Haverford School Today Summer 2022 by The Haverford School

HAVERFORD SCHOOL Today

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HAVERFORD SCHOOLToday

HAVERFORD SCHOOL TODAY

board of trustees,

2021-22

Kenneth M. Bate ’69 Jennifer Paradis Behle P’20 ’32 ’33 Amy C. Briddell P’23 ’30 ’33 William T. Caddell Jr. ’91 Kim G. Carter P’24 Tyler Casertano, Head of School Caroline R. De Marco P’20 ’22, Secretary Randall T. Drain Jr. ’01 Thaddeus J. Fortin ’77, P’09 Maurice D. Glavin ’83, P’14 ’16 ’20, Chair William C. Hambleton Jack H. Kirkpatrick Jr. ’88, P’20 Barbara Klock P’23 ’23 Jeffrey F. Lee ’95

George B. Lemmon Jr. ’79, P’12 ’19, Treasurer John J. Lynch III P’10 ’12, Vice Chair Quincy B. McCoy P’24 Wade L. McDevitt P’28 ’30 H. Laddie Montague Jr. ’56 Jonathan R. Morgan ’03, P’34 Martha E. Ortiz P’21 Ravindra A. Reddy ’90 G. Bart Smith ’95, P’28 ’30 Nafis T. Smith ’99 Fitz Daniel T. Tepper ’12 G. Nash Waterman ’98 Roland Yang ’10

REFLECTION

South Roberts Road: a landmark purchase By Wade McDevitt P’28 ’30

• assistant head of school Mark Thorburn David S. Gold • managing editor Sarah Garling editors Keith Czarny and Alexis Hope • layout/design Emma E. Hitchcock printer Intellicor LLC., Lancaster, Pa. • photographers Active Image Media, Andrew Bailey ’02, Keith Czarny, Sarah Garling, Justin Gaudreau, Emma E. Hitchcock, Alexis Hope, Deb Putter P’24 ’26 ’28 , Jim Roese Photography, Dorothy Walker P’22 ’24 ’27, George Wood ’75 head of school Tyler Casertano chief financial officer

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

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

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

special thanks Thank you to everyone who contributed to this publication: Erica

Booth P’27 ’31, Kim Carter P’24, Wade McDevitt P’28 ’30, and Kharon Randolph ’18.

front cover:

Fourth grade teacher Mr. McCloskey and his pupil Dylan Burg consider a math problem during an outdoor class in April. back cover: Members of the Middle School band playfully recreated “Abbey Road” after performing for the Lower School students in May.

Lower School boys break in the new playground, which opened in March near the Quad.

HAVERFORD SCHOOL Today

The South Roberts Road property acquisition is historic, and one that will impact generations of Haverford School families. This moment in the School’s legacy came together with the support and dedication of many people. I’m excited to share the “behind the scenes” of this important time in Haverford School history. It’s important to first acknowledge that the School has had a land development and acquisition plan as part of its long-term goals, and is mentioned in the most recent Strategic Plan: Lifelong Learning and Leading. While an exhaustive list may not fit here, in the last several years, the School has, among other things, updated fields, added playgrounds, built a new Middle School, and made our campus more pedestrian friendly. All of these changes are meant to enhance the experience of our community, and to position the School as one of the best schools for boys in the country. These projects have allowed our students and broader community to thrive, but the School still found ourselves “landlocked” and in need of more space. Our acquisition strategy long consisted of seeking property that was contiguous to our current campus, mainly along Panmure Road and Railroad Avenue. While these adjacent purchases have been beneficial to the School, the amount of space needed to truly impact the programs and people at Haverford required larger acreage than could be found along our current campus. Enter South Roberts Road. The property was listed for sale by Gemma Services, a fantastic organization that supports at-risk teenage girls. The organization listed the property in 2021 after deciding the property could no longer serve their long-term strategy. In Board of Trustees meetings and in facilities committee meetings, we would say in jest that we should just purchase the South Roberts Road property to gain the acreage we need, but were failing to find along Lancaster Avenue. Finally, we started to talk seriously about the feasibility of purchasing the land, how it could support the community, and what it would mean as we advance our mission and vision. The property checks many boxes that were seemingly a previously unfathomable combination: close to our Lancaster Avenue campus, zoned for institutional use, and previously used as a school. Beyond this, it was immediately clear that we could expand our program offerings in ways that were previously unavailable to us given our landlocked campus. South Roberts Road checked all those boxes. With the blessing of the Board of Trustees, Board Chair Maurice Glavin ’83, P’14 ’16 ’20 made our offer and we quickly learned that there was, understandably, significant interest from developers and other entities for the 43-acre property. It was expected and understood that we needed to “pitch” the Haverford School story to the Gemma Services team, and, if we could, eliminate the other bidders. Our strategy was to convince the sellers to enter an exclusive discussion with the School and remove those bidders from the process. In short, we wanted to hijack their process and make them focus on the future that Haverford could have on the property. Our goal was to make an offer that would get us in the room with the Gemma decision-makers, but keep enough ‘dry powder’ in our pockets that we could upend the months-long process the Gemma Services team was envisioning. Mr. Glavin, Head of School Tyler Casertano, and I gave a presentation to the sellers with this goal in mind. We explained how the property could give our School room to grow important programs. We shared ways generations of boys and their families could use the property, building a stronger community and ultimately creating another space where they can learn and grow together. By the end of the meeting, the Gemma Services team recognized that our mission in serving and expanding opportunities for boys would be furthered by having this new space available to us. We walked in unsure if they’d really “hear” our pitch, and we walked out with a deal to purchase the property. They told us their final decision process would take weeks, or even months, and yet it took them just a few hours that morning to settle on The Haverford School. While the process for the future of the property is still in its infancy, I remain excited and thrilled to be a witness to this historic moment for the School. For 138 years, The Haverford School has positioned itself to serve our community and our boys in the best possible way. I’m Hear more from our community: confident that the South Roberts Road property will serve the next 138 years of the School in a similar fashion, providing boys a space to learn,

The Big Room Blog haverford.org/blog

FEATURES

DEPARTMENTS

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Strong Relationships, Profound Experiences: Mentorship at Haverford by Sarah Garling

20 Expanding Possibilities by Alexis Hope

From the Head of School Around the Quad Arts Athletics Parents Alumni Class Notes

Letter from the Head of School by Tyler Casertano

When Annie and I first told Mac, our now seven-year-old, that we would be moving to the Philadelphia suburbs so I could take a new job at The Haverford School, he burst into tears, telling me between sobs that this job would be boring and that I should say no. (Note: it has not been boring.) A few months later, Mac began his Haverford career by walking into the year’s Opening Ceremony hand in hand with two Form VI students. On the way home from school that day, Mac said, “Daddy, I love Haverford.” Such is the power of tradition, community, and mentorship. On that day, thanks to a tradition that unites our youngest and oldest students and teaches them that they are part of something larger than themselves, Mac and his classmates experienced their first moment of mentorship at The Haverford School. I watched with pride as the Form VI boys tended to their kindergarten mentees on the Class of 1975 Field, assuaging their fears, playing games, giving high fives. Many were crouched down so they could look eye to eye at their kindergarten buddies, meeting those boys where they were to create connections and trust. For a new Head of School, these interactions served as a powerful indicator of the culture of mentorship at The Haverford School. Soon after the classes of 2022 and 2034 walked together onto Sabol Field, Sixth Former and Student Body President Mitav Nayak and I talked with the students and faculty about the virtue of the year, “Support.” I defined support as “giving yourself to others to make them better,” and encouraged them to approach each day with that mindset of support. Over the course of the year, I have come to realize that what is so special about Haverford, what is so central to the strength of our community, is not the level of support that we give to our closest friends, but rather, is the level of support we give to those who might not be our closest friends; those who came before us, are coming behind us, or are simply in a slightly different circle. The way we treat those we might not know well is ultimately what drives the health of our community. And that is what I saw on the Class of 1975 Field that

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morning; boys giving themselves to others — others who before that day, they hadn’t known, but were connected to through their allegiance to this institution and the virtues that unite us. Since that day, I have seen this culture of mentorship and support flourish. I have observed alumni provide career support to other alumni — and to our current students — despite not directly knowing them. I have seen faculty members go out of their way to provide support for a student and his family, even though the boy was no longer in that teacher’s class. I have witnessed faculty members offer their time, wisdom, and coaching to younger faculty members, despite the increased demands of teaching during a pandemic. Every day I see powerful moments of older students reaching down to younger students, even though they are years apart. And I have benefitted immensely from the support and mentorship of others; from current and former members of the Board of Trustees, who routinely go out of their way to support Annie and me; from the Leadership Team, which does outstanding work for our community every day; from my predecessors, who are always there to pick up the phone and share their insights; from other school heads, such as Sally Keidel P ’24 at Agnes Irwin and Marisa Porges at Baldwin, who have provided generous support throughout my first year; from countless other alumni, and current and former families, who have gone out of their way to connect with me and provide their support; and last but certainly not least, from the boys at Haverford, who have been such a source of guidance, support, and joy during my first year. I could not be more grateful for our culture of mentorship, and excited to work together to enhance and extend it in the months and years to come.

Tyler Casertano, Head of School

AROUND THE QUAD

Tyler Casertano installed as Haverford’s Head of School After delays due to COVID-19, Tyler Casertano was installed as Haverford’s Head of School on April 30 in Centennial Hall. Casertano is the 10th person to hold the position since Haverford’s founding in 1884. The celebration included reflections from students about time they’ve spent with Casertano this school year. Student Body President VI Former Mitav Nayak, II Former Tommy Gowen, and fifth grader Munashe Kachidza shared times they felt supported and encouraged by Casertano. Maurice Glavin ’83, P’14 ’16 ’20, Chair of the Board of Trustees, and Bart Smith ’95, P’28 ’30, Chair of the Head of School Search Committee, spoke about the process of finding a new Head of School, and the excitement and inspiration they felt when they met and learned more about Casertano. “It was evident to me when I first got to know Tyler, and every day since, that his superpower is his selfless, genuine commitment to investing himself in others,” said Smith. “I couldn’t be prouder

to commemorate the start of his journey at Haverford as he invests in our boys to prepare them to live lives they and this community will be proud of.” It also included a moving speech by Sherry Rusher, a close friend and colleague of Casertano’s from St. Albans School, where she serves as their Dean of Faculty. “Tyler understands that schools are, more than anything, a web of human relationships. He knows that those relationships in a school form a strong sense of institutional identity that is both lasting and elastic,” said Rusher. “He takes the time to nurture the school web, personal relationship after personal relationship, and he finds great joy in it all. What better type of person could you want to head a school, to lead by example, or to shape our children?” Casertano capped off the program by sharing a reflection of his first school year at Haverford, while looking ahead to all that is on the horizon for the School. He also spoke about his love for his family, including his wife, Annie, and their

children Mac and Bailey, during his first year at the helm. “I believe that, in a world where all too often, being a boy means opting out and self-censoring, our boys need an environment that encourages them to opt in, to be vulnerable, compassionate, empathetic, curious, and authentic,” said Casertano. “To create these types of men, we need schools that present boys with a broader menu of options and that ground those options in a set of virtues. I feel fortunate, proud, and humbled to be Haverford’s Head of School and to expand and enhance the work that we all do so well, and that I believe in so deeply.” In attendance at the ceremony were members of the Casertano family, current students and families, faculty and staff, and alumni. After the ceremony, attendees enjoyed offerings from a variety of food trucks and cheered on the Fords baseball team as they took on Conestoga at Memorial Field.

haverford.org

AROUND THE QUAD

Sixth Form spring traditions The Class of 2022 enjoyed many year-end traditions, not only ushering them into the summer months, but also marking the completion of their time at The Haverford School. The boys took part in the annual blazer fitting in January, leading to excitement and a realization that commencement would be just around the corner. The boys also reflected on their time at Haverford during the fitting session by being interviewed for the Form VI video shown to their parents and guardians, and sat for their Sixth Form portraits at the session. Another hallmark of the spring is the VI Form caricatures, which begin in April and are completed by an artist. Each boy gets time with the artist, who in turn creates a caricature showcasing the boy’s likeness, interests, passions, and any future plans. With the turn of the calendar to May, the march toward commencement continues with the Rosettes Assembly. The assembly is a time for the VI Form boys to connect with their V Form counterparts, allowing them to pass on the mantle of leadership to the incoming senior class. Many of these important and poignant traditions are supported by the HSPA and Upper School faculty and staff. Alums often point to their Sixth Form spring at Haverford as both a fun and bittersweet time as they prepare to leave Haverford.

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AROUND THE QUAD

SPEAKING ENGAGEMENTS This spring, the community heard from a number of speakers on topics ranging from the war in Ukraine to the complexity of cephalopods. Read more about the speakers who took to the podium on Centennial Hall’s stage below.

Joseph T. Cox Servant Leadership Symposium Bill Golderer ’88, P’24 ’27 discussed how each student has an immediate contribution to make at the Joseph T. Cox Leadership Symposium in early April. Golderer is the President and CEO of United Way of Greater Philadelphia and Southern New Jersey, and serves as senior pastor at Arch Street Presbyterian Church. He is also the founder of Broad Street Ministry and co-founder of Rooster Soup Company. Golderer encouraged the boys to consider how they can take initiative to fix a problem in their community or to help others. “Haverford helped me understand I have a contribution to make,” said Golderer. “Despite any insecurities or flaws, you too have a contribution. You have more than enough to participate right now.”

William Edward Gwinn ’86 Memorial Science Lecture Dr. Sarah McAnulty presented the William Edward Gwinn ’86 Memorial Science Lecture this spring. Dr. McAnulty, a squid biologist, science communicator, and the founder of Skype a Scientist, discussed the complexity of squids and the nature of her work both in the United States and abroad. McAnulty reminded the boys to find their passions and find ways to make them intersect, as she did merging her interests in both immunology and squids. “It is a matter of carving that niche out for yourself and working toward your goals,” said McAnulty.

Davis R. Parker Memorial History Lecture Dr. Timothy Snyder, one of the world’s foremost experts on totalitarianism in Europe, spoke to the Upper School as part of the Parker Lecture. Dr. Snyder is the Richard C. Levin Professor of History at Yale University and is a permanent fellow at the Institute for Human Sciences in Vienna, Austria. Upper School U.S. history students read Dr. Snyder’s book On Tyranny as part of their summer reading. During his lecture, titled “Future Freedom? War, Technology, and Democracy,” he asked the boys to consider their current

and future freedoms, and how those freedoms may be impacted by society today. He also discussed the war in Ukraine, the complicated history of the conflict, and the implications for democracy everywhere.

Edward R. Hallowell Literary Lecture This year’s Hallowell Lecture had a familiar face as the presenter: former Haverford School teacher Dr. Elias Rodriques. Dr. Rodriques is the author of All the Water I’ve Seen Is Running and is an assistant professor of African American Literature at Sarah Lawrence College. His work has been published in The Nation, Bookforum, n+1, and more. During his time at the School, he read from his novel and from a series of letters, noting how his life experiences and larger societal themes are woven into his pieces. Rodriques also took time to discuss the importance of close reading with the boys, a strategy they learn in Upper School English classes.

Best for Boys Brendan Dawson, Assistant Athletic Director and Director of Lacrosse Program at Haverford, presented the spring Best for Boys lecture on May 4. His discussion focused on athletics as an extension of the curriculum at Haverford, with special attention to developing skills like leadership, determination, and self-motivation. His discussion showcased ways that students and their parents and guardians can build these and other skills that are beneficial long after playing days end. During his lecture, studentathletes took part in a panel to discuss these skills and how they’ve developed while playing sports at Haverford. Read more about the various speaker series at Haverford by going to haverford.org/speakers or by scanning the QR code below.

haverford.org

AROUND THE QUAD

Relationships form opportunities As a guest on “The Behavioral Corner” podcast, John Brazer ’83 explained how a chance meeting at a wedding led him to his current role as the “Director of Fun & Games” for the Phillies. “You never know who’s going to turn your life around,” he reflected. He listed the important connections he’s made over his life and career — all the people who helped him succeed and who make his work worthwhile. As a frequent partner to the Upper School Entrepreneurship Club, Brazer teaches the boys how to form those relationships. He contributes his perspectives alongside many other supportive alumni visitors to the club, such as Jeffrey Green ’13 (pictured at left), who visited the club in May to discuss his experiences in the banking industry. Upper School Spanish teacher Brooke Kenna leads the club, collaborating often with Palmer House, the Alumni Executive Council (AEC), and the Young Alumni Committee (YAC) to connect experienced alumni with the fresh-faced innovators among the student body. VI Former Jake Adler, one of the club’s four presidents, said, “It’s about building relationships in the business world, learning how to reach out or shoot an email to different contacts. It’s about that real world experience.” The club also offers a chance for innovation, such as in their recent Shark Tank-style competition. In his team’s attempt to create, produce, and market a smoothie maker, he learned about the hard work that goes into business practicalities. Through opportunities like the Entrepreneurship Club, Haverford students graduate with experience as networkers, innovators, and, ultimately, entrepreneurs.

Haverford acquires 43-acre property The School purchased a 43-acre parcel of land in Radnor Township this spring. The property, located less than three miles from the Lancaster Avenue campus, is zoned for Planned Institutional, allowing for school usage. The property features a mansion, several smaller structures, and playing fields. The School does not have any planned use for the property and is seeking out the community’s help in determining the usage. “The South Roberts Road property provides the School with an important opportunity to impact this and future generations of Fords,” said Head of School Tyler Casertano. “We have the ability to expand our offerings, while maintaining our commitment to Haverford’s mission, vision, and values.”

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AROUND THE QUAD

From Pliny’s perspective While scientists speak of tectonic plates and pressure systems, natural disaster survivors confront the limits of their languages in describing the horrors of falling ash, rising waters, and swirling winds. The expert educators in the Middle School crafted a lesson from these global tragedies, employing the boys’ skills in historical research, creative writing, world languages, and scientific analysis. The project begins with the scientific explanations—what conditions cause these events on our planet? Form I science teacher Mario Masso equips the boys with knowledge of the natural phenomena that can lead to disaster. The boys then travel to their Chinese, Latin, and Spanish courses to learn about the specific events that affected the native speakers of the languages they’re learning. In Kerry Kettering-Goens’ Spanish class, the lesson is personal. Her mother, brother, and grandmother witnessed the devastating Guatemalan earthquake of 1976. The boys listened to a recording of her parents’ firsthand accounts from that day. Finally, in an exercise of empathy, creativity, and research, the boys drafted newspaper pages that focused on a natural disaster that affected people who spoke their language of study. The pages each include a news story, an imagined interview with a survivor, and a creative first person account in Chinese, Latin, or Spanish. As Masso explains, “This project builds on the skills the students form in their other classes, like citing their sources and crafting a narrative.” Kettering-Goens echoed Masso, saying that the project “offers a view of cross curriculum, diversity, and education as it should be, bringing a science topic that might otherwise be just memorized facts to life and connecting it to a people and culture in an authentic and valuable way.”

Service Board leaders and pre-k students make lunches for local shelter In a fun cross-divisional service effort, Upper School leaders on the Service Board partnered with pre-kindergarten students to make lunches for the Life Center of Eastern Delaware County shelter. Together, the boys made sandwiches, bagged cookies, packaged fresh fruit and water for boxes to be delivered to the shelter. The Service Board also works in collaboration with the shelter during the winter months to provide the organization with hats, gloves, and mittens as part of the Share the Warmth campaign. Life Center of Delaware County, a homeless shelter and soup kitchen located in Upper Darby, houses 50 individuals at any given time and serves more than 160 residents per year. haverford.org

AROUND THE QUAD

CURRICULUM SPOTLIGHT: LOWER SCHOOL SCIENCE

Amplify Science

The Lower School science curriculum is based on a program called Amplify Science, which uses a mix of hands-on experiments, digital tools, and literacy skills. While the curriculum was first introduced in 2020, the hands-on nature of the program was interrupted by COVID-19. “Amplify is a literacy-based science curriculum that focuses on expanding a student’s language and literacy skills, while also providing them with a multitude of opportunities and activities that encourage them to develop their natural curiosity about their world and to think like a scientist,” said Head of Lower School Dr. Pam Greenblatt. Boys in Lower School science teacher Eve Schwartz’s class have explored a range of scientific topics this year, including electricity, light and sound, and the environmental impact of pollution as it relates to water. Students in her kindergarten class have also completed a year-long scientific goal this year: welcoming Monarch butterflies to the Quad. As part of their unit on plants and animals, the boys started by prepping the grounds back in the fall by weeding and taking steps to promote growth in the butterfly garden on campus. “The boys had to utilize hands-on investigation, outdoor exploration, and make literacy connections to learn what was going to best support their garden,” said Schwartz. “This spring, they continued their investigating by exploring what it means for a plant to grow, and what the ideal conditions are to produce a flourishing garden that welcomes butterflies.” Lower School boys in grades pre-kindergarten through fourth grade have science with Eve Schwartz. Below, a sample of the units she and her young scientists explored this year: Kindergarten

PLANTS AND ANIMALS Boys explored the needs of plants and animals, and how humans impact the environment in different ways.

LIGHT AND SOUND

Collaborating with Lower School art teacher Molly Porter, students created artwork showcasing transparency.

First Grade

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Second Grade

WATER Boys explored runoff, pollution, and how water flows.

BALANCING FORCES

Students investigated chain reactions and experimented with magnets.

Third Grade

Fourth Grade

VISION AND LIGHT The boys undertook an eyeball and chicken wing dissection to explore this unit.

AROUND THE QUAD

Seniors finish their Haverford experience with a taste of the real world Each year Sixth Formers are tasked with an end-of-the-year assignment that gives them an opportunity to explore life after Haverford. These graduation projects take place during the last three weeks of the school year and the boys have four options they can pursue. INTERNSHIP—Some students like to use this time to explore a professional setting or gain experience in a particular field INDEPENDENT PROJECT—This is an intensive study of a subject or personal interest. Examples include learning a new language, taking cooking classes, or painting a mural. SERVICE PROJECT—In conjunction with the Haverford Service Learning office, students volunteer their time to make a positive contribution to their community. SPRING STUDY—During spring study, boys complete three one-week courses on the transition from high school to college and the real world. During week one, the boys learn strategies to succeed in college. Throughout week two, boys listen to alumni presenters about their career paths. Finally, week three is known as “life skills week” where the boys learn “25 things all men should know.”

“The graduation project program is an important part of what we do here in the Upper School,” explained Upper School history teacher and graduation projects coordinator Tim Lengel ’07. “By going out into the wider world and applying the many lessons they’ve learned here at school, our students begin to make the transition from Haverford student to Haverford man.”

Six steps to LAUNCH From the State Fair in the fall to the Walk for Water in the spring, second graders engage the process of design thinking and the LAUNCH cycle in projects that are meaningful, relevant, and fun. Design thinking is a creative-thinking process that encourages both problem solving and risk taking, while the LAUNCH cycle includes six steps that build confidence in presenting to an audience. These steps include: Look, listen, and learn Ask a ton of questions Understand the process or problem Navigate ideas Create a prototype Highlight and fix As second grade teacher Cheryl Saunders explains, “This cycle allows students to understand the impact they can make on the world and to empower them to believe in themselves.” (photo) At this fall’s State Fair, second grader Ayden Robbins, dressed as Revolutionary War hero Ethan Allen, presented his research on the state of Vermont to his first grade audience: his brother, Cole Robbins, and Benjamin O’Hara.

haverford.org

AROUND THE QUAD

Something Rotten! It’s tough being a contemporary of the greatest of all time, and no one knows that better than the Bottom brothers, Nick (Sixth Former Will Rubin) and Nigel (Fifth Former Julian Caesar) in “Something Rotten!” For three days in March, Nick and Nigel shared the Centennial Hall stage with none other than esteemed playwright and Renaissance rockstar William Shakespeare (Fifth Former Harvey Pennington). Through song and dance, “Something Rotten!” showed how the brothers learned to trust themselves more—and William Shakespeare less.

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ARTS

The Addams Family From April 22 to 24, Wednesday Addams’ new love tested the togetherness of her “all-together ooky” family in the Middle School musical performance of “The Addams Family.” The fun and frightful show added the Beineke family and the Addams family ancestors—from Napoleon to Elvis—to the familiar cast of Addams family characters. Through tangos and torture, the Addams and Beineke families overcame their insecurities and found their focus in love.

haverford.org

ARTS

The Monster Mash The color of ice cream can be a contentious topic, especially among third graders designing a papier-mâché monster together. Truly, it depends on the flavor, but which sweet treat would their monster prefer? Lower School art teacher Molly Porter’s take on the longstanding Haverford tradition of the monster project emphasizes this sort of collaboration. The boys began with their own sheets of paper, where they could draw whatever monsters they imagined. The focus among the boys at this stage in the process was admirable, with the contented silence broken only periodically with an excited announcement—“Mine looks like Spongebob!” and “Mine has a mustache!” In the next phase, the boys gathered in groups, combining their designs to make miniatures in papier-mâché. This was a crucial stage, moving the project closer to one culminating creation, but also the first real test to their teamwork. As the group with the ice cream-eating monster proved, the boys are ready for the challenge. And ice cream is pink.

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Lower School boys singing once again If you walk by the Lower School music classrooms, you may hear something both delightful and long-awaited by the community: the singing of Haverford’s youngest boys. After a long hiatus due to COVID-19, Lower School boys, many for the first time, are able to sing in the classroom together. In Lower School music teacher Valerie Case’s classroom, the boys are working to establish healthy vocal habits and proper in tune singing technique. “For some of the younger students, this is their first time they have sung at school,” said Lower School music teacher Valerie Case. “I was thrilled, but not surprised, at how quickly the boys are demonstrating proficiency in proper singing techniques.” While the Lower School choir will re-convene in the 2022-23 school year, the boys expressed excitement at being able to sing together again in class. During class time, the boys are learning a variety of new songs, like “Little Liza Jane” and “Money Honey,” as well as performing some old favorites like “Old Mr. Rabbit.” “The boys love any song that has a game attached to it in some way,” said Case. “To me, the boys learning singing techniques after these long months is providing sheer joy.”

ARTS

Light as a medium Wooden lanterns crafted by Form II students in Middle School visual art teacher Nate Pankratz’s class illuminated the Middle School Maker Space this year. “The objective for our Lantern Project was to ‘shape light,’” as Pankratz explained. “Light was the constant that every student was given for this project. How they chose to shape that light was the variable. Using plywood, math, a set of calipers, and some CAD [Computer-Aided Design] training, boys were asked to design, prototype, and fabricate a hanging lantern.” The projects required mathematical acuity, with some of the more complex designs involving consultation with Upper School mathematics teacher Nathan Bridge. Bridge helped Second Former Jake Horowitz calculate the obtuse angle of two faces of an icosahedron for his lantern. As Pankratz shared, “Nate was absolutely dynamite, and took us through the calculations as well as the history of this shape as it related to the golden rectangle, Fibonacci sequence, science, and art history.” Excellent resources like our faculty, the 3D printer, and the Maker Space enabled students to create these gorgeous works of practical art.

haverford.org

ATHLETICS

BASKETBALL Coach: Bernie Rogers Overall Record: 6–17 League Record: 2–8

WINTER SPORTS HIGHLIGHTS

Biggest team achievement of season: Winning PAISAA playoff game vs. Abington Friends Individual Accomplishments: Sixth Formers Matt Kearney and Dave Kearney were selected for the All-Star Labor Classic Team Highlights: • Advanced to the championship game of the McBride Classic • Defeated eventual Inter-Ac co-champion Penn Charter • Upset Springside Chestnut Hill 57–50 in front of a raucous crowd at Haverford • Dave Kearney finished the season in the top 5 for scoring in Inter-Ac play.

ICE HOCKEY Coach: Thomas Lindberg ’07 Overall Record: 4–10 League Record: 3–7

Biggest team achievement of season: With no 2020-21 season and a new head coach at the helm, this team re-established the necessary foundation to become a top-tier prep hockey program in the Mid-Atlantic. Individual Accomplishments: 1st Team All-Independent Hockey League: Peter Kaplan (D) 2nd Team All-Independent Hockey League: Ned Cutler (F), Ben Fine (D) Team Highlights: • 4-2 win over Hill School under the lights at Spring Mountain’s outdoor rink

SQUASH Coach: Alex Stait Overall Record: 15–1 League Record: 4–0

Biggest team achievement of season: Beating Brunswick, the second-best team in the country, 4–3 at Haverford. Captain and Sixth Former Mitav Nayak won the deciding match in front of a large crowd. Individual Accomplishments: 1st team All-Inter-Ac: Andrew Glaser (MVP of the league), Mitav Nayak, Grady Herbert, Matthew Kang, Graeme Herbert, Owen Yu 2nd team All-Inter-Ac: Devon Li, Jamie Stait 1st team All-MASA: Andrew Glaser, Graeme Herbert, Grady Herbert, Mitav Nayak 2nd team All-MASA: Matt Kang, Owen Yu

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ATHLETICS

Team Highlights: • 3rd in the country at Nationals • Inter-Ac Champions • Just one loss in the season at Nationals (semifinal match)

SWIMMING AND DIVING Coach: Sean Hansen Overall Record: 3–2 League Record: 2–2

Individual Accomplishments: All-American: A.J. Rosenberger All-Inter-Ac: A.J. Rosenberger, Max Marr, Zack Oswald Team Highlights: • Finished 3rd in the league • Finished 8th at Easterns

WINTER TRACK AND FIELD Coach: James Hawkins

Individual Accomplishments: Patrick Donaher was all-state in shot put and set a new School record of 56’-0”. Joshua Allen was all-state in triple jump and high jump, setting a new School record for the latter at 6’-3. Biggest team achievement of season: Effort. The effort that was displayed under a new coaching staff and philosophy can be a difficult task. Our winter track season was built on effort. That was by far our biggest achievement.

WRESTLING Coach: Jesse Sataloff Overall Record: 14–10 League Record: 3–2

Individual Accomplishments: National Prep Finalist, All-American, and Prep State Finalist: Billy Brosko Winner of the Pottstown Invitational and the tournament’s Outstanding Wrestler award: Jay McDonnell Team Highlights: • Beat EA in all competitions • Jay McDonnell winning “Outstanding Wrestler” award after winning the Pottstown Tournament • 5 National Prep Qualifiers • Placed 6th at Prep States

WINTER SPORTS HIGHLIGHTS

Team milestone at The Haverford School: A.J. Rosenberger broke the School’s longest standing diving record

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ATHLETICS

New athletics seminar prepares students as servant leaders

New to The Haverford School this year is the Athletics Leadership Seminar. Moderated by Director of Athletics Michael Murphy and Assistant Director of Athletics and Director of Lacrosse Program Brendan Dawson, the seminar is open to any fifth form student who has expressed an interest in leadership and also has a desire to be a captain of an athletics team on campus. The seminar meets every other Wednesday and is designed to prepare fifth form athletes to be ready to lead their team as sixth formers next year. “It has been a fun experience working with our fifth formers exploring leadership and discussing different topics,” said Dawson. “They’ve done a great job of identifying areas and opportunities for them to positively affect the Haverford School community as servant leaders.” Coaches cannot be everywhere and this seminar is meant to instill in the boys the growth mindset to treat any issues as they arise and to not let problems fester in the locker room or on the sidelines. This seminar offers ways for team leaders to address those and other issues in an appropriate manner and stop them before they become major issues. The students had a number of speakers throughout the sessions, all focusing on different aspects of leadership. Director of Diversity, Equity, and Inclusion Rhonda Brown presented to the boys in March and explained to the boys the best ways to handle

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conflicts on their team. She asked the boys to be aware of music they are playing or language they are using that may be offensive to another member of the team. She also encouraged the boys to be a voice for those being mistreated. Professional lacrosse player Brodie Merrill visited with the group in April and discussed his leadership experience as captain of numerous professional lacrosse teams. Merrill, a former Philadelphia Wings captain and All-American at Georgetown University, reflected on the importance of being a servant leader. He urged the boys to serve the people they lead and to focus on their growth and well-being. He advised the boys to put their team’s success over any individual accolades. This year’s seminar included 34 fifth formers. Other presenters included Coach Murphy, Coach Dawson, and alumnus Dave Stilley ’92. If you would be interested in speaking to the boys about leadership, please contact Brendan Dawson at bdawson@haverford.org.

ATHLETICS

Fourth Former breaks 39-year-old School diving record During the Inter-Ac Diving Championships, Fourth Former A.J. Rosenberger broke the School’s varsity 6-dive record, which was previously held by Brian Crochiere ’83. Rosenberger recorded a score of 290.80, besting Crochiere’s previous mark of 288.25. Rosenberger’s score earned him second place in the championships. Crochiere, an avid fan of Haverford diving, was in attendance cheering on the divers at the event. To make the moment even more special, both Rosenberger and Crochiere were able to pose for pictures following the event.

Keith Cappo named Director of Soccer Program The Haverford School has named Keith Cappo Director of Soccer Program and will teach math in the Upper School. He assumes this role July 1. “I am extremely excited to get back in the classroom and to continue to build on Haverford’s strong tradition of success on the soccer field,” said Cappo. “I’ve been impressed with the School’s core virtues that focus on the development of men of character, and I cannot wait to create an environment both on and off the field that will build confidence and foster growth.” Cappo joins The Haverford School from Ursinus College, where he served as the head coach of the men’s soccer team for six seasons. Last year, Cappo received Centennial Coach of the Year honors. Cappo brings valuable experience coaching at the Division I, II, and III levels to Haverford. “In Coach Cappo, we found an experienced and accomplished soccer coach who also fit in with Haverford’s tradition of the teacher/coach model,” said Haverford’s Director of Athletics Mike Murphy. “Keith understands the proud tradition of the InterAcademic League and the high level of competitive soccer he is entering at Haverford.” Cappo played collegiate soccer at Catholic University, where he was selected as an All-Capital Athletic Conference player as a senior and earned All-Academic Team recognition two years in a row.

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STRONG RELATIONSHIPS, PROFOUND EXPERIENCES

MENTORSHIP AT HAVERFORD

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“Mentorship” doesn’t show up in The Haverford School’s core documents. It isn’t etched in stone on the Walk of Virtues, nor does it make an appearance in our mission, vision, or Essential Qualities of a Haverford School Graduate. And yet, it is certainly part of the fabric of the School. It is that invisible thread that links all Fords past and present; the stitch that brings those familiar with Lancaster Avenue together. It is the reason families choose Haverford, and why they keep choosing Haverford at the highest rate among our peer schools year after year. The relationships are the gift that keep giving, long after someone graduates from Haverford. Examples of mentorship are all around us. A student brings a challenging question to a teacher, and they set off to find the answer together. An alumnus hears of a new business venture by a fellow alumnus, and he offers guidance on scaling products. Upper School boys offer each other support and space to share raw emotion during Peer Mentorship in the Upper School. Perhaps mentorship doesn’t appear in any of the core documents because it doesn’t have to be printed in ink for it to form the foundation of the School’s community. Technical teachings

Upper School students mentored their Middle School counterparts during their production of “The Addams Family” this spring. The older boys supported the Middle Schoolers as they learned about stage management and the soundboard in Centennial Hall.

In the run up to the opening performance of “The Addams Family” by the Middle School performing arts department, there was a frenetic, but excited, energy found in Centennial Hall. There were last-minute preparations to the set and a final tweaking to the stage performance, but there was also in-depth and deeply technical learning happening, with Upper School boys serving as teachers and mentors. Upper and Middle School students find themselves elbow to elbow painting sets, setting a smoke machine off using dry ice, or pulling curtain lines. Together, they are making a show come to life. “Upper School boys are working directly with their Middle School counterparts to teach them about elements like stage management and lighting during a production,” said Darren Hengst, the Grace and Mahlon Buck Chair in Performing Arts. “The boys shadow the Upper Schoolers to learn, but then the Middle Schoolers take over and the older boys are there just to assist should something go awry during the show.” Boys at both age levels enjoy the connection. When discussing how the partnership is going, members of both cohorts shared that it isn’t necessarily about learning how to cue up the lights, or ensure the correct props are ready for the actors. Instead, it’s about how to be confident in your decisions and to collaborate as a member of a team. “I don’t think of what I’m doing as ‘teaching’ the Middle Schoolers. Instead, I see myself as being available and being ready to listen to them,” said

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Chase Nelson, a fifth former mentoring the stage crew. “They’ve asked me more about life and school than about stage crew needs.” Nelson will be stage left during the performances, supporting the Middle School boys in charge of making the show’s backstage run seamlessly. One such student is Desmond Heneks, a Form II student in charge of props backstage. “I’ve spent time with the Upper School boys both working in the woodshop on the set and learning about the backstage needs for the show,” said Heneks. “I was surprised how similar they are to me, despite being a little older. They were in my shoes not too long ago.” It’s that shared experience that makes this program so successful in its first year. The Upper School boys can recognize the uneasiness with learning something so technical; the Middle School boys are given a resource and a role model. “This is a great example of how cross-divisional work can lead to transferable skills and collaborative mentorship at Haverford,” said Hengst. “It solidifies a brotherhood that some of these students may not have found anywhere else. The Middle School boys become sponges when the Upper School boys are around, so they learn about the technical aspects of a show, but also just how to be a boy.”

A brotherhood

In 2018, members of the class of 2020 pitched a new club idea: let’s have Upper School boys spend intentional time with Lower Schoolers on a regular basis. The goal was for the young boys to learn from the Upper School students, and for the older boys to learn about how to offer mentorship to others in the community, especially those in the Lower School. They called it the Brotherhood Project. Over the last two years, COVID-19 prevented much in-person connection for the boys. This year, Director of Diversity, Equity, and Inclusion Rhonda Brown has brought the program back into focus, with a nod to mentorship in a variety of ways, including through representation. “I am always interested in creating and nurturing a sense of belonging for all boys,” said Brown. “I can’t think of a better way to show someone that they are valued than by taking the time to mentor them, which is exactly what the Brotherhood Project seeks to do.” Brown worked with the Upper School boys to read “Brotherhood Books” to the Lower Schoolers via video. The Upper School boys chose a book related to a part of their identity, whether their race or ethnicity, religion, family structure, or an interest. The Lower School boys then select a book to be read to them, with a split-screen on the book’s pictures and the Upper School narrator. Boys can access the books while on campus, as all Lower School teachers have access to the videos. A bonus: all the books can be directly tied to one of the School’s 24 Core Virtues. “The reason this type of mentorship works at Haverford is because it is coded into the DNA of the School,” said Brown. “There are so many mentoring opportunities that have become important traditions, including the Walk of Virtues on Opening Day, or the Form II Rite of Passage. These are natural extensions of School traditions and expressions of support.” The mentorship program has plans to expand the 20

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Brotherhood Book library by 40 videos each year. Classes are also getting involved in the project, with Upper School public speaking classes including it as a project next year, opening the project up to a wider number of boys, all with different perspectives and guidance to share. As the program grows, the younger boys will always have an Upper School boy to look to as an example of being a Ford. “Upper School boys remember who they were in Lower and Middle School and seek to give back. That desire to give back is balanced by the need of the Lower and Middle School boys to see themselves as long-term stewards of the campus and as members of a lifelong Haverford brotherhood,” continued Brown.

The alumni connection

Dave Stilley ’92’s answer to a question about why he came back to Haverford to speak at a recent Athletics Leadership Seminar was straightforward. “I came here to give back to the boys who are here now,” he said. This type of sentiment is common among alumni of the School, with many actively looking for ways to support and connect with current Fords. They recognize the support they received while students, and see the value in what they have to offer: their time and attention. In Stilley’s case, he dedicated a Wednesday morning to talking about something he has come to be passionate about in his work at Gartner: being a student of leadership. He shared lessons about being a strong leader, but also about being a good person and showcasing integrity. “Leadership isn’t about taking the most popular path, but the path that is hard,” said Stilley. “It is having the courage to make that decision.” Stilley’s lecture also focused on a long-term connection. He closed his lecture by inviting all 35 of the boys to connect with him directly to continue the conversation about leadership and, when the time comes, to network for professional careers. He also acknowledged that these relationships are a two-way street. “I’m a student of leadership,” said Stilley. “I can learn a lot from you, just as much as you can learn from me.” Such is the nature of athletics, when all must work together to reach a common team goal, Stilley summed up what many alumni feel when working with the boys: the relationships that bind Fords together is mutually beneficial, with all able to support one another in infinite ways.

Dave Stilley ’92 offered his support and expertise to students during an Athletics Leadership Seminar session this spring.

EXPANDING POSSIBILITIES “

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This building was designed with change in mind,

says Head of Middle School Dr. Jay Greytok ’83. He remembers the old Middle School building, Crosman Hall, which had been retrofitted to meet students’ expanding needs and interests. In the new building, opened in the fall of 2020, more than 30,000 square feet of dynamic classrooms, maker spaces, and gathering areas invite possibility. As Greytok explains, “we recognize that we can repurpose, but, through this design, we don’t have to.” The Middle School welcomes today’s students, but also tomorrow’s.

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THE FURNITURE Tables that lift and lower reflect the exciting Middle School curriculum that has boys both on their feet and focused in their seats.

From the backrests to the baskets to the wheels, the Middle School’s chairs encourage creativity, organization, and collaboration.

With touch screens and tools that inspire interaction, Clevertouch boards balance sophisticated technology with intuitive design to encourage student participation at the front of the classroom. Locker pods surrounding collaboration spaces keep the chaos contained, teaching the boys organization and promoting care for a shared space. Cubbies and closets hold instruments and sports equipment, easing transitions in the boys’ busy days.

The Worth Atrium welcomes boys to school with a reminder of our community's shared virtues etched on the wall. Casual tiered seating in natural wood complements the industrial-style Maker Space to create a community room that is full of life and light.

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The immersive sound system keeps boys engaged, dropping them into their lessons with auditory experiences like voices from the past and the sounds of nature.

THE CLASSROOMS Carpet squares allow for “oops!” and enable simple swaps after spills without having to replace the entire carpet.

“Designed with the future in mind,” the Maker Space is a place for possibility with fittings that will continue to inspire creativity far into the future. A garage door and large windows invite curiosity and inspire interest in the lessons that happen here. “The visibility of the Maker Space also reinforces Haverford’s belief that learning happens outside the classroom as well as inside the classroom,” said the building’s architect Maarten Pesch. Special treatments on the windows maximize the boys’ view of the Clevertouch boards, while maintaining comfortable classroom temperatures from the heat of summer to the chill of winter. The windows, their building materials, and the green roof that efficiently manages storm water, all aided in the pursuit of LEED Silver certification.

THE BUILDING The Learning Commons hosts quiet conversations and collaboration with flexible furniture and lots of natural light. As Pesch explains, “Here, students can do homework, small group work, and meet with the learning specialist in their classroom. This is a dedicated space for Middle School students to use as their own, as they like—something they’ve never had before.”

haverford.org

PARENTS

HAVERFORD SCHOOL PARENTS' ASSOCIATION

Parent Events

Book Fair

Spring Fling

Party for a Purpose The Haverford School Parents' Association returned to in-person events in 2022. On Friday, March 4 the One and Only Fords Party for a Purpose took place at Overbrook Golf Club. The event included a silent auction, paddle raise, food, cocktails, and dancing. The HSPA Book Fair returned to campus this year and was hosted in the Lower School Multipurpose Room on April 12-13. Lower School students were able to select their favorite books, purchase fun pencils and pens, and stock up on some snacks for the rest of the school day. On Thursday, May 12 the Lower School gathered on Eagle Field to participate in the HSPA’s annual Spring Fling. The boys enjoyed an obstacle course bounce house, carnival games, snacks, and prizes.

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PARENTS

Did someone encourage you to get involved? If so, what did they share with you that made you want to join the HSPA? EB: Dorothy Walker reached out to me, saying that she thought my energy and positivity would make me a good fit for the HSPA. KC: Debbie Rippie P’20 was my Friendship Families sponsor, and she spoke to me about volunteering at Haverford. Debbie and her husband Chris always volunteered and their encouragement led me to getting involved too. What would you say to someone who is interested in volunteering, but doesn’t know where to start? EB: The HSPA meetings are open to all parents and guardians. If you’re interested, the immediate option would be to join one of our meetings and ask questions. Another option is to chat with a class parent to get a better understanding of processes and events. I learned so much about the events and special activities handled by the HSPA. It truly is a special group within The Haverford School.

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In conversation with Erica Booth P’27 ’31 and Kim Carter P’24 What is your first memory of volunteering at Haverford? EB: I volunteered at the Perfect Present event for my oldest son. It was his first year at the School and I wanted to jump in and lend a hand. I also wanted to meet other parents and guardians of his classmates. KC: I recall helping as a volunteer for the Martin Luther King Jr. Day of Service event in the Dining Hall. The boys were packing meals to be distributed to the food insecure in the community, we had a clothing drive for a local homeless shelter, and so much more. It was such a fun day of service and everyone had a great time. Do you have mentors within the HSPA? If so, how have they encouraged you over the years? EB: I’ve always felt like I can rely on Kim. While I’m still fairly new to the HSPA, my relationship with Kim has grown exponentially and I know that if I ever have questions or concerns, I can always call Kim. KC: I love the relationships with the other parents and guardians I’ve met, and I’m fortunate to count many as mentors. Dorothy Walker P’22 ’24 ’27 and Kristin Vollmer P’23 have been great resources within the HSPA. I also connect often with former HSPA chair Ann Glavin P’14 ’16 ’20 for advice. I’ve also found a great mentor in Caroline DeMarco P’20 ’22. I’m lucky to have experienced moms and dads to reach out to and it has definitely enhanced my Haverford experience.

KC: I would agree to connect with a class parent. They send out a monthly class letter that lists activities and volunteer opportunities. Getting involved within the class is a great start. Why do you volunteer at Haverford? EB: I volunteer because I want to show up for my children at as many events as possible. Above all, I love seeing their smiling faces when I volunteer at an event. It warms my heart. KC:I love to volunteer and be involved. It is a great way to learn a new skill and meet great people. In addition, my son loves to see me on campus volunteering (although he pretends he doesn’t)! Can you think of a time when you knew Haverford was the right place for your son and your family? EB: I remember being at a new family social event many years ago, and unfortunately someone had a medical issue. The way the members of the community reacted—both from the School and from the new families—just left me in awe. There was such compassion and an outpouring of care to the individual within seconds. I knew we were in a place where support and care for others was paramount. KC: My family has been at Haverford since pre-k and we were assigned a Friendship Family to help us navigate the School in the first year. I knew immediately after my experience with this family that Haverford goes above and beyond to make sure everyone has a great experience. The Friendship Family invited us to their home, gave us uniforms that their son outgrew, and became our friends. They truly cared about us and our Haverford experience.

Interested in getting involved with the HSPA? Contact Dorothy Walker P’22 ’24 ’27 at dwalker@haverford.org to learn more!

haverford.org

ALUMNI

Alumni Weekend 2022 For the first time in over two years, Alumni Weekend returned to an in-person format on April 29 and April 30. To kick the weekend off, The Heritage Society hosted the Golden Fords Luncheon at Appleford Estate, where the Golden Fords welcomed the newest members of their club and were entertained by The Notables. Friday evening, alumni of all class years gathered at the Appleford Estate for the Alumni Cocktail Reception to celebrate their love of Haverford. Saturday’s highlights included the Service of Remembrance, Installation Ceremony for Head of School Tyler Casertano, Alumni and Family BBQ during the Fords varsity baseball game, and Reunion Class Parties.

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ALUMNI

’95

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’87

’92

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’02

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To see more photos from Alumni Weekend and other events visit haverfordschool.smugmug.com or scan the QR code

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ALUMNI

Alumni Regional Receptions The Haverford School Alumni Office was busy this April hosting alumni regional receptions in Denver and Boston. The Denver reception took place on Tuesday, April 5 at Wynkoop Brewing Company, founded by John Hickenlooper ’70 in 1988. The School’s Bostonarea alumni gathered on Tuesday, April 12 at Grill 23 & Bar. Over 30 Haverford School alumni shared some laughs, reminisced about former teachers, and made new connections during the evening.

Arts Fest This year’s Arts Festival celebrated the Haverford community of creative individuals with an online exhibit of alumni, student, and faculty artwork. Submissions included works from alumni, current students, parents, and faculty and staff of The Haverford School. This year’s featured artist was Eric Fisher ’78. Fisher, the founder and a principal architect at the Pittsburgh-based firm Fisher ARCHitecture, presented to the Upper School boys on Thursday, May 5. After being introduced by art department chair Christopher Fox, Fisher explained to the boys that it was his first time back to Haverford in 40 years. He later shared some of his projects with the Upper School students.

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ALUMNI

ALUMNUS SPOTLIGHT

Kharon Randolph ’18 In his fourth and final year playing for Haverford’s varsity basketball team, Kharon Randolph earned the Markward Club Philadelphia Player of the Year award. That same year, the Fords won the Inter-Ac basketball championship. Randolph recently finished a successful college basketball career, graduating from Holy Family University with a degree in psychology. What is your favorite memory from your time at Haverford and why? My favorite memory at Haverford was my final season as a member of the basketball program. That 2017–18 team became the first Haverford basketball team in 19 years to capture the Inter-Ac basketball title. We always talk about the word brotherhood at Haverford and for good reason. The relationships and camaraderie I built with my teammates during that season— from our trip to Virginia to going undefeated in the Inter-Ac and every practice and team bus ride in between—those experiences, interactions, and bonds built with my teammates and coaches will stay with me my whole life. Talk about your relationship with some of your mentors and people you relied on at The Haverford School. Mr. Peters (Ted Peters ’68) has played a huge role in my life. He supports scholarships and tuition assistance at Haverford which helped my family and me afford the School. But my relationship with him goes far beyond that. All throughout Upper School and even in college, Mr. Peters would check in on me. We still go to lunch a couple times a year. He has introduced me to many different people and has helped me build a network of friends and connections. This past winter, he came to my last college basketball game, which really meant a lot to me. He came early, so we had some time to talk and catch up. Also, Coach Fairfax (Henry Fairfax ’99) really helped me adjust to Haverford when I came there freshman year. My relationship with Coach Fairfax was bigger than basketball. He truly helped me navigate the everyday life of Haverford. I could talk to him if I was having a tough day or a difficult class because we had similar upbringings and he had already been through what I was going through. I would also be remiss if I did not mention the impact Mr. Evans (Director of Admissions and Community Life Donta Evans P’27) had on my life. I spent a lot of my free time during my Haverford days hanging out in the admissions office and Mr. Evans was a great role model for me. He was a college basketball point guard, which is something I aspired to be. He gave me great advice and was always someone I leaned on.

To read the full interview, please scan the QR code or visit haverford.org/big-room-blog

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board of trustees,

2021-22

REFLECTION

South Roberts Road: a landmark purchase By Wade McDevitt P’28 ’30

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

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

special thanks Thank you to everyone who contributed to this publication: Erica

Booth P’27 ’31, Kim Carter P’24, Wade McDevitt P’28 ’30, and Kharon Randolph ’18.

front cover:

Lower School boys break in the new playground, which opened in March near the Quad.

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HAVERFORD SCHOOL TODAY

Haverford School Today Summer 2022

Articles inside

Parents

Class Notes

Strong Relationships, Profound Experiences: Mentorship at Haverford

Arts

From the Head of School

Athletics