Haverford School Today: Winter 2020 by The Haverford School

HAVERFORD SCHOOL Today

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HAVERFORD SCHOOLToday

HAVERFORD SCHOOL TODAY

IN THIS ISSUE

LIFELONG LEARNING & LEADING Strategic Plan 2020-25

board of trustees,

2019-20

Jennifer Paradis Behle P’20 Oray B. Boston Jr. P’17 Amy C. Briddell P’23 ’30 ’33 Caroline R. De Marco P’20 ’22 Randall T. Drain Jr. ’01 Thaddeus J. Fortin ’77, P’09 Maurice D. Glavin ’83, P’14 ’16 ’20, Vice Chair William C. Hambleton William T. Harrington P’24 ’24 John F. Hollway P’18 Jason W. Ingle Barbara Klock P’23 ’23 Jeffrey F. Lee ’95 George B. Lemmon Jr. ’79, P’12 ’19, Treasurer

Joshua R. Levine ’94 John J. Lynch III P’10 ’12 Christopher J. Maguire P’16 ’19 Wade L. McDevitt P’28 ’30 Sharon S. Merhige P’16 ’18, Secretary H. Laddie Montague ’56 Jonathan R. Morgan ’03 John A. Nagl, Headmaster Alicia C. Payne P’22 Jennifer N. Pechet P’15 ’17 Ravindra Reddy ’90 G. Bart Smith ’95, P’28 ’30 Fitz Daniel T. Tepper ’12 G. Nash Waterman ’98 Roland Yang ’10 William C. Yoh ’89, P’18 ’24, Chairman

We regret that the following names were excluded from the list of donors in the 2018-19 Impact Report:

May 1-2

corrections

Parents: Mr. and Mrs. Michael P. Feild Quarter Century Club: Mr. and Mrs. Paul Baker Bartle ’61

2020

John A. Nagl, D.Phil. • assistant headmaster Mark Thorburn • chief financial officer David Gold • managing editor Jessica Welsh • editors Emily Chahar, Sarah Garling, Jessica Welsh • class notes editors Andrew Bailey ’02, Emily Chahar, Sheryl Kaufmann, Jessica Welsh • layout/design Emma E. Hitchcock • printer Intellicor, LLC., Lancaster, Pa. • photographers Andrew Bailey ’02, Michael Branscom, Emily Chahar, Kristine Di Grigoli, Sarah Garling, Andy Grossman ’96, Jordan Hayman Photography, Emma E. Hitchcock, Megan Malloy, Lisa Martin, Mike Nance, Cassie Popky, Deb Putter P’24 ’26 ’28, Jim Roese, George Scarino, Jessica Welsh, George C. Wood ’75, WRT headmaster

Jessica Welsh, Director of Marketing and Communications; 484-417-2764; jwelsh@haverford.org address changes Please send address changes to Disty Lengel at dlengel@haverford.org. about Haverford School Today magazine is published for alumni, parents, grandparents, and friends of The Haverford School. Nonprofit postage paid at Southeastern, Pa., and additional mailing offices. Copyright © 2020 The Haverford School (all rights reserved).

Second graders researched the 50 states as part of their social studies curriculum, culminating in the annual State Fair. Boys dressed up as famous figures and presented to classmates and family members about their state’s natural resources, history, and more.

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FEATURES

Thank you to everyone who contributed to this publication. Special thanks to: Tejal Desai, Dr. Andrew Fenton, Zaidee Harrison, Dustin Laws ’00, Cassie Popky, and Keith Stevens ’95.

front cover:

36 In search of eutaxia

special thanks

Form I art students edit self portrait photographs in Photoshop before progressing to their self portrait paintings. back cover: On Dec. 21, the community celebrated the release of Squash – A History of Excellence by James Zug ’87, memorializing the legacy of the best high school squash program in the country.

SCHOOL Today

By Dr. Andrew Fenton, Upper School language

46 The Middle School’s next chapter

HAVERFORD

Lifelong Learning & Leading: Strategic Plan 2020-25

By Maarten I. Pesch, AIA, LEED AP, principal and architect at WRT

haverford.org/alumniweekend

DEPARTMENTS 2

From the Headmaster

Around the Quad

28 Arts 40 Athletics 44 Parents 50 Alumni 55 Class Notes

FROM THE HEADMASTER

A foundation for the future By John A. Nagl, D.Phil.

Dear Fords Nation, Every issue of Haverford School Today represents hundreds of hours of work by dozens of people, but this issue is special: it includes thousands of hours of work by hundreds of people, including alumni, parents, students, faculty, staff, the Haverford Leadership Council, and the Board of Trustees. For this issue features Lifelong Learning & Leading: Strategic Plan 2020-25. We couldn’t think of a more appropriate way to share it than to include the strategic plan inside the covers of Haverford School Today. Every issue of the magazine looks back at Haverford’s storied past and reports on current campus events; this one also charts the path the School is going to take as we begin a new chapter in our history. The strategic plan opens with a letter from me and Board Chairman Bill Yoh ’89, P’18 ’24 and another from Strategic Plan Task Force Co-chairs Caroline De Marco P’20 ’22 and John Hollway P’18; I won’t repeat those words here, but will say that the plan builds on our past to create a better future for our boys. The pillars of teaching and learning, character development, and ensuring our future will come as no surprise to those who have been following the work of the task force; they are a strong foundation from which to explore and grow. Similarly, the new Middle School has grown from the strong foundation we poured in the first semester. Now weathertight, we are making good progress on the interior, and plan to finish on budget and on time to dismantle Virtue Village and return our tennis courts to their usual purpose this summer. All will be invited to explore the new facility early next academic year. We at the School remain enormously grateful for the support of so many who have made all this possible. As we enter the final

stages of the Character at Our Core campaign, we ask you to be a part of this great endeavor. Contact your friends in Palmer House; we’d like every member of Fords Nation to hold their head high as a part of this important team effort! While there’s still much to be done in completing the campaign and the building, and in implementing the new strategic plan, it appears that I’ll have time to find my way back to the classroom next academic year. I tried out my new course for Sixth Formers on “The Modern Middle East” at our annual Upper School Intellectual Curiosity Day in February. It is great fun for me to be back at lesson planning and course design as I was at West Point, the Naval Academy, and Georgetown, although I’ll admit I’m not as excited about having papers to grade again! With every day of sunshine comes some rain, and much work. I am delighted that the work we have the opportunity to do here at Haverford brings so much joy, and produces such important results – for our young men, and for a nation and a world in need of their energy, enthusiasm, and leadership. Go Fords!

John A. Nagl, D.Phil. Ninth Headmaster

Pre-kindergarten students visited The Learning Platform at the Middle School construction site to learn about the safety tools that construction workers use and the equipment that they rely on to safely scale the building. All divisions held classes on The Learning Platform throughout the fall.

Winter 2020

AROUND THE QUAD

STEPs Day immerses boys in real-world problem solving

Form Deans program provides community building tools The Upper School has instituted Form Deans, positions held by faculty to enhance student life initiatives, provide deeper relationships with the students, and support class solidarity. Upper School Learning Specialist Steven Cloran serves as the Form III Dean. Spanish teacher Brooke Kenna serves as the Form IV Dean, while English teacher Luqman Kolade is the Form V Dean. English teacher Daniel Keefe is the VI Form Dean. Cloran will be the Form III Dean every year to assist each class with the transition to the Upper School, while the other three Form Deans will move through the Upper School with Forms IV, V, and VI. Each teacher serves as a mentor to their class throughout their time in the Upper School. “With the Form Deans program, we are continuing to build culture through strong relationships between the different grade levels and teachers,” said Upper School Head Patrick Andrén. The Form Deans also lead competitions among the classes, including one ahead of EA Day showcasing “trick shots” made on the basketball court, on golf courses, and around campus. The contests allow students from each class to compete for points that go toward the race to be crowned Form Champion at the end of the school year.

STUDENT SPOTLIGHT

Aidan Lowe

Middle School boys took part in STEPs Day – or “Solving The Earth’s Problems” – this fall. The boys learned about the United Nations’ (UN) Sustainable Development Goals (SDGs) and the targets the UN has defined to solve those problems. STEPs is part of the Middle School Fords Focus Days immersive learning program, which engages boys in learning outside the classroom through hands-on activities and projects. Groups of Middle School boys focused on a wide range of the UN’s SDGs, including Climate Action, Life on Land, Quality Education, Good Health and Well-Being, Responsible Production and Consumption, Zero Hunger, and Industry, Infrastructure, and Innovation. Each group spent time learning about the goal, researching the current work being done, and striving to increase awareness of the problem. Students in the Good Health and WellBeing group found that social stigma often prevents people from seeking support when they need it. To encourage others to speak up, the boys created a video detailing the things it is “okay” to do, including asking for help, spending time alone, and practicing kindness and forgiveness toward oneself.

VI Former Aidan Lowe interned with AGI, a company that specializes in software design and programs for aerospace engineering, throughout the summer. He then took these learnings to the Massachusetts Institute of Technology, where he taught bachelor’s, master’s, and Ph.D. candidates about various software programs. Lowe noted that physics and math classes at Haverford helped give him a foundation to succeed. He shared that “being at Haverford, even outside of the classroom, just knowing how to act in a professional setting” helped him interact with his team, where he was the youngest member. He plans to study chemical or aerospace engineering in college. “Engineering puts you in the driver’s seat,” he said. “The question in engineering is: how can I use information and manipulate it to make it work for me to solve problems.” Lowe is co-captain of the Mock Trial team, a sprinter on the track team, serves as a peer counselor, and is a member of the FOCUS Club, which explores the Bible and Christianity. He started the Glee Club Band and plays several instruments. Lowe is also a member of the Chinese Honor Society and has won awards in the National Latin Exam. Outside of Haverford, he collects and refurbishes old computers to donate and volunteers at The Grayson School.

haverford.org

AROUND THE QUAD

Student leaders inducted into Honor Council and Character Mentorship Program In the fall, nine students were inducted into the Honor Council and 10 into the Character Mentorship Program. Ed King ’18, former Honor Council member and a current student at the U.S. Military Academy, spoke at the ceremony. “One of my favorite quotes is, ‘How you do anything, is how you do everything,’” said King. “When we think about this phrase it tells us that every little thing we do is important. Honor is not temporary, or something that comes and goes. It is whether or not you can stick to being the person you want to be, and embodying the core values you want to embody.” Students in the Honor Council uphold the School’s Honor Code, which aims to facilitate the moral, social, and character development of each boy and prepare students to address moral challenges honorably. Students in the Character Mentorship Program work closely with freshmen to discuss character, decision-making, problem-solving, and healthy community lifestyles to help ensure a positive transition to the Upper School. Along with faculty, they also manage a weeks-long reflective and restorative process with any student who commits an Honor Code violation. “We all want to make this community as strong as possible, and in order to do that, we all need to start with ourselves,” said VI Former Matthew Mignucci, Honor Council Chairman. “When it comes to academic integrity, be honest with yourself, your classmates, and your teachers. Have compassion for your teachers who work hard to teach you the material and want you to succeed, for your classmates who are trying their best right by your side every day, and for yourself by giving it all you’ve got.”

Haverford hosts inaugural Philly Math League Olympiad Haverford hosted the inaugural Philly Math League Olympiad, a bracket-style competition featuring seven Philadelphiaarea schools. During the competition, teams from each school completed complex math problems in 15-minute rounds. Two teams from Haverford competed against teams from The Agnes Irwin School, The Baldwin School, The Episcopal Academy, William Penn Charter School, The Westtown School, and The Shipley School. The program is spearheaded by Upper School math teacher Nate Bridge, with more than 40 boys taking part in the program. “We have a lot of boys engaging in math in a new way,” said Bridge. “When creating the Philly Math League Olympiad, the main goal was to be inclusive, fun, and build community with other schools in our area.” The Olympiad is part of the Math Madness program by AreteLabs, whose founder, Tim Kelley, was on campus 4

Winter 2020

to support the competition. While at Haverford, Kelley also spoke to the Upper School community about his experiences as an entrepreneur, and the benefits of studying math. “Studying math helps you become a better problem-solver, develops your ability to persevere, and helps you find confidence in yourself,” said Kelley. The Math Madness program is available nationally, with more than 10,000 students from 700 schools participating in 2019. The program was borne out of Kelley recognizing that principles from athletics could be applied to the classroom to get kids excited. “The general idea is taking what you see in sports and bringing it to the academic arena,” said Kelley. “We find that elements like real-time scoring, team formats, and in-the-moment action help keep kids engaged in math. We also find that when students know their competitor from a local school, it amplifies motivation. It’s all about motivating kids to engage with the

subject at hand.” Math Madness is used in other divisions at Haverford as well. Fifth graders and Middle School boys also take part in the program, competing against one another in head-to-head and team competitions.

AROUND THE QUAD

Middle School science tackles real-world insect problem Students in Marion Jacob’s sixth grade science class learned about the Spotted Lanternfly, which is native to parts of Southeast Asia but has been negatively impacting communities in Pennsylvania. “The boys applied scientific thinking skills, including creating a hypothesis, making predictions, and applying cause and effect, to analyze a real environmental problem,” said Jacob. “The students recorded qualitative and quantitative data that led them to pose questions and further investigate the insect.” Some of the students’ data showed that Spotted Lanternflies have been found in the vicinity of Wilson Hall and Centennial Hall. The students continued research to determine why that area of campus is the most attractive to the insects. The students’ work culminated in creating informational posters for the Pennsylvania Department of Agriculture calendar contest. Blake Lee won second place for his age group in the contest, which was open to students across the state in first through eighth grade. Blake’s work is featured as the July 2020 calendar page.

Chemistry students experiment with chromatography

Upper School chemistry students studied chromatography, the process of separating different dissolved chemicals according to their properties. Chromatography is used in forensics, athlete substance testing, pharmaceutical testing, and food safety. “Chromatography utilizes the differences in solubility of the various ingredients (solutes),” said Upper School chemistry teacher Will Leech. “In our classroom, we used different solvents such as water or isopropyl alcohol to see the effect they have on this process.” Students investigated different inks using paper chromatography. Experimenting with various types of pens and markers, they placed a drop of ink on the paper and lowered it carefully so the bottom edge of the paper touched pure water. The ink dissolved as it traveled up the paper. Depending on the solubility of the ink, it separated into different parts. “Through this process, students learned that black ink is not just black; it has blues, purples, and oranges,” said Leech. “Taking this idea, they applied a mathematical formula to make comparisons between the different results, just like they do in laboratories all over the world.”

haverford.org

AROUND THE QUAD

Lesson spotlight: The Constitution of the United States Students across the three divisions have been examining the Constitution of the United States. Each lesson aims to help boys understand the origins of the Constitution and how it can be applied to current events. LOWER SCHOOL Lower School teacher Mike Kearney’s fourth grade social studies class created a “classroom constitution” to outline goals and expectations for behavior. The activity is part of the students’ unit on William Penn, the Constitution, and early American history. Kearney encouraged the students to think about ways the Constitution shapes the United States, and how its principles could be applied to their fourth grade classroom. The students discussed ways to be good citizens and then contributed ideas to the classroom constitution, which details how they should act toward each other and how they should show respect for Haverford’s campus. The document includes statements of being kind toward others, respecting others’ personal space, striving to resolve conflicts respectfully, and keeping campus clean. MIDDLE SCHOOL Students in the Form I United States Civics class spend an entire year studying the Constitution. The students examine Amendments XIII, XIV, XV, and XIX and then bring these historic milestones into modern day context. Students demonstrate their knowledge by creating a one-page illustration and then sketching out a “histagram” project: an Instagram account that tells the story of a suffragist, for example. “Connecting with history gives students a new perspective on the issues that face modern day society,” said Emily Lesko, Middle School history teacher. “We aim to give students a larger viewpoint on what it means to be an American citizen and help

Winter 2020

them understand that history is comprised of many different narratives.” Sixth graders in John Suter’s American History class learn about the foundation of both the United States and of government itself. The class starts by examining the Magna Carta in 1215, weaving through the English Civil War, the American Revolution, and the Constitutional Convention. “When we study the Constitutional Convention, we discuss that political parties aren’t in the Constitution,” said Suter. “The boys are often interested to compare the parties of our founders – the Federalists and the anti-Federalists – to the political parties of today. It’s a jumping-off point to talk about the political parties of today, and how they came to be. We also talk about the fact that being a responsible citizen means being familiar with the Constitution and with the Declaration of Independence. Understanding where our rights came from and how they developed over time makes history accessible to our boys.” UPPER SCHOOL Form V students have an opportunity to connect the Constitution to current events as part of their Honors U.S. History course. Students begin the year reading the Constitution in its entirety and examining how the judicial branch has applied the Constitution over time. In tandem with the Supreme Court’s opening session in October, students begin their own examination of some of the cases on the docket. “I look for Supreme Court cases with clear applications of the Constitution, specifically the Bill of Rights and Amendment XIV, that also present opportunities for strong classroom discussion,” said Hannah Turlish, History Department Chair. The cases discussed in class this year included Kahler v. Kansas, Bostock v. Clayton County, Espinoza v. Montana Department of Revenue, New York State Rifle & Pistol Association Inc. v. City of New York, and Kansas v. Glover. Students explore issues,

AROUND THE QUAD

including search and seizure and probable cause, the definition of “race, ethnicity, and sex” in the Civil Rights Act of 1964, providing or denying services based on religious principles, and whether the death penalty applies to those who are clinically insane. “Through the real-life court topics, we were able to have a better understanding of what type of cases the Supreme Court takes on and how their decisions are less about the specific dispute and more about setting a precedent with larger implications nationwide,” said V Former Matthew Schwartz. “Analyzing the case and forming an opinion together with my group also provided a good opportunity to develop skills that may come in handy later on when discussing primary documents.” Students form small groups to study the case and any existing arguments before digging into the text of the Constitution to buttress their own opinion. They present this information to their classmates, including how they “voted,” and how they anticipate the vote unfolding in the Supreme Court. “My goal is for the students to understand that the court does not rule on issues of morals, but within the confines of the Constitution,” said Turlish. “I want them to consider how to take this document and apply it in a way that makes sense today, especially with regard to technologies and variables that may have not been foreseen in 1787. Current events are filled with fascinating questions and we want students to have the tools to wrestle with these tough issues in an academic way.”

Sparking a passion for service By Cassie Popky, Tejal Desai, and Zaidee Harrison

In pre-kindergarten, we start the year by talking to the boys about the similarities and differences amongst families within and outside of our classroom. We come to recognize that there are some families who need extra support and as Haverford boys, we know it is important to lend a helping hand when we can. Even the smallest gesture is appreciated and the gift of giving and caring for others creates a feeling of pride. Director of Service Learning Jini Loos and maintenance worker Mike Mager come into the pre-kindergarten class and speak to the boys about the needs that exist in our surrounding communities. They work with us on many of the wonderful service projects that we do each month throughout the school year. In December, the community collected hats, gloves, and mittens, along with children’s toys and toiletries, to be donated to the Life Center of Eastern Delaware County, a shelter for homeless men and women. The pre-kindergarten boys sorted and bagged the items before they were delivered to the shelter. We also made cards for each bag to help spread joy during the holiday season. Later in the year, the pre-kindergarten boys will make sandwiches and boxed lunches for homeless individuals. The boys take great pride in their efforts of assembling the sandwiches and lunches, and ensuring that others are fed. We also collect books for other children to enjoy in support of the National Pediatric Center’s Reach Out and Read program. We end the year by cheering on our second grade buddies in their Walk for Water project, an initiative to provide clean water to students throughout Africa. haverford.org

AROUND THE QUAD

Lower School literacy: Superkids

The Lower School Superkids literacy program, introduced this year by Head of Lower School Dr. Pam Greenblatt, is tailored to the needs of students in the foundational pre-kindergarten through second grade years. The program utilizes different characters –Superkids – to study each letter of the alphabet. “As a faculty, we are implementing research-based practices that align with what 20 years of research tells us about how the brain learns to read,” said Dr. Greenblatt. “One of the first steps in learning to read is tuning into the sounds in our language, so we instruct students how to differentiate sounds in a word. For example, we emphasize that the word ‘cat’ is made up of three sounds. We then work with the students to be able to manipulate that information so that they can map letters onto sounds as they progress.” During a recent day in one of the kindergarten classrooms, students had three dedicated Superkids lessons. First, they continued their study of the letter “d” by learning about Superkid Doc, who likes to “dibble and dabble” around, fixing old broken toys. They went to the Design & Engineering Studio for a special lesson with the Upper School woodworking and design teachers to learn about basic tools and fix-it strategies. Later, the boys completed the Daily Routine which focused on identifying words with the ending sound /d/. The Daily Routine reinforces skills that are crucial to providing a strong foundation for young boys, including phonemic awareness, dictation, and handwriting. “We have noticed a tremendous improvement in the boys’ abilities to identify beginning, middle, and ending sounds during the phonemic awareness segment of the Daily Routine,” said

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Erin Helfrich, kindergarten teacher. “They are able to hear slight differences in words, which serves as a building block to decoding and encoding skills.” The boys then practiced the writing portion of the Superkids curriculum, creating their own “ouch” stories about a time that they’ve been hurt or injured. They drew a picture, labeled the sounds of the objects in their picture, and then presented the picture to the class, practicing public speaking, eye contact, and presence. Superkids lessons integrate all aspects of language arts: oral language, auditory processing, phonemic awareness skills, letter naming, decoding, reading fluency, vocabulary development, encoding, writing mechanics, and the writing process.

LIFELONG LEARNING & LEADING Strategic Plan 2020-25

CONTENTS Executive Summary from the Headmaster and Board Chairman

From the Strategic Plan Co-chairs

Principles of Community

Essential Qualities of a Haverford School Graduate

Mission and Vision

Inspire 21st Century Teaching and Learning

Enhance and Embed Our Commitment to Character

Expand and Ensure Our Future

Strategic Plan Task Force and Working Committees

EXECUTIVE SUMMARY FROM THE HEADMASTER AND BOARD CHAIRMAN Dear Haverford School Community, The Haverford School has a long tradition of producing young men who have transformed the world. Over the past two years, a team of dedicated alumni, board members, faculty and staff, parents, and students have endeavored to chart a path forward to enable today’s and tomorrow’s Haverford School graduates to thrive in a world that is very different from the one our first headmaster, Charles Crosman, contemplated when he founded Haverford more than 135 years ago. Our path is guided by the School’s core documents: our mission, vision, Principles of Community, and Essential Qualities of a Haverford School Graduate. As part of the strategic planning process, we led open discussions with faculty and staff about these documents to ensure they reflect the Haverford School of today and that they will endure into the future. The resulting documents strongly reassert our commitment to preparing boys for life and to creating a supportive and inclusive community of lifelong learners. Lifelong Learning & Leading, our 2020-25 strategic plan, identifies three pillars, each of which supports the School’s core documents. We chose as the first “Inspire 21st Century Teaching and Learning.” Our graduates must possess the intellectual curiosity, teamwork skills, and dedication to lifelong learning necessary to thrive in an era marked by rapidly changing workplace demands and the greatest rate of technological change in history. While honoring the traditional liberal arts education that remains the foundation of our work, we will increasingly endeavor to help boys apply those skills through projectbased learning and design thinking. While we have made strides in this direction in recent years, there is more we will do to ensure that boys learn how to apply their learning to the world they will soon lead. Our second pillar, “Enhance and Embed Our Commitment to Character,” focuses on the environment we will create to enable that learning, and the kind of men we will forge. We are proud of the work we already do in the areas of educating boys to lead groups and to support each other. But there is more to be done to make Haverford the most respectful community it can be — and to ensure our graduates are prepared for the very diverse America and world they will lead. We are accelerating our commitment to graduate

men who will serve as role models for a world in need of strong character, empathy, and compassion — who will provide a strong shoulder for others to lean upon and who are not afraid to lean on others for help. As a first step in this work, we reaffirmed the School’s mission and vision to make them more accessible to the daily life of the School. Our third pillar, “Expand and Ensure Our Future,” concerns the critical work required to ensure that the School remains on sound footing, both physically and financially. This strategic plan arrives as we close two important initiatives. The construction of the new Middle School this year will complete the current campus master plan. Next, we will develop a new long-term plan for physical surroundings that further enhances how boys learn. At the same time, the completion of the Character at Our Core campaign will do a great deal to ensure the financial health of the School for years to come. The only constant is change, and as independent school education remains an economic challenge for more and more families across America, we must continue to think hard about the kind of school we want to be — and work hard to ensure that remarkable boys can continue to enrich the fabric of our School community and the experience of all of our students, regardless of their family’s financial status. We have already begun to implement much of what we have learned through the strategic planning process in our classrooms and art studios and on our playing fields. That process will continue as we strive to be the exceptional learning and leading community that we describe in the pages that follow. What will not change is our absolute dedication to preparing boys for lives that make a difference for generations to come.

John A. Nagl, D.Phil Ninth Headmaster

William C. Yoh ’89, P’18 ’24 Board Chairman

FROM OUR STRATEGIC PLAN CO-CHAIRS Dear Haverford School Community, It is our great privilege to have participated in this extensive collaboration of all aspects of the Haverford School community, culminating in the publication of this strategic plan. The Board of Trustees enthusiastically embraced the challenge set forth by Headmaster Dr. John Nagl and Board Chairman Bill Yoh to identify and prioritize key strategic initiatives that could be implemented in the next five years and have an even longer impact to assure Haverford’s preeminence in preparing boys for life far into the future. The Strategic Plan Task Force conducted and analyzed interviews, survey responses, conversations, meetings, and workshops with every aspect of the Haverford community. We attended independent school conferences and symposia, collaborated with and studied best practices of innovative employers, including Amazon, Box, and Dropbox, and consulted with education experts to understand the challenges Haverford and its peer schools face today and in the future. The task force, in collaboration with the Board of Trustees, Haverford Leadership Council, and the entire faculty, engaged in a lengthy process of distilling and prioritizing key initiatives for School leadership to implement. Our objective is to fulfill our mission and vision and uphold our Principles of Community and Essential Qualities of a Haverford School Graduate, using them to continue the rich tradition of scholarship and community contribution that defines our alumni. As we distilled all we had learned, we were inspired that a community as diverse as ours had such substantial consensus about the direction the School should take. We agreed on the three pillars: “Inspire 21st Century Teaching and Learning,” “Enhance and Embed Our Commitment to Character,” and “Expand and Ensure Our Future.” Throughout, we were always mindful of the immense responsibility entrusted to the School by the parents of our boys. We remain vigilant that our boys engage in an environment that prepares them to define and embody their best selves, now and in the future, with the knowledge, compassion, thoughtfulness, and intention to flourish in the world they will lead. A list of “thank yous” for the people that have enabled this document would last far longer than the document itself — but we would be remiss if we did not commend and thank Bill Yoh and John Nagl for their leadership of the Board and our School, as well as all participants in the Strategic Plan Task Force, particularly working group co-chairs Jennifer Paradis Behle P’20 ’32 ’33, Mark Thorburn P’09, Randall Drain ’01, Jay Greytok ’83, P’15, Bart Smith ’95, P’28 ’30, and David Gold P’14, as well as all of the faculty and staff of The Haverford School who contributed their insights to the discussions and share ownership of and commitment to this plan. And thank you to each of you, with whom we share a love for this incredible institution and our desire to see it continue to thrive. For the boys,

Caroline R. De Marco P’20 ’22 Strategic Plan Co-chair 14

John F. Hollway P’18 Strategic Plan Co-chair

PRINCIPLES OF COMMUNITY The Haverford School is an inclusive community. We respect ourselves and others, demonstrate honesty in word and deed, and have the courage to be our best every day. Haverford believes that a diverse and inclusive community provides a better learning environment in which to prepare our boys for the world they will lead upon graduation. Haverford is a community in which a diverse population can live and work in an atmosphere of trust, understanding, appreciation, and mutual respect for each individual. We reject all prejudices, including those based on race, ethnicity, national origin, culture, religion, socioeconomic status, gender, learning styles, disability, age, or sexual orientation. The Haverford School community is built on trust and respect for one another. All of us should:

• Work together to find commonalities and resolve disagreements amicably

• Respect and value people of different genders, backgrounds, and opinions, and live as a cooperative and engaged citizen of the global community

• Celebrate the many ways boys and young men learn, think, and succeed

• Treat others honestly, fairly, respectfully, and courteously • Practice empathy, compassion, and generosity of spirit • Strive for inclusiveness by avoiding cliques and snobbery and refraining from gossip • Discourage and refrain from verbal abuse and bullying • Reject superficiality, materialism, and a sense of entitlement

• Create a community where illegal or abusive drug and alcohol use is not tolerated • Promote citizenship and advance the greater good for our community and the world around us • Participate in the life of the School by supporting Haverford’s programs and personnel • Understand and embrace the School’s mission and vision and work together as partners to educate our boys for life • Communicate openly, honestly, and constructively with each other at the appropriate level and, following such dialogue, abide by the School’s decisions

ESSENTIAL QUALITIES OF A HAVERFORD SCHOOL GRADUATE With the background of a superior liberal arts education, a Haverford School graduate should: • Think critically and communicate effectively

• Strive to maintain a healthy mind and body — exercising self-discipline and moderation, and avoiding illegal or abusive drug and alcohol use

• Possess intellectual curiosity and a passion for lifelong learning

• Be resilient, committed to hard work and perseverance, and responsive to constructive criticism

• Demonstrate strong character, a sound moral compass, and the courage to uphold the highest standards of ethical and legal behavior

• Be a positive leader and understand the importance of serving others

• Be a compassionate person who takes joy in the accomplishments of others and supports those struggling to surmount life’s difficult challenges

• Collaborate and compete with grace

MISSION The Haverford School community prepares boys for life by developing men of character, intellect, and compassion who will transform our world.

VISION The Haverford School will create and nurture a supportive and inclusive community in which boys develop a passion for lifelong learning, creative problem solving, and sound decision making.Â We will inspire our students to be intellectually curious and provide them with the skills and judgment to flourish in our rapidly changing world.

INSPIRE 21st CENTURY TEACHING AND LEARNING Align curricular priorities and expected outcomes from pre-k to 12th grade. • Adopt a universal framework and language around course design that links to learning priorities. • Define the skills that are included in each academic and artistic discipline. • Establish a baseline understanding of knowledge in each discipline at each level of the curriculum and build expected competencies and objectives. Develop the skills and attributes that diverse learners need to meet the challenges of the future through inclusive classroom teaching strategies that prioritize higher-level thinking and student agency. • Continue to focus on recruiting and retaining exceptional faculty members who are relational teachers and mentors, the heart of the Haverford experience. • Develop faculty capacity for teaching higher level thinking and student agency learning, and ensure that they share their insights with the broader faculty. • Support faculty in self-reflection and continual improvement. • Invest in the necessary and appropriate professional development that drives excellence in teaching. • Make every boy feel welcome, able, and encouraged to learn and grow. Fill him with lifelong intellectual curiosity and confidence, and a sense of wonder.

Implement research-based best practices and evidence-informed instruction for 21st century teaching and learning. • Develop partnerships with local and national leaders in the area of cognitive neuroscience, educational best practices, diversity and inclusion, and emerging technology in the 21st century. • Create a committee or advisory board to research and understand best practices for teaching and inspiring boys. • Create and maintain a clear instructional philosophy for each division or department articulated in a Haverford standard of practice. • Build capacity within the faculty for teaching with evidence-informed practices.

Develop and expand an inclusive and thoughtful community of learners who possess the disposition, behaviors, and skills essential to lifelong learning, fulfillment, and success. • Develop a common language, standards, and rubrics around “Habits of Mind” for inclusion in curriculum and class planning. • Build the needed capacity within the Haverford community to support a technology-enabled environment that values inquiry, exploration, design, play, and reflection. • Recognize the gifts of all students to facilitate inclusion and equal opportunity for learning and empower student agency in and outside of classes. • Assess and develop students as effective thinkers and problem solvers who can apply their learning to resolve an ever-increasing array of local and global challenges. • Equip students to understand and engage with the most pressing challenges of their local and global communities, including fostering students’ relationships with leaders and advocates. • Examine alternative assessment techniques to properly capture and reward student development.

ENHANCE AND EMBED OUR COMMITMENT TO CHARACTER Intentionally integrate our revised core commitments through the life cycle of the student experience. • Implement enhancements to our entrance and onboarding processes, particularly with regard to communication and acceptance of our core documents, including the mission, vision, Principles of Community, and Essential Qualities of a Haverford School Graduate. • Design a continuous, interdisciplinary, inter divisional practice for each student to observe, reflect, and organize his unique personal growth throughout his Haverford career. • Design and implement additional co-curricular and extracurricular programming that incorporates the identified focus areas within our core documents. • Create the administrative processes needed to promote, coordinate, monitor, and evaluate consistency among divisions of the School as the core documents are integrated into the community.

Implement the processes and infrastructure needed to foster a one-school approach to fulfilling our mission.

Identify specific ways to expand and improve Haverford’s health and wellness initiatives.

• Create short-term and long-term strategies that cultivate unity, creating internal processes that integrate across departments, divisions, and audiences.

• Work to increase the reach and effectiveness of existing programming that supports each boy’s physical, mental, and social/emotional wellbeing. • Continue to emphasize the role of athletics in building lifelong dedication to good health and wellness. • Promote parental engagement with, and student leadership of, the School’s wellness programs.

• Research and identify barriers to unifying our community and fostering a one-school approach.

• Develop methods of measuring the strengthening of our community.

EXPAND AND ENSURE OUR FUTURE Double the net endowment by 2030. • Launch a campaign with a compelling focus on the growth of the School’s endowment to follow the completion of the Character at Our Core campaign. • Launch a feasibility study to kick off the endowment campaign while gauging our various capacities and developing traditional fundraising strategies. • Strive for 80% of growth emerging from new investment and 20% emerging from return on investment. • Increase the School’s strategic focus on planned giving. • Research and launch a “brotherhood for life” networking strategy. • Develop a series of innovative out-of-the-box advancement strategies to ignite the next generation of giving to The Haverford Fund. Develop the next phase of the campus master plan. • Develop a land acquisition strategy. • Examine future campus needs, including field replacement and renovation, a new Dining Hall, and a Student Center. • Continue to budget for depreciation of the improved facilities.

• Maximize net tuition revenue through a thoughtful use of strategic financial assistance and targeted revenue approaches. • Work to further integrate development, marketing, and admissions efforts. • Maximize alternative revenues as we seek to utilize the latent capacity of our facilities. • Manage and cultivate our investment portfolio so it is designed to weather extended market volatility. Explore alternative revenue strategies. • Create a task force to explore specific strategies, which may include supplemental services or partnerships with alumni, to enhance our revenue.

Continue to execute and manage our fiscal discipline.

• Identify unused capacity in our facilities to grow our revenue base.

• Manage and mitigate our annual cost of operations and maintain only reasonable increases in expenses.

Prepare for economic downturns through active scenario planning.

• Keep tuition increases reasonable and within a traditional independent school model.

• Be prepared to enact short-term and medium- term revenue and cost strategies that would en sure the School’s continued vitality in the face of financial or community volatility.

STRATEGIC PLAN TASK FORCE AND WORKING GROUPS Strategic Plan Task Force Caroline R. De Marco P’20 ’22, Co-Chair

Enhance and Embed Our Commitment to Character

John F. Hollway P’18, Co-Chair

Randall T. Drain Jr. ’01, Chair

Oray B. Boston Jr. P’17

James J. Greytok Jr. ’83, P’15, Co-Chair

Randall T. Drain Jr. ’01

Sara M. Adkins

William C. Hambleton

K. Patrick Andrén P’24 ’28 ’29

William T. Harrington P’24 ’24

Damien C. Blair ’91

Barbara Klock P’23 ’23

Oray B. Boston Jr. P’17

Michael S. Lewis ’99

Donta D. Evans P’27

John A. Nagl

Brendon-Jeremi Jobs

Amy T. Petersen P’15

Barbara Klock P’23 ’23

Ravindra A. Reddy ’90

John J. Lynch P’10 ’12

William C. Yoh ’89, P’18 ’24

Michael B. Murphy P’20

David S. Gold P’14

Amy T. Petersen P’15

Brian McBride ’82, P’13 ’15 ’15 ’20

Ravindra A. Reddy ’90

J. Mark Thorburn P’09

Katherine J. Thorburn P’09

Jessica A. Welsh

Dorothy S. Walker P’22 ’24 ’27

Inspire 21st Century Teaching and Learning

Expand and Ensure Our Future

Jennifer Paradis Behle P’20 ’32 ’33, Chair

David S. Gold P’14, Co-Chair

J. Mark Thorburn P’09, Co-Chair

Jeff A. Day P’20

Rebecca D. Davis

David B. Ford Jr. ’93, P’24 ’26

Trocon A. Davis ’10

William T. Harrington P’24 ’24

Andrea Drinkwine P’03

Jeffrey F. Lee ’95

Daniel J. Goduti

Brian N. Long

Pamela D. Greenblatt

Brian McBride ’82, P’13 ’15 ’15 ’20

William C. Hambleton

Jonathan R. Morgan ’03

Cheryl M. Joloza P’18 ’21 ’24

Tracy D. Nelson

Michael S. Lewis ’99

Stephen Patrylak P’09

Armen R. H. Melikian ’11

Jennifer N. Pechet P’15 ’17

Sharon S. Merhige P’16 ’18

Kevin P. Seits

Nichole F. Pugliese P’31

Nafis T. Smith ’99

Courtney H. Sanchez

Jessica A. Welsh

Karen M. Suter P’23 ’25

G. Bart Smith ’95, P’28 ’30, Chair

ARTS

Two Upper School students receive college-level art instruction at PAFAlasses Fourth Formers Noble De Marco and Luke Parsells attended The Francis M. Maguire Pre-College Program at the Pennsylvania Academy of the Fine Arts (PAFA) in Philadelphia. The boys practiced college-level drawing and painting, for which they also received college credit. As part of the 12-week program, which is open to students from partner schools in the Philadelphia area, De Marco and Parsells learned about various mediums and techniques. “It has been eye-opening to see the methods people have used throughout history to create art,” said Parsells. “Some of those methods are still being used today and it’s been exciting to learn about that side of art.” The students received seven hours of instruction on Saturdays throughout the fall and created works after observing different still life scenes and models. “I’m thankful to be in the program,” said De Marco. “Outside of my art classes

at Haverford, I’m not always able to spend a lot of time on my art. At PAFA, I’m encouraged to spend consecutive hours on one project and to really dive into a piece.”

(Above left) IV Former Noble De Marco created this charcoal study of figures as part of The Francis M. Maguire Pre-College Program; IV Former Luke Parsells submitted this drawing as part of his application to the 12-week intensive program.

Nancy Agati highlights intersection between art and nature in recent exhibits Middle School art teacher Nancy Agati recently participated in the art exhibit We All Fall Down at the Schuylkill Center for Environmental Education, where she highlighted the intersection between nature and art in her piece “Crated and Shipped.” Agati created shipping crates out of wood that showcase the larva galleries of the emerald ash borer, an invasive insect from Asia. She also created an interactive map of the U.S. from the infested wood to demonstrate the widespread devastation in our country. Intrigued by patterns in nature, Agati uses natural materials and repetition to create her art, examining how humans interact with – and impact – nature. Agati encourages the boys in her Middle School classes to make similar discoveries. She works with sixth graders 28

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on a mixed media sculpture project that poses the question: what from nature would you hold and protect? “I ask students to look closely and observe their world in an in-depth and visual manner,” said Agati. “Through observation, inquiry, and discussion, we learn to see things from a variety of viewpoints.” Agati uses nature to demonstrate the importance of learning more about the world around us and to show that art can make an impact. She underscores the important role that art can play in bringing awareness to pivotal issues in our world. “Visual art can influence, impact, or educate the viewer on so many levels,” said Agati. “Whether through empathy or information, shock or enlightenment, a created image or object has the capacity to initiate dialogue, touch emotions, and alter perceptions.”

ARTS

UPPER SCHOOL FALL PLAY

Three Musketeers “Following ‘West Side Story’ last year, Upper School music teacher Mark Hightower and I wanted to challenge the students (and ourselves) in a different way,” said Darren Hengst, Theater Department Chair. “Could we all tell this story of revenge and obsession while learning one of the most complex scores ever written for musical theater? Could we tell this dark story and still find the humor and humanity in these characters?”

Save the date! The Michael Stairs Memorial Concert featuring Dr. Rollo Dilworth April 2, Centennial Hall Dr. Rollo Dilworth is an Assistant Professor of Music and Director of Choral Activities and Music Education at North Park University School of Music in Chicago, Ill. During his time on campus, Dilworth will conduct the School’s vocal ensembles in works he has composed or arranged. The groups will then perform in an evening event that is open to the community. Named in honor of a beloved music teacher and director of the Glee Club and the Notables from 1986-2012, The Michael Stairs Memorial Concert brings a renowned musician to campus to spend time with students in a master class and celebrate music as an academic discipline.

Upcoming arts events Upper School musical: “Carousel” March 13-15, Centennial Hall Geoffrey McDonald ’03 conducts The Chamber Orchestra of Philadelphia April 7, Centennial Hall Upper School Spring Concert April 27, Centennial Hall Middle School Spring Concert May 11, Centennial Hall Lower School Spring Concert May 18, Centennial Hall

haverford.org

ARTS

Monochromatic art: 3D sculptures Lower School art teacher Jenny Waring taught third graders how to create 3D sculptures as part of a monochromatic art project. Inspired by American sculptor Louise Nevelson, the boys learned how to rely on light and shadow to see different shapes and forms on a single color of paper. The third graders learned the terms “convex” and “concave” and how to create different forms, including cylinders, cones, stairways, and spirals. They were encouraged to identify where they see these shapes in their own lives, whether on ice-cream cones or soda cans. They then cut each form out of paper – a task that requires patience and strong fine motor skills. To complete the piece, the boys layered and glued each form. The resulting designs ranged from landscapes to futuristic highways. “Creating something tangible elevates the experience and increases engagement,”

said Waring. “The finished works were an impressive array of loopy twists, turns, slices, and rolls that illustrated the journey that each boy took as he honed his creative abilities and sensibilities. The third graders moved on with a more heightened awareness of three-dimensional form and composition.” Waring’s art classes feature projects that

are inspired by a range of artists, including Andy Warhol, Paul Klee, Romare Bearden, and Rainos Tawonameso – all of whom are studied by the boys. Cultural elements, integrated with the classroom curriculum, are represented through mandalas, damarus (Tibetan drums), African walking sticks, and Wayang Golek shadow puppets.

Computer-controlled router opens new project possibilities in woodworking classes Students in woodworking classes at Haverford have new technology at their fingertips. The Computerized Numerical Control (CNC) Router is a cutting device controlled by computers that can work on a range of materials, including wood, acrylic, plastic, metal, and foam. The router uses a cutter similar to a drill bit to make 3D cuts in a variety of directions. “Woodworking is a very exact art, and the CNC Router helps our students produce work that would otherwise be very difficult to perfect during class time,” said Mark Thorburn, Assistant Headmaster and woodworking teacher. Thorburn also noted that students can use inexpensive materials, such as foam, to test their project idea before using wood or metal for the final project. Fourth Former Bram Schork used the machine to carve an American flag into a ping pong table. He uploaded an image of the flag into a CAD program connected to the router, which then generated a map of how the cutting would progress. “This is a project I wouldn’t have even been able to do, given the amount of time it would have taken to carve every part of the flag,” said Schork. “It’s an industrial machine, so I’ve learned to work with technology that professionals use, which is really exciting.”

Winter 2020

AROUND THE QUAD

Narrative paintings showcase family experiences Eighth-grade students completed paintings that represent their family history and ancestry. The boys were tasked with creating a narrative painting about their family experience after studying pieces in Jacob Lawrence’s Migration Series. The project was complemented by assignments in the students’ history and English classes to research their family ancestry. “It was important for the students to examine their own family’s unique history for this project,” said Nancy Agati, Middle School art teacher. “By learning about cultural immigration experiences and the work of artist Jacob Lawrence, the boys were able to create a composition that conveys their reaction to their own heritage and family’s journey.” Students created portrait silhouettes showcasing their family’s distinct experience. One student learned about his family’s immigration to America from Ethiopia, while another showcased his ancestors’ history as slaves. Both students used their art to represent the challenges their families faced. With this project, each student uncovered ways to utilize art as a means of identity expression.

Photographer Ada Trillo presents to Upper School Spanish students Ada Trillo, a documentary photographer based in both Philadelphia and Juarez, Mexico, presented to Upper School Spanish students and faculty on Jan. 9. She spoke about her work documenting immigrant stories, including on a Mexican freight train known as “La Bestia” (The Beast), on a migrant caravan that traveled from Honduras to Mexico, and at a migrant shelter in Juarez, Mexico. “We are currently studying immigration in Spanish IV Honors and reading Francisco Jiménez’s Cajas de cartón, an autobiographical novel about his journey from Mexico to the U.S.,” said Upper School Spanish teacher Susana Lambour. “I invited Ada to come because I wanted to give my students the chance to converse and ask questions of someone who had been at the border, had interviewed refugees and asylum seekers there, and could speak to the journey.” The students engaged in a lengthy conversation with Trillo about her artwork, the immigration process, and her most impactful assignments. Trillo’s photographs are primarily black-and-white portraits of one or two people. “I want to showcase our common humanity, and spark conversations rather than judgment,” Trillo said. “As an artist, I just want to document the people I see and share their stories.” haverford.org

AROUND THE QUAD

Upper Schoolers “SpeakUp!” More than 40 Upper School boys collaborated with students from The Agnes Irwin School and SpeakUp! to develop a one-night program on Oct. 23 for students, parents, and faculty to share a dialogue on topics that impact the lives of young people. SpeakUp! was founded by Martie Gillin, the mother of Robert M. Gillin Jr. ’81, who died in 1992 from AIDS, and her eight surviving children. The organization works with 36 schools in the Philadelphia area. A student leadership team from each school works together to select the subjects they would Best for Boys Speaker Series

John Urschel John Urschel, a former offensive lineman for the Baltimore Ravens and a Ph.D. candidate in mathematics at the Massachusetts Institute of Technology, chronicled his time as an athlete and a scholar during The Haverford School’s Best for Boys Speaker Series on Oct. 21. Urschel signed copies of his book, Mind and Matter: A Life in Math and Football, after the lecture. “Today, there can be a lot of confusion and ambiguity about what is fact and fiction,” said Urschel. “If you don’t have strong quantitative skills, you’re much more likely to be misled. These are the skills that help you interpret information and make good decisions. This includes things like making a purchase, like buying a car or a house. If you have strong quantitative skills, you’re more likely to recognize false claims and correctly interpret things that you’re told.” Urschel gave examples of what he called the dangers of not being trained quantitatively. He also shared lessons from both the playing field and the classroom. Urschel played collegiate football at Penn State, where he received a bachelor’s and master’s degree, and spent three years in the NFL. His active research areas at M.I.T. include convex geometry, graph theory, machine learning, and numerical analysis. To see photos and video from the event, visit haverford.org/bestforboys. 32

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like to focus on during the event. This year’s event at Agnes Irwin focused on substances, expectations and societal pressure, sex and relationships, and mental health. After a short introduction, attendees chose a topic that they wanted to discuss in further detail during breakout sessions. VI Former Max Kaplan participated in SpeakUp! for the first time this year and took part in the breakout session on sex and relationships. “The most valuable part was hearing other people’s perspectives – such as how girls feel about consent, or the concerns of parents about their kids’

relationships,” he said. “SpeakUp! provides a safe space for parents and students to sit down together, learn strategies, and share experiences with each other without any boundaries,” said VI Former Tyler Rippie, who has participated in Haverford’s SpeakUp! student leadership team for the past four years. “I don’t think there’s another program that has the power to inform so many people in such a short amount of time.”

AROUND THE QUAD

Alumni speakers share lessons on kindness and integrity

Wyatt Benson ’10

Brett Zakeosian ’06

Several speakers have connected with boys in both the Middle School and the Upper School this year: Tyler Burt ’18, Wyatt Benson ’10, and Brett Zakeosian ’06. Burt and Benson spoke as part of the Middle School’s Ford Talks focusing on the virtue of kindness. Burt’s speech focused on speaking up when you need help and following your passion, regardless of obstacles. Despite suffering a stroke prior to birth and managing lifelong dexterity issues, he has persevered to become a squash student-athlete at Colby College. He recalled times that his disability made him feel different, but having a close circle of family and friends to lean on helped him succeed. “I walk differently than everyone else, play differently than everyone else, and the muscles on my right side of my body are much weaker than those on my left,” said Burt. “But I can personally tell you that talking to someone always helps. No one should ever feel alone, so you should reach out to someone if you are ever struggling.” Burt finished his discussion by leading the boys through an exercise to call out acts of kindness in the Haverford community, and underscored that being kind and considerate of everyone is an important aspect of being a good friend. Benson’s speech discussed the elements of kindness, including being friendly, generous, and considerate. During his speech, he shared three situations where kindness was extended to him, and the ways in which his life changed for the better. “Choose to be the person that will support a friend. Choose to be kind to strangers, to people that are different from you, to your family, and to women,” said Benson. “But most importantly, be kind to yourself.” Upper School boys heard from Brett Zakeosian ’06, the Assistant District Attorney for the City of Philadelphia. Zakeosian works with the Conviction Integrity and Special Investigations Unit, which reviews convictions based on new evidence. He was on the team that helped overturn the conviction of Terrence Lewis, who was incarcerated for more than 20 years. Lewis joined Zakeosian during the presentation to Upper School boys, during which they discussed conviction integrity, perseverance, and fighting for redemption. “Conviction integrity gives all the stakeholders in the judicial process the ability to go back and look at convictions to see if something had gone wrong,” said Zakeosian. “It gives us the confirmation that we are 100% right, and if we don’t have confidence that we’re at that level, then we need to take a harder look at it.”

UPCOMING HALLOWELL LECTURE

WILLIE PERDOMO APRIL 8, 2020 | 7 P.M.

Wyatt Benson

Tyler Burt ’18

Willie Perdomo is the author of The Crazy Bunch (Penguin Poets, 2019) The Essential Hits of Shorty Bon Bon (Penguin Poets, 2014), a finalist for the National Book Critics Circle Award and winner of the International Latino Book Award; Smoking Lovely (Rattapallax, 2004), winner of the PEN Open Book Award, and Where a Nickel Costs a Dime (Norton, 1996), a finalist for the Poetry Society of America Norma Farber First Book Award.

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Winter 2014-15

AROUND THE BIG THE PICTURE QUAD

A Middle School student adds his signature to a commemorative beam that was later placed into the structure of the new Middle School.

haverford.org

IN SEARCH OF EUTAXIA

BY DR. ANDREW FENTON

mercenaries were hired to take part in a civil war in the Persian Empire. After a long march deep into Mesopotamia, the Greek army fights a battle at Cunaxa, near Babylon. Although they win the battle, their patron is killed; soon after, the Greek senior officers are betrayed and murdered. Leaderless, abandoned, and a thousand miles from home, the 10,000 soldiers must figure out how to make their way back to the safety of Greek territory, facing the dangers of deserts, mountains, hostile locals, and internal dissent. After their defeat and betrayal, the Greeks find themselves paralyzed by the enormity of their circumstances. Their situation seems hopeless: even if they could escape from the Persians who surround and outnumber them, they wouldn’t be able to buy food or supplies, or cross the dangerous terrain that blocks their path home. The soldiers begin to succumb to despair. They no longer maintain a military watch and they stop functioning as a unit. Eventually their longing for the families and homes they think they will never see again overtakes them, and they even give up eating and sleeping. Into this scene steps Xenophon. Awakening from a strange dream that he interprets as a sign from Zeus, Xenophon realizes that if nobody acts, the Greek army is surely doomed. While he is young and inexperienced at leadership, he comes to the conclusion that there is no point in waiting for somebody more senior to step up and take command. He asks himself, “Why wait until I am older? I won’t ever become older if I hand myself over to my enemies.” Spurred to action, Xenophon summons the remaining Greek leaders to a meeting. He reminds them of the advantages they still have: the favor of the gods (since, unlike the Persians, they have always behaved honorably), the ability to There are a number of things that make Haverford stand out in endure suffering, and finally, the fact that they have nothing left to the world of independent schools; one that is less often remarked lose. on appears on the School seal: the School motto, εὐταξία σῴζειν In his speech to the Greek leaders, Xenophon argues that the δοκεῖ: eutaxia soizein dokei. Simply put, it’s very unusual for key for survival will be for the Greeks to take action. The army an American school to have a Greek motto; there are very few is currently dispirited and passive, and the soldiers are worrying comparable Greek mottoes among our peer institutions. One “what will happen to me?” rather than “what action should I take survey of mottoes at American colleges and universities found next?” But in order for the army to act effectively, they first need 569 Latin mottoes, compared with only 36 Greek.1 Haverford’s to re-establish discipline and good order. Since the Greek officer Greek motto, therefore, puts us in rarefied company. The corps has been wiped out by the Persians’ betrayal, the first step Haverford motto has appeared in copies of the Haligoluk from has to be to appoint new captains and generals and create a clear at least as far back as 1906, and is prominently displayed in a chain of command. Xenophon’s speech turns the emotional tide number of places on campus, not least of which on the huge flag for the army; they acclaim Xenophon as a leader and begin the that flies behind the stage at process of deciding how to make graduation. But maybe because their way home. “A strictly military interpretation of it is – quite literally – Greek to At a key moment of eutaxia soizein dokei is perfectly them, generations of Fords have Xenophon’s speech, he makes appropriate in the context of the crisis graduated without knowing the case that ἡ μὲν γὰρ εὐταξία what the motto means. of military survival that Xenophon σῴζειν δοκεῖ, ἡ δὲ ἀταξία πολλοὺς So what exactly does eutaxia ἤδη ἀπολώλεκεν. It is from presents in the Anabasis. It perhaps soizein dokei mean? The phrase this sentence that Haverford’s feels somewhat foreign in the context comes from the book Anabasis, motto is taken. Xenophon says of an independent school in the (sometimes translated as that “on the one hand, eutaxia The Expedition Up Country), 21st century. It’s interesting to note, leads to safety, but on the penned by the Athenian soldier other hand, a lack of eutaxia therefore, that the virtue of eutaxia and writer Xenophon. The has destroyed many.” But what was prized among classical Greeks in Anabasis tells the true story of exactly is eutaxia? It’s a noun that more than simply military contexts.” how an army of 10,000 Greek originates from the verb tassein, 36

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which at its root means “to draw 21st century. It’s interesting to note, up” or “arrange,” particularly in the “As a School motto, eutaxia soizein therefore, that the virtue of eutaxia sense of arranging troops in a battle dokei contains a tension between the was prized among classical Greeks line; it is where we get the English specific notion of military readiness in more than simply military word “tactics.” But from there it contexts. In Athens, Xenophon’s and a more general one of personal expands to encompass a broader home town, inscriptions record and civic virtue.” field of meaning, including to lists of winners in competitions of “appoint” somebody to an office, or eutaxia. Competitions of eutaxia even to “order” or “prescribe” people or things in a particular way. proved young men’s moral worthiness and good character just as Xenophon’s noun, eutaxia, adds the prefix eu-, meaning “good;” athletic competitions tested their physical fitness. A relief from the word, therefore, refers to “good order” or “good arrangement.” the Acropolis shows an allegorical figure of Eutaxia, holding a At its core it has a military sense, which is appropriate in the list of winners and showing a trophy to the figure of Demos (the context of Anabasis. Here, Xenophon is specifically concerned people). To the Athenians, therefore, eutaxia was a political virtue, with the good order of troops: everybody needs to know his one that was is necessary for young Athenians to learn in order place in the army so that they can achieve their common goal of to keep their city healthy. Elsewhere, Xenophon connects it with survival. Xenophon is specifically concerned with appointing new sophrosyne, a cardinal Greek virtue that refers to moderation officers and re-establishing the chain of command. If you want and moral discipline.2 If young people are well-prepared and to survive in dangerous times, Xenophon argues, you need good disciplined, argues Xenophon, they will gain the self-control that officers and soldiers who will follow them. Translators of Anabasis, will reward them, and their nation, with success. therefore, tend to translate the word as “good discipline,” in As a School motto, eutaxia soizein dokei contains a tension contrast to the ataxia, or “lack of discipline,” that is so dangerous between the specific notion of military readiness and a more to an army. general one of personal and civic virtue. Perhaps not surprisingly, A strictly military interpretation of eutaxia soizein dokei is therefore, translation by Fords over the years have tended to perfectly appropriate in the context of the crisis of military vary widely. Former English department chair (1974-2010) survival that Xenophon presents in Anabasis. It perhaps feels Edward Hallowell took what we might call a hard interpretation, somewhat foreign in the context of an independent school in the translating it as simply “good discipline always saves.” By contrast,

The School motto eutaxia soizein dokei is prominently displayed throughout campus and in School publications. While the phrase comes from Xenophon’s book Anabasis, there are multiple interpretations of its translation.

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seventh Headmaster Joseph Healey (1998-2013) preferred the intermediate Latin students read Julius Caesar’s commentaries softer “proper preparations lead to success.” On the one hand, the on the war in Gaul for much the same reason. Greek isn’t taught flinty simplicity of the hard interpretation appeals for its spare, as regularly at Haverford nowadays, but Fords of a century ago laconic quality. But on the other hand, the softer interpretation would have accompanied Xenophon on his journey from danger offers a broader, more general application. to safety in their second-year Greek classes. When the Haverford It is the epigrammatic quality of Haverford’s motto that motto was adopted, therefore, it was taken from a passage that allows for varying interpretations reflecting the School’s evolving was familiar to many, if not most, members of the Haverford values. In fact, at the time of Haverford’s founding, in the 19th community. and 20th centuries, there was a What’s more, the idea growing movement among schools “It is the epigrammatic quality of of a well-ordered life, built to use mottoes as a teaching tool on physical, intellectual, and Haverford’s motto that allows for to shape the developing minds of moral discipline, was at the varying interpretations reflecting the young people. The goal of a motto core of Athenian education. School’s evolving values. In fact, at in this Victorian worldview was to Xenophon’s worldview is introduce proper principles at a the time of Haverford’s founding, in built around this ethos, and it young age and shape children into informs Anabasis generally. His the 19th and 20th centuries, there morally and intellectually complete background was not simply as a was a growing movement among adults. Even today, a school motto soldier, but also a philosopher schools to use mottoes as a teaching and intellectual. Like Plato, is a little lesson or homily, one that serves as an aspirational signpost, tool to shape the developing minds he was a student of Socrates, indicating the virtues the school of young people. The goal of a motto and also wrote philosophical wants to instill in its graduates.3 dialogues featuring his old in this Victorian worldview was to Haverford’s motto offers eutaxia as a teacher. In fact, Xenophon practical virtue, one that imparts the introduce proper principles at a explains that he initially self-regulation that will lead a boy to young age and shape children into consulted Socrates while achievement. deciding whether or not to morally and intellectually complete Haverford’s citation of accompany the expedition into adults.” Xenophon links our School with the the Persian empire. Anabasis past, and is given extra force by its is thus not only a memoir or classical connection. In particular, it isn’t a coincidence that the adventure story, but also a work of political philosophy. motto is taken from Anabasis, a work that has long been central to As a political theorist, Xenophon is especially interested in the classical curriculum. Traditionally, it has been the first work leadership, and how best to guide a society. The 10,000 Greek of “real Greek” to which students are introduced, after they have mercenaries have often been compared to a polis (a Greek finished learning basic grammar and vocabulary. Xenophon’s style city-state): a sort of mobile laboratory that shows how to run a is clear and straightforward, and his work is relatively simple for state. Just like a city or republic, they need to make life or death a new student to read. And his subject matter, military adventure, decisions in order to survive and prosper, and in the heightened is exciting and an easy sell to students. Today at Haverford, circumstances of their march, they put educational and

The route followed by Xenophon and the Ten Thousand (Wikimedia).

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Kylix (drinking cup) showing a Greek hoplite fighting a Persian soldier. c. 460 BCE (National Museum of Scotland)

philosophical principles into action. At times, the army functions as an oligarchy, in which a few officers make decisions for the whole. At others, it is more like a democracy, complete with assemblies at which the common soldiers vote on proposals for action. The most dangerous moments are the ones in which they begin to veer into anarchy, and eutaxia collapses. Throughout the work, Xenophon shows how his education prepared him for these difficult circumstances, giving him the discipline and intellectual tools necessary to guide his comrades to safety. Haverford teachers have come back regularly to the virtue of eutaxia and its applicability to a modern education. I have earlier mentioned Edward Hallowell’s interpretation of the School motto as “good discipline always saves.” Hallowell delivered a speech to the Upper School in November 1989 (later published in the Haverford School Quarterly’s fall-winter 1990 edition) about the motto, entitled “A March Up Country.” Hallowell’s essay is an eloquent meditation on the idea of good discipline as the core of a Haverford education. To Hallowell, eutaxia is “the competent doing of one’s duty… meeting one’s academic obligations and recognizing one’s responsibilities to the School. It [means], even, the willingness to subject oneself to standards, to set aside, at times, private, subjective needs in favor of ideas of good conduct, good citizenship, and fair play.” The good discipline that Haverford imposes on its students in myriad ways, from the dress code, to academic standards, to the single-sex education, create a frame of boundaries that, paradoxically, allow real creativity and personal growth to flourish. Xenophon’s words continue to inspire the current generation of educators at Haverford. English teacher and sixth grade advisor Sarah Barton focuses on eutaxia as good preparation, noting the Middle School’s role in teaching students to question their circumstances and transform themselves through reflection. Success comes through the process of learning, she said: “When students dynamically engage with their own learning, they are making proper preparations for success. Like Xenophon, we want students to ask, ‘what action should I take next?’” Headmaster Dr. John Nagl also connects the motto with the School’s core aim of preparation, remarking that “while we all hope that our graduates will never find themselves in the dire straits that inspired Xenophon’s stirring words, we take very

seriously our responsibility to prepare Haverford School boys for all of the challenges that life will bring.” Ultimately, Xenophon’s aphorism that eutaxia soizein dokei remains applicable because it expresses a universal value. Anabasis shows how good discipline and preparation lead to success. The Greek army is able to survive the dangers they face on their long march home because of their discipline, but they are able to exercise that discipline because of the habits of mind learned in their childhood. Because of the commitment to eutaxia given to them as young people, the army is able to deal with unpredictable circumstances. As they make their journey home, they manage to maintain a functioning society in which all work together for the common good, a testament to the good discipline they have learned. And today, eutaxia soizein dokei reminds us of Haverford’s focus, to prepare students with the good habits of mind that will allow them to overcome what lies before them, both within and beyond the walls of Haverford. Farnon, Harry J. “More than You Probably Ever Wanted to Know about College Seals and Mottoes,” Classical Journal 85 (1990), pp. 254-259. 1

Casey, Eric. “Educating the Youth: the Athenian Ephebeia in the Early Hellenistic Era,” p. 426. In The Oxford Handbook of Childhood and Education in the Classical World, ed. Grubbs, Judith Evans and Parkin, Tim. Oxford, 2013. 2

Synott, John, and Symes, Colin. “The Genealogy of the School: An Iconography of Badges and Mottoes.” British Journal of Sociology of Education vol. 16.2 (1995) pp. 139-152. 3

Dr. Andrew Fenton teaches Latin in Haverford’s Upper School, where he has worked since 2010. Dr. Fenton leads travel-study programs to Greece and Italy with Form V and VI Latin students. Since 2015 he has been an officer of the Philadelphia Classical Society. Prior to coming to Haverford, he taught at Haverford College and the Intercollegiate Center for Classical Studies in Rome. Fenton earned a B.A. at Carleton College and a Ph.D. at the University of Pennsylvania. haverford.org

ATHLETICS

Fall 2019 sports highlights CROSS-COUNTRY The Fords finished 4-1 with A.J. Sanford making the All-Inter-Ac First Team and Lleyton Winslow and Ben Szathmary earning All-Inter-Ac Second Team honors. The team came in sixth at the Briarwood Invitational, the largest meet of the year, and Sanford broke 17:00 in the 5k run at the Malvern-Germantown Tri Meet.

GOLF With an overall record of 25-6-1, the Fords golf team won the Inter-Ac Championship. They also created a service project, â&#x20AC;&#x153;Bucks for Birdies,â&#x20AC;? under the leadership of VI Former Alec Stern. Tyler Zimmer, Jake Maddaloni, and Charlie Baker earned All-Inter-Ac First Team honors.

FOOTBALL After an Inter-Ac season opening loss, the team fought back to put itself in a position to compete for the outright Inter-Ac title, losing to EA and finishing with an overall record of 6-4. All-Inter-Ac First Team honors went to Mike Barr, Chris Clark, Daiyaan Hawkins, Ben Murphy, and Pat Toal. Second Team honors were earned by Kwaku Adubofour, Mekhi Ajose-Williamson, Bill Brosko, Geordy Holmes, and Matt McKenna. Nine seniors will play college football in the fall. 40

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ATHLETICS

SOCCER With an overall record of 13-8 and a league record of 6-4, Fords soccer was the PAISAA championship runner-up after a five-year absence from the competition. The team secured the School’s 1,000th soccer program win on Nov. 5. Asher Laackman earned All-Inter-Ac First Team honors; Second Team honors went to Will Boyes, Luke Macaione, M.J. Atkins, Mitchell Hark, and Trent Davis. Will Boyes and Luke Macaione will play college soccer in the fall.

WATER POLO For the first time in School history, the team was the Eastern Prep Water Polo Champion, finishing the season with an overall record of 27-1 and a league record of 8-0. The team came in third at the Beast of the East Tournament, its best showing ever, and earned back-to-back Inter-Ac titles. Beast of the East All-Tournament First Team honors went to Koby Degenhardt; Second Team honors were earned by Ryan LaRocca. The Eastern All-Tournament First Team included David Gobora, Ryan LaRocca, and Koby Degenhardt. Ryan LaRocca was Eastern MVP. All-Inter-Ac First Team honors went to David Gobora, Matej Sekulic, Ryan LaRocca, and Koby Degenhardt.

Coaches corner

Kevin Van Such DIRECTOR OF WATER POLO PROGRAM

Fords water polo finished off a 27-1 season with an 18-6 win over The Episcopal Academy on Haverford/EA Day – but that wasn’t even their finest achievement of the season. The team claimed the title of 2019 Eastern Prep Water Polo Champion for the first time in School history. Kevin Van Such, Director of Water Polo Program, started coaching at Haverford in 2008 and took over the program in 2012. Since then, he has focused on developing technical skills and team culture to build the program. The program has shown steady improvement over this time, culminating in back-to-back Inter-Ac titles in 2018 and 2019, going 8-0 in both years and compiling a 51-5 record. “I believe that the players’ commitment to team play, and to supporting and challenging their teammates every day in training, are the keys to the program’s success,” said Van Such. Van Such launched Maverick Water Polo in 2014 and serves as the club director and head coach. The club provides competitive training for athletes throughout the Philadelphia area, with athletes from 16 schools training together. The club competes regionally and nationally, traveling as far as California for tournaments. “The club has provided our guys with the opportunity to train and compete with the top players throughout the state and surrounding region,” said Van Such. “Those experiences have helped their development as players, which has strengthened our program as a whole. We hope to continue building on the success of these past couple of seasons.”

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ATHLETICS

The work room In the fall, The Haverford School unveiled an enhanced Strength & Conditioning Center, dubbed “the work room” by Strength & Conditioning program director Matt Rosko. “To me, it’s not the weight room, it’s the work room – it’s about commitment and discipline. It’s about coming in because you want to be stronger, fitter, better,” said Rosko. The Strength & Conditioning Center now features Sorinex equipment, which is used by Penn State University, the University of Tennessee, the University of Oregon, and other educational institutions. It replaces the half racks with modular combo racks, tripling the number of workout stations. “The Haverford School is continually striving for greatness – and we’re achieving that here in the work room,” said Mike Murphy, Director of Athletics. “This isn’t just a space for athletes; it’s a space for anyone who wants to challenge their body and create routines that will serve them throughout life.” That sentiment is, in part, what spurred Upper School parent Christopher Clark to provide the support to make the enhancements possible. “It’s appealing to Cathy and me that every Upper School

student, whether in sports or not, can use this facility every day of the week,” said Clark. “I asked Mike Murphy about the Department of Athletics’ vision and roadmap for the Haverford studentathlete over the next three to five years. I wanted to know how Haverford can become one of the best places for a student-athlete in Pennsylvania. I am very interested in preparation, performance, and decision-making, and I think that participating in sports is a wonderful process to gain those skills.” “With the support of Chris and Cathy, we have maximized the space that we have available and we have equipment that is being used at the highest levels of sport,” said Murphy. Rosko has big plans for the program’s future. “We want to continue our vision of making this a space for student-athletes and those who are fitness-focused,” he said. “We’re considering technology that would provide more robust tracking capabilities for student performance and overall wellness and a nutrition bar. Additional envisioned enhancements like upgrades to the cardio equipment and an expansion of the facility will allow us to better serve our students well into the future.”

Nine student-athletes announce intent to continue athletic careers at D1 schools As part of the early signing period for Division I athletes, nine seniors at The Haverford School announced their decisions to continue their athletic careers at the collegiate level. “We are proud of these young men for their success in their respective sports and on their commitment to these terrific schools,” said Michael Murphy, Director of Athletics. “The boys truly represent the model of the student-athlete, and I am confident they will continue to do so in their college careers.” Six students, including Bobby Blewett (Wagner University, lacrosse), Brian Brennan (University of Virginia, swimming), David Graham (Ohio State University, lacrosse), Jack Leary (Georgetown University, lacrosse), Antonio Octaviano (University of Minnesota, swimming), and Patrick Toal (LaSalle University, baseball), signed National Letters of Intent. Christopher Clark (Harvard University, baseball), Graham Joyce (Dartmouth University, squash), and Brennan McBride (Harvard University, lacrosse) announced their commitment to the admissions process at their respective schools. Photos are available at haverfordschool.smugmug.com.

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ATHLETICS

Haverford/EA Day 2019 The Fords fell to the Churchmice on Nov. 9, but won contests in golf and water polo. Haverford has won the Sweater 18 times to EAâ&#x20AC;&#x2122;s 16. Relive the action on social media: #WePlayForKeeps Cross-country 24-32, EA Golf 148-152, Haverford Water polo 18-6, Haverford Soccer 1-0, EA Football 38-28, EA

Clockwise, from top: Headmaster Dr. John Nagl poses with the sweater before handing it off to The Episcopal Academy for the year. Fans turned out to show their support of the Fords. Students joined Dr. Nagl in flying the Haverford flag at EA. Families enjoyed a pancake breakfast hosted by the HSPA before heading to support the Fords. Upper School students cheered loudly for their teams. Alumni gathered in Nostrant Pavilion for the evening EA Day Kickoff event on Nov. 8, 2019.

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PARENTS

Perfect Present Co-chairs Debbie Piasecki and Erin Hinckle organized the annual HSPA Perfect Present Dec. 12-13 in the Lower School Multipurpose Room. Lower School boys got a chance to shop for gifts for all of the people on their holiday lists.

Fall Festival

Co-chairs Jody Coghlan and Taliba Foster organized the annual HSPA Fall Festival on Oct. 25 in the Neil Buckley Wrestling Pavilion. There were raffles, treats, and games, as well as entertainment from a DJ and a magician. Parents also sold unique Haverford items at a â&#x20AC;&#x153;Made by Momsâ&#x20AC;? table.

Enhancing my Haverford experience through volunteering By Iris Dibernardo, Lower School parent

When my son was accepted to The Haverford School, I felt as if I was accepted, too. I was excited to become engaged and active in the School community, and model for my son what giving back looks like on a relatable level. But I was unsure how a full-time working mom who knew no other parents within the School could jump in, and that intimidated me. Once I took the leap to volunteering with the HSPA, I only questioned why I waited so long. I love being part of this dynamic parent community. Newly formed friendships with parents from all grade levels continue to inform our journey at Haverford and light the way. It is challenging to attend every school event or HSPA meeting, but being involved, even remotely, has proven to be just as rewarding, and I am grateful for the flexibility. I take pride in helping the School and parent community achieve their goals, especially at the institution that is preparing my son for his future. For me, being part of the HSPA is not just about raising money for the School or planning memorable events, which my son and the boys will enjoy and cherish. It is a way to show my son that I am 100% invested in his journey at Haverford.

INTERESTED IN JOINING THE HSPA? Contact Lisa Martin in Palmer House at lmartin@haverford.org. 44

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PARENTS

HSPA Party & Auction More than 300 families attended the 2019 Let’s Hear It for the Boys Party & Auction – Under Construction on Friday, Nov. 1 in the Neil Buckley Wrestling Pavilion. The HSPA’s largest fundraiser was chaired this year by Lisa Schiavone and Amy Baker. Special items from the now-demolished Crosman Hall were incorporated into the event’s silent auction, including lockers, weathervanes, and bricks. Photos: (top to bottom) Lindsey Pierce, Stacy Press, and Jason Press. Carol Ann Randolph, Amy Briddell, Leigh Ross, and Deborah Putter. Caroline De Marco, Pam Berkman, and Maggie Kaplan. Pictured left to right at the Patrons’ Party: Shawn McMurtry, Headmaster Dr. John Nagl, Party & Auction co-chairs Amy Baker and Lisa Schiavone; Patrons’ Party hosts B.J. and Craig Spencer; and HSPA 2019-20 Chair Alicia Payne.

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The Middle School’s next chapter By Maarten I. Pesch, AIA, LEED AP, principal and architect at WRT

When I was a young architect, I didn’t immediately think about the long-term impact of my work. I thought first about massing, scale, and building materials. I wanted to make sure I got everything exactly right, and I wanted to design buildings that would impress and delight my clients, peers, and colleagues. Of course, I still consider all these things today (and the many other elements that go into building design), but what I care most about is the impact I can make in the lives of the people who use the buildings. I want what I help create to make people’s lives easier, happier, and more productive – and that’s especially true with a project like The Haverford School’s new Middle School. A PLAN FOR THE HAVERFORD SCHOOL My relationship with Haverford began many years ago with the development of the first campus master plan. As my colleagues and I got to know the School, we came to understand just how unique and special Haverford is. In addition to the School’s 46

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values, tradition of excellence, and outstanding faculty and staff, Haverford has a relatively compact campus in terms of site area and acreage. This naturally strengthens the sense of community, encourages interaction between the divisions, and results in a strategic sharing of resources. As we worked on the first campus master plan, my firm recommended a shift towards a more pedestrian-focused campus and a phased approach to enlarging and re-thinking the academic and support spaces. WRT assisted the School as architects and landscape architects for a series of implementation projects over the years, including a new athletics facility, new Lower School, the renovation of the dining and food service areas in Crosman Hall, and several other building upgrades and landscape changes. The most crucial shift, in my mind, was relocating drop-off and pick-up vehicular driveways from the center of campus to the edges. What used to be a traffic circle with cars is now the School’s beautiful open Quad, visible from almost every building on campus. We also consulted on the design for the new Upper

School and, most recently, we designed the new Middle School, now under construction. As outlined in the master plan, the Lower, Middle, and Upper Schools function as nested communities within the larger campus, sharing dining, athletics, and arts facilities while still maintaining their own distinct spaces and character. From a physical campus planning and programming standpoint, this sharing of facilities increases efficiencies while strengthening the sense of community. Appropriately, the campus organization leads students from the Lower School to the Middle School to the Upper School, a natural progression of their growth from boys to men. As such, the Middle School’s location in the center of campus is crucial to the way Haverford functions as a cohesive, connected campus. That is why the Board of Trustees made the conscious decision to move students to Virtue Village during construction. This temporary relocation means that Middle School boys can return to their home between the Lower and Upper Schools and near Centennial Hall, Ball Auditorium, and other shared facilities. Razing Crosman Hall and building up from scratch also means that we can deliver a completely new, state-of-the-art academic building – something that just wouldn’t have been possible with a renovation. WELCOME TO THE NEW MIDDLE SCHOOL Slated to open for the start of the 2020 school year, the new Middle School will be a modern, integrated, 21st century learning environment. Gone are the days of basement classrooms, crowded hallways, and a building lacking a central gathering space. Instead, the new Middle School will serve as a dramatic gateway to campus with a prominent entrance and a welcoming, light-filled lobby. At 30,000+ square feet, the three-story building is almost double the size of the original Crosman Hall. The three-story structure is organized around each grade level with spaces that allow for collaboration, creativity, and innovation. The lobby will serve as the heart of the building – an area for informal gatherings and impromptu Middle School assemblies,

with a large maker space that supports project-based robotics learning and experimentation. The upper level offers a range of individual and group learning and study options. These spaces are totally new to the Middle School community and flexible to morph and adapt to learning styles and teaching programs over time. THE COMMONS We designed what we are calling The Commons to be a doubleheight lobby, connecting two floors visually – with tiered floors to accommodate informal seating – and display areas for Haverford core virtues, student art, and School announcements. Overhead garage doors separate The Commons and the nearby Maker Space, allowing the spaces to expand or stay separate depending on programming needs. The Commons will allow for student gatherings and more formal announcements, and we anticipate that the whole Middle School community could fit together in the expanded space if needed. THE MAKER SPACE Located right off The Commons, the Maker Space focuses on robotics and electronics. It is intentionally very visible from both inside and outside the Middle School, building excitement for this kind of work and encouraging participation. When you walk into The Commons, you will see students working, exploring, building, and interacting – and that’s the kind of energy and activity that reflects the curious mind of the Haverford boy. The visibility of the Maker Space also reinforces Haverford’s belief that learning happens outside the classroom as well as inside the classroom. THE LEARNING COMMONS This space is located right above the Maker Space on the second floor of the building and is also connected to The Commons.

Architectural highlights • 30,000 square feet • Pursuing LEED Silver certification • Enhanced daylighting • Green roof • More visibility and transparency from classrooms and maker/learning spaces • Energy efficient heating and air conditioning systems

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Here, students can do homework, small group work, and meet with learning specialists. This is a dedicated space for Middle School students to use as their own, as they like – something they’ve never had before.

model helps boys in their development at this important time in their lives, fostering a sense of comradery between peers, and strengthening their relationships with the faculty. BUILDING MATERIALS

THE NEIGHBORHOOD MODEL Because the middle school years are such a crucial point in the development of young men, the new building is organized by grade level to provide three distinct “neighborhoods.” Each floor includes a student pod (with lockers and cubbies) and a collaboration space surrounded by the core classrooms for that grade level (science, math, English, history). The neighborhood model establishes smaller, scaled communities within the Middle School community-at-large. And as students progress from sixth grade to Form II, they move from the first floor to the second floor to the third. On each floor, lockers will be installed above a series of large, open cubbies for sports bags and musical instruments in a dedicated area open to the hallways. In our focus group meetings, we heard from students that they needed a place to store their extra-curricular equipment and musical instruments, and teachers told us they needed more storage solutions in their classrooms. Moving all lockers to the hallways, and building in the large cubbies, will address both these concerns. There will also be extra storage closets adjacent to the locker pods to provide storage for lacrosse sticks and other large equipment. That way, the students won’t have to run from class to the gym or auditorium to get their gear on busy days. In the classrooms themselves, we’ve standardized storage spaces to be consistent and efficient. This system ensures that every teacher in every classroom will have the storage space they need, so supplies won’t take up valuable floor space. Overall, there are more classrooms, and they are larger, more flexible spaces. Outside each classroom is a tack board, so students and teachers can display what they are working on for all to see. This is the first time the Middle School building has helped support teaching methods at Haverford, and we are eager to see the impact the building organization will have on the lives of Middle School students. We feel strongly that the neighborhood

The exterior of the building is primarily composed of red brick to complement the rest of the campus architecture. We introduced slate as a cladding material to connect back to the historic Wilson Hall and add a bit more visual interest. Large, nearly floor-toceiling windows provide stunning views from the first and second floors; these “window walls” are made of aluminum and glass. Wood is used throughout the building to bring warmth and character, and all learning spaces and classrooms have windows – both to the outdoors and into the interior corridors. Daylighting was a crucial consideration in our design, as well as making classroom activity visible from outside and inside the building. The new Middle School will be bright, sunlit, and full of activity. LANDSCAPE DESIGN The focus of the Middle School landscape design is to extend the learning environment outside and create places for students to gather (both formally and informally) outdoors. We have provided more outdoor seating and more intentional social spaces for Middle Schoolers and other boys coming and going from Centennial Hall. Additionally, there will be safe areas to wait for pick-up and a clear pathway to the FORDS Store. We have incorporated pervious paving for storm water management and are following LEED Silver standards in our landscape design process. For me, there is perhaps no greater professional satisfaction than watching a student succeed in a space I’ve helped plan and design – and I know that will happen in the new Middle School when it opens on campus in fall 2020. I speak for my colleagues at WRT when I say it’s been a pleasure working with The Haverford School on this building, and we are honored to be a part of the next chapter in the Middle School’s story.

Sustainable design

• Daylighting (windows) in all learning and public spaces • Energy efficient heating and air-conditioning systems • Sustainable (healthy and low-emitting) materials and finishes • Green roof, which helps with stormwater management

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A rendering of The Learning Commons in the new Middle School. Rendering courtesy of WRT. Visit haverford.org/newmiddleschool to see photos, videos, and news coverage, or to learn how you can support the Character at Our Core campaign.

Maarten I. Pesch has been at WRT for nearly 40 years. Trained as an architect and urban designer, he has focused his practice on planning and designing for campuses. Peschâ&#x20AC;&#x2122;s colleagues on the Haverford Middle School project include Richard King, AIA, LEED AP BD+C, John T. Keene, AIA, Amelia Einbender-Lieber, and Misa Hsinyi Chen, PLA, ASLA. haverford.org

ALUMNI

What is one of the most important lessons you learned?

ALUMNUS SPOTLIGHT

Having to balance sports, academics, and work, I learned proper time management. That gave me a huge leg up when I got to college. I also learned how to interact with all types of personalities. In a same-sex education you can let your guard down a bit and be less inhibited. You can feel comfortable reaching out when you need help and confident that teachers and coaches will be there for you.

“I also learned how to interact with all types of personalities. In a same-sex education you can let your guard down a bit and be less inhibited. You can feel comfortable reaching out when you need help and confident that teachers and coaches will be there for you.”

Keith Stevens ’95 Wealth management

Keith Stevens ’95 works in wealth management in Bryn Mawr. He attended The Haverford School from 1991-95 and played varsity soccer and rowed crew. His family has been part of Haverford for four generations: son, fourth-grader Paxton Carrington Stevens; brother, John L. Stevens ’98; father, Peter L. Stevens ’64; uncle, Craig R. Stevens ’67; and grandfather, H. Carrington Stevens II ’37.

What stands out to you about your Haverford School experience? I transferred in as a sophomore, and my brother as a freshman. I was fortunate that my parents were able to get us into Haverford. It opened my eyes to a completely new experience. I rowed and played soccer at Haverford. Crew was one of those sports that required a lot of its athletes: unity, discipline, focus, balance, and strength. I rowed in the number one nationally ranked double, and I attribute a great deal of that success to excellent coaching. Too, there was something special about the complete abandonment of any stigma from the outside world. You felt completely immersed in the subject matter in each classroom because of the style in which you were being taught and because of what echoed in the hallways. That experience leads to wonderful friendships that endure through time. The friendships I forged there in my three years are stronger than any others in my life.

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Why did you decide to enroll your son in Haverford’s Lower School? One of my classmates from ’95 had two boys at Haverford and I talked to him about it. My wife and I had initially envisioned a later start than Lower School, but we believe that building that foundation in the early years will be huge for Paxton as he transitions to different environments in Middle and Upper School. We quickly saw the difference in his emotional maturity, his ability to interact with other children and adults, and the discipline and pride he applies to his work. These boys follow through and execute on things – they apply a level of passion to whatever task they’re assigned. And we certainly see that in all facets at home, too. It was a proud moment when I received his acceptance letter, which I still keep in my desk. It’s hard to articulate the nostalgia I felt dropping my son off at Haverford for his first day. As a fourth-generation Haverford School family, why is the School so important to you? The camaraderie that exists not only amongst classmates but also family members is a fun common thread. It helps create an identity about your family lineage and values, and the things you desire for your children. We’re fortunate to have an institution like Haverford that can foster young boys as they become wellrounded young men.

ALUMNI

What did you learn at Haverford that you carry with you today? Confidence. I recruit high-level talent – Directors and CxOs – for law firms. Entering into those conversations with clients and with candidates takes confidence, an attribute that I honed at Haverford. A lot was expected of me and my classmates while at Haverford, and we were put in situations that tested and built our confidence. Experiences like debate and school plays really helped me develop confidence. I’ve found that my clients are more receptive to working with me because of the level of confidence I bring to our conversations. What was a memorable Haverford experience?

“Coach Bruce Kennett encouraged me to go out for the team, and he also cared about what my interests were and always checked in to see what I needed. That was a common thread that crossed all the faculty and staff at Haverford: the level of passion they brought every day, and their interest in every boy beyond academics.” What did you learn during your time as a wrestler at Haverford? Participating in sports requires you to be in good physical shape and good mental shape; you’re training your body to compete, but you’re also training your mind to think on-the-fly and to be able to perform in high pressure situations. I think it helps to build stronger character and teaches people how to work together. As an athlete at Haverford, I wrestled between 179-181 as a “light weight heavy weight,” sometimes facing off against guys 60 pounds heavier than me. Coach Bruce Kennett encouraged me to go out for the team, and he also cared about what my interests were and always checked in to see what I needed. That was a common thread that crossed all the faculty and staff at Haverford: the level of passion they brought every day, and their interest in every boy beyond academics.

ALUMNUS SPOTLIGHT

I started my time at Haverford a couple of months into Form I. I had been in a private elementary school, then a public school in Philadelphia prior to joining Haverford. I wouldn’t say I was an academic whiz, but in public school, I was getting As and not putting in much work – I wanted more of a challenge. I remember my very first day, walking into Form I Latin class. Here I was, a kid from the city, being put into a suburban school, taking a foreign language for the first time. It was a lot of adjustment – a different academic setting, a different socioeconomic setting, and a different geographic setting. While at times it was tough, it was also motivating and gave me something to work towards.

Dustin Laws ’00 Major, Lindsey & Africa law firm Dustin E. Laws ’00 is managing director for Major, Lindsey & Africa’s Law Firm Management Practice. He has spent his career in executive search and consulting. Laws graduated from The Haverford School in 2000, where he was captain of the wrestling team and was involved in the Black Student Alliance. He earned a bachelor’s degree in Business Administration from Muhlenberg College.

Why did you choose Haverford for your son? We picked Greysen up after his first day and he said, “I loved it, it was so much fun, I want to sleep here!” Because I had joined Haverford in Middle School, I didn’t have the Lower School experience so having Greysen start in kindergarten is special. I think Haverford will provide him with the best platform possible to grow academically and to grow into a strong boy and man. I’ve seen many familiar faces since being back in the community. One thing I’ve noticed is the level of diversity among the student population and the faculty and staff. I was one of two black kids of the 65 boys in our class. When I look at the composition of Greysen’s class today, it’s completely different. For Greysen to go to school with kids who look like him, and kids who don’t, is really important to me. I believe that you get better outcomes when you have more diverse inputs.

haverford.org

ALUMNI

Fords are never far away Denver

The Haverford School’s

5,133 alumni

Seattle

can be found in nearly every state in the country and in several spots throughout San Francisco the world. 103

We have recently visited Fords in 14 cities; thank you to all Los who attended. Our alumni Angeles populations in these cities 128 refer to the metro area, as defined by the U.S. Census Bureau.

Houston

If you are interested in hosting an alumni gathering in your city, please contact Andrew Bailey ’02 at abailey@haverford.org. Go Fords!

Globetrotters HAVERFORD ALUMNI CAN BE FOUND ALL OVER THE GLOBE, INCLUDING:

AUSTRALIA AUSTRIA BAHAMAS BELGIUM BERMUDA BHUTAN BOSNIA

Winter 2020

CAMBODIA CANADA CHINA COLUMBIA COSTA RICA FRANCE GERMANY

HONG KONG IRELAND JAPAN MEXICO NETHERLANDS NORWAY POLAND

SINGAPORE SOUTH AFRICA SOUTH KOREA SPAIN SWEDEN SWITZERLAND UGANDA

UNITED KINGDOM VENEZUELA VIETNAM ZIMBABWE

ALUMNI

Alumni population by state 500+

201-500

101-200

51-100

1-24

25-50

Chicago

Boston

179

New York

566

Philadelphia

2,678

Upcoming alumni events APRIL 1 Philadelphia Alumni Reception

Washington, D.C.

138

West Palm/ Vero Beach

Dallas

Boston Alumni Reception April 30-May 1 Arts Festival

Clearwater/ Tampa

April 16

Naples/ Marco Island

MAY 1-2 Alumni Weekend MAY 11 32nd annual “Doc” Thomas Golf Classic

ALUMNI RECEPTIONS 2018-19

9 events 7 cities 350 attendees ANNUAL NETWORKING EVENT

14 panelists 265 attendees 12+ career fields

haverford.org

ALUMNI

Alumni events

Washington, D.C. Headmaster Dr. John Nagl joined Drew Smith ’85 and John Helwig ’97 at the Washington, D.C. Alumni Reception on Oct. 10 at the Old Ebbitt Grill.

31st annual “Doc” Thomas Golf Classic Jesse Daniels ’92, Frank Coulson ’94, and David Biddison P’26 won the Pat Laughlin ’86 Memorial Trophy at the 31st annual Doc Thomas Golf Classic in September (left). Director of Athletics Michael Murphy, Marc Rudosker, Thad Fortin ’77, and John Mullins received the Doc Thomas Trophy (right).

Notables Reunion Concert Robb Soslow ’18 performed a solo at the Notables Reunion Concert in November along with other alumni, and current members of The Notables.

Thanksgiving breakfast and sports Alumni gathered for a morning of competition in football, soccer, and cross-country.

Boston

New York City Josh Levine ’94, Dick Winn ’60, and Piruz Partow ’94 caught up at the New York City Alumni Reception on Oct. 30 at SoHo House.

Winter 2020

Brad Egan ’07, Ben Lieb ’15, George Hall ’15, and Ben Euler ’15 connected during the Boston Alumni Networking Happy Hour at The Brahmin on Oct. 24.

With your support, we will fulfill the following critical priorities:

• Investing in extraordinary educators for our boys THE CAMPAIGN FOR THE HAVERFORD SCHOOL

A $50 million comprehensive campaign that will impact the experience of every Haverford boy

The Haverford Fund

• Realizing inspiring spaces with our new Middle School • Opening doors for remarkable boys • Forging a community of difference-makers

Capital Priorities: Endowment and Facilities

Gifts to The Haverford Fund provide more than $3 million annually for operations. To make an unrestricted gift, please go to haverford.org/ givenow or find us on Venmo @haverfordschool or contact Cindy Shaw at cshaw@haverford.org. To make a gift through the PA Tax Credit Programs, whether you own a business or you have individual income taxes, contact Matt Nierenberg at mnierenberg@haverford.org.

Endowment gifts provide for the long-term financial stability of the School. They can be directed toward a specific area of interest — faculty development, tuition assistance, or a specific program — or given for general purposes. Facilities gifts make classroom, field and campus improvements possible, including our new Middle School. To see the latest plans or discuss naming opportunities, or to learn more about endowment and facilities gifts, contact Jill Miller at jmiller@haverford.org.

Planned Giving

Planned gifts — including bequests, life income gifts, and other estate-related arrangements — are important legacy commitments that build Haverford’s endowment and are foundational to our future. Is Haverford in your will? To learn more, contact Mary-Helen McCulloch at mmcculloch@haverford.org.

Join us by making your commitment to the Character at Our Core campaign. All gifts to The Haverford School through June 30, 2020 count toward this campaign.

haverford.org/characteratourcore

REFLECTION

The legacy of 1,000 wins By Daniel Keefe, Upper School English teacher and Director of Soccer Program

On the day before the state soccer championship game, I took the team to the second floor of the Field House prior to practice. We assembled in the space where the names of McBride and Buckley and McQuillan echo through the halls. I spoke in front of the glass case that contains state championship plaques, PA player of the year honors, and pictures of the undefeated teams of ’74 and ’96. I reminded the lads that when you put on our jersey, you honor your band of brothers, and you also carry the legacy of the men who came before you. You set the table for the boys, with shining eyes, who watch your game and dream that one day their time will come. This sense of tradition and winning is central to the mythos of The Haverford School, the Haverford man. This season, we celebrated 1,000 wins. I have been blessed to enter into my second season as the head coach of a storied high school soccer program. I was fortunate to learn about the game through the mentorship of Bill Brady, who left the college soccer world to lead the Fords to multiple state and Inter-Ac championships during his seven years. Bill built the program from the championship foundations that Kevin Tryon and Kevin Seits established when they modernized the approach of the winningest coach in School soccer history, Joe Tatta. To me, Joe embodies the spirit of the teacher-coach model. When I spoke in front of the trophy case, I should have pointed out all trophies and plaques that are not there. The effort of great teams whose shots found the post instead of the back of the net. Winning, in and of itself, should never define a season or a man. The end was never about the trophy, but the commitment to individual

excellence and selfless team play. Bill once told me that boys remember how you made them feel long after they forget about their record. I see the way that alumni speak in reverential tones about Joe Tatta. If I am able to touch a fraction of the lives that Joe changed, I would count myself a wildly successful coach. Captain M.J. Atkins, a four-year starter, feels a sense of connection to his teammates and the history of this place. He writes, “Playing a role in The Haverford School’s 1000th win is an incredible honor. But it is not an honor this team alone deserves. I have watched Haverford School soccer since I was eight years old. I remember watching players like Brett Campbell ’13, Gavin McBride ’13, and the Bradley twins (Class of 2016) dominate; I have heard stories about the great Jerry White ’00 and I try to embody the attributes of all the players before me. They laid the groundwork of success that has brought this program to this many wins; now we can honor them by reaching 1,000. I love every player, manager, and coach on this team. They make me smile every day by simply competing and playing the game that we all dedicate so much of our lives to. They have brought endless joy to my life, and I hope that I have done the same for them.” The 2019 soccer team takes its place within the School’s great Haverford soccer teams. Their moments of transcendence on the pitch and commitment to each other honors the best values of our school. They leave the Fords jersey etched with the glories of the past and hanging on a hook, waiting for the men to come.

Hear more from our faculty and students:

The Big Room Blog haverford.org/blog

Winter 2020

board of trustees,

2019-20

We regret that the following names were excluded from the list of donors in the 2018-19 Impact Report:

May 1-2

corrections

Parents: Mr. and Mrs. Michael P. Feild Quarter Century Club: Mr. and Mrs. Paul Baker Bartle ’61

2020

contact

FEATURES

Thank you to everyone who contributed to this publication. Special thanks to: Tejal Desai, Dr. Andrew Fenton, Zaidee Harrison, Dustin Laws ’00, Cassie Popky, and Keith Stevens ’95.

front cover:

36 In search of eutaxia

special thanks

SCHOOL Today

By Dr. Andrew Fenton, Upper School language

46 The Middle School’s next chapter

HAVERFORD

Lifelong Learning & Leading: Strategic Plan 2020-25

By Maarten I. Pesch, AIA, LEED AP, principal and architect at WRT

haverford.org/alumniweekend

HAVERFORD SCHOOL Today

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LIFELONG LEARNING & LEADING Strategic Plan 2020-25