HAVERFORD SCHOOL Today
board of trustees, 2023–24
John A. Bartholdson ’88, P’24 ’25
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
Iris H. DiBernardo P’28
Randall T. Drain Jr. ’01
Thaddeus J. Fortin ’77, P’09
Maurice D. Glavin ’83, P’14 ’16 ’20, Chair
Samuel M.V. Hamilton III ’04, P’36
Peter W. Hennessey ’95, P’31 ’33
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, P’34 ’37
Alana M. Murphy P’31 ’33
Martha Ortiz P’21
Michael J. Purcell ’75, P’12
G. Bart Smith ’95, P’28 ’30
Nafis Smith ’99
Fitz Daniel T. Tepper ’12
Edward M. Trusty Jr.
McCartney K. Wilkins
Roland Yang ’10
head of school Tyler Casertano • assistant head of school Mark Thorburn assistant head of school for advancement Bobby Cpin chief financial officer Peter Maas • managing editor Sarah Garling
editors Keith Czarny, Alexis Hope, and Jon Stephanik layout/design Emma E. Hitchcock printer Intellicor LLC., Lancaster, Pa. photographers Active Image Media, Andrew Bailey ’02, Keith Czarny, Sarah Garling, Alexis Hope, Dr. Michael Nance, Alex Stait, Dorothy Walker, Wide Eyed Studios, and George Wood ’75
contact Sarah Garling, Director of Marketing and Communications; 484-4172764; sgarling@haverford.org
address changes Please send address changes to Sheryl Kaufmann at skaufmann@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 © 2024 The Haverford School (all rights reserved).
special thanks Thank you to all who contributed to this publication, especially Jai Bonaparte ’24, Jennifer Covington P’25 ’29, Bobby Cpin, Amber Dixon P’25 ’27, Drew Glaser ’24, Jackson Harrington ’24, V Former Abdullah Kanchwala, Tim Lengel ’07, V Former Nicholas Lu, Matt Nierenberg, V Former Ian Rosenzweig, Stephen Santore ’74, and Hannah Turlish
front cover: A pre-kindergarten boy blows bubbles after learning about the role of water in Thai New Year celebrations, symbolizing cleansing, reverence, and good fortune. Mr. and Mrs. Wilson, parents of pre-kindergarten student Liam, visited their son’s classroom in April to lead this lesson on Thailand’s Songkran Festival. back cover: Members of the varsity ice hockey team celebrate, with their Fords fans behind them, after winning the IHL championship in a thrilling 4–3 win in overtime over Episcopal Academy. The team’s victory was extra sweet after a one-goal championship game defeat last year.
HAVERFORD SCHOOL
The pre-kindergarten class spent the month of March taking part in Reach Out and Read for Children’s Hospital of Philadelphia. The boys heard from Dr. Trudy Haecker, Medical Director of Reach Out and Read Greater Philadelphia in February, learning about the program and the ways the boys’ work benefits the CHOP program. Boys collected books throughout the month before packing them in the Reach Out and Read van.
Letter from the Head of School
by Tyler Casertano
Dear Fords,
Ordinarily, I begin these letters with a story about a Haverford School boy. This is partly because the students at Haverford remain our focus; every decision we make begins with the frame “what is best for the boys?” This is also partly because I assume that you are more interested in stories about our boys—the ways in which they are developing, and the ways in which the School is evolving to meet their needs—than hearing about the administrivia that consumes much of my day. But, today, I write with administrivia. Not because of some change in philosophy, but rather because this administrivia will ultimately define the ways in which Haverford will evolve to best meet the needs of the boys.
Earlier this year, the Board of Trustees and the School’s senior leadership team formally began the strategic planning process that will culminate with our next strategic plan. We are in the process of executing our current strategic plan, which ends in 2025, and so, we find ourselves in the process of developing the vision for the next chapter in The Haverford School’s long story.
The strategic plan process began with the Board of Trustees asking three trustees to serve as co-chairs. Dr. Alana Murphy P’35 ’37, Hans Davies ’95, and Dr. Ed Trusty have all graciously accepted this important role. The co-chairs have been working thoughtfully and diligently to develop a process that is collaborative, efficient, and effective in gathering insight and information so that we can create the most compelling and impactful strategic plan possible.
In many respects, that process begins in the theoretical: Why are we creating this plan? How will it drive our community forward? Having a clear understanding of the high-level strategic goals will be paramount to the plan’s success.
Once we have those strategic goals established, the questions become practical. What priorities will help us achieve those strategic goals? How do we best support those priorities so that we can accomplish our ultimate goals?
A reasonable question is where 452 South Roberts Road—the 43 acres that the School purchased in 2022—fits into this process.
As is well known, the purchase went through without any specific use planned.
Since the South Roberts Road campus does not have a specific designated use, it falls in the ‘theoretical’ category. We first need to determine the plan’s strategic goals and the requisite priorities to achieve those goals. Only then can we consider the various ways the land might allow us to strengthen those priorities and accomplish those larger goals.
The frame for determining the answers to the many questions above will be, as always, the boys. What skills, habits, and dispositions will they need to be prepared for lives of meaning and consequence, not just in the immediate future, but in the decades to come? The Haverford School experience is not about four, seven, or 14 years of education, but rather a lifetime of growth. What will those lifetimes demand of our graduates, and how do we best prepare them to meet those demands?
Answering these questions will not be easy, and we will rely on the wisdom and generosity of the community to assist us. Already, the co-chairs have looked to the surveys that we conducted last year with families, faculty and staff, and students in grades 5 and above. They have met with the Haverford Leadership Council twice, and will continue to rely on that group and others, such as the Alumni Executive Council, to provide guidance.
We look forward to sharing more with you as this process evolves, and to seeking your insight into how we can continue to grow as an institution. Thank you, as always, for all that you do to support us in our efforts to effectively prepare all Haverford students for life.
Go Fords, Tyler Casertano
Dr. Pam Greenblatt steps into Assistant Head of School for Academics role
Dr. Pam Greenblatt steps into Assistant Head of School for Academics role
Dr. Pam Greenblatt has been named Assistant Head of School for Academics, a new role at The Haverford School, after serving as Head of Lower School for six years. In her new position, Dr. Greenblatt will oversee the pre-k–12 academic program. Her leadership will benefit every student and faculty member as she advances the School’s curriculum to ensure mission alignment, excellence, and growth at every level.
“Everything we do is focused on what boys need,” she explains, “from student support and enrichment to teacher coaching. It’s all mission-aligned. We’re always thinking about what’s best for boys.”
As Head of Lower School, Dr. Greenblatt revitalized the reading, science, math, design thinking, and social and emotional curricula for the School’s youngest learners. She encouraged faculty to collaborate and support one another, while also providing space for teachers to hone their craft in and out of the classroom. Her focus on partnership, support, and the School’s virtues will benefit the entire community as Assistant Head of School for Academics.
Prior to leading the Lower School, Greenblatt served as the School’s Director of the Enrichment and Learning Center for four years. Greenblatt holds a Doctor of Education Degree in Educational and Organizational Leadership from the University of Pennsylvania, and two degrees from The George Washington University: a master’s degree in Speech and Language Pathology and a bachelor’s degree in psychology, speech, and hearing science.
Jenni Scoggin named Head of Lower School
Jenni Scoggin named Head of Lower School
On July 1, Jenni Scoggin began her tenure as Head of Lower School. Scoggin joins The Haverford School from Carolina Friends School, a pre-k–12 co-ed Quaker school in Durham, N.C. She served CFS in a number of roles, with the most recent being Head of Lower School. She has previously taught third and fourth grade at CFS and at area public schools in her long career as an educator.
“During my visit to Haverford, I was struck by the strong sense of joy and community,” said Scoggin. “I’m looking forward to joining the community and being a part of the good work of tending to the mind, heart, and soul of the boys at Haverford.”
In her time at CFS, Scoggin implemented a structured literacy curriculum, created professional development programs for her staff, and committed to working with families on a range of topics related to CFS students’ mental and educational growth.
“Everyone at Haverford who met Jenni during her visits to Haverford were deeply impressed by her genuine kindness, thoughtful leadership, and commitment to her students and their families,” said Head of School Tyler Casertano. “Her long career in education has been marked by fostering and maintaining strong relationships and approaching every decision with the children at the forefront.”
MIDDLE SCHOOL DIVERSITY CONFERENCE: THE MASKS WE
WEAR
On Feb. 27, the Middle School community welcomed more than 200 students from area schools to engage in the annual Middle School Diversity Conference.
The topic for this year’s conference was “The Masks We Wear.” Middle School Diversity Coordinator Kerry Kettering-Goens organized the day’s events.
Psychologist, performer, and poet Dr. Michael "Mykee" Fowlin began the conference with a moving keynote address. Through skits, stories, and poetry, Dr. Fowlin helped the students recognize the complexities of others' experiences and the need to stand up against injustice.
“My pain is my gift,” he said, addressing his longterm struggle against depression and anxiety. He recalled a teacher’s advice: “You will heal, but you will need to go through that fire again to help others.”
Through his engaging presentation, he encouraged kindness, authenticity, and awareness among the conference attendees. Following Fowlin's presentation, Haverford's Upper School students led small group discussions, creating connections and expanding understanding.
MAPPING OUT THE GIVER WORLD
Form I boys in Anna De Lamater and Brandon Walker’s classes have been collaborating throughout a unit focused on the Giver Quartet. Each book in the series by author Lois Lowry, which includes The Giver, Gathering Blue, Messenger, and Son, were read by students who then came together to present as experts on each text.
Each student was tasked with contributing to his group’s understanding of the Giver world. Boys worked together to craft maps depicting the realm and important events that happened in each space, and a timeline of events inclusive of all four books.
Boys not only did deep dives on their assigned book in the quartet, but also served as an authority of their text with their larger group. Their focus on collaboration and critical thinking resulted in maps that are inclusive of various elements in the dystopian world.
LOWER SCHOOL around the world
Grab your passport as the Lower School students circumnavigate the globe— without leaving Lancaster Avenue!
1)
As they concluded their Trip Around the World unit, prekindergarten students hosted a global lunch for their family members. The boys learned about countries such as Guatemala, South Africa, Iceland, and New Zealand during their studies.
2)
As part of their exploration of Medieval Times, first graders visited the Philadelphia Museum of Art to explore the Kretzschmar Von Kienbusch Collection of Arms and Armor. During the trip, the boys studied medieval battle equipment, observed artifacts dating back to the fourteenth century, and even had the opportunity to try on armor.
3)
Third grade students brought history to life with their annual Ancient Egypt Museum and Fair. From a captivating song to engaging plays depicting the mummification process, pyramids, and daily life in ancient Egypt, the boys showcased their knowledge and talents to their families and peers.
LOWER SCHOOL RAPS TO THE BEAT OF SOCIAL AND EMOTIONAL LEARNING
Artist and educator Malik McPherson, founder of SEL Hip Hop, visited the Lower School earlier this year for a high energy and empowering assembly that used hip hop music as a means to inspire free expression, self-discovery, confidence, and community building. SEL Hip Hop supports children and young adults alike in discovering the value of their voice through rhythm, rhyme, beats, and life.
McPherson held two separate performances, one for grades pre-kindergarten through second and then one for third through fifth, focusing on social and emotional learning. His songs described his upbringing and background and encouraged students to wake up every
morning and be grateful for all they have in their lives.
“The boys loved hearing his original rap songs focused on gratitude, celebrating family traditions, and working through the highs and lows that life may bring,” explained Lower School Director of Student Life Maureen Bowman. “The boys even helped sing along with Malik! It was a highly engaging assembly and one that we hope to have again in the future.”
McPherson then hosted a question-andanswer session for the boys. Throughout that session, he had the boys introduce themselves, share their favorite foods, and celebrate each other for participating.
THIRD THURSDAYS:
A place for teachers to grow
New to The Haverford School this year is Third Thursdays, a professional development program designed for teachers to learn from one another. Instructional Specialist Julia Salamone and Head of Information Services Lisa Snyder spearhead this initiative, which offers a safe environment for professional growth and critical thinking.
Third Thursdays welcomes all Middle and Upper School teachers to collaborate in Severinghaus Library after school on the third Thursday of every month. Unlike most professional development workshops that tend to be lecture-based, this program is designed to be engaging and interactive. Salamone and Snyder led the first few sessions, but have since opened the floor to their fellow educators to share their expertise and demonstrate skills that are immediately applicable in the classroom.
“Third Thursdays was created to encourage colleagues to grow and learn from one another,” said Salamone. “Our goal as educators is to have our students think critically. Third Thursdays is a safe and supportive space for us to do the same.”
In September, Salamone and Snyder kicked off the program with a course on Digital Literacy. During this session, teachers worked in small groups to evaluate and verify social and political information online. They then discussed lateral reading, a strategy used to help students verify information they read online as they read it. Snyder taught a similar class to the Form III students at the start of the school year.
Science department chair Dr. Daniel Goduti presented on Social Emotional Learning during the March session. In this workshop, Dr. Goduti used the children’s show Bluey as a catalyst for conversation. Dr. Goduti and the teachers explored a framework for understanding SEL and brought it to life by observing the playful adventures and heartfelt lessons in the show.
Other topics featured throughout the year were the Question Formulation Technique, pedagogical myths, reading comprehension, and AI and other digital tools.
Staying smart and safe online
The Middle School community gathered this spring to learn about online safety from the Pennsylvania Attorney General's office. Education and Outreach Specialist Danielle Moore provided resources and education to help the boys understand that "what goes online, stays online." The presentation included important and practical safety tips, such as turning off app location tracking and clearing photo metadata.
Head of Middle School Dr. Jay Greytok explained to the boys that using caution online will help the boys stay safe and keep thriving, both at The Haverford School and beyond.
SNAPS, NOT CLAPS, FOR POETRY
Haverford’s participation in the national Poetry Out Loud program has brought more than a decade of accolades to the Upper School. The basic requirement for all Upper School boys is to memorize and recite a poem for their peers. The best performers earn a place in the finalist round, where five students perform two poems each for the entire Upper School student body.
The winner of that finalist round competes against regional schools, reciting three poems that demonstrate his range and charisma. Haverford consistently does well in the regional competition. This year, Sixth Former Reilly Pryma earned runner up after his performance at regionals.
“When kids do something well—it doesn’t matter what it is—the student body will support them,” says Taylor Smith-Kan, director of Haverford’s Poetry Out Loud program. “Poetry Out Loud challenges the masculine stereotype that it is cool not to try.”
“There’s no way around it. You’re standing up there and, if you don’t know your poem, everyone can tell,” says Upper School English teacher Thomas Stambaugh ’90. Beyond continuing the long tradition started by former faculty members Tom Worth and Delia Turner, the poetry recitations will help students in their future lives, as Stambaugh says, “any time they are sitting in a room full of people and they have something to say.”
Stambaugh describes the Poetry Out Loud experience as a peak moment for the Haverford brotherhood. Every recitation concludes with a round of appreciative snaps from the audience. Smith-Kan agrees, saying, “You’d think poetry recitation would be a hard sell, but the kids get really into it. It’s really special.”
Campus Speakers
JOSEPH
T. COX SERVANT LEADERSHIP SYMPOSIUM
Lane Johnson
Bradford Pearson, the features editor for Philadelphia magazine, delivered the Hallowell Lecture in April. He presented on "Football and Japanese American Incarceration: A True Story of Resistance and Resilience in World War II America." After sharing an excerpt from his book The Eagles of Heart Mountain, he discussed the internment of Japanese Americans during World War II and the unlikely success of one internment camp high school’s football team, the Eagles of Heart Mountain. During Pearson’s visit to the School, he spoke in an Upper School assembly and an evening lecture, visited an English class, and answered questions from small groups of students.
On April 4, Philadelphia Eagles offensive tackle and mental health advocate Lane Johnson visited campus as the Joseph T. Cox Servant Leadership Symposium speaker. Johnson, who was a 2024 Walter Payton Man of the Year nominee, shared his experiences with depression and anxiety, and discussed the importance of talking about mental health during a discussion with Upper School boys. He stressed the importance of routine with the boys, noting that boys should minimize their social media use and express their feelings to friends and trusted adults. Before leaving campus, Johnson spent time with student leaders of the Peer Counseling group.
HALLOWELL LITERARY LECTURE
Bradford Pearson
Ji Su Jung, a percussionist who specializes in the mariamba, visited campus this spring to perform during the Michael Stairs Concert. She came to campus in partnership with the Curtis Institute of Music, taking part in a “fireside chat” conversation with The Grace and Mahlon Buck Chair in Performing Arts Darren Hengst during a morning assembly with the Upper School.
She also spent time with Upper School music students and captivated the audience during an evening performance in Centennial Hall.
Ji Su Jung
DAVIS R. PARKER MEMORIAL LECTURE
Dr. Julian Zelizer
Dr. Julian Zelizer, a leading expert on presidential politics, delivered the Davis R. Parker Memorial Lecture. He serves as the Malcom Stevenson Forbes, Class of 1941 Professor of History and Public Affairs at Princeton University, and has authored more than 25 books.
He presented two lectures during his time at Haverford. His morning lecture to Upper School boys, titled “The Reagan Revolution,” discussed the re-organization of American politics after the 1980 election of President Ronald Reagan. His evening lecture, titled “What makes the 2024 Presidential Election so historic?” explored the historical context and influence of political rhetoric, the 24-hour news cycle, and voter sentiment shifts on the upcoming 2024 election. After his evening lecture, he spent time signing his books Myth America and Burning Down the House.
MICHAEL STAIRS CONCERT
INDEX WRITERS EARN HONORS AT KEYSTONE MEDIA AWARDS
Three Haverford School students earned recognition for their work on The Index, the School newspaper, by the Keystone Media Awards this year. The award “recognizes high school and college journalism that provides relevance, integrity, and initiative in serving readers.”
Sixth Former Liam French earned the top prize in the Review category for his review of Ethel Cain’s Preacher’s Daughter, Act 1 French’s classmate Ethan Lee was recognized with an Honorable Mention prize for his story “OpenAI’s ChatGPT’s potential impact” in the General News category of the awards.
Matt Pante ’23 and Charlie O’Brien ’23 received first place for
their feature broadcast “Robotics Heads to Worlds,” which they completed during the 2022–23 school year.
Entries are evaluated for subject matter, presentation, effectiveness, and are judged by news editors and collegiate news advisers across Pennsylvania. The students were honored during an awards luncheon in April.
“This state competition draws submissions from the best high school newspapers in the state,” said Tom Stambaugh ’90, a faculty advisor to The Index. “Our success in this competition is a point of pride.”
EMPTY BOWLS RETURNS TO HAVERFORD
The biennial Empty Bowls Supper—organized collaboratively by service boards from The Haverford School, Agnes Irwin School, and The Baldwin School—returned on Sunday, April 21 for the first time since 2019. The event, which alternates locations among the three schools, was hosted at The Haverford School this year and drew many attendees including students, parents, faculty, staff, and alumni from the different institutions.
Empty Bowls addresses local hunger issues by raising awareness and funds for community-based hunger organizations in the region, including Project Home, Philabundance, Memorial Church of God in Christ, and others.
“This student-driven event is the culmination of our year-long campaign to fight hunger, poverty, and homelessness in our surrounding area,” said Haverford School Service Learning Director Jini Loos. “As long as hunger exists in the world there will always be empty bowls.”
While listening to The Notables, guests enjoyed a simple supper of soup and bread, symbolizing solidarity with the hungry. Chef Carlo de Marco ’82 and students from the three schools collaborated to prepare a variety of soups in Haverford’s Dining Hall prior to the event. Each guest took home a handmade ceramic bowl as a reminder of the ongoing struggle against hunger.
During the evening, a pop-up gift shop was available for guests that included large hand-made ceramic bowls, wooden spoons, and paper mache “recycle bowls” while a silent auction featured photography packages and various donated prizes to help raise funds for the cause.
INDEPENDENT Initiative
Meet Jai Bonaparte, Jackson Harrington, and Drew Glaser—three Sixth Form students taking initiative in their individual pursuits.
Through costume design, car restoration, and athletic excellence, they each demonstrate how self-motivation can lead to impactful achievements. A costume glittering on the stage, a car engine successfully starting, and an admirable ethical standard illustrate the efforts of these three young men.
Turn the page to learn more about each of their endeavors.
Jai Bonaparte
received his first sewing machine in the winter of 2020. By spring of 2024, he had debuted a luminous, Rococo-style interpretation of Belle’s iconic ball gown during the Upper School production of "Disney’s Beauty and the Beast" on Centennial Hall’s stage. Crinoline gave the skirt volume while 14 hand-sewn channels secured steel boning for the torso’s structure. Color-shifting gold jacquard satin, hand-sewn trim and floral detailing, and over 2000 hand-glued rhinestones caught and cast off the stage lights while Belle, performed by Villa Maria Academy sophomore Molly Kent, spun and sang.
The dress started as a sketch. Bonaparte remembers, “Dex [Director of Centennial Hall Stephen Woodward] would catch me drafting sketches of dresses all the time.” Eventually, Woodward offered Bonaparte the open assistant costume designer position. Bonaparte agreed and quickly acquired a material with, as he says, “the largest sequins I’d ever seen”—fit for a mermaid in Haverford’s production of "Peter and the Starcatcher."
That first costume, in Bonaparte’s opinion, was a failure.
“I was in over my head, working with new materials and trying new techniques. I learned that sewing is not as easy as I’d thought. I was discouraged, but I wanted to try again because I knew I could do better.”
His second chance arrived with Fantine’s costumes in Haverford’s production of "Les Misérables." This time, he began with research and measurements. He drew sketches and asked for help. He took guidance from Lead Costumer Andrea Fox, learning how an idea becomes a final product. Meanwhile, designing and creating the set for the Middle School performance of "The Addams Family" taught him to adjust his priorities.
“I’m a perfectionist,” he says, “so Dex is often reminding me of the 30-foot rule. A bit of messed up paint on the set might look awful when I’m standing right next to it, but it’s not a big deal for the audience sitting 30 feet away from the stage.”
As soon as the Performing Arts Department announced the final musical of Bonaparte’s Haverford School career—"Disney's Beauty and the Beast"—he began sketching dresses. “I had the full vision,” he laughs, “ending my time at this place with this gigantic ball gown.”
Eight revisions later, he presented his idea and then began the three-month construction process. “This dress has been the culmination of all my years here,” he says, acknowledging how much help and support he received from the entire Performing Arts Department in crafting the dress.
On the final night of the show, he tearfully thanked his main mentor, Andrea Fox. “Building costumes is what I enjoy,” he reflects, “but that is such a small part of the process.” Fox guided Bonaparte as he took measurements, adjusted his designs for practical constraints, and collaborated with directors and actors.
After "Disney's Beauty and the Beast" closed, Head of School Tyler Casertano met with Bonaparte to express gratitude for his contributions to the Performing Arts Department. The experience, and the Head of School’s acknowledgement of his work, helped him see his time at Haverford in a different light. “It made me appreciate what I have at Haverford,” he says.
Next year, Bonaparte will attend Savannah College of Art and Design (SCAD), where he hopes to expand his skills in production design.
Drew Glaser
knew the match was up to him.
“St. Andrews had just won nationals,” he remembers. “On paper, we were not supposed to win.” The squash courts were crowded with fans. His opponent, another top squash player in the country, won the first game.
“I was nervous,” Glaser says. “I’d never lost to him before, but he’d gotten way better over the summer.” Both players performed well in the second game, with Glaser just barely securing an overtime win. The entire match depended on the third game.
“I could feel he was getting tired,” Glaser says. “I knew that, if I made the points and stayed mentally strong, he might break down.” Glaser fought hard for the first couple points, enough to establish himself as the winner in his opponent’s mind.
“After that,” Glaser says, “he struggled to keep up. I won the next three games pretty easily.” That weekend, the Haverford squash team beat the previous top two teams in the country. Glaser credits Haverford’s wins to off season training and team chemistry. “That’s why I love school squash—anything can happen,” he says.
Glaser began playing squash in preschool and knew, from the start, that he had found his sport. “From the beginning,” he says, “I understood the game well. I’ve always been able to read my opponent.”
He joined his first squash team in sixth grade at Haverford, where he improved his ability to control the ball. As he advanced to high school squash, he made the physical and mental adjustments necessary to succeed in longer, more challenging matches.
“In the under-15s, I would hit one good shot and win the point, but now I have to hit seven good shots to get that same point. Everyone is faster and stronger now,” he says.
Now one of the top players in the country, his trademark is not just that mental toughness, but also his excellent on-court etiquette. As he explains, certain tactics other squash players use to get ahead—talking back to the referees, fishing, blocking—vary from bad etiquette to outright cheating.
“I’d never want to win that way,” he says. “I want to be known as a high-level player, but I don’t want to do bad things to get there.”
Glaser recently earned US Squash’s DeRoy Sportsmanship Award, which acknowledged him as “the junior squash player who has best represented and demonstrated the principles of fair play and sportsmanship on and off the court.” In Glaser’s acceptance speech, he remarked, “The one thing that is always in your control, is the way you act. The thing I am most proud about in my junior career is not winning matches, tournaments, or championships, but always striving to be the best person I can be.”
On The Haverford School’s team, he sets an example for the other players, working hard in practice and respecting his opponents on the court. Although squash is an individual sport, he enjoys playing for the team. “I want to do well for them, not just myself,” he says.
Next year, he will join the squash team at Princeton University. “Princeton has a close-knit team and community,” he says. “It reminds me of Haverford, in that sense.”
Jackson Harrington
woke up early, turned over the new engine in his 1974 Volkswagen Beetle, and drove his car to school for the first time.
“That was pretty cool,” he remembers, “having it in the student lot.” Other students took immediate notice of the car, writing about it in the school newspaper and congratulating Harrington on his hard work.
Harrington was careful in his selection of the car. “It’s one of the most mass-produced cars in history,” he explains, “so parts are cheap and readily available.” He liked the car’s “old school feel” and how it seemed more approachable to fix than the complicated computerized engines of newer vehicles.
As a 6’5” rower, the VW offered legroom rarely available in other historic cars. It felt like fate when he drove with his father to see the car, and realized its previous owner kept it near the lake where Harrington had regattas.
Harrington is an entirely self-taught mechanic. “That’s the coolest part about it, figuring it out on my own,” he says. Usually, he finds the answers to his questions online, or somewhere in his How to Keep Your Volkswagen Alive manual. Sometimes, a few hours of trial and error does the trick.
“The car has definitely improved my life,” he reflects. “Like, this year, I’ve started to struggle with the more complicated stuff in calculus. I don’t love math as much as I love working on my car, but now I’m more willing to put the time into figuring out problems, even when the answers don’t come easily.” He explains that, before the car, he was more likely to give up or walk away, but now he prefers to “dig in.”
He recalls full days spent problem solving on his car, sometimes in six-hour stints. “It’s like art class,” he says. “When I’m getting in the groove, I don’t want to put my stuff away. When I’m working on the car, I like to take my time. It can be meditative.”
Unfortunately, circumstances don’t always give him the benefit of time. A sloped Wawa parking lot and an ill-timed parking brake failure once had him scrolling a forum from 2007 while his friend held the brake.
“I was looking at this terrible diagram when I finally figured out the problem. I ended up borrowing a screwdriver from the Wawa. It was a cool experience in retrospect, but worrisome in the moment,” he laughs.
So far, Harrington has added three point seatbelts, pop out windows, a new shifter, a quick release steering wheel—"just for fun," he smiles—new headlights and taillights, and a new Apple Carplay radio. He also rebuilt the engine and switched the alternator.
His Haverford teachers have helped him with everything from reading technical drawings to approaching his car as a canvas. His current project is designing a shifter that looks like his dog.
“He’s a King Charles—named Ollie—and his head has a lot of lines and circles. It’s been hard and I’ve been working on it for a long time, but I’m hoping to finish it soon.”
Next year, Harrington will travel up to Colby College, where he will continue his studies and rowing career.
STUDENT PRODUCTION WITH PROFESSIONAL GUIDANCE
The cast of "Disney’s Beauty and the Beast" had access to insights from professionals in the theater world this spring. To bring the beloved show to life, students explored techniques in theater that professionals use on their own shows.
“Working with theater professionals not only enhances our students’ work on and off the stage, but also motivates them to strive for excellence,” said Darren Hengst, the Grace and Mahlon Buck Chair for the Performing Arts and the show’s director.
In late February, the cast received special direction and guidance from Robi Hager, an award-winning Broadway actor, singer, and composer. Hager spent time watching the cast perform numbers, including the show-stopper “Be Our Guest,” and providing feedback about their work to improve their techniques.
“When Robi coached our students, each actor gave their all during their performance for him,” continued Hengst. “With his guidance and adjustments, their performances reached another level; it’s as if he unlocked their characters.”
Many of the students had a chance to see Hager perform in "Assassins" last fall alongside Hengst at the Arden Theater.
The production also included professional make up and prosthetics by artist Kelsey Brooks. To look the part, Sixth Former Austan Hengst received custom prosthetics and make up from Brooks before each show. The process of transforming into the Beast, which took about an hour, was completed after Austan Hengst had a mold of his face created in February.
The transformation from Beast to Prince at the end of the show was equally exciting, requiring a secret Beast body-double played by Sixth Former Jack Cuddeback. To pull off the physical transition into Belle’s beloved, Cuddeback stealthily stepped in for Austan, who had to quickly remove his prosthetics. Cuddeback also wore custom facial prosthetics for the part.
“Kelsey Brooks’ makeup work elevated our production value significantly,” said Hengst. “The transformation is delicate and, if not done correctly, can detract from the play. Her expertise not only improved Austan and Jack’s performances, but also helped us perfect the most challenging detail in the show.”
MEMORIES AND SOME MAKE BELIEVE
Outside Lower School art teacher Molly Porter’s classroom this spring, there is a beautiful rendering of a boy skiing—with no snow in sight. Instead, ice cream falls from the sky like fresh powder. Another drawing showcases a boy’s memory of playing catch in a big field—as an alien lands his UFO to join the fun.
The second grade boys mixed memory and imagination after learning about artist and writer Faith Ringgold and her story quilts. Using Ringgold’s work as inspiration, students created their own story quilts using a favorite memory and a wink of make believe.
“We listened to Ringgold’s book Tar Beach and explored how stories can contain real and imaginary events. The boys identified which elements of the book were imaginary and which might be based on real memories,” said Porter. “The boys had fun illustrating a memory, adding fictional details. The final touch is cutting color squares and placing them around the border to resemble a patchwork quilt.”
The result was a colorful look into the fantastic imaginations of second grade boys, and a hankering for ice cream.
LESSONS IN LANDSCAPES
On a quiet morning in Mary Kate Doherty’s art class, Form II boys positioned their canvases and prepared their paints. They were undertaking the day’s lesson in creating landscapes, either real or imagined, using skills developed under Doherty’s guidance.
“The places might be meaningful or might be from their imagination, or even a combination of both,” said Doherty.
No matter the origin, the Middle School boys brought their visions to life after discussing foreground, middle ground, and background, and exploring focal points. Further, they considered the composition of various elements, crafted color combinations to strike their chosen place’s mood, and utilized various brush strokes to bring it all together.
Talent and nostalgia
Comics came to life in the Middle School’s performances of "You're a Good
in late February. In a series of
philosophy,
and
Man, Charlie Brown"
scenes, Snoopy chased the Red Baron, Linus awaited the Great Pumpkin, Sally sang about her new
Lucy learned humility,
Charlie Brown developed confidence.
Secret Beast body double
The secret is out! The Haverford School’s performance of “Disney’s Beauty and the Beast” achieved a magical transformation with the help of facial prosthetics and the covert casting of two Beasts.
VI Former Austan Hengst brilliantly performed the Beast’s emotional transformation while the show's secret Beast-double, VI Former Jack Cuddeback, made possible the character's quick physical transformation. In addition to incredible pyrotechnics, dry ice, and smart set design, the performance featured Villa Maria Academy’s Molly Kent, as Belle, dazzling in a ball gown designed and created by VI Former Jai Bonaparte. Bonaparte also lit up the stage as Lumière. For more about him, and the Rococo-inspired ball gown he created, see page 12.
MAKING TIME
Jacob Raeder’s 3D Portfolio class offers Sixth Formers the opportunity to expand and apply their skills in long-form projects. In more than a dozen working sessions, students respond to open-ended assignments by developing and then presenting proposals, planning and procuring materials, constructing their projects, and then sitting for peer critique.
Their recent “Time Pieces” project challenged them to incorporate some aspect of timekeeping into a sculptural piece that included at least three different materials.
“The three materials requirement presents a real challenge for the students,” Raeder explains. “Up until their senior year, they can be a bit siloed into their medium of choice—be it ceramics, woodworking, or painting. By their fourth year, we’re pushing them to incorporate materials beyond what they’ve been working with for the past two or three years.”
The most successful projects required rigorous experimentation. Ethan Lee’s water clock was, as Raeder described, “cleverly designed and elegantly executed.” An acrylic tube filled with water and then, at the minute mark, spilled.
Chase Shatzman’s two-toned hourglass mixed a little more with every use, demonstrating, in Raeder’s words, “the immediate temporality of the sand passing through the hourglass, but also a chaotic element where the two colors of sand, which initially were separated, became thoroughly and irrevocably mixed.”
Quintin Bowers’ timepiece divided the 12-hour clock into three equal sections of different materials—clay, wood, and laser-cut acrylic.
Raeder enjoys the flexibility of the class, adjusting his lessons to meet student interests. He once dedicated a session to cementmixing, in response to a student’s idea. And, although Raeder teaches the class, he regularly recruits the help of his art department colleagues. “They have made their studios and expertise available to the students in ways that have been invaluable,” he reflects.
Another essential part of the class is the critique. Presenting final work to peers builds student confidence and helps them more clearly define the motivations behind their work. “It gives them a more sophisticated eye,” Raeder explains. “I don’t necessarily expect them all to become artists after this, but I do expect them to be educated cultural consumers—understanding how and why certain things are made.”
UPPER SCHOOL STUDENTS SHINE AT THE 10TH ANNUAL TRI-COUNTY HIGH SCHOOL ART EXHIBIT
Several students showcased works of art at the tenth annual Tri-County High School Art Exhibition and Competition. Fourth former Talan Maury, fifth former Kai Degenhardt, fifth former Gregor Weissenberger, fifth former Kevin Covington, fifth former Luke Ganley, fifth former Alistair Wiedmer, fifth former Charlie Schreiber, fourth former Jay Tyson, fifth former Gavin Cooper, and fourth former Anthony Costa were all featured at the show.
Hosted by Montgomery County Community College, the exhibit features 180 artworks in a variety of media, including oils, watercolors, ceramics, prints, sculpture, and more, by student artists from 20 high schools across Montgomery, Berks, and Chester counties.
This year’s special juror was Rebecca Carpenter, a fine art photographer who has taught art at the elementary and high school levels for 16 years. Her current work uses models and abandoned structures in Pennsylvania and elsewhere to create evocative and texturally rich photographs. Carpenter selected a number of pieces for special recognition, including three works by Haverford School students.
Degenhardt’s piece, “Illumination,” received special recognition in the Mixed Media category; Weissenberger’s artwork, “Day of the Dead Liminary,” earned special recognition in the Laser-cut Plywood and Resin category; and Maury’s project, “Wooden Gift,” earned special recognition in the Maple, Cherry, and Walnut category.
The exhibit opened on Feb. 20 and ran until March 22 in Montgomery County Community College’s North Hall Art Gallery of the Montco Cultural Center.
Winter sports at The Haverford School brought two championships back to campus with swimming and diving being co-league champions and Fords hockey winning the IHL hockey league.
Fords BASKETBALL rallied to overcome injuries and still finished second in the Inter-Ac with a 17–10 overall record. The team started the season missing two starters for the season with torn ACLs. With a young squad, the Fords battled all winter, highlighted by a comefrom-behind victory over Episcopal Academy. Third Former Silas Graham became the first freshman to be named first team All-Inter-Ac in 49 years. He was also named to the Freshman All-American Team.
Haverford School HOCKEY won the “Independent Hockey League title for the first time since joining. After falling short in the league championship game in 2023, the Fords were determined to change that in 2024. Finishing their season with an overall record of 13–5–1 and a perfect 10–0 league mark, the Fords capped off a stellar year with a thrilling 4–3 overtime victory over rival Episcopal Academy in the championship game.
Varsity SQUASH went into the season with high expectations, even knowing that they had an extremely difficult schedule. With a 14–3 overall record they finished second in the Inter-Ac and third place at Nationals, beating Inter-Ac champion EA to make it to the final four. The Fords hosted the top two teams in the country on campus, defeating both groups 4–3. Drew Glaser was voted league MVP, leading the team in the number one spot.
SWIMMING AND DIVING were co-champions in the Inter-Ac, tying Germantown Academy with a 5–2 record for the season. In addition to being league champions, they wrapped up the season placing second overall at Easterns. AJ Rosenberger broke the oldest School record for diving, and now holds every diving record at Haverford, making him the most accomplished diver in School history.
On the mat, the WRESTLING team finished up the winter with a 12–6 record. Eight wrestlers placed at the Pennsylvania Independent School Wrestling tournament and seven Fords qualified for the National Prep School Championship.
The WINTER TRACK program completed yet another prosperous campaign. Three athletes earned spots in the 2024 Pennsylvania Track and Field Coaches Association (PTFCA) Indoor State Championships at Pennsylvania State University. Fourth former Ahijah Goins finished 14th in the 400 meter dash while his teammate, sixth former James Gates, finished 13th in the pole vault.
WINTER SPORTS WRAP-UP
Middle School squash team secures national title
The Middle School squash team was nothing shy of dominant during the 2023–24 season, etching its place in Haverford School sports history. The team's resounding success, finishing with a 9–0 record leading up to the Middle School Nationals, underscored their skill and unwavering determination.
Throughout the season, they exhibited strength and perseverance, dropping only two games out of a staggering 63 total games played. Particularly noteworthy were their commanding victories over rivals Episcopal Academy, triumphing over them twice with 7–0 wins, both at home and away.
As Middle School Nationals approached, they earned the number 1 seed in the tournament. The Fords began with a bye in the first round, a testament to their standing as one of the top contenders. In the second round, they secured a hard-fought 3–2 victory against Princeton Academy of the Sacred Heart (8 seed), demonstrating their ability to thrive under pressure. The semifinals brought the Fords up against an out-of-state rival, Brunswick (4 seed), in a tense showdown that ended in a 4–1 victory, only dropping three games total, with only a single loss at the top spot.
In the final match, Haverford faced off against the Owls of Brooklyn Heights (2 seed). With the score 2–0 in the Ford's favor, courtesy of fantastic performances from second former Patrick Chang and sixth grader Armaan Burhan, Haverford seized the momentum.
In a nail-biting #2 spot match, second former Vance Daggett rallied from a 2 –0 deficit, electrifying his team and the crowd with his determination. Although narrowly falling short in the fifth game, his spirited effort infused the team and crowd with great energy.
As second former Christopher Li battled at the #3 spot, first former Peter Pierce, in the #1 spot, prepared to take the court for the final showdown.
With the weight of expectations resting squarely on his shoulders, Pierce delivered a masterful performance, beating a top-seeded competitor. His victory, coupled with Li's win, secured a resounding 4–1 win for Haverford, clinching the national title and adding to Haverford School squash’s historic program.
Athletic Trainers gain certification in emergency response
On any given afternoon in Haverford’s Field House, a dozen students can be found milling around the Athletic Training room, looking for an ankle to be taped, or a shoulder to be checked before an athletic contest. Bags of ice, foam rollers, and pre-wrap are everywhere, and more than one student looks for the green light to return to the playing field.
The two people working with our student athletes—Head Athletic Trainer Bill Wardle and Assistant Athletic Trainer John Warner—are equipped to do more than most athletic trainers. This year, they were both certified as Sports Emergency Medical Responders (SEMR) during a hands-on, two-day course.
The course, which was hosted at Haverford, gave attendees additional training for an array of emergency situations, ranging from an athlete’s sudden cardiac arrest to a catastrophic event with multiple injuries. The course also delved into scenarios involving complex injury situations, such as equipment removal in ice hockey or severe blood loss.
“One of the most eye-opening elements of this course was facing the reality of how quickly an emergency can go downhill,” said Wardle. “These severe emergencies have historically been rare at Haverford, but this training keeps us prepared and allows us to stay sharp in the face of these scenarios when they do happen.”
The course also included steps that may not be in a run-of-the-mill injury response, such as how to recruit and utilize bystanders to help during an emergency, or how to treat multiple major injuries at once. It also re-confirmed the importance of Wardle’s push to have all coaches receiving intentional training to be the first line of defense when an Athletic Trainer is unavailable during an incident.
Many of the response techniques, such as using an automated external defibrillator (AED) or responding to spinal injuries, have been mastered by Wardle and Warner during the course of their careers, but the course expanded their emergency response expertise.
Haverford crew sees continued success with alumni support
Over the last several years, through the support of alumni and The Haverford School advancement team, the Fords Crew program has grown the number of endowed boats to three.
Starting in 2022, the group sought to honor coaches with the purchase and endowment in perpetuity of two rowing shells, which were named for Coach James Barker and Coach Fred Leonard. Coach Barker was honored at a christening in May 2022, just before his passing, and Coach Leonard was honored at his shell’s christening on May 3 as part of the 2024 Alumni Weekend celebrations.
The Spirit of ’60 is the third endowed shell for the program, which was made possible through generous gifts in 2020.
To learn more about development opportunities with Fords Crew and the entire Athletics Department, contact Bobby Cpin at bcpin@haverford.org
COACH'S CORNER
The Haverford School welcomes new Tennis Program Director and Head Coach
After 13 consecutive Inter-AC titles in a row, the Tennis program has new leadership in Tracy Tooke, who assumed the Program Director and Head Tennis coach position this year. Coach Tooke is well-known around the tennis community and is excited to lead Fords Tennis.
Being familiar with the history of Fords Tennis, Coach Tooke looks forward to working with the boys. Tooke explains, “I'm super excited to transition into the Varsity Tennis Coach and Director of Tennis at the Haverford School. I look forward to contributing to the continued success of Haverford's tennis program.”
No stranger to successful teams and players, Tooke has coached state champions in both singles and doubles. In 2022–23, Tooke coached the Masterman High School boys’ team to a PIAA 2A State Championship. In addition to her last six years at Masterman, she has been the Director of Tennis at The Mill Dam Club since 2004.
For almost 20 years, Tooke has been a USPTA elite professional and has previous coaching experience at the Division I collegiate level at both George Washington University and Temple University. Tooke led the Owls to a first-place finish in the 2003 Atlantic Ten Conference, earning Temple’s Women’s Tennis program its first automatic bid to the NCAA Championship.
In her first meeting with the Fords Tennis team, Tooke emphasized that competing and playing tennis is a crash course in self-awareness, developing qualities that transfer beyond the tennis court. She ended her meeting with a simple fact, “with hard work, good things happen!”
Coach Tooke has an impressive list of achievements in both coaching and playing tennis. She was named the 2022 PIAA/NFHS Boys’ Tennis Coach of the Year. In 2021 she was the PCA/PPL Double-Goal Coach of the Year. She held the USTA Middle States #1 ranking in Women’s Open Doubles, #5 ranking in Women’s Open Singles, and #3 ranking in Women’s 35 Division Singles. Tooke played Division I tennis in the SEC at Auburn University before starting her coaching career at George Washington.
Tooke graduated from Auburn University with a bachelor’s degree in English and received her master’s degree in education from Eastern University in 2011. Before taking on her role with The Haverford School, Coach Tooke worked in The School District of Philadelphia from 2005 to 2023.
In addition to her responsibilities at Haverford, Coach Tooke will also serve as Baldwin School’s Varsity Tennis Coach during the fall seasons.
JENNIFER COVINGTON
You both hold chair positions on the HSPA Executive Committee. Briefly explain that three-year process and how this year’s role has prepared you for next year's role?
Jennifer Covington: I am so grateful to whomever came up with the three-year transition plan. While I have been involved with the HSPA for a few years, there was so much I didn’t know at the start of the year that I know now—you really need time to understand how the pieces fit together! As I am wrapping up year one of the three-year process, I feel well equipped to be a resource for the many amazing class parents and event co-chairs who have agreed to participate in the HSPA for the 2024–25 school year.
Amber Dixon: For the 2023–24 School year, I was the vice chair for the HSPA. Last year, I was in Jenn’s position and next I will become chair. The ladder to the chair position has been purposefully created as a three-year growth and learning process to reduce stress and build knowledge and confidence in those who will take on the role of chair. Each progressive year has greater responsibility, but every year has total transparency to the chair position so you see exactly what will need to be done.
How has volunteering with the HSPA enhanced your family’s Haverford experience?
JC: Our family came to Haverford four years ago in the middle of COVID, when the world was closed. Volunteering with the HSPA provided an opportunity to meet people from my sons’ classes and across divisions that we would not have met otherwise. We find that instead of just dropping the boys off at the play, or sports, or robotics, we stay to support all the boys. I guess, in a way, we’ve tried to help our boys see how to live the Haverford virtues through volunteering and being helpful.
AD: I feel that the relationships built with other individuals, families, and the faculty and administration at the School are
where I have derived the most satisfaction. I truly feel I’m a part of the Haverford community and I have made life-long friends here, just as my sons have. I would be remiss if I didn’t mention that being well informed about everything going on at the School is a happy side effect of volunteering and has been extremely helpful!
What would you say to parents or guardians who are interested in volunteering, but don't know where to start or think they may not have enough time?
JC: I would encourage them to reach out to me or anyone on the HSPA Board to talk about their interests. Many of us on the HSPA F&E and Board work full time and would be able to help them navigate the opportunities that would be right for them. There is truly something for everyone. For instance, if you have two hours on a Friday afternoon, perhaps you can help at a pop-up shop or the Book Fair. Weekdays don’t work? Fords Family Fest and one of the recycle sales take place on the weekend. Are you only available in the evenings? The Cultural Fair is an evening event. Just give it a try!
AD: I would tell them to reach out to their class parent or any member of the HSPA Board and express interest. We have a place for everyone at the table, even if that’s 15 minutes a week via Zoom! We all know that raising boys can be a daunting job. It’s easier with help. The HSPA is one village available to you—you just have to introduce yourself.
Interested in getting involved with the HSPA? Contact Dorothy Walker P’22 ’24 ’27 at dwalker@haverford.org to learn more!
HAVERFORD SCHOOL PARENTS' ASSOCIATION
Family Events
Party for a Purpose
Faculty-Staff Luncheon
Father/Guardian & Son Bowling
Cultural Fair
LowerBookSchool Fair
PARTY FOR A PURPOSE: The HSPA’s biggest fundraiser of the school year, Party for a Purpose, was held on Saturday, Feb. 3 at the Ballroom at Ellis Preserve. This annual event serves to bring parents, faculty, staff, and alumni together to celebrate and support Haverford. The evening, which took months of planning, was co-chaired by Noelle Burg P’30 ’33 and Jody Coghlan P’31 and included a cocktail reception, dining, silent and live bidding on unique auction items, and dancing. PATHS CULTURAL FAIR: The inaugural Cultural Fair on Thursday, March 14, hosted by the Parent Advocates of the Haverford School (PATHS), brought together the vibrant tapestry of cultures within the Haverford community. Spearheaded by PATHS chair Angel Royal P’28 ’29 and supported by a team of dedicated volunteers, it celebrated the rich diversity of the Haverford community and was filled with games, delicious food, and entertainment. It was a heartwarming celebration, highlighting the uniqueness and beauty of the School’s multicultural landscape. HSPA FACULTY-STAFF LUNCHEON: On March 15, the HSPA hosted its annual Faculty-Staff Appreciation Luncheon. Co-Chaired by Lisa Getson-Brown P’27 and Jennifer Magid Lentz P’27 ’29, the lunch had an “Out of this World” theme, which was carried throughout the Dining Hall with planets hanging from the ceiling and astronaut ice cream sandwiches available as treats. FATHER/GUARDIAN & SON EVENT: A cherished Haverford School tradition, this year’s Father/Guardian and Son Event took place at South Bowl on Sunday, April 7. The event, co-chaired by Damian Ayers P’28 and Frank Defazio P’29 ’32, was filled with bowling, lunch, and fun. LOWER SCHOOL BOOK FAIR: The HSPA held its annual Book Fair on Feb. 8–9 in the Lower School Multipurpose Room. This year’s event included a special morning session where the boys were able to bring their dad or another special person with them for doughnuts. The event was co-chaired by Paromita Haye P’32 and Jackie Galbally P’29 ’31 ’33.
AN INFORMED ELECTORATE
THE HAVERFORD ASSEMBLY
“What is the goal of any United States history class? Obviously learn about American history, but it’s also supposed to prepare you for citizenship.”
Upper School history teacher Tim Lengel ’07 had a light bulb moment after attending the National Council of Social Studies in Dec. 2022.
“We need to nail down the legislative process and, more importantly, activate a boy’s engagement with politics in their Fifth Form year, by talking current events, writing bills, and solving problems that they see in the world,” he said.
As the national election approaches this fall, Lengel and his history department colleagues ushered not-yet-voting-age students into the world of politics and democracy via a full-blown re-enactment of the United States House of Representatives, albeit a truncated version.
For eight weeks, boys were no longer students, but representatives. They followed Parliamentary procedure, talked policy, and problem-solved. Leadership possibilities abounded. Boys learned to wrangle their peers, debate respectfully, and research topics while identifying bias.
Each boy spent time reflecting on where he fell on the political spectrum, creating a minority and majority of the Assembly. They were then tasked with putting forth an idea for a bill.
Their bills flowed through the same process used in the halls of Congress, requiring co-sponsorship, extensive research, passing committees, and presenting the bill to the larger assembly. What followed was what is often associated with pushing through a bill: discussion, lobbying, debate, rebuttals, more debate, and finally voting.
The Parliamentary procedure and various committees allowed for the boys, not necessarily strangers to debate, to consider each bill fairly. Each boy had time to present, or had time to give pros or cons to an action. Ensuring the bill survives is part of the balancing act of the Assembly. The topic must be researched, written, and unassailable. No student wanted to be the author of a bill with the dreaded loophole.
The eight committees and subsequent full-Assembly gatherings also allowed boys to grow their perspectives on their topics. Boys felt comfortable ‘flipping’ their opinion on something, or considering topics in a new light.
“There were a lot of moments where you saw people thinking really critically about topics they probably hadn’t before,” said Ian Rosenzweig, Form V. “People were debating, listening to new evidence, challenging what they thought, and sometimes recognizing that what they initially thought wasn’t lining up with how they originally identified politically.”
Running concurrent to the bill writing, debating, and lobbying, was research and writing related to current political events. They were tasked with considering actual debates happening in the halls of Congress.
“This really pushed the boys to see themselves in a new, political light,” said Hannah Turlish, the Russell C. Ball ’84 Chair of History Department. “They also considered their friends and families in new ways. Perhaps they saw their families as business owners, or immigrants. They found connection in new ways.”
In the end, fifteen bills were passed, four of which were brought to the full Assembly for live debate. As sponsors took to the podium to urge their fellow representatives to vote for their bills, others lined up ready to share why the bills should not pass.
“Democracy is an unnatural act, right?” said Lengel. “You have to train kids early to think about it and to participate. It’s the only way to make society better.”
BILL CULLING
Where the rubber meets the road.
BILL DECLARATION
In a mad dash, 127 Fifth Formers brought forth their kernel of an idea for a bill, rushing to get theirs in before their topic was chosen by another representative.
“After a lot of reflection on their political identity and a lot of research, the boys had to present a germ of an idea, a problem to solve,” said Lengel. “It was surprising to see boys adopt policy positions that historically contradict their stated political positions. There were democrats pushing to lower taxes, and republicans adopting positions supporting gun control laws. It helped build some unity in the class, and helped them think critically about where they might actually sit on the political spectrum.”
CO-SPONSOR RECRUITMENT
The lobbying begins. In order for their bills to survive, boys had to recruit three co-sponsors for each bill. Those who had similar topics often teamed up, while others abandoned their original bills to support the causes of other representatives.
#3 COMMITTEE CONSIDERATION
With co-sponsors decided, 32 bills were left standing from the original 127. Eight committees were formed to consider the bills. Student co-chairs led each committee in a faculty-free debate.
“Each of these final bills got a hearing in committee. Just as in the House of Representatives, it needs to survive committee to get voted on at all,” said Lengel. “A full day of debating ideas with no teachers in the room; it’s not necessarily a given that it would go smoothly, but it did. The boys took that leadership role on.”
DEBATE & DISCUSSION #4
Committees pushed through 16 bills, with four being heard at the full Assembly session.
“The bills that ended up surviving the committee process tended to be bipartisan and focused on improving people’s lives,” said Lengel.
The Rules Committee determined which should get the final vote in front of the entire Assembly. Students pushed their bills forward, provided rebuttals, and lobbied one another in real time in Ball Auditorium.
REPRESENTATIVE IAN ROSENZWEIG ON BIPARTISANSHIP: “Many of the sponsorship groups for bills were really bipartisan. In my group, for example, it was two Democrats, a Republican, and an Independent. That’s kind of as diverse as you can get and we worked together really well. When you see people in Congress not working well, it’s sad, but we didn’t experience that. It was heartening to know that we weren’t devolving into problems because we had different political ideas. I think it’s really important that we had this opportunity to disagree with each other in a civil way and also find ways to agree with one another. I think there is a misconception that if we disagree, we can’t be friends, or we can’t work together.”
REPRESENTATIVE NICHOLAS LU ON THE GREATER GOOD: “This process has given me a lot of hope for the future. I feel like it should all be about the greater good, and I felt that from my class. How can we help the most people rather than considering what my friends are doing, or what grants me the most power? Republican, Democrat, or Independent, I have a lot of hope. They weren’t debating based on whether they like the person, or identified with him politically or not, but they were thinking about what the bill would do for the greater good of our society and how many people it would help. People were really engaged and it was a great feeling.”
REPRESENTATIVE ABDULLAH KANCHWALA ON DEBATING:
“I learned how to debate respectfully in this exercise. In the past, we’d have debates around a Harkness table in English, for example, and we’d all end up talking over each other. It is sort of whoever is the loudest person, they get heard the most. But this gave everyone a chance to be heard. It also made us all either get behind someone’s idea and abandon our bill, or work hard to convince our peers to sponsor our bill. You have to interact with your classmates in a respectful way to convince them. We were really lobbying each other.”
AB502 SOCIAL MEDIA REGULATION ACT
Summary: Protect social media users from misleading, explicit, or false content
Sponsors: Representatives Saul, Kanchwala, Ganley, and Green
Result: PASSED
AB802 REGULATING ARTIFICIAL INTELLIGENCE’S DOMINANT SERVICES (RAIDS) ACT
Summary: Disclose the use of Artificial Intelligence to support consumer protection and protect against governmental-use
Sponsors: Representatives Rosenzweig, Dardarian, Wiegand, and Hope
Result:PASSED
AB801 ANTI-GERRYMANDERING ACT
Summary: Eliminate gerrymandering from all elections
Sponsors: Representatives Lu, Allen, Li, and Covington
Result: PASSED
ALUMNUS SPOTLIGHT
STEPHEN SANTORE ’74
ARTIST
You were the featured artist at this year's Arts Festival. What do you hope current Haverford students have taken away from your visit?
All of us need to find our own way through this life. No matter what we do in our lives, there will be mountains to climb. I wish for every single student to never lose hope, to find value in every step of the way, and do the best one possibly can with the unique capabilities each one of us has within us.
Is there a specific moment, artist, or piece that drew you to a career as a fine artist?
This may seem cliché, but I have loved doing creative work ever since I can remember. In kindergarten I felt as if the world was coming alive using crayons, scissors, colored paper, and white paste. I have always been drawn (not meant to be a pun!) to creative work of all kinds. When I was in seventh or eighth grade, my oldest brother, Rich, took me to the Van Gogh exhibit at the Philadelphia Museum of Art. I will never forget how my surroundings disappeared, all except for his work, which was touching my soul. Though it took a few years to get there, within minutes of my first class at art school in college, I knew without question that I was “home.”
Tell us about your process for creating and designing a painting or image. How do you begin and when do you know it is complete?
It began way back when and it will never end. Each drawing, painting, photographic image, and all else, is one continuous expanse of exploration with a never-ending need to create that piece that connects what exists within me and what exists all around me. Even with this drive to find it in “that one next piece of work,” the real “piece” of work is the entire body of work. The process will never be complete.
Tell us about your experience at Haverford. What teachers and/or classes impacted you?
It is hard to believe we are talking about a set of experiences that began over 50 years ago. There were many experiences that had a significant impact, inclusive of learning from the intelligence, talent (in all areas), and character of my classmates. By far, though, is the impact that Roman Pawlowski, Music Department Chair, had, and continues to have, upon me. Though a “club,” my involvement in his Male Chorus included one study hall of practice each and every day. This was not graded or for academic credit, but my exposure with him included all four years of high school. In addition, I took his “for credit” music class as a senior. His dedication to teaching and demanding the utmost from himself and each one of us, exposed me to a wealth of possibilities regarding creative aesthetics and achievement. It is an honor for me to be in touch with Roman now, with regular phone calls that delve into, of course, art and music, but mostly the meaning of life itself.
Alumni Weekend 2024
May 2–4
Alumni weekend kicked off this year on Thursday, May 2 with the Haverford School Arts Festival: Student and Family Reception. Friday’s events included the Golden Fords Luncheon honoring the Class of 1974, the Fords Crew boat christening honoring Coach Fred W. Leonard, and the Alumni Cocktail Reception. Saturday’s highlights consisted of the annual Service of Remembrance, Alumni Breakfast, Alumni and Family Barbecue, Alumni Baseball Game, and the Reunion Class Parties for classes ending in 4's and 9's. Throughout the weekend, alumni and their families were treated to entertaining games by both the Fords Lacrosse and Baseball varsity teams.
To see more photos from Alumni Weekend and other events visit haverfordschoolsmugmug.com orscan the QR code ’14
Arts Festival
The community celebrated the artistic talents of students, faculty and staff, families, and alumni during the annual Arts Festival. Students attended the Thursday night reception in the Durham Community Room, before the alumni reception the following evening. A special thank you to all contributing artists in this special show.
Alumni Regional Receptions
The Haverford School hosted annual regional receptions this spring in Palm Beach, Atlanta, and Boston. Andrea and Russ Ball ’84 welcomed alumni to their Palm Beach (right) home on Friday, March 1. AtlantaAlumni local to the greater Atlanta area gathered on Monday, April 15 at St. Regis Bar and more than 30 alumni celebrated together at Grill 23 & Bar on Tuesday, April 23 for the Alumni Office’s semiannual trip to Boston (below).
ALUMNI NETWORKING EVENT
In January, Palmer House hosted their annual Alumni Networking Event. Alex Gushner ’08, Mengistu Koilor ’99, and Alex Lipoff ’07 engaged in a lively conversation, moderated by Nick Dodds ’07. Graduates were given opportunities to connect with other alumni in various professions and update their professional headshots.
ALUMNI LEGACY BREAKFAST
Alumni fathers, grandfathers, and father figures gathered with their students on Friday, April 5 at the Alumni Legacy Breakfast. Attendees gathered in the Dining Hall for breakfast before school. The special morning was filled with stories, hugs, and lots of laughs.
Students in Middle School teacher Mario Masso’s STEM class were off to the races this spring! The boys used their knowledge of aerodynamics as they designed, built, and tested derby cars on the ramp in Worth Atrium.
The future of Haverford’s philanthropy
By Matt Nierenberg, Director of Annual & Leadership Giving
July 1 marks an exciting moment in The Haverford School’s philanthropic history. As of the School’s new fiscal year, Haverford is using Annual Giving, a new structure and name, to capture our fundraising efforts. The Annual Giving umbrella consolidates multiple fundraising streams into one efficient approach. I can imagine what you’re thinking: does changing the structure really make much of a difference? Yes, it does.
Here's why: at Haverford, like most independent schools, tuition alone does not cover the actual cost to educate a student for the year. The difference, or gap, between those numbers is roughly $10,000 per child. The gap is offset through the various initiatives that fall under the new Annual Giving structure. Support from parents, alumni, grandparents, and friends of Haverford will ensure that every student benefits from our remarkable program now and into the future.
This structure shift allows Haverford to do just that, while celebrating the different ways people give. Until now, gifts to Haverford have been siloed, making for an unclear, and at times convoluted, experience for the School’s donors and friends. Occasionally, the School’s most loyal supporters were left with an indistinct picture of how their philanthropy was impacting Haverford and, in some cases, unsure of what did and did not count toward yearly fundraising totals. This new model of Annual Giving is an inclusive approach to help further grow our culture of philanthropy. While the structure and name has changed, the ways in which gifts impact students, the faculty, and our world-class educational programs has not.
Annual
Giving now encompasses:
The Haverford Fund
PA State Tax Credit Programs (EITC & OSTC)
The Haverford School Parents’ Association (HSPA) annual gift
Restricted operating gifts to athletic, curricular, and extracurricular programs
This structure change modernizes the way we approach giving at Haverford and ensures a clear picture of the impact of the gifts from our community each year. As a result, more gifts to varying programs will be recognized on an annual basis.
Along with the changes to the Annual Giving structure, we have increased the base level for the Maroon & Gold Society. The level, which for many years has been $2,500, is now set at $5,000. Giving society levels generally change every so many years, and with the added ways in which donations are being counted, this was a natural time to make an adjustment. We are grateful to those who have contributed at the previous base level and hope they’ll consider continuing their membership in the Maroon & Gold Society.
We hope our new approach of Annual Giving encourages you to consider different areas your philanthropy could impact Haverford, and the various ways your support can be directed to the boys at the School.
If you are interested in learning more about Haverford's Annual Giving, please contact Matt Nierenberg at mnierenberg@ haverford.org.
Every Form II student designed and wrote a thank you card on the first day of their Minimester program this spring. The Minimester lessons, which allow boys to explore topics outside of a traditional classroom setting, were focusing on the Haverford community. The boys delivered their cards to various people on campus, expressing their gratitude and celebrating members of our community.
