HAVERFORD SCHOOL
board of trustees, 2022–23
Amy Baker P’24 ’26
Kenneth M. Bate ’69
Amy C. Briddell P’23 ’30 ’33
William T. Caddell Jr. ’91
Tyler Casertano, Head of School
Hans R. Davies ’95
Caroline R. De Marco P’20 ’22, Secretary Randall T. Drain Jr. ’01
Thaddeus J. Fortin ’77, P’09
Maurice D. Glavin ’83, P’14 ’16 ’20, Chair
Jack Kirkpatrick ’88, P’20
Barbara Klock P’23 ’23
Jeffrey F. Lee ’95
George B. Lemmon Jr. ’79, P’12 ’19, Vice Chair, Treasurer
Quincy B. McCoy P’24
Wade L. McDevitt P’28 ’30
Jonathan R. Morgan ’03
Martha Ortiz P’21
Ravindra A. Reddy ’90
G. Bart Smith ’95, P’28 ’30
Nafis Smith ’99
Fitz Daniel T. Tepper ’12
Edward M. Trusty Jr.
G. Nash Waterman ’98
Roland Yang ’10
corrections: In the last issue of Haverford School Today, Fred Gieg’s ’49 date of death was misprinted. He passed away on Nov. 30, 2022.
head of school Tyler Casertano • assistant head of school Mark Thorburn
chief financial officer Peter Maas • managing editor Sarah Garling
editors Keith Czarny and Alexis Hope • layout/design Emma E. Hitchcock printer Intellicor LLC., Lancaster, Pa. • photographers Active Image Media, Andrew A. Bailey ’02, Keith Czarny, Sarah Garling, Eamon Glavin ’14, Jenn Hallman, Alexis Hope, IV Former Amir Johnson, Katie Jones P’29 ’32, Dr. Michael Nance, Jim Roese Photography, George Wood ’75
contact Sarah Garling, Director of Marketing and Communications; 484-417-2764; sgarling@haverford.org
address changes Please send address changes to Palmer House at palmerhouse@haverford.org
about Haverford School Today magazine is published for alumni, families, grandparents, and friends of The Haverford School. Nonprofit postage paid at Southeastern, Pa., and additional mailing offices.
Copyright © 2023 The Haverford School (all rights reserved).
special thanks Thank you to everyone who contributed to this publication: Maureen Bowman, Eric Corkhill ’75, Jennie Dillon P’26 ’28, Dr. Bridget Gurtler, Papi Harris ’23, V Former Nathan Kahana, Colin Kelly ’23, Wade McDevitt P’28 ’30, V Former Bobby Popky, Jasir Plumer-Butler ’23, Asim Richards ’19, and V Former Christopher Schwarting.
front cover: Middle School boys in Daphne Monroy’s Chinese class lead a lesson in Mandarin during a visit to the third grade. The Lower School boys were completing a unit of study on China. back cover: Form II history students demonstrate their knowledge of Buddhism and Hinduism by rolling balls across a Venn diagram to identify which beliefs and practices the religions hold individually and which they share.
HAVERFORD
Kindergarten boys reflect during a visit to Shofuso Japanese Cultural Center in Philadelphia this spring.
Letter from the Head of School
by Tyler Casertano
This winter, Haverford lost one of its most loyal and devoted friends. Jay Wilkins ’95 passed away suddenly, leaving behind his wife McCartney and son Jack, his brother Andy ’98, his sister Lindsey, his parents Elizabeth and John, and innumerable friends. Earlier this spring I spoke with both the Upper and Middle School communities about Jay, in part because there is wisdom in his story that I wanted to share with our boys, and in part because I was struggling with losing a friend so abruptly. To me, Haverford is at its best when we share ourselves with each other in a way that makes us stronger, braver, kinder, and wiser. My hope was that sharing Jay’s story with our students would help ease some of the pain that I felt and would help teach our boys some of the lessons that Jay taught me. I write to you with that same sentiment. Jay Wilkins was a lifer here at Haverford and dove in headfirst to all that this community offered. He starred in shows, was a
stellar student, played on the soccer and lacrosse teams, and perhaps most importantly, was a friend to all. After Haverford, Jay served the community in a number of different roles. He was on the board of trustees for nine years, served on the Head of School search committee, and was incredibly generous to the School, often supporting initiatives that helped Haverford become a more diverse, dynamic, thoughtful, compassionate, and inclusive environment. Jay recognized the critical importance that those played in Haverford becoming its best self.
Jay had a profound ability to identify and isolate the heart of an issue; to drill down to what actually mattered. He understood that the one thing that often prevents people from reaching their potential—from growing from the person who they are into the person they can become—is courage. It was at Haverford that Jay learned to conquer his fear and reach his full potential. That is why he loved Haverford. He recognized that when we are at our best, we are a community that provides each other with the courage we need to become our best selves. For Jay, becoming his best self was not just learning how to read novels, write essays, solve equations, create art, learn a foreign language, and conduct scientific experiments. Yes, Haverford taught Jay those things. But Haverford also taught Jay to understand people. It taught him the emotional intelligence that became his superpower, allowing him to manage and lead people and teams with extraordinary success. Jay operated in one of the most intense and competitive industries, and yet, in that world, he was a voice of compassion and care. Despite being consumed with spreadsheets and data, he understood that what mattered most was the way he treated people, the way he made them feel.
Leading in that manner, though, took courage. It’s not the way of Wall Street to lead with empathy. But approaching his work with a heart of generosity allowed him to earn the devotion and admiration of those who worked with him, and even of his competitors. In this regard, Jay represented the very best of The Haverford School. In an environment that at times sacrifices virtue for profit, Jay managed to live our virtues, and as a result achieved profound personal and professional success.
In the months since his passing, I have been thinking about what I and we can do to honor Jay’s legacy. To me, honoring Jay begins with being the community he believed us to be; a community that gives each other the courage to step out of our comfort zones and grow not just into the best version of ourselves, but a version of ourselves that we might not have known existed before Haverford. In this way, our students come to us with one understanding of who they are and what they are capable of, and they leave with an entirely different conception of who they are and what they can do. They leave us transformed, fully prepared for a life of meaning and consequence; a life like Jay Wilkins’.
Tyler Casertano
South Roberts Road Steering Committee update
Throughout the 2022–23 school year, the South Roberts Road Steering Committee has conducted extensive research to inform their work on behalf of the School. The committee spent time at a dozen peer independent schools along the East Coast to learn about their experiences.
The schools they visited welcomed the committee for tours and meetings with key leaders. The committee heard best practices and “lessons learned” from the peer schools. They also spent time considering ways to optimize the use for both of Haverford’s campuses based on their research.
“Haverford is an amazing place and there are many remarkable schools out there to learn from,” said Wade McDevitt P’28 ’30, chair of the committee. “Our goal is to make sure we complement the culture of the School, while also considering the opportunities available to us.”
Now that the committee has conducted research, they are working with land planners to understand opportunities for both campuses. Additionally, the committee conducted focus groups with faculty, alumni, and students and gathered insights from the survey circulated to the Haverford School families and students earlier this year.
The group aims to submit a report to the Board of Trustees in late summer.
Middle School boys benefit from Upper School Academic Mentors
After spending some time tutoring a Middle School boy as a fourth and fifth former, Joey Kauffman, now in Sixth Form, wondered why this wasn’t a more formal option for tutoring and mentorship at Haverford.
“I realized there were a lot of other kids who probably would want to help the Middle Schoolers, and a lot of Middle School boys who could benefit,” said Kauffman.
With fellow Sixth Formers Owen Yu and Arnav Sardesai, and with the support of advisor and Upper School math teacher Matt Ator, the Academic Mentorship Program (AMP) was born, and has flourished in its first full year.
The group recruited and assigned 33 Upper School boys to Middle School advisories. Their primary goal is to provide academic help to students who need it, but AMP members also spend time focusing their energy on mentoring the Middle School boys. They often spend time talking about things other than academics,
and instead discuss things like study skills, preparing for the Upper School, or anything else that may be on the Middle School boy’s mind.
“Our goal is to help them with their classes, but we often also end up talking about things that happen outside the classroom,” said Kauffman. “They’ve taught me a lot too. They’ve reminded me how fun Middle School is, and they’ve made me understand how to teach something. It’s given me new perspective and allowed me to get back to basics when explaining a concept.”
Kauffman said the idea for the program was supported by many faculty members, including Head of Middle School Dr. Jay Greytok ’83, Upper School Dean of Students Luqman Kolade, and Middle School reading teacher Karen Suter. He notes that Ator’s guidance and encouragement helped them grow the program quickly in the first year, replacing some connection that had been lost to COVID-19.
“Following the separation of the pandemic, students were eager to build community again,” said Ator. “By forming the AMP, Joey, Owen, and Arnav created an opportunity to build cross-divisional bonds helping Middle School boys shore up their study skills.”
Suter has seen a marked change in her students, especially with skills like time management and planning, and with homework completion.
“Recently one of my students had a question on his homework, and the Upper School mentor sat with him and spent time figuring out the answer,” said Suter. “What was really special though, was that the Upper School boy took time to work with the younger boy to determine strategies that he could use if he ever got stuck in the future. It’s been great to have the boys come to the Middle School to demonstrate good work habits and discuss how they can contribute to the School community.”
CLASS OF 2023 REFLECTIONS
My time at Haverford hasn’t always been smooth sailing, but only because the School pushed me to improve upon myself. I had to be the best version of myself every day. I’ve encountered amazing people at Haverford and made connections with so many people, including my peers, parents, teachers, and alumni. The phrase ‘preparing boys for life’ is, in fact, true. I feel prepared to take a step into the real world with confidence thanks to my experience at Haverford.
My time at Haverford has been nothing short of amazing. I will always remember having class with Ms. Emily Harnett. I learned to grow more as a person and a writer through her teachings. The in-depth conversations that we held were something I’ve never experienced before. I don’t think I’ve ever enjoyed a class as much as Ms. Harnett’s English class. I tell her that frequently, but I don’t think she seems to grasp how much she means to me and all the other students who have been fortunate enough to have her as a teacher.
‘Aha!’ Mr. Ator and I said at the same time, simultaneously realizing the solution to a difficult integral we were solving for fun. He’s been my calculus teacher for two years now, and we have spent much of that time solving similar, interesting math problems. Our ‘aha!’ moments are some of my favorite memories, and thinking about those afternoons spent at the whiteboard evokes a sense of belonging and support unique to Haverford.
SAFIYY “PAPI” HARRIS ’23
JASIR PLUMER-BUTLER ’23 COLIN KELLY ’23
SPRING
THE DAVIS R. PARKER MEMORIAL HISTORY LECTURE
DR. ELIZABETH
HINTON
In early February, Dr. Elizabeth Hinton delivered the 2023 Davis R. Parker Memorial History Lecture. Dr. Hinton spoke to Upper School students during the school day and, in the evening, welcomed the public to hear about her work.
Considered one of the nation's leading experts on policing and mass incarceration, Hinton is often called upon to share her expertise on matters related to crime control policy, law enforcement, and racism. In addition to teaching at Yale University, Hinton advises police departments on ways to approach training and policing during protests.
After both lectures, the assembled groups asked thoughtful questions regarding the history and future of protests, ways she has supported police departments in their reform and education efforts, and mass incarceration in America. During the question-and-answer session, Hinton underscored that education and support of all communities will make for a more equitable society.
SPEAKERS
BEST FOR BOYS SPEAKER SERIES ANDREW POOLMAN
Upper School language teacher and Director of Global Studies Andrew Poolman presented “Attaining a Global Perspective” as part of the annual Best for Boys Speaker Series. Poolman’s lecture, which took place in early May, focused on how we can prepare boys to have a broader understanding of global dynamics.
As part of Poolman’s lecture, he explored and explained an article by Robert Hanvey, in which he encourages teachers to consider the state of the planet and how they fit in, and how they can make positive choices for the planet. He was joined as a presenter by Middle School teacher Kori Brown and Troy Gibbs-Brown ’22, who shared their experiences exploring the global perspective at Haverford.
Since joining The Haverford School faculty in 2007, he has taught all levels of Upper School Spanish. In 2010, he was honored with the “Preparing Boys for Life Teaching Excellence Award,” and in 2012, Poolman was appointed Haverford’s first Director of Global Studies. The Global Studies program offers numerous opportunities for Haverford boys to travel domestically and internationally. Around 40% of boys participate in at least one travel program before they graduate. Most Middle School boys take their first foray into academic travel in Puerto Rico, and all boys encounter global competency development across the curriculum.
LOWER SCHOOL IMPLEMENTS
SOCIAL-EMOTIONAL
LEARNING PROGRAM
Sixth Formers earn finalist status in National Merit Scholar competition
Six VI Formers at The Haverford School—Jingyuan Chen, Jay Crowther, Joey Kauffman, Colin Kelly, Kiran Mistry, and Owen Yu—were named finalists for the National Merit Scholar competition. Each are eligible for more than 7,250 National Merit Scholarships.
The students join a pool of about 15,000 finalists competing for scholarships. The six boys were first named semifinalists in September after achieving some of the highest scores in the state on the 2022 Preliminary SAT/ National Merit Scholarship Qualifying Test (PSAT/ NMSQT®). They then went on to secure finalist status.
During the 2022–23 school year, the Lower School began using Second Step, a research-based learning program designed to improve the boys’ social-emotional skills.
"Fifth graders are implementing the Second Step curriculum during advisory,” explained fifth grade teacher and advisor Katie Pulos. “The boys have enjoyed our discussions and activities to help them with goal setting and emotion management. As a team, we are seeing these skills transfer into their classes and interactions with each other throughout the school day."
The program features four units, including:
GROWTH MINDSET AND GOAL SETTING: Boys learn to pay attention and manage distractions, develop a growth mindset, and apply goal-setting strategies to their social and academic lives.
EMOTION MANAGEMENT: Children learn to identify and label emotions and use emotion-management strategies— including stress management for older students—to calm strong feelings.
EMPATHY AND KINDNESS: Students learn to recognize kindness and act kindly, have empathy for others, take others’ perspectives, and understand that kind acts and empathy are important elements of building and maintaining relationships.
PROBLEM SOLVING: Children learn to identify and state a problem, recognize if a problem is an accident, and use the STEP problem-solving process:
S: Say the problem
T: Think of solutions
E: Explore the outcomes
P: Pick a solution
Families receive weekly communications from their child’s teacher to help reinforce Second Step language, skills, and goals at home.
One for the bio
By Form III, most Haverford boys are published authors. Thank Form II history teacher Kori Brown, whose mission to expand the boys’ cultural awareness and deepen their capacity for empathy involves reading and then writing from the perspectives of others over the course of their Form II year. From the start, their summer reading introduces new views of the world. They read selections from the Through My Eyes book series, which depict the fragile worlds of children living in contemporary war and disaster zones. The boys spend the rest of their Form II year developing their research and writing skills, leading up to their final project: write and publish a book that portrays the perspective of a member of a religious or ethnic group in present-day Middle East.
The book project begins with an analysis of religious, linguistic, geographic, and ethnic diversity in the Middle East. Using skills gained in the humanities lab with Middle School Dean of Students Dr. Amy Rottura and Middle School librarian Josh Newman, each student focuses his research on a current day ethnic or religious group. Students write a nonfiction introductory paragraph covering the chosen group’s culture and daily life. Then, using skills from their English classes, the boys demonstrate their learning by writing a fictional story from an individual in that group’s perspective. As Brown explains, “Historical fiction, written from the perspective of someone who identifies as a religion or ethnic group different from their own, helps students develop all those qualities we’re trying to get them to learn—such as empathy and cultural sensitivity.”
Pairs of students then focus on various elements of publishing work, contributing skills in writing, editing, design, marketing, and more. The groups connect with professionals in their selected fields, often on-campus experts like Chair of the English department Thomas Stambaugh ’90 and Upper School student editors of the School’s newspaper The Index. The Form II students design the books using Amazon’s Kindle Direct Publishing platform or the Adobe Suite, writing everything from the Amazon blurb to press releases. The legal team works with Rottura, who has a background in law, on drafting documents to protect their intellectual property. “I love the real-world applications of this project,” Brown says. “They meet people who work in these areas, eliminating any question of ‘how will I use this in the real world?’”
Students from Brown’s history class return years later, reminiscing about their research. Form V student Christopher Schwarting is among those who came back to help his younger peers with this project, guiding them with lessons he learned when he completed the project years ago and has since learned as an editor of the Upper School newspaper. Upper School students remembering details about specific Middle Eastern groups learned in her class is, as Brown describes, itself rewarding. “They have increased awareness of different people in the world and how different people live their lives,” she says.
At the end of the project, the students publish the books on Amazon, creating a tangible product that their families can buy. With the price set at the cost of production, the students receive no royalties for their work, beyond a worthwhile exercise in empathy and an impressive demonstration of a year’s worth of study.
Conversations had while the coffee brews
Every morning, the School’s Dining Hall serves coffee and breakfast to students and faculty alike. It’s a quieter time than the lunch rush, with more space for meaningful conversation than the typical “excuse me,” “pardon me,” “so sorry” shuffle that happens later in the day.
One morning, Jennifer Hallman, Middle School theatre teacher and director, happened to get coffee at the same time as Dr. P.J. Vanni, health and wellness faculty member. In discussing their current projects, they struck up a conversation about the boys’ social emotional development. Hallman learned that Dr. Vanni teaches a social emotional unit in his health class, while Vanni learned that Hallman holds a teaching certificate on the Science of Social and Emotional Learning from Northwestern University. Even without caffeine, they recognized the opportunity.
They decided to pair Hallman’s Form II theater students with Vanni’s Form IV health students for short performances of open scenes. Using dialogue-only scripts that lacked all context, the boys collaborated to decide details about their characters’ identities and relationships. Hallman enjoyed seeing her former students guiding her current students through possible interpretations of their scenes. “Sometimes these kids put on a tough guy front,” she smiles, “but it melts away when they communicate with their younger peers.” The Middle Schoolers met their Haverford-EA Day heroes, seeing their humanity as they performed on stage without prior knowledge of their scripts.
Theater and athletics both help with social and emotional development. “That sense of brotherhood is created in spaces where students are working collaboratively to reach the same goal,” Hallman reasons. “In sports, they communicate as a team to do well. On stage, it’s the same thing. P.J. and I collaborated across divisions, having different skills and different interests, but the same goal.” As Hallman claimed and the project proved, “Theater is the exploration of the human condition, and the work we do in these spaces translates into our day-to-day communication and relationship-building with ourselves and others, no matter what division or department we're in.”
PRE-K LEADS A LOWER SCHOOL RECYCLING INITIATIVE
Pre-kindergarten boys explored the importance of recycling and extended their efforts throughout the Lower School this spring. In what started as an element of their Community Unit, the boys learned how to clean hard plastic recyclables and separate items for different recycling purposes. They are able to sort trash, paper, and hard plastics into different bins.
The pre-kindergarten boys also presented a recycling initiative to the Lower School during community time in March. They welcomed each grade level pod to participate.
On Fridays throughout the spring, the boys collected the green recycling bins containing hard plastics. The class also collected dried-out markers and encouraged the Lower School boys to bring them to the pre-k class. At the end of the school year, the class sent the markers to Crayola for recycling.
“The boys really take this project seriously, as it allows them to support recycling efforts at home,” said pre-kindergarten teacher Cassie Popky. “It is a great way for us to help our community and the environment, too.”
BUILDING CONFIDENCE
In Upper School art teacher Jill Sides’ Woodshop I class, students create the tools they use to build their later projects. They began by creating wooden mallets, which involved practicing pattern making and using a miter saw, large and small bandsaws, sanders, and a variety of hand tools. They learned about the wood’s characteristics and the importance of grain direction. When finished, students used their mallets to practice hand cut joinery techniques, including finger joints and dove tails. These tools and techniques informed their work in their next project— creating boxes. This progression allows students to use what they have created, building confidence while learning new techniques.
FREE TREES
Sixth Former Nathan Mirin is doing his level-best to save our local environment. This spring, he offered free trees to all Haverford families, friends, and neighbors, a promise made possible through his partnership with the non-profit organization Tree-Plenish.
Mirin’s relationship with Tree-Plenish began with a summer 2022 internship spent promoting involvement with the organization among local schools. In 2023, Mirin focused on grant writing for the organization, reaching out to congressional offices for funding support.
The School service board’s partnership with Tree-Plenish demonstrates, in Mirin’s perspective, The Haverford School’s positive impact on the local community, the potential for student leadership, and hope for improving the local area’s environmental sustainability. On April 29, students provided and planted native saplings—Red Maple, Flowering Dogwood, and American Hornbeam trees.
In a Reflection given to the Upper School student body on March 20, Mirin explained the motives driving his efforts with Tree-Plenish. In a lively talk entitled “A Missing River: A Whodunnit Tale,” Mirin solved the murder of the Colorado River. Of the four suspects— climate change, nonsensical laws, consumer consumption, and corporate greed—Mirin found all, in some part, guilty.
Although he recognizes the limits of the individual against these forces, he mentioned his work with Tree-Plenish as just one of many possible improvements any one person can make.
WHEN FAR FAR AWAY GETS A BIT TOO CLOSE
A bunch of fairytale misfits walk into a swamp. It’s all ogre now!
When Shrek (Alex Scharpf, Form II) finds his swamp overrun by exiles of Duloc, he descends upon the village and confronts their little leader, Lord Farquaad (Adam Brown, Form II). There, Shrek reluctantly strikes a bargain: rescue Princess Fiona (Angelina Fontana) and have his peace restored.
The Middle School theater’s performance of “Shrek The Musical JR.,” an adaptation of the Oscar-winning DreamWorks Animation film and abbreviated version of the Broadway musical, was both hysterical and heartwarming. Students sang, danced, and debated the merits of onions versus parfaits. The musical had layers and everybody liked it, so Donkey (sixth grader Anthony Scott) might argue it was more like a cake than an onion.
A LIFE ABOUT TO START
Hearing the people sing has rarely been as thrilling and impressive as it was on the Centennial Hall stage this spring at The Haverford School Performing Arts Department’s production of “Les Misérables.”
Songs of redemption, justice, and love engaged the audience in the students’ passionate and skillful performance. Gorgeous scenic design, rich costumes, and incredible vocalists combined in this depiction of Alain Boublil and Claude-Michel Schönberg’s adaptation of Victor Hugo’s classic novel.
Revolutionary-era France set the stage while Jean Valjean (Harvey Pennington, Form VI) struggled for redemption and police inspector Javert (Jack Squillaro, Form VI) fixated on justice. Fantine (Julia Halpern) dreamed a dream in times gone by while her loved ones sang of their one day more.
And, here on the Haverford campus, three sold-out shows left the audience yearning for one performance more.
ART IS SCIENCE, MATH, HISTORY, AND MORE
Hanging between the art and science classrooms in the Lower School are projects that could fit in either field. “Stained glass” landscapes, created by Molly Porter’s first grade art students, exhibit these young students’ knowledge of multiple disciplines. In a lesson that fits into the first grade focus on medieval history, Porter starts the project by telling the story of stained glass. Then, the students honor that legacy—using glue instead of lead, plastic sheets instead of glass, and colored markers instead of colored metals to add the stain. Their landscapes demonstrate the scientific concepts of opaque, translucent, and transparent materials, while adding beautiful color to the Lower School walls.
MIDDLE SCHOOL STUDENTS ACCEPTED TO THE NATIONAL HONORS CHOIRS
Sixth graders Quinn Pollard and Kai Quimbo and second former Alex Scharpf were accepted to the National Honors Choirs for the Organization of American Kodály Educators (OAKE) National Conference. Pollard and Quimbo were two of only 157 students selected from across the nation for the Youth Treble Choir. Scharpf was one of only 56 students selected for the Chamber Choir, which is primarily made up of high school performers.
The 49th annual conference was held in March in Jacksonville, Fla. The boys spent three days rehearsing and performing with top-tier guest choral conductors. Emily Ellsworth, a nationally recognized leader in the field of youth choral conductors, led the Youth Treble Choir and Michael Hanawalt, the Associate Professor of Choral Conducting and Music Education at Florida State University, directed the Chamber Choir.
The Organization of American Kodály Educators is inspired by the vision of Zoltan Kodály, a prominent Hungarian composer and musician. He created the Kodály method, which is an approach to music education rooted in the idea that music should be a social and cultural experience. Former Haverford School faculty member Sean Deibler is credited as one of the first Americans to implement the Kodály Method in the United States and brought national acclaim to Haverford shortly after beginning work as a Lower School music teacher in 1969.
Woodshop wonders: First graders don special gear for a tour of the Upper School woodshop, learning about the space, the tools, and even crafting their own works of art with guidance from the skilled hands of their Upper School mentors.
A RACE AGAINST THE CLOCK
ERIC CORKHILL ’75
IS BETTING ON THE NEURALERT WRISTBAND TO REVOLUTIONIZE STROKE DETECTION
Eric Corkhill ’75 thinks a moment when he’s posed with a question about the impact of the Neuralert bracelet, a wristband designed to detect strokes, especially in patients who are recovering from cardiovascular surgery.
The question doesn’t stump him, of course. He’s been asked a version of this question a multitude of times in his capacity as Chief Executive Officer of Neuralert. The question does, however, put his feelings of hope and inspiration on display.
“I’m passionate about Neuralert because of the potential,” Corkhill says. “I’ve worked with companies who have helped a few hundred thousand doctors. That’s great and it’s important, but the potential here is huge. One of four people will have a stroke and we can impact over a billion people around the world, so the question I ask myself often is ‘how can we get this into the consumer market as soon as possible?’”
The statistics behind stroke response is staggering, especially as it indicates that strokes are often caught at home faster than when patients are already hospitalized.
“The median time for stroke detection in a hospital is five hours,” he says, shaking his head. “By that time, some medical treatment options are off the table; the efficacy of clot removal surgery is reduced. Not detecting and treating stroke in time results in significant long-term impacts to the patient’s life.”
In-hospital delay in detecting stroke may sound surprising since patients are under constant care, but two of the three major indications used in stroke detection aren’t always dependable in a hospital setting.
“Face drooping and speech are often unreliable, as a patient may have tubes, wires, or other apparatus in the way, or they may be medicated,” says Corkhill. “The primary and most used method is to measure arm weakness.”
The Neuralert wristband solves for this sole symptom for
detection. Starting in hospitals, it will eventually save countless lives, according to Corkhill, but bringing a new biomedical device to the masses isn’t a simple process. It takes years of development, funding, trials, and reviews before it can go to the consumer.
In early 2023, Corkhill and Neuralert are focused on a US Food and Drug Administration clinical trial, with plans to start commercializing in hospitals and stroke care centers next year.
“With our wristband, there is no predecessor,” says Corkhill. “We’re forging new territory with this technology.”
The fact that it is a first of its kind earned Neuralert a Breakthrough Technology designation from the FDA in July 2021. With that designation, the FDA acknowledges that the technology is novel and is addressing a critical health issue. It also recognizes that the technology is doing something that is better than the present standard of stroke detection, which is a manual process by a nurse or caregiver. To add to the accolades, Time recognized Neuralert as one of the Best Inventions of 2022.
The wristband is the same size and weight of a watch, but that is about as far as the similarity goes. The high-tech band uses an intricate mathematical algorithm and utilizes arm asymmetry to detect a stroke.
The algorithm calculates normal asymmetry based on a person’s dominant hand and can detect a stroke within 15 minutes of a patient donning the band. What is particularly important is that it doesn’t matter if the stroke is on the left or right side of the brain, or if the patient is awake or asleep, as it provides continuous, non-invasive monitoring around the clock. In the event of a stroke, the wristband alerts the patient’s medical staff, offering them the ability to begin treatment as soon as possible.
“If a clinician is able to identify a stroke early, it allows them to treat it immediately with medication or with a thrombectomy, a procedure where a catheter is snaked into the brain to remove the clot,” said Corkhill. “When caught quickly, you can completely reverse the stroke’s long-term impact. Time is the key here, and we
are looking to give that time back to clinicians to make decisions as quickly as possible.”
Corkhill suggests that three years is a reasonable amount of time before the device is available to the consumer, given the need for a year of product study and a year of clinical hospital validation. When it does hit the market, it will support the highest-risk population first: those who have just had cardiovascular surgery.
“There are eight procedures that have a high risk of stroke—about 10%—during recovery,” said Corkhill. “With these recovering patients, Neuralert will be able to demonstrate efficacy in those high-risk groups, eventually being able to bring the technology to broader groups. Once demonstrated to be effective with these patients, we can start targeting products for consumers.”
Until that time, Corkhill and Neuralert will continue to seek out the future of stroke detection, one wristband at a time.
Eric Corkhill ’75 has dedicated his career to healthcare organizations for the last 25 years. Neuralert is the seventh startup that has benefited from his involvement. He spoke with Haverford School Today about his career inspiration and his memories of Haverford.
Haverford School Today: What inspires you as a leader?
Eric Corkhill ’75: I’ve always been on the clinical side in my career, as I’ve always gravitated toward those services that will help clinical caregivers do their jobs better or more efficiently. From an entrepreneurial standpoint, I want to know what their mission is and how it’s going to help clinicians and their patients.
HST: How does that inspiration impact who you work with— whether organizations or individuals?
EC: I like people who aren’t content with where they are. I like the idea ‘whatever you did to get here won’t get you to where you
want to go.’ You must keep iterating. It keeps you humble. I look for people who are looking for that in their lives, too, and for those who have a sense of self-sufficiency and self-motivation. I always look for people who want to learn and want to do the hard work. I’m equally as passionate about that side of things as I am the mission of the company.
HST: What makes you stay connected to Haverford?
EC: I can point to some core formulaic influences that shape who I am—my parents, my time at some former organizations, and my time at Haverford. I see Haverford as a wonderful example of the breadth of learning opportunity. I’ve found I can talk to anyone about any topic, and I attribute that to the spectrum of learning and training that you start at Haverford. It provided me and others with a foundation for success.
HST: Wearable technology has made incredible leaps in the last decade. How is Neuralert changing the market?
EC: I am not sure we are changing the market but certainly augmenting it with the only non-invasive stroke detection solution offering immediate alerting. As soon as a surgery has finished, a patient can have Neuralert bands placed on their wrists and they are instantly and continuously monitored for stroke symptoms, and without needing a time-consuming baseline. Some competitors use AI and machine learning technologies versus an algorithmic structure, but their approaches are not detecting stroke asymmetry, but detecting change to normal asymmetry caused by a stroke. For their technology to work, it requires a patient to be wearing their monitors for days, weeks, or even months to establish a baseline for each patient before it can detect change caused by a stroke. Other vendors use invasive, reactive technology, such as headsets or visors. These are not designed for continuous wear and are only used when a stroke is already suspected. Neuralert is the only non-invasive technology providing immediate stroke detection. Clinical studies prove Neuralert detects a stroke regardless of what side of the brain the stroke occurs on, and regardless of whether you are asleep or awake. Neuralert dramatically reduces stroke detection time so clinicians can make life-saving decisions for their patients.
Eric Corkhill is CEO of Neuralert and has more than 40 years of healthcare technology experience. His expertise crosses sales, marketing, business development, leadership, venture funding, and product commercialization. Since 1997, he has been a serial startup executive with seven prior startups. Five of these startups successfully exited via strategic acquisition for a combined value exceeding $450 million. Three of the exits were to Microsoft, UnitedHealth Optum, HCSC (Blue Cross consortium).
Eric joined Neuralert in May 2020 and leads the company through product design and development, angel and venture financing, regulatory approval, and commercialization.
SAFE, HEALTHY, HAPPY
“The foundational philosophy behind the Human Relationships Seminar is to bring together students from single-sex environments to talk about issues that are important to them, especially at this pivotal moment when they’re nearing their transition into college and, oftentimes, co-ed environments. The aspects of human relationships and health we discuss in the seminar will be important to them as they come into adulthood, as well as across their lifetimes.”
—Dr. Bridget Gurtler, Human Relationships Program Director
Every springtime Wednesday night, a group of students gathers to discuss human relationships. Conversing in circles or listening to lectures, boys from The Haverford School join girls from our sister schools—The Baldwin School and The Agnes Irwin School—in discussions about topics such as “Healthy Relationships,” “Sex and Consent,” “Feminism and Manhood,” “Mental Health,” “Racial Literacy,” “Diet Culture,” and more. Establishing a culture of trust, from the very beginning, is essential to this seminar.
The adult leaders of the program—Human Relationships Program Director and Upper School history teacher Dr. Bridget Gurtler alongside dedicated interdisciplinary faculty members from all three schools including Dr. Micah Del Rosario and Ms. Emily Harnett from Haverford’s English Department—model vulnerability and open-mindedness, proving that they are, as Christopher Schwarting, Form V, calls them, “people who are safe.” The emphasis is always on discussion, providing a unique opportunity for students from single-sex environments to hear one another’s perspectives and experiences. Schwarting explains, “There’s room for disagreement and intimate discussion, where we’re in groups not only learning from the people in our school but also those in a different environment.” Nathan Kahana, also Form V, appreciates that “the program gives us the opportunity to build community, in a real sense, with people we might not have known otherwise.”
The student application asks hopeful participants to describe their interest in the seminar and give an essay response to the question “What does it mean to be human?” The interest statement helps the faculty leaders, as Dr. Gurtler explains, “shape the content to meet the needs of the students.” Reasons for student interest are as varied as the individuals involved. Some hope to engage in healthy disagreement while some strive to answer pressing personal questions. Kahana knew from the start that he needed a seat at the seminar, explaining, “my Jewish community has certain views that have given me a unique perspective to bring to the table.” Bobby Popky, Form V, was already connected to the program in many ways, before becoming eligible to join as a Form V student. His sister participated in the program through Agnes Irwin, longtime seminar leader Dr. Del Rosario is Popky’s advisor, and his teacher is program director Dr. Gurtler. “I heard a lot of good things about this program
from the people who were involved in it,” Popky reflects, “so I immediately wanted to join.” He leads The Haverford School’s Gender and Sexuality Alliance (GSA) and considers himself a vocal and passionate person. As he says, the Human Relationships seminar “sounded like the perfect program for me.” Schwarting is also a member of the GSA, in addition to working on the School’s diversity alliance. He found the seminar’s topics of race and relationships particularly applicable to his current work and his future life.
“This course offers a space for students to think and share without judgment,” Gurtler explains. Students from all three schools learn to process their experiences, evaluate their emotions, and listen to new points of view. “One of the key aspects of The Haverford School’s programming is having conversations where we hear lots of different perspectives,” reflects Kahana. “What we don’t often hear is the perspective of women who are going through adolescence, also being confronted with some of the same issues we are, just in a different fashion. It’s valuable to see their perspectives, seeing major societal issues through the lens of broader communities.” The seminar offers an opportunity to discuss topics that don’t always get coverage during the high school curriculum but are critical for student development, especially near the end of the Upper School experience.
“We speak about this course as bringing together students from Haverford, Agnes Irwin, and Baldwin, but the teachers are part of that too,” Kahana says. “The teachers are also human. Speaking in an informal but also intellectual way about these issues is valuable in building relationships within our community, especially between the teachers and students. In certain schools, there can be a lack of connection between those two groups.” The Human Relationships seminar strengthens bonds, beyond
the bounds of the course. Schwarting described conversations he has had with his mother after seminar sessions. As he says, “truly understanding our differences can be difficult. Unabashedly leaning into discussions that might be uncomfortable, being intimate and honest about personal experience, has been rewarding for that relationship. It has pushed me to ask my mom more in depth about her experiences. In a way, it's also made me more honest about who I am and how I want to express my ideas.”
The seminar guides students as they explore their identities and develop their relationships on the cusp of young adulthood. Schwarting says, “By exchanging ideas, we’re developing our own notions, while also meeting new people, forming new relationships, and building connections.” They’re learning that most issues are more complicated than they initially understood them to be. “My understanding is more nuanced now,” Kahana reflects. “I can see the issues, the faults of certain beliefs, but also the beauty in the heritage of certain groups.”
Like Schwarting applying the seminar’s evidence-based content and lessons to conversations with his mother, Kahana has noticed greater depth in his peer relationships since joining the seminar. “I’ve felt much more comfortable speaking with my peers about issues that we may not have spoken about prior to getting involved in this program,” he says. “Having an entire group of students getting involved in a program where their perspectives are challenged and they’re working to develop themselves more fully has led us to interact in a way that’s much more productive. We’re building a community with the aim of improving ourselves and the people around us, as opposed to identifying who is good and who is bad.”
Seminar fellows develop more robust understandings of everything from themselves to the world around them. Through the seminar conversations, Popky realized that “there’s
a separation between my sexual identity and the culture that revolves around it. It was a struggle for me to figure that out, so getting to talk about it, evaluate it, and explain it to other people has been great.” Meanwhile, a discussion about intersectionality showed Schwarting how many different facets comprise an individual’s identity. “Intersectionality involves this idea that no one is ever one singular identity,” he explains. “For example, there are differences in experience between me as an Asian white male and that of an Asian female. That's important to recognize.”
Academically, the intersectionality discussion helped Popky dig deeper in his history term paper—originally a simple analysis of the SAT but now an exploration of standardized testing as a whole and how it reinforces class bias. Schwarting brought concepts of intersectionality to his English class’s discussion of August Wilson’s "Fences," now having the language to express that the story is only a partial representation of the Black experience.
Having these conversations with girls from Haverford’s sister schools creates community and broader understanding. Schwarting reflects, “We sometimes forget that there are other people grappling with the same conversations we’re having here. It’s a friendship-building, networking opportunity. We meet other young people who are passionate and creative and get to synthesize our ideas and build more understanding. That’s really powerful for young people.”
In reflecting on the goals of the program, Gurtler says, “We hope this experience is useful and thought provoking for the students. We don’t teach any one way to look at these issues, but we provide evidence from many different disciplines on topics that will be important for them being able to develop into safe, healthy, happy young people in the world.”
“That,” she says, “is our dearest hope.”
ATHLETIC HALL OF FAME
On Saturday, Feb. 25, 2023, over 200 guests gathered to celebrate the twelve newest inductees into The Haverford School’s Athletic Hall of Fame, the highest athletic honor the School can bestow on an alumnus. This year’s inductees were Tanny Sargent ’32, the 1960–61 Swimming Team, the 1966–67 Wrestling Team, Art Garwood ’71, Brad Barrett ’75, Morris Clothier ’83, Colin Campbell ’88, the 1993 Cross Country Team, Drew O’Donnell ’96, Paul McKinney ’01, John Haldy ’07, and Coach Michael Murphy. Alumni, family members, and friends were there to honor these gentlemen who represent the best of our athletic past and most importantly, their accomplishments while students at the School.
CLASS OF 2023 INDIVIDUAL INDUCTEES
From left, first row: Morris Clothier ’83, John Haldy ’07, Paul McKinney ’01, Brad Barrett ’75, Art Garwood ’71. Standing: Hall of Fame co-chair John Stoviak ’69, Head of School Tyler Casertano, Drew O’Donnell ’96, Michael Murphy, Hall of Fame co-chair Hank Stringer ’66.
1960–61 SWIMMING AND DIVING TEAM
From left, Hall of Fame co-chair John Stoviak ’69, Steve Stack ’63, Dan McQuillen ’61, David Wilson ’63, Hall of Fame co-chair Hank Stringer ’66
1966–67 WRESTLING TEAM
From left, Hall of Fame co-chair John Stoviak ’69, Phil Price ’68, Joe Klein ’68, Tom Potts ’67, John Fitzgerald ’68, Hall of Fame co-chair Hank Stringer ’66
1993 CROSS COUNTRY
From left, Hall of Fame co-chair John Stoviak ’69, Jeff Butterworth ’95, Mike O’Brien ’95, Peter Quinn ’95, Hall of Fame co-chair Hank Stringer ’66
PAUL MCKINNEY ’01 AND 2000 FOOTBALL COACHES AND TEAMMATES
From left, Geoff Wright ’01, Bill Wardle, Todd Wolov ’88, Ron Algeo, Paul McKinney ’01, Andrew Bailey ’02, Ed Panko ’02, Mike Vail ’02, Greg Murray ’03, Paul Onofrio ’01, Bill Cascarina
BASKETBALL
The basketball team finished with an overall record of 13–13 and league record of 4–6. The team won the Post & Pivot Reindeer Games Showcase over host Cristo Rey, and II Former Silas Graham was named game MVP as he led the game in scoring with 30 points. VI Former Luke Rasmussen, V Former Billy Rayer, IV Formers KJ Carson and Duke Cloran, and Graham all earned All-Delco Honorable Mention nods.
ICE HOCKEY
Fords ice hockey finished 10–7–2 with an Independent Hockey League record of 9–2–1. One highlight of the season included making the league tournament championship game. VI Former Wells Finn was named to the All-IHL First Team. His teammates VI Former Cole Pressman, V Former Andrew Bradley, IV Former Reece Childs, and III Former Ersef Erkmen earned Second Team Honors.
SQUASH
The squash team captured another Inter-Ac championship this winter, with an overall record of 15–2 and went undefeated in league play. At Nationals, the Fords finished in second place out of 102 teams. This was the team’s best showing at Nationals since 2017. Five athletes were named First Team All-Inter-Ac, with Drew Glaser being named league MVP.
SWIMMING AND DIVING
The Fords went 4–1 overall in the league this year. They did not win the overall league, but did end up winning the end-ofseason Inter-Ac Invitational Meet. AJ Rosenberger continued his dominance in diving, becoming the first Haverford diver to win Eastern’s since 1944.Evan Boratto, Eddie Kohn, Max Marr, Henry Newhall, Zach Oswald, AJ Rosenberger, and Cameron Smith were all named to the All-Inter-Ac team.
WINTER TRACK
The Winter Track program had another successful campaign. Two athletes earned spots in the 2023 Pennsylvania Track and Field Coaches Association (PTFCA) Indoor State Championships at Penn State University. Fifth former Jey Brown finished eighth in the overall competition while his classmate James Gates finished 12th in the pole vault.
WRESTLING
Fords wrestling continues to see improvement under coach Jesse Sataloff. This season, they finished the year with a 15–4 record. Eight wrestlers qualified for Nationals. The team finished 15 out of 129 schools at Nationals, while IV Former Jay McDonnell finished six overall and fellow classmate Billy Brosko finished in second place. The team reached an important milestone this season, notching their 1000th win in program history.
AJ Rosenberger
Fifth Form, Diving
Achievements
• Crowned Eastern’s Men's Diving Champion, the first Haverford diver since 1944 to hold this title
• Holds the Haverford varsity and pool diving record with a score of 302.85
• Completed a sweep of Inter-Ac diving events with a win at Inter-Ac Championships
• Voted two-time Inter-Ac Most Valuable Player
• Named 2022 NISCA All-American (2023 list not published at press time)
What his coach said about him:
“AJ's ability and devotion to the team have brought resilience and strength to an event not always represented at a high level on the high school stage. He has become a dependable team member, receiving MVP honors on the swimming and diving team for the last two seasons. AJ has brought recognition to our program around Haverford and the Inter-AC with his performances, including a first-place finish at Eastern’s Interscholastic Swimming and Diving championships for Haverford for the first time since 1944.”
– Justin Gaudreau, Head Diving Coach
Jey Brown
Fifth Form, Winter Track and Field
Achievements
• Earned 18 total medals during the winter track season
• Named Adidas All-American
• Only person in Pennsylvania to qualify for states in one sprint, one throw, and one jump event
• Number one ranked athlete in the state for the Pentathlon (#25 in the U.S.)
• State medalist in shot put (eighth place)
What his coach said about him:
“Jey Brown is a very driven young man who excels in all aspects of the sport. Jey's size and determination gives him the ability to be an unstoppable force, but his intelligence and discipline is what makes him a true student athlete.
Leading by example is sometimes tricky when you share a space with longtime friends whom you see in class, practice, and off campus.
But the virtues of The Haverford School are what Jey displays the most in his character and speech. He does this with great confidence and sincerity.”
– James Hawkins, Director of Track and Field Program
Drew
Glaser Fifth Form, Squash
Achievements
• Named two-time Inter-Ac Most Valuable Player
• Voted All-Inter-Ac First Team freshman, sophomore and junior years
• Earned All-MASA First Team freshman, sophomore and junior years
• Won the 2022 Pan American Games Doubles Championship
• Haverford School’s number one player since sophomore year
What his coach said about him:
“Drew has been one of the standout players in U.S. Junior Squash for many years. He has been on the varsity team at Haverford since Form II and the number one player the past two seasons. His work ethic and commitment to the team and the game is exceptional and despite all his individual successes he gets the most enjoyment out of team and school squash. His attitude on the court and the exceptional sportsmanship and honesty off the court make him a great example to all Haverford squash players and a real leader of the program.”
– Alex
Stait,
Director of Squash Program
A FOCUS ON STUDENT-ATHLETES
Billy
Brosko Sixth Form, Wrestling Achievements
• Named National Prep All-American four times
• Placed twice in the National Prep Finals
• Won the 2023 Pennsylvania Independent Schools Wrestling State Championship
• Earned National High School Coaches Association All-American Honors
• Committed to wrestle at Drexel University next year
What his coach said about him:
“Billy is one of the most talented wrestlers I have ever coached. His quickness, balance, strength, and intuitive knowledge of the sport make him a tough competitor. Also, Billy is a sponge, seamlessly absorbing new techniques and integrating them into his wrestling. It has been a pleasure to coach Billy. He's been a great teammate and a vocal leader and has helped cultivate a culture of wrestling at Haverford that we haven't seen in many years.”
– Jesse Sataloff, Director of Wrestling Program
SCHOOL PARENTS' ASSOCIATION
Party for a Purpose
On Saturday, Feb. 11 the HSPA hosted their annual Party for a Purpose at the Merion Cricket Club in Haverford. They rolled out the red carpet for a fantastic evening, celebrating the Haverford School community and raising money for the benefit of the boys. A huge thank you goes out to all the dedicated organizers, generous donors, and fabulous attendees, especially the gala's co-chairs Kat Gord P’25 and Raena Khorram P’29 ’35.
Faculty and LuncheonStaff
Lower School Book Fair
During the first week in February, the Lower School Book Fair filled the Multipurpose Room with smiles and excitement. The event, chaired by parents Alana Murphy P’31 ’33 and Kate Powell P’32, welcomed children’s author Gene Barretta and his friend Benjamin Franklin. The event also included the return of Donuts with Dads/Special Friends. The boys were excited to select, read, and share books with their special guests.
Laura Amato P’26 and Brenda McBride P’26 co-chaired the annual Faculty and Staff Luncheon on Friday, March 17 during Conference Day. Led by Third Form family volunteers, the lunch was an excellent opportunity for faculty and staff to unwind and enjoy a good meal prior to returning to their conferences.
What inspired you to get involved with the HSPA?
I have always enjoyed volunteering at the School. It’s nice to get more familiar with the community, the campus, the faculty, and other parents. As a single mom of two boys running my own business, getting to know other parents and feeling part of the community was challenging, particularly because we joined the Haverford School in Middle School. Iris DiBernardo ’28, our soon-to-be HSPA President, befriended me when we joined Haverford. She reached out this year about a volunteer opportunity, as she knew I worked in social media, and I knew this would be an excellent opportunity to get more involved.
Tell us about the different ways you have volunteered your time for the HSPA?
I was asked to help spearhead the first Fords Brotherhood Campaign, which was to be part of the Party for a Purpose, but I was apprehensive. The PFAP co-chairs Kat Gord P’25 and Raena Khorram P’29 ’35 immediately calmed my concerns that I couldn’t commit the time needed to make it a success. They were enthusiastic and happy to have me in whatever capacity I could give. The Fords Brotherhood Campaign was a big success as we raised funds for the boys to experience unique bonding experiences! Creating and executing that social media campaign was so much fun as I got to work with the boys, the faculty, and the staff to capture the authentic brotherhood they share.
What is your favorite part of volunteering alongside other members of the Haverford School community?
I finally feel like part of the community. I made new friends, got
JENNIE DILLON P’26 ’28
more familiar with the campus, staff, and faculty, and experienced the culture of the Fords brotherhood firsthand. Director of Parent Programs Dorothy Walker P’22 ’24 ’27, the HSPA board members, and volunteers are giving, down-to-earth, and totally my type of people. I think it’s safe to say they won me over! I’m happy to share that I have been asked to join the HSPA board next year as a Member-at-Large and will be developing a role to help organize and improve communications between the HSPA, parents, and the School.
What advice would you give other working parents/guardians who may be considering volunteering with the HSPA?
There are many volunteering opportunities for the HSPA, and the time you give can significantly impact our boys and the Haverford community. Use your strengths, and don’t worry about the time; the HSPA will work with you. We hear it often with volunteering, but every little bit really does count. Grab a friend and start with something small. Once you see the impact you can have on your Haverford community, you will never look back
Interested in getting involved with the HSPA?
Contact Dorothy Walker P’22 ’24 ’27 at dwalker@haverford.org to learn more!
ASIM RICHARDS ’19
Asim Richards was a multi-sport athlete at The Haverford School, starring in both football and basketball. On the gridiron at Haverford, Richards was named first team All-USA Pennsylvania and first-team All-Inter-Ac. On the basketball court, he was a three year starter for the Fords and helped the team win two Inter-Ac championships, a state championship, and a perfect 28–0 season his Sixth Form year. After graduating from Haverford, Richards attended the University of North Carolina. At Chapel Hill, he started for three seasons at left tackle for the Tar Heels football team. During the 2022 season, his senior year, he earned third-team All-ACC honors and blocked for an offense that was third in the ACC in points per game. He was drafted by the Dallas Cowboys in the fifth round of the 2023 NFL Draft and graduated from the University of North Carolina with a bachelor’s degree in Sports Administration in May 2023.
WHAT IS YOUR FAVORITE MEMORY AT HAVERFORD AND WHY?
My favorite Haverford memory is beating Camden in basketball my senior year. They were a tough, talented team. We were undefeated, but people were doubting how good we really were. We knew if we could beat Camden it would quiet the doubters. With just under two minutes left, I hit a three pointer to give us a two point lead and we took care of business the rest of the way. Hitting that shot, and the success that our team had has really stuck with me.
IS THERE A GAME THAT YOU REMEMBER THE MOST DURING YOUR TIME AT UNC?
My most memorable game in college was this past year’s game versus Duke University. They are our rivals and we had to travel
to Durham to play a pretty good team in front of a raucous crowd. It was a high scoring game and we were trailing 35–31 late in the game. On the last drive, our quarterback threw a touchdown pass on 3rd and goal with only a few seconds remaining to seal the win. Tar Heels 38–Blue Devils 35.
YOU PARTICIPATED IN THE NFL COMBINE, THE SENIOR BOWL, AND TAR HEELS’ PRO DAY. WHAT WERE THOSE EXPERIENCES LIKE?
It was a little nerve-racking to be on the field in front of all the different scouts and executives. But once I started moving and doing the drills, I realized that I’ve been preparing and practicing since I was young to be in this situation now. I was also able to meet a lot of new people who could possibly be future teammates or coaches of mine so making those connections will be important down the road.
YOU WERE RECENTLY DRAFTED TO THE DALLAS COWBOYS. WHAT DO YOU THINK YOUR GREATEST STRENGTHS AND ATTRIBUTES ARE AS YOU BEGIN YOUR CAREER THERE?
On the field I think I bring athleticism to the offensive line. I can stay in front of opposing players and move them to create space for the offense. I also think my effort and work ethic is always there. In the locker room I am a mature, coachable, and dependable teammate. I think there is a lot of value in a player who shows up every day, ready to work hard and learn, and I think my personality fits that.
Alumni Events
Los Angeles
Los Angeles area alumni joined Head of School Tyler Casertano for a luncheon hosted by Jeff Warren ’82. Special guests at the event included the Senior Championship Manager of the U.S. Open Golf Championship and the championship trophy.
San Francisco
Haverford alumni caught up at the University Club in February for the San Francisco Alumni Reception.
March Madness
Young alumni joined Andrew Bailey ’02 at The Winston in Philadelphia on Thursday, March 16 to kick off the NCAA Tournament.
Fords in Florida! Thank you to Paul Myerson ’71 for hosting a great event for alumni at his home in Naples, Fla.
Naples Boston
Alumni in the Boston area joined Head of School Tyler Casertano for the annual regional reception at Grill 23 in mid-April.
Alumni Weekend 2023
May 5-6
Alumni weekend events included Friday’s Golden Fords Luncheon, with its newest members—the Class of 1973—and an Alumni Cocktail Reception on campus. Saturday’s highlights included the Service of Remembrance, Alumni Breakfast, Alumni and Family Barbecue, tours of the South Roberts Road property, and the Reunion Class Parties.
Class Reunion Parties
REFLECTION
Cultivating leadership in the Lower School
By Maureen Bowman, Director of Student Life, Lower School
For more than thirty years, a cherished student leadership program has been in place in the Lower School community. Named after the banner that prominently hangs in the fifth-grade wing of the Lower School and depicts four Haverford virtues—Respect, Honesty, Friendship, and Courage—the “Banner Boys” are student leaders purposefully selected to serve as representatives of these pillars. Each year, the Banner Boys are determined based on applications to the program and their overall representation of Haverford. Ultimately considered role models in these virtues, they are tasked during their fifth-grade year with the responsibility of both upholding the virtues themselves and encouraging their peers to do the same.
The four Banner Boys for the most recent school year—Alejandro Escobar, Henry Timmerman, Finn Pipich, and Taka Yonekawa—all understand the importance of their leadership in the Lower School. When asked to describe how the program has shaped him, Finn Pipich says, “As a Banner Boy, I have learned to be myself. It makes me feel like my classmates want to listen to my ideas, and that makes me feel really good.” Taka Yonekawa agrees. “I feel very proud to be named as a Banner Boy,” he says, adding on that the role has “taught me to be more responsible and respectful.”
Throughout the school year, in addition to being depended on as role models of the four banner pillars, the Banner Boys practice their leadership skills by working with school administration to provide fun activities and programming for Lower School students and faculty.
One of the highlights is a “Relay Day” that coincides with Haverford’s annual Spring Fling Day, during which the Banner Boys plan and lead relay games for the Lower School as a way to practice teamwork and continue the excitement of the Spring Fling festivities. On what always turns out to be a fun-filled and memorable day, the Banner Boys can be seen teaching the steps of each relay race to all grade levels, cheering on the teams throughout the relay races, and encouraging sportsmanship.
Another meaningful activity occurs during Teacher Appreciation Week, when the Banner Boys express their gratitude and bring cheer to the teachers of the Lower School by offering sweet treats and favorite snacks on a decorated cart that goes around to classrooms. Special events like this allow the Banner Boys to represent fellow Lower School students in schoolwide initiatives, which proves to leave a lasting impression on their peers and is a meaningful way to demonstrate their leadership.
In addition to planning and engaging in School events, the group also writes the “Banner Boy Bulletin,” a newsletter for the Lower School. In each bulletin, readers enjoy articles featuring various School happenings, jokes and riddles, student body polls and their results, and special features, such as a “How To” guide to creating origami. The Banner Boys enjoy thinking of the content themselves, going through the drafting and publishing process, and then proudly distributing their newsletters to all grade levels.
Most importantly from the program, though, is the impact that Banner Boys feel they have on their community by representing and embodying the pillars of the Banner every day. When asked about this impact, Alejandro Escobar says the role “teaches me to appreciate the thoughts of my peers around me, and it has made me be somebody my classmates can trust.” His fellow student leader, Henry Timmerman, shares in that thought: “Being a Banner Boy has helped me to not take my decisions lightly, and it makes me feel proud of myself.”
The Banner Boys surely have reason to be proud of themselves. As one of the longest standing traditions at Haverford, the Banner Boy program has been—and will continue to be—one of the best ways to shape young leaders and live by the School’s mission: to prepare boys for life.
IV Former Amir Johnson photographed fellow IV Former Nate Burman during their Digital Art class. Burman created the tie he’s wearing as part of the class’ unit on pattern design. The students designed ties to reflect their personality, perfected the garments in Adobe Illustrator, and had the ties printed before sporting them around campus.
