financial institutions and their investors on property transactions ranging from $1 million to $300+ million. Ed closed the firm in 2001 as the market went to a price- rather than a quality-oriented service. Ed sadly says, “A once prized service based on a high level of professional pride became a commodity where low price was the ruling factor. I could not continue under those circumstances.”

Ed’s involvement in education ramped up at that point, and continues to be a great source of joy and fulfillment. Upon being invited to teach at Saint Joseph’s in 2001, Ed said he had never thought of himself as a teacher. With the encouragement of professors Dr. Richard George and William McDevitt, J.D., he decided to give it a try.

Ed wryly notes, “It’s probably penance for my less than stellar grades.” Another close academic colleague, Dr. Alfredo Mauri, then recommended him to Rutgers Camden where he has taught since 2003.

“After getting off to a fast start, I settled in and grew comfortable and confident in the classroom environment,” he adds.

Ed brings a unique perspective to the classroom, having served as both a trustee and teacher. Ed has been a guest lecturer at many national conferences and seminars including a teaching stint in Shanghai, China. When asked how his own educational experiences prepared him for a global life in business and education Ed replies, “I am so grateful for my experience at Haverford. I have such a love for the School and a strong link to it. I wasn’t the greatest student and I thought Haverford School was very demanding, but not necessarily academically supportive at the time.

“In retrospect, I’m grateful because it was demanding; like going through Ranger training,” he jokes. “Registrar George Black said, ‘Ed, I know you’re disappointed to learn that this place is tougher than you anticipated, but when you leave here, I’m going to make sure you have the Haverford stamp.’” By Ed’s senior year, he was more confident functioning in the rigorous academic environment.

On the contrary, “Saint Joseph’s was a big, easygoing, loving, happy family and

Ed’s daughter, Paige Maz, with husband Mark and their three daughters: Cassie (16), Cindy (9), and Becky (18).

more nurturing,” he remembers. “They were two very different institutions and I revere them both, as I benefited and learned valuable lessons from each.”

A masterful storyteller, Ed is writing a book of 19 vignettes portraying his experiences and observations of the Middle East region, ranging from humorous to deadly. He jokes, “Hopefully, I can win the race against Father Time to achieve completion and the long-shot chance of publication!”

A great man and role model for Haverford students and alumni alike, Ed’s work ethic, modesty, humor, candor, and kindness are truly inspirational. Ed Kuljian ’51 has made a significant difference in the world and we are proud to call him one of our own.

Ed and his wife, Eleanor, live in West Conshohocken and he remains happily half-retired, continuing his roles as an educator and consultant while enjoying the company of family and friends. His daughter, Paige, and her husband, Mark, live in Rosemont with three daughters.

Ed notes that his granddaughter, Becky, played softball competitively and was part of Radnor High School’s 2013 Model UN Team, which won an international competition against 150 entrants. Becky is studying international relations and economics at American University in Washington, D.C., so it seems the Kuljian family legacy is in good hands.

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ALUMNI SPOTLIGHT

Change our world, educate a girl: Catch the wave in Tanzania Clarke Blynn ’74 and The Sega Girls’ School in Tanzania

HST magazine recently caught up with alumnus Clarke Blynn ’74, who is making an extraordinarily positive impact on the lives of young students in Africa. For the past 6 years, Clarke has been working on an important development project halfway around the world: the creation of a business-oriented,secondary boarding school in Tanzania for vulnerable girls.

Founded in 2008, The Sega Girls’ School (SGS) is situated at the foot of the Uluguru mountains in a rural area of Tanzania near the town of Morogoro, 118 miles west of Dar es Salaam. Morogoro is one of Tanzania’s growing mid-sized towns with a population of 200,000. The mission of The Sega Girls’ School is to provide a high school education in accordance with the Tanzania government curriculum, while also giving girls solid business skills so that they can be employable when they graduate. SGS is riding a tidal wave of international interest in the empowerment of women. Largely seen as the most effective way of lifting communities out of poverty, organizations such as the Clinton Global Initiative, Nike/Novo Foundation, CARE, and UNICEF are focusing on educating and empowering women around the world.

The ultimate goal is for the school to become

financially self-sustaining. Blynn and his team are aiming to achieve this by growing the presence of businesses on campus that the girls help manage and run, with the profits from these businesses used to support the ongoing operations of the school. The Tanzania project is based on a similar boarding school in Paraguay as its model. The School provides opportunity and develop a framework that fosters business acumen, skills, and creative thinking that will help girls lead the development of their native Tanzania in the long term.

“We are creating a model for selfsustaining schools that will enable our graduates to become self-sufficient themselves upon graduating from Sega School,” Blynn says.

Blynn got involved in the project through two sisters that he grew up with in the Philadelphia area, Polly and Tracey Dolan.

Polly has been living in Tanzania for 14 years,

“We are creating a model for selfsustaining schools that will enable our graduates to become selfsufficient themselves upon graduating from Sega School,” Blynn says. haverford.org 6767 haverford.org

ALUMNI SPOTLIGHT

L to r: Clarke with Josephine and the Sega Girls’ School graduates, December 2013; traditional dancing at graduation; a view of the School campus from the water tower; Clarke with Felisters and her siblings on her graduation day, December 2013. Previous page: Water tower mural painted by SGS students and Philadelphia muralist Meg Saligman.

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and is leading the operation in the field. Spending her first eight years in Tanzania working for CARE, Polly managed projects on the ground for them, experience that has taught her how to get things done.

Currently, the School enrolls 148 girls in grades 7-10, with plans to grow to 210 girls by 2015. Many of these girls had dropped out of elementary school; Sega brings them into the 7th grade, which is used as a remedial education year prior to starting high school. “So far, the school has been very successful. The girls’ results for the national 11th grade exam were impressive; 93% of the girls passed the exam compared to 58% nationwide,” Blynn reports.

The School’s first buildings were constructed in 2009 and 2010. Currently, there are 18 buildings, including 6 dormitories, 3 classroom buildings, 3 staff houses, a volunteer house, an infirmary, a multi-purpose building with labs and a meeting hall, a dining hall, and two chicken pens. With the help from a USAID grant, the schools is embarking on a second phase of construction that will enable completion of the campus. Another grant has come from the MasterCard Foundation through Fundacion Paraguaya, to help the School get its businesses off the ground – seed funding that is a significant help allowing the developments to continue for the next several years.

In April 2013, Sega began a poultry operation with 1,000 egg-laying chickens. As of October, the School has been producing 700 eggs per day – a milestone and success, equal to the number that the girls must reach to become profitable. In 2015, plans for growth include starting the building phase of a 15- to 20-room hotel or lodge.

SGS is also proud to be environmentally sound. The campus uses solar power for everything including the well pump, UV lights, lighting, computers, fans, copy machines and campus-wide Wifi. SGS also captures a great deal of its rainwater during the rainy season, which is held in a 75,000-gallon cistern. This provides fresh water to the campus for half the year.

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Blynn is quick to point out that the school project is fortunate to have strong regional fundraising committees in the U.S., run by Board members in Boston, Boulder, Washington, and Philadelphia. “We have a working Board that is very effective, while having a lot of fun.”

Graduating from The Haverford School in 1974, Clarke earned a B.S. from Cornell University in the School of Hotel Administration. For 27 years, he has built and managed hotels in and around Philadelphia. He now devotes much of his free time to volunteering in local organizations. After visiting Tanzania in 2001, he was able to draw on past experiences and fully understand that the key to positive future global development is education. As Chair of the Business Committee of Nurturing Minds, Inc., Clarke offers his leadership, development, construction, and financial expertise to the ongoing project of The Sega Girls’ School.

For more information about The Sega Girls’ School and its efforts, please visit www.nurturingmindsinafrica.org.

Sega exchange student Nusura Gundi, Cindy Pierce, and Clarke Blynn ’74 at Bryn Mawr Prsebyterian Chrurch in March 2014.

Be a part of the legacy.

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The Heritage Society was established to recognize and promote the benefits of bequests, life-income gifts, and other tax-wise giving arrangements at The Haverford School.

To begin building your legacy, contact: Sam Caldwell 484-417-2774 or scaldwell@haverford.org Joe Scornavacchi 484-417-2792 or jscornavacchi@haverford.org Visit: www.haverford.org/plannedgiving

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