Voices of a generation: The Haverford School and
World War II
November reign The Haverford School golf team defeated The Episcopal Academy at Merion Golf Club East on Friday, Nov. 7, to help the Fords secure their seventh consecutive Haverford/EA Day victory.
features Cox Leadership Symposium: Lee Brower 10 The Haverford School and World War II By Mark Fifer 28 spotlights Faces of Haverford 7 In the Arena: The Middle East in Flames 9 A passion for music: rising V Former Karl Eckert 11 22 things you didn’t know about ... Mary Lou Gallagher 14 Living Legacies: John B. Stetson IV ’54 52 Profiles in Service: Theodore B. Witmer ’72 61 Global Leaders: H. Randall Morgan Jr. ’83 69 Future-Ready: Michael F.X. Gillin II ’09 74 A Haverford guy By Jamie Griffin 80 departments From the Headmaster 3 Around the quad 4 Athletics 16 Parents 40 Alumni 44 Class Notes 50 Milestones & In Memoriam 79 covers Front: Lt. William W. Light ’34 (center of back row), Skipper of a flying fortress, and his crew during World War II. From the Alumni News archives, July 1943 (Vol. XX, No. 3). Inside front: Haverford/EA Day golf action. Photo by Kay Lim. Back: Haverford/EA Day 2014 featured a night football game under lights for the first time in decades. Michael Shaw ’78 captured the magic from field level.
HAVERFORD SCHOOL Today
Upcoming Events » haverford.org/calendars September SEP
Opening Day of School in the Field House 8 a.m. Lower School Parents Night
16 in Centennial Hall / Lower School
October (con’t) OCT Upper School Play 29-31 in Centennial Hall Thu., 7 p.m. / Fri.-Sat., 7:30 p.m.
HSPA Recycle Sale 23 /24 LS/MS Drop-off Circle 7:30-10 a.m Middle School Parents Night
Notables Reunion Dinner 25 & Concert at The Haverford School 6 p.m. dinner; 7 p.m. concert
Upper School Parents Night in Centennial Hall / Upper School 7-9:30 p.m.
Thanksgiving Breakfast with
26 Soccer & Football
Admissions Open House
25 in Ball Auditorium / Upper School
Haverford/EA Day 10 a.m.-5:30 p.m.
HSPA Gala Dinner & Auction: “A Night in Napa” at The Haverford School 6-11 p.m.
at The Haverford School 9-11:30 a.m.
John A. Nagl, D.Phil. • assistant headmaster Mark Thorburn Brian McBride ’82 • chief financial officer David S. Gold managing editor Tim Stay • editor Dawn Blake • editor Jessica Covello class notes editor Tim Stay • alumni editor Andrew Bailey ’02 • layout/design Tim Stay headmaster
Andrew Bailey ’02, Dawn Blake, Fatema Frankel, Kay Lim, Lisa Martin, Patrick McNally, Aron Morgan ’13, Jim Roese, George Scarino, Michael Shaw ’78, Tim Stay, George Wood ’75 photographers
Pemcor, LLC., Lancaster, Pa. Wilson Hall, 450 Lancaster Ave., Haverford, PA 19041 Tim Stay, director of marketing and communications; 484-417-2763; email@example.com
editorial office contact
Thank you to everyone who contributed to this publication. Special thanks to: Andrew Bailey ’02, Sam Caldwell, Kerry Cassell, Jeff Day, Mark Fifer, Mary Lou Gallagher, Michael Gillin II ’09, Jamie Griffin, Sheryl Kaufmann, Nancy Krell, Disty Lengel, Lisa Martin, Brian McBride ’82, Deirdre McKeon, Sandy Mercer, Jill Miller, Candy Montgomery, Randy Morgan Jr. ’83, Dr. John Nagl, Kim Reynolds, Cindy Shaw, John Stetson IV ’54, Ted Witmer ’72, George Wood ’75, and Bill Yoh ’89. special thanks
Haverford School Today magazine is published for alumni, parents, grandparents, and friends of The Haverford School. Nonprofit postage paid at Wayne, Pa., and additional mailing offices. address changes Please send address changes to Disty Lengel at firstname.lastname@example.org, or 450 Lancaster Ave., Haverford, PA 19041.
Copyright © 2015 The Haverford School (all rights reserved). If you wish to reprint any portion of this publication, please request permission in advance.
MS & US Winter Concert
tbd in Centennial Hall
DEC LS Winter Concert tbd in Centennial Hall Time TBD
14 at The Episcopal Academy
30 in Centennial Hall / Middle School
Middle School Play at Centennial Hall Time TBD
Alumni, save the date!* FEB
Athletic Hall of Fame Event at The Haverford School Alumni Weekend at The Haverford School
* See Class Notes for more alumni events.
board of trustees, 2014-15
Elizabeth M. Anderson P’14 Robert C. Clothier III ’79, P’17, Secretary Caroline De Marco P’22 Randall T. Drain Jr. ’01 David B. Ford Jr. ’93, P’24 ’26, Treasurer Maurice D. Glavin ’83, P’14 ’16 ’19 Richard W. Graham II ’52, Vice Chairman William Hambleton Branton H. Henderson ’74, P’12 ’14 ’18 Jason Ingle P’22 Barbara Klock P’23 ’23 Nancy Krell P’15 Jeffrey F. Lee ’95 George B. Lemmon Jr. ’79, P’12 ’19 John J. Lynch P’10 ’12 Christopher Maguire P’16 ’19 George C. McFarland Jr. ’77 Sharon S. Merhige P’16 ’18 John A. Nagl, D.Phil. P’20, Headmaster Albert C. Oehrle ’58 Jennifer N. Pechet P’15 ’17 Amy T. Petersen P’15 Peter A. Rohr P’12 ’13 ’15 Vincent A. Rossi P’14 ’15 Kenneth W. Schwenke P’07 ’10 ’12 Mark D. Turner P’13 ’15 John C. Wilkins Jr. ’95 Carter D. Williams ’86, P’17 Thomas L. Williams P’17 William C. Yoh ’89, P’18 ’24, Chairman
FROM THE HEADMASTER
A Rite of Passage By John A. Nagl, D.Phil. P’20
Dear Fords Nation, On June 5, The Haverford School graduated the largest class in school history: 117 fine young men. They are wonderful leaders, scholars, and athletes, and they will be missed. The Class of 2015 had an extraordinary record of academic, artistic, and athletic achievement. A highlight of the academic year was the inaugural STEM (Science, Technology, Engineering, and Mathematics) Day in May, when Upper School students in biology, chemistry, environmental science, and engineering classes engaged more than 200 Middle School, Lower School, and Haverford Center students in hands-on activities and challenges aimed to develop curiosity in science and engineering and promote fellowship across divisions. The Arts Department also continued to excel, with Theater Chair Matt Cloran’s final production, the challenging and fun “Spamalot,” winning two awards at the annual Greater Philadelphia Cappies Awards Gala. In an activity that combines science, engineering, art, and team competition, our robotics team was the sixth best in the world. Baseball won 25 games and earned a trip to the state semifinals; tennis was 20-1-1 with Inter-Ac and state titles and a national No. 6 ranking; track was 6-0 with its first Inter-Ac and state titles in four decades; crew had its best season in a decade, with wins at City Championships and the JV four placing first at Stotesbury; and lacrosse finished a remarkable undefeated season as consensus national champions. The spring sports teams’ records were a combined 77-6-1, undoubtedly the best single season in School history. More important than the trophies the boys won, the goals they scored, and the runs they drove in, however, was the way they won and lost: with character and class. This month marks the sunset of the Task Force on Safety, Character, and Culture, which we convened in May of last year to ask hard questions about whether we’re doing everything we can to keep our boys safe and to help them make good decisions in the culture that surrounds them. Over the course of the school year the Task Force, under the chairmanship of Board Vice Chair Dick Graham ’52, oversaw the implementation of a number of changes to School policies and procedures to ensure that the actions of a few do not define who we are and what we stand for. I would particularly like to highlight the Brother’s Keeper cards we issued to all Middle and Upper School boys, highlighting our new drug and alcohol policies and also providing a hotline that boys can call anonymously to get help for friends they fear are making bad choices. The hotline was more effective than we had dared hope, and we believe that the work of the Task Force will live on for years to come in better decisions made, a more nurturing School culture, and even lives saved.
This year also saw the implementation of the Form II Rite of Passage through which our Middle School leaders marked their transition to the ranks of the Upper School. Under the leadership of Jay Greytok ’83, P’15, the boys engaged in a Philadelphia scavenger hunt, participated in dragon boat races, spent the night aboard the USS New Jersey in Camden, and then hiked across the Ben Franklin Bridge and all the way back to Haverford. They were welcomed back to campus as Upper School boys after walking through a gauntlet of the entire faculty, clapping and cheering the young men for doing something difficult and important, and doing it together. It was one of the best moments of my two years as headmaster, and promises to become an eagerly anticipated annual experience for Form II. While the Rite of Passage was a great event, life in Crosman Hall remains a challenge. It is past time to replace the current Middle School building with one that incorporates an elevator and a decent amount of square footage for each student – and that doesn’t leak when it rains! The Campus Master Plan committee, under the able leadership of Maurice Glavin ’83, P’14 ’16 ’19 has selected an owner’s representative and an architect to plan a replacement building and a parking garage that incorporates enough tennis courts for Haverford to host matches; we hope to have preliminary sketches to show you soon! The capital campaign to raise funds for that work and for additions to the School’s endowment has made progress during the silent “leadership phase”; stay tuned for updates on that as well. The campaign will provide opportunities to recognize and immortalize the teachers, coaches, and leaders who have built the School that means so much to all of us. One of those teachers, coaches, and School leaders was our commencement speaker this year. Bo Dixon ’61, the School’s sixth headmaster and the only graduate of the School to lead it, told our graduates to find a mentor, to be a mentor, and to hold a mentor in your heart. Bo has certainly been a mentor to me during my first two years as the School’s ninth headmaster, and I remain invigorated by the challenges, excited by the opportunities, and impressed by the love of the alumni, faculty, and boys for this great school. Thanks for everything you do for Fords Nation, and I hope to see you around campus this coming year at sporting events, robotics competitions, and plays, in all of which, as always, we will BEAT EA!
Around the quad
AROUND THE QUAD
News & notes from around The Haverford School campus
and discrimination comes from general laziness and sloppiness of generalization and/or jumping to conclusion before spending time to understand a person in terms of his or her inner qualities and intentions.” –Gary Kan, Upper School Chinese
Students and faculty reflect on 27th Annual NAIS People of Color Conference experience A group of Haverford School faculty and students traveled to the 27th National Association of Independent Schools People of Color Conference in Indianapolis, Indiana, in December. The People of Color Conference and Student Diversity Leadership Conference support the complex dynamics of independent school life and culture and the varied roles people of color play and experience in these settings. Student Diversity Leadership Conference “The stories I heard made every single one of my problems look as if they were a crumb lying on the floor. It is amazing to see how much we all take life for granted. SDLC helped me realize that we are all trapped in a bubble, an impenetrable bubble. Living on the Main Line is so different from reality that it is almost like a fairy tale.” –David McKay, rising IV Former “The people there were amazing. Not just the students, but also the staff. Everyone was understanding, always upbeat and willing to have a conversation. For some reason, it just made me feel as if I was at home. There was no embarrassment to say what we thought or how we felt on these topics. And the amount of these amazing people was stunning, more than 1,000 kids and adults from all over the USA all here for one reason, to grow and learn.” –Michael Boston, rising V Former 4
“There were so many amazing and brave people who were mature beyond their years to share experiences with. Whatever your background was, there was someone who understood you. We all felt comfortable being ourselves, some of us for the first time.” –Alex Kim ’15
People of Color Conference “The People of Color Conference may have been one of the best conferences I have ever attended. I had the opportunity to meet and talk with educators from around the country to find out how they discuss diversity issues with their middle school students. I look forward to attending this conference in the future.” –Mario Masso, Middle School science “The conference is a truly an eye-opening and awakening experience – it promotes a rather simple (at least logically) concept: We should see and treat each human being as a human being. A lot of misconception
“PoCC was a needed pick-me-up and re-energizer. The keynote speakers both motivated and educated us, teaching about social justice relevant to the broader world and specific to our classrooms. The various workshops provided important interventions on our pedagogy by making us students again and forcing us to consider how we teach our own classes. Finally, the affinity groups provided much needed support.” –Elias Rodriques, Upper School English “One of my favorite moments of this conference was hearing from the students on the final day. As I walked into the vast ballroom, I looked around and saw a sea of African-American women – not a common experience for me. We moved into smaller groups to do affinity group (African-American female) work. As the girls shared their experiences at various independent schools, I was moved to tears. Stories about being the “only one,” never being asked to a dance, and always having to prove yourself left me with a new mission. We need to talk to all of our students about all of the “isms.” –Cheryl Joloza, Lower School science The People of Color Conference is the flagship of the National Association of Independent Schools’ commitment to equity and justice in teaching and learning. The mission of the conference is to provide a safe space for leadership and professional development and networking for people of color and allies of all backgrounds in independent schools. PoCC equips educators at every level, from teachers to trustees, with knowledge, skills, and experiences to improve and enhance the interracial, interethnic, and intercultural climate in their schools, as well as the attending academic, social-emotional, and workplace performance outcomes for students and adults alike.
AROUND THE QUAD
The Big Room:
Introducing the new Haverford School blog The new Haverford School blog is live! Dubbed “The Big Room” after the cozy gathering space atop Wilson Hall that still bears the original building’s stone facade, the School’s blog features the voices that make up our community, discussing big ideas in a big way. The blog can be found at haverford.org/blog. Serving as the blog’s managing editor is Associate Director of Communications Jessica Covello, an accomplished writer, editor, and regular contributor to many Haverford School publications. Recent blog posts include “China immersion experience” outlining Chinese teacher Gary Kan and Assistant Headmaster Mark Thorburn’s travels to China with a group of 12 Upper School boys to better understand Chinese culture, history, and language; “In the Arena: Criminal Justice and the Truth,” a Q&A
session shining the spotlight on John F. Hollway P’18 and his presentation to Upper School students discussing his book, Killing Time: An 18-Year Odyssey from Death Row to Freedom, and his work at The Quattrone Center at the University of Pennsylvania; “Things you need to know to work at a boys’ school,” by Head of Upper School Matt Green, offering words of wisdom about teaching and inspiring boys; and “Haverford core virtues: leadership” by Head of Lower School Dr. Ron Duska, part of a series discussing Haverford’s core virtues and the driving forces behind the decisions we make and the actions we take. We look forward to developing and sharing posts that represent myriad Haverford voices, stories, and experiences, and we welcome ideas and suggestions for future content. We will also be looking for
The 13th Annual Big Timber Arts Roundup
Above: One of four paintings completed by faculty member Fatema Frankel during the trip; Haverford students bonding during their time at the ranch.
Haverford School students and faculty participated in the 13th Annual Big Timber Arts Roundup – an intense fourday event featuring art, photography, writing, and theater workshops taught by professionals in their field – at the Hobble Diamond Ranch in Big Timber, Montana, in October. Reflecting on her first experience there, Upper School math teacher Fatema Frankel remarked, “Montana was an amazing experience. I figured I could call it a successful trip if I had the chance to finish just two paintings, but I came home with four! The Big Timber Arts Roundup was an opportunity to get away from the day-to-day routine and focus on another aspect of life and personal identity – for me, painting; for others, poetry, theater, or photography. It was a great bonding experience with my Haverford colleagues and a chance to get to know teachers from other schools. Better yet, as a teacher, it was a wonderful opportunity to be a student again, and being a student alongside my own students really helped me connect with them.”
The Haverford School wishes to publicly thank Susan and Bob Burch ’72, P’13 ’28 for their continued support and deep interest in, and inspiration of, students pursuing their education and love of the arts.
Visit The Big Room blog on The Haverford School website at haverford.org/blog.
guest blog authors from time to time too, so if that is of interest to you, please send an email to email@example.com. We hope you’ll visit us in the The Big Room often!
CONNECT » Connect with The Haverford School! Look for the following pages:
• The Haverford School • Haverford School Young Alumni
• HaverfordSchool • GoFords
• Haverford School Alumni • Haverford Family & Friends
• The Haverford School
AROUND THE QUAD
Faculty & Staff honored at Thankgiving assemblies Faculty & Staff Honor Roll (25+ years of service)
Sandy Mercer – 50 years! Bill Strong – 35 years Chris Fox – 33 years Bill Palmer – 32 years Candy Montgomery – 29 years Steve Stephenson – 27 years Jay Greytok – 26 years Nancy Thomas – 26 years
Faculty and staff honored for their years of service to The Haverford School during the Middle School-Upper School Thanksgiving Assembly (from left): Kevin Seits, director of Enrollment and Tuition Assistance; Janet Heed, history teacher/Upper School counselor; Sheila Maginn, administrative assistant to the athletic director; Sandy Mercer, archivist; Rebecca Smedley, Upper School English; Mark Fifer, Upper School history and dean of students; and Gerry Rooney, Upper School science.
25 years of service Jay Brown Janet Heed Sheila Maginn Kevin Seits
10 years of service Mark Fifer Katie Jones Brian Martin Gerry Rooney Rebecca Smedley
Faculty and staff honored for their years of service to The Haverford School during the Lower School Thanksgiving Assembly (from left): Brian Martin, health and physical education; Katie Jones, assistant kindergarten teacher; and Jay Brown, fifth-grade teacher and Lower School dean.
New Master Teachers (Promoted from Experienced Teacher)
Sarah Barton – fourth grade Andrew Fenton – Upper School Latin Antonio Fink – Lower School art Andy Franz – Middle School math Justin Gaudreau – Upper School math Jamie Griffin – Upper School history Andy Grossman – Middle School science Dan Keefe – Upper School English Jackie Wagner – first grade
Alumni Executive Council President Branton H. Henderson ’74, P’12 ’14 ’18 looks on as Sodexo Dining Hall worker Erin Bryne receives special recognition for her caring, compassion, and dedication to the well-being of Haverford’s students.
AROUND THE QUAD
f o s e c a F ford r e v a H
Our community is full of poets and scholars, human rights advocates and entrepreneurs, aspiring athletes and stage performers. The thread that binds the patchwork of The Haverford School is our commitment to each other, our School, and our neighborhoods. Faces of Haverford introduces you to a sampling of the many alumni, students, parents, and faculty who make The Haverford School experience truly transformative.
Which teacher has been most influential? This was my first year taking a language. Learning a foreign language can be difficult at times, but Dr. Reich also makes it extremely fun. We played a lot of games like “Professor Dice,” which is similar to “Simon Says,” but with Spanish commands.
Dylan, II Form Enrolled: second grade Siblings: sister, 12th grade Hometown: Haverford Hobbies: listening to rock music, playing guitar, skateboarding, snowboarding
What makes you proud? I am a straight-A student and took Algebra I as a seventh-grader. My art project of a drawing of a skull, which I edited in Photoshop, was selected by Dr. Nagl to hang in his office. I am also proud whenever I learn new skateboard tricks or a difficult song on the guitar. In fifth grade I presented at the Center for the Study of Boys’ and Girls’ Lives conference at the University of Pennsylvania. Three of us talked about Haverford’s Servant Leadership Program to Upper School students from all across the country.
What’s the best part about being a Ford? The best thing is the sense of community. I know that if something goes wrong, someone will always have my back. What is your dream job? Being the lead guitarist in a rock band. If you could be an animal, what would you be? Some type of bird. Flying around and seeing everything from a bird’s-eye view would be amazing. I think flying over Philadelphia would be cool because the city seems crowded from the ground, but from above I would get a different perspective. What is your favorite spot on campus? The Middle School computer lab. It’s where I learned Photoshop and iMovie. One of my favorite art projects was recording a poem and setting it to video footage that we took at Haverford College.
Randall Drain Jr. ’01 Hometown: Philadelphia Hobbies: Running, skiing, traveling Haverford School involvement: 2001 Student Body President, soccer, lacrosse; Board of Trustees
How has your Haverford School You’ve been a member of The Haverford School’s Board of Trustees since 2012. Tell us about this experience. The Board of Trustees has allowed me to lend a voice to the strategic direction of the School during an exciting time in The Haverford School’s history. Though there are core aspects of a Haverford education that have remained consistent throughout the past 131 years, one of the School’s qualities is its ability to continually adapt, evolve, and improve. It has been rewarding to give back to the School in partnership with an incredibly thoughtful and engaged group of people. What is a favorite Haverford School memory? A common theme throughout my favorite Haverford memories – from the tradition of Haverford/EA Day to my time on the soccer and lacrosse fields with my teammates – is the sense of community that was always present. I remember hanging out and working – or pretending to work – in The Big Room in Wilson Hall. When the weather got warmer, we would head outside to the quad for seemingly endless games of benchball. There’s something about the environment at Haverford that captures relationships, community, and in some ways, a sense of home. How has your Haverford School education served you since your graduation in 2001? The Haverford School offers a best-inclass foundation. First, students have the opportunity to learn about themselves and shape their character from an early age. They are encouraged to explore all of their interests, leading to a keen sense of selfawareness. Second, I believe Haverford has some of the best faculty in the country. The haverford.org
AROUND THE QUAD
f o s e c Fa ford r e v a H knowledge and encouragement imparted by faculty, coaches, and classmates gave me the confidence to explore things that may have otherwise been out of reach. Finally, Haverford taught me the power of communication. Communication, listening in particular, is an essential skill that is the catalyst for relationships. Relationships often facilitate our success personally and professionally. The ability to communicate effectively, a tenet of The Haverford School experience, allows one to extend to his or her full potential. In another life, what career path would you have taken? The optimist in me would like to have done something in politics, but I find the field somewhat discouraging nowadays. What attracts me is the ability to impact a lot of people’s lives in a positive way. From an intellectual standpoint, I find public policy fascinating. It’s one of the few fields in which there is no right answer. That lack of clarity and perfection is intriguing. What is your passion? I love to travel and learn the nuances of different people and their cultures. I believe “If you want to know, you gotta go.” The complexities of any culture anywhere are best appreciated in person. Otherwise, I feel stuck with rather useless, somewhat fictitious generalizations that are unsatisfying. I was fortunate enough to spend 10 days in Chile skiing while my family and friends back home were enjoying the end of summer. During my time at Haverford, I was so enthralled by my Upper School Spanish experience that I spent nearly all of my high school summers in Spain. When abroad, I most enjoy visiting and learning about cities. Cities evoke so much energy, fostering the social, intellectual, and commercial exchanges that can propel societies forward. The wild thing is that they’re all unique – much like people – essentially the same, yet different. 8
Exploring the architecture, food, and design of cities I travel to never gets old. Buenos Aires, Cape Town, and Sydney are three of my favorite spots.
“Though there are core aspects of a Haverford education that have remained consistent throughout the past 131 years, one of the School’s qualities is its ability to continually adapt, evolve, and improve.”
–Randall Drain ’01
son every advantage and opportunity that a world-class education provides. Haverford’s campus is beautiful, comforting, and happy. My son is a homebody, so the feeling of a close-knit community is important to us. For him, Haverford feels like a second home. Tell us about your son, Austin. Austin’s passion is basketball. He could talk to you for hours about teams and statistics. He writes for The Index and volunteers as a tutor for inner-city youth along with several of his classmates. Austin credits many of his Lower School teachers with igniting his curiosity and interest in math and English, two of his favorite subjects. What are your hobbies? My family comes first. I am also an exercise enthusiast – I completed two triathlons in one year, and spend a lot of time in boot camp or on my bike. I have four dogs, including a Havanese named Preston. I brought him home from Haverford’s 2013 “A Night in Havana” Gala.
Nancy Krell P’15 Hometown: Cherry Hill, New Jersey Hobbies: fitness, family, furry friends Haverford School involvement: Haverford Leadership Council, Board of Trustees, 2014-15 Haverford School Parents’ Association (HSPA) chair, Gala chair, and class mom How would you describe a Haverford School student? A Haverford student is confident, respectful, and resilient. In my 14 years as a Haverford parent, there hasn’t been a time when I’ve been on campus that a boy hasn’t opened a door for me or said hello. My son is able to quickly recover from disappointment – whether that’s a result of obstacles on the basketball court or in the classroom. I feel that each of these qualities will serve him well long after he leaves Haverford. “Why Haverford” for your son? Education is a priority for our family. My husband, Stephen, and I wanted to give our
What have you learned during your 14 years of volunteering with the HSPA? Get involved. Be an active participant in your son’s learning. At Haverford, the boys recognize and appreciate seeing their parents at the annual pumpkin fair, on the field trips, and in the classroom. The years go by quickly, but the memories will last a lifetime – both for you and your son.
“Get involved. Be an active participant in your son’s learning. At Haverford, the boys recognize and appreciate seeing their parents at the annual pumpkin fair, on the field trips, and in the classroom. The years go by quickly, but the memories will last a lifetime – both for you and your son.”
–Nancy Krell P’15
To see more of the faces in our community, please visit: haverford.org/faces.
AROUND THE QUAD
IN THE ARENA:
The Middle East in Flames A discussion with Al Hunt ’60 and Dr. John Nagl By Jessica Covello On Oct. 21, Headmaster John Nagl and renowned journalist Al Hunt Jr. ’60 explored the evolution of the types of threats posed to the U.S. and the consequences of military action in the Middle East over the past 25 years. Following the event, Dr. Nagl signed copies of his latest book, Knife Fights: A Memoir of Modern War in Theory and Practice. k The U.S.’s invasion of Iraq has resulted in nearly 5,000 American lives lost, growing instability in the Middle East, and a price tag of $1 trillion and counting. Nagl believes that sending troops to Iraq in 2003 was the wrong decision and distracted the U.S. from far more dangerous threats. “Iraq almost immediately became on fire,” he says. “It’s central to the Middle East, right along the Sunni/Shiite fault line that divides the region. Afghanistan suffered gravely over lack of resources while the fighting in Iraq was intensifying. The Taliban that we had largely defeated in Afghanistan regained strength in Pakistan.” Fundamental mistakes have left the Middle East vulnerable to extremists, most of which stemmed from a lack of military strategy for guerilla warfare and the use of dated and ineffective “sweep and clear” tactics. Stationed in Al Anbar, Iraq, in 200304, Nagl says it was clear that the U.S. wasn’t winning. “We had extraordinary firepower, but we didn’t know whom to shoot. We hadn’t been trained in guerilla warfare, and we didn’t have a doctrine for it.” Fast forward to 2006, and the situation in Iraq had become disastrous.
President Bush fired Donald Rumsfeld and Gen. David Petraeus prepared to take command. Over the course of 2006, along with Petraeus, Nagl wrote the U.S. Army/ Marine Corps Counterinsurgency Manual to change the military’s approach to combat. “Petraeus had done something unparalleled in military history,” says Nagl. “He turned upside down the way the war in Iraq had been fought for the three previous years.” The U.S. conducted “sweep and clear” counterinsurgency operations in Iraq prior to Petraeus taking command in 2007 with the new counterinsurgency doctrine. “We would sweep through areas and clear the insurgents,” recalls Nagl. “But it’s incredibly difficult to tell who the insurgents are. We would arrest pretty much any militaryaged male. Innocent men were put into military prisons, treated fairly poorly, and interrogated unwisely. In prison, they came in contact with insurgents who would inspire them to conduct jihad when they were inevitably released. The sweep and clear tactic served to inflame the insurgency, creating more enemies than we were removing from the battlefield. “To succeed in counterinsurgency in the modern era, you can’t just sweep and clear. You have to clear, hold, and build. The mantra of the new counterinsurgency manual was to clear the enemy from a region, hold it with local forces, and in that secure area, to build better governance that provides economic development, security, stability, and essential services to the population.” Nagl characterizes President Bush’s
decision to “double down” and send more troops to Iraq in 2006 – as the country was descending into full-scale Sunni/Shiite civil war – as “brave.” This strategy aimed to create a surge of security that would break the momentum of the insurgency and change the course of the Iraq war. “When America cares enough to send the very best, to spill the blood of its sons and daughters, in order to build a better government there [in Iraq] … If we pay that price, then we must stay there to make sure that it doesn’t happen again. It is in our interest for stability to endure,” he says. “The current plan is to pull all U.S. troops out of Afghanistan by the end of 2016. If we do that, just as Baghdad is all but under siege by ISIS; Kabul, Afghanistan, will be under siege by the Taliban within 3-4 years and we’re going to have to go back and start from the beginning. If there is a guiding principle of American foreign policy since the attacks of 9/11 that killed 3,000 Americans on our soil, it has been to never again allow a base of territory in which terrorists can plan and conduct attacks on our friends and interests around the world. The failure to maintain a troop presence in Iraq has allowed radical jihads to get a piece of territory the size of the state of Maryland. We can’t allow them to keep it.” k “In the Arena” speakers share lessons learned in the face of adversity. The speaker series was inspired by President Theodore Roosevelt’s Nobel Prize acceptance speech, in which he says credit belongs not to the critic but rather to the man “in the arena.” Watch the complete video interview with Al Hunt ’60 and Dr. John Nagl on our website at:
AROUND THE QUAD
Positivity, gratitude, and choosing to lead: Joseph T. Cox Servant Leadership Symposium Guest speaker Lee Brower suggests that when we Begin In Gratitude, we become better people. Only when we’ve reached the highest level of gratitude can we be considered service leaders. By Jessica Covello
“Are you a thermometer, or a thermostat?” asked Michael Rouse ’85, during his introduction of The Joseph T. Cox Servant Leadership Symposium speaker Lee Brower on Sept. 26. “Thermometers react dramatically to different environments; thermostats change the environment to suit the situation,” he continued. “Leaders are thermostats.” Over the course of an hour, Rouse’s personal friend and mentor Lee Brower, founder of Empowered Wealth, spoke to an audience of Upper School students about service leader characteristics, chief among them being gratitude. Equal parts inspirational and emotional, Brower’s talk was interwoven with examples of the power of positive thinking; the role that gratitude plays in our goal setting and achievement; and personal struggles, including losing his son to cancer. “We are traveling through a chaotic world,” stated Brower. “How do we capture the positive experiences that happen everyday?” The answer: Go BIG. When we Begin In Gratitude (BIG), says Brower, we become better people. Only when we’ve reached the highest level of gratitude can we be considered servant leaders. • Ingratitude: It’s important to express our gratitude. “Otherwise,” says Brower, “it’s a present you never get to give, or to open.” • Social gratitude: Demonstrate everyday kindness and gratitude through small gestures like “please” and “thank you.” • Appreciative gratitude: Akin to positive thinking, appreciative gratitude requires us to be aware of our good fortune – from a beautiful
day to good health.
• Empowered gratitude: Give without expecting something in return. Elevating our gratitude to this level requires selflessness, and marks a transformation from being inwardly focused to concentrating on others.
“Once you start looking for positive moments in the everyday, you’ll see them – and the revelation will be life changing,” says Brower. Brower knows a thing or two about life-changing events. Nick, one of Brower’s eight children, was diagnosed with cancer at age 18. In an emotionally charged discourse, Brower described the physical and symbolic mountains his son climbed throughout his 28 chemotherapy treatments, 56 radiation sessions, three major surgeries, and other obstacles. From flying a Blackhawk helicopter and skydiving to meeting his athletic idols and starting a charity for young adults with cancer, Nick fought until the end. “Don’t let the event equal the outcome,” urged Brower. “It’s how you respond to a situation that determines the outcome. Nick lived every moment focused not on his cancer, but on making positive choices and exhibiting gratitude for each moment. “I’ve asked people around the world: Is the glass half full or is it half empty? The answer is that the glass is completely full; half
with water and half with air. Those who say ‘empty’ tend to be living in the past. Those who say ‘full’ are betting on the future. To live in the present, you need to recognize and appreciate both.” Brower encouraged students to seek mentors in their quest to engage the present and become servant leaders in the future. “A true mark of a leader is that they’re interested, not interesting,” said Brower. “Anyone who influences others can be called a leader. If you want to be a servant leader, you become interested.” Ten-time national basketball championship coach John Wooden mentored Brower for decades. “John Wooden was one of the smartest and most interested men I’ve met. He taught me to consider how our actions impact who we become. How will it make me a better father, businessman, or athlete? Who will I be if I achieve this goal? “He also taught me an important principle about measuring success. We all have a picture of the ideal “us:” the ideal
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student, son, athlete, or entrepreneur. Like a horizon, as we advance toward that ideal, it also moves. This perpetual “gap” can be counteracted by comparing our current state not to where we’re going, but to where we’ve been.” A college football player and avid basketball player, Brower ended his talk holding two basketballs. When asked which basketball they would choose based on brand name and price point, the students picked the $100 Wilson basketball. A smile crept across Brower’s face. “This ball is priceless,” Brower grinned, raising the other basketball. “From Coach John Wooden, to me, to The Haverford School,” said Brower, as he handed a Wooden-signed basketball to Headmaster John Nagl. The crowd came to its feet to applaud this act of gratitude, undoubtedly one of many Brower will bestow upon those who cross his path. k Lee Brower is the founder of Empowered Wealth, LLC, a family estate planning business, and the creator of The Business Family Coach®, a proprietary coaching program. Brower attended Brigham Young University and the University of Redlands, where he majored in business administration and Spanish. He then went on to study and practice financial and estate planning, earning a CLU and ChFC designation from American College in Bryn Mawr, Pennsylvania. Brower is co-author of Wealth Enhancement & Preservation and The Brower Quadrant and has been featured on national and global television and radio programs. The inaugural Joseph T. Cox Servant Leadership Symposium was held in 2010 in honor of the eighth headmaster of The Haverford School, Dr. Joe Cox. Integral to the School’s character development programs, the symposium brings prominent speakers to campus to speak with Upper School boys about servant leadership. This annual event is supported by a committee of distinguished alumni, including Brian McBride ’82, Michael Rouse ’85, and former Board of Trustees Chair John Stoviak ’69, all of whom were in attendance.
Karl Eckert For rising V Former Karl Eckert, music is a passion. Playing cello in The Haverford School Orchestra and quartet, and singing with The Notables is a true joy. When did you start playing cello? When I was about 7 or 8 years old. I didn’t choose to play cello; I actually chose viola. My mom thought the viola was the violin and she didn’t want me to play it. I said ‘cello’ and my mom knew what a cello was; she didn’t know what a viola was and thought I wanted a violin. So she said, “Okay, I’ll get you a cello,” even though she knew I meant viola. The cello finally comes, and it’s this big instrument and I said, “Mom, I wanted a cello.” And she says, “That is a cello.” So I got stuck with it and it was great – I loved it. Do you play other instruments? I play piano. I tried ukulele for about a year; I play guitar marginally. What is your favorite type of music to play? For a cellist, it’s pretty limited to classical music. But if I had to choose, it would be in the Romantic period because there’s a lot of feeling in that period and you really have a lot of room to let emotions pour out in that music, unlike baroque and classical where it’s more stiff and formal. One of my favorite pieces is “Night on Bald Mountain” from Disney’s Fantasia – the cello part is really fun because it starts slow and keeps building until you hit this climax, and then you drop back and start building again. Are there any instruments you wish you could play? A type of horn instrument, definitely, like the saxophone or trombone. They just have all this power. The cello is great but you don’t get that kind of blast. Have you traveled to play the cello? I went to a music camp in Germany twice; we did a lot of concerts and quartets for the locals. Everybody there loves classical music. They enjoy popular music, but classical music is still very much appreciated so when you go to a concert there it’s like four or five hours long and everyone’s having a great time. Who are your mentors? My music teachers. I took lessons with Mrs. (Metta) Watts for several years; she was a student of Orlando Cole, a really great cellist. I actually was fortunate enough to have a few lessons with him when he was 100 – he was amazing; he died when he was 101. I’m currently under the tutelage of Derek Barnes, a member of the Philadelphia Orchestra. What are your musical aspirations? You can’t really tell with music where you’re going to go, it’s unpredictable. I guess my dream would be to keep advancing, get into a great music school like Curtis, and progress to an orchestra, like the Philadelphia Orchestra. To learn more about our music program, visit: haverford.org/arts. haverford.org
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Scenes from Is he dead? Upper School play
Spamalot Upper School musical
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Middle School musical
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By Dawn Blake
22 THINGS YOU DIDN’T KNOW ABOUT ...
Mary Lou Gallagher First-grade teacher Mary Lou Gallagher is an inspiration in the classroom – turns out that it runs in the family.
1 I have two older brothers and we all work on Lancaster Avenue. One is a professor at Villanova and the other works at Morgan Stanley in Bryn Mawr.
2 I was a flight attendant for four years – my route included
10 I taught second grade at St. Margaret’s in Narberth before
3 I love dancing, Zumba, ballet, and gardening. 4 I enjoy painting, particularly flowers. Art was my favorite subject in
11 I graduated from Villanova University. 12 I began working at The Haverford School in 1988. 13 I love romance novels; they kind of take you away from
Minneapolis, Fairbanks, Honolulu, Tokyo, Hong Kong, and Manila. It was a great way to see the world.
5 My favorite flowers are tulips. 6 I played a sport each season in high school: field hockey, basketball,
and tennis. I was best at basketball, but I still play tennis all the time.
7 I have twins – Connor and Brittany – they’re 17. They were born on Thanksgiving.
8 Every year on Thanksgiving, we put up a Christmas tree. We sit
around and play every game you can possibly think of, and then we all get involved in making the turkey dinner. And cake – we always celebrate their birthday on Thanksgiving.
I knew in first grade that I wanted to be a teacher. I had such great teachers; I never had a bad one. My grandmother was a first-grade teacher; she was an inspiration to me.
becoming a flight attendant.
life. I read Danielle Steele … I grew up with “Queen of the Summer Novel” Elin Hilderbrand; she’s a good friend of mine, so of course I read all of hers.
14 My classroom is like Wal-Mart for other teachers – I have
everything: toolboxes, ladders, trash bags, sandwich bags, freezer bags, food, kitchen appliances …
15 Doris Day would be a perfect fit to play me in a movie
of my life. We have similar personalities, and when I was younger, I resembled her.
16 I enjoy woodworking – I built the tree and tree house in my classroom.
17 I go on YouTube and figure out how to do things, like fix a faucet when the one in my kitchen sprung a leak.
18 I love rock ‘n’ roll – The Beatles are my favorite, and I
also like The Rolling Stones. If I were in a band, I’d play the drums. I used to play my brother’s drums when I was about 3 years old. But, I have no musical talent.
19 I love Halloween with the boys in Lower School. I get
dressed up every year – my favorite costume is Dorothy from The Wizard of Oz. I like it so much I dressed up as Dorothy for two years.
20 “After Midnight” is my walk-on music. It reminds me of college – I had so much fun every day.
21 If I weren’t teaching, I would own an Italian restaurant. My best dish is veal Parmesan.
22 When I retire, I’d love to live in Cape May. 14
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Ocean in a bottle Jr. K assistant teacher Rosalee Innocent works with students to create an “ocean in a bottle” during the boys’ six-week study of the Atlantic Ocean. This hands-on experience allows students to explore the differences between the layers of the ocean. Get it A clear jar or bottle, food coloring, corn syrup, oil, dish soap, water, rubbing alcohol, funnels These items will make up the layers of the ocean, which include:
• Trench Zone (Hadalpelagic Zone): corn syrup • Abyss (Abyssopelagic Zone): dish soap • Midnight Zone (Bathypelagic Zone): water • Twilight Zone (Mesopelagic Zone): oil • Sunlight Zone (Epipelagic Zone): rubbing alcohol
Make it 1. Add black food coloring to ¾ cup of corn syrup and pour into the bottom of your glass jar. The Trench Zone will be black. 2. Mix blue food coloring into ¾ cup of dish soap. Add to the jar using a funnel. The Abyss will be purple. 3. Put blue food coloring into ¾ cup of water and use a funnel to slowly layer it on top of the dish soap. The Midnight Zone will be light blue. 4. Add the oil. (Though water in the “Twilight Zone” is not actually yellow, you’ll find that it is difficult to change the color of the oil.) 5. Add ¾ cup of rubbing alcohol. Use a dropper to slowly add it to the top of the oil, making sure not to break the barrier between the oil and water. The Sunlight Zone will be clear.
Classroom activities • Atlantic Ocean replica: Design and create the Atlantic Ocean and certain animals and objects along the coastline, such as seal pups in Maine, clams in New Jersey, pirate ships and lighthouses in North Carolina, and palm trees and turtles in Florida. • Ocean in a bowl: Discuss what an ocean is made up of and how waves are formed by creating a miniature Atlantic Ocean with water, food coloring, and sand. • Vocabulary: Learn the meaning of migration, mammal, reptile, coastline and other thematic words both in the classroom and in science class. • Letter of the Week: Incorporate the Atlantic Ocean theme into the Letter of the Week (B beach ball, P pearls of a clam, and F fish). • Lighthouses: Use shapes and patterns to construct a lighthouse. • Pirates: Create a cardboard pirate ship, dress as a pirate and “walk a plank” across the Atlantic Ocean. • Book study: The Pout Pout Fish – discuss beginning, middle, end, characters, title, author, and illustrator. Create each character using various materials. Cross-disciplinary • Science: learn the parts of a whale; explore the difference between mammals and reptiles; understand how sand is made by rubbing coral and rocks similar to the waves forcing them to crash together • Art: make fishing rods and magnetic fish • Music: sing and play fish-themed songs • Gym: play turtle tag
GO FORDS Athletics
FALL SPORTS CROSS-COUNTRY Head Coach: Bryan Skelly League record: 4-1 League finish: 3rd place Team captains: Peter Rohr, Greg Kirwan, Alex Kim Individual accomplishments: First Team All-State, Second Team All Inter-Ac – Alex Kim • • •
3rd place team finish at Independent States Broke 14-year drought with victory at EA Day Young talent means high expectations in upcoming years
The Cross-Country Coaches Trophy Anthony Calvelli, Peter Merhige The Cross-Country Captain’s Award Charles Scales The Cross-Country Points Trophy Alex Kim The Neil Otte ’07 Cross-Country Runner Award Nicholas Magnani
FOOTBALL Head Coach: Michael Murphy Overall record: 9-1 League record: 5-0 League finish: 1st place Team captains: Derek Mountain, Phil Poquie, Jack Doran, Julian Jamgochian, Mickey Kober Individual accomplishments: All Inter-Ac Co-Player of the Year – Dox Aitken All Inter-Ac First Team Offense – Brian Denoncour, Julian Jamgochian, Dox Aitken, Jack Soslow All Inter-Ac First Team Defense – Frank Cresta, Eric Follman, Mike Gindhart, Mickey Kober, Noah Lejman, Dox Aitken All Inter-Ac Second Team – Connor Atkins, Kevin Carter, Derek Mountain, Lane Odom, Chauncey Simmons, Micah Sims All-Delco First Team Offense – Kevin Carter, Phil Poquie, Brian Denoncour, Jack Soslow All-Delco First Team Defense – Dox Aitken All-Delco Second Team Offense – Derek Mountain, Julian Jamgochian All-Delco Second Team Defense – Mickey Kober, Noah Lejman All-Delco Honorable Mention – Frank Cresta, Eric Follman, Lane Odom All-Main Line First Team – Kevin Carter, Brian Denoncour, Dox Aitken
Year in review
All-Main Line Second Team – Derek Mountain, Phil Poquie, Julian Jamgochian, Mickey Kober All-Main Line Honorable Mention – Frank Cresta, Noah Lejman, Chauncey Simmons Daily News All-City First Team – Dox Aitken, Jack Soslow Daily News All-City Second Team – Phil Poquie Daily News All-City Third Team – Brian Denoncour, Kevin Carter, Mickey Kober Daily News All-City Honorable Mention – Julian Jamgochian, Noah Lejman • • • • • • •
4th Inter-Ac Championship in 8 years Ranked No. 7 in the state in AAA Classification Ranked No. 5 in Philidalphia 14 players recognized with All-League honors Defeated four of the top 10 teams in the city Undefeated at Sabol Field Class of 2015 never lost to Penn Charter or GA and only one loss to Malvern and EA • EA Day victory, under the lights, with a score of 40-12
The Most Valuable Football Player Award Kevin Carter, Christopher Sabia The Richard P. Eggleston Trophy and Medal John Doran The Football Coaches Award Michael Kober
The Most Improved Player Award Reginald Harris The John J. Truman Football Lineman Award Julian Jamgochian, Frank Cresta
GOLF Head Coach: Gui Costin ’85 Overall record: 32-2-1 League record: 27-2-1 League finish: 1st place Team captains: Otis Baker, Jay Losty Individual accomplishments: First Team All Inter-Ac – Ryan Bowman, Matt Grubb, Jack Henderson, Jack McAleese, Max Siegfried, Otis Baker Second Team All Inter-Ac – Peter Garno, Jay Losty First Team All-Delco – Otis Baker, Max Siegfried Second Team All-Delco – Ryan Bowman Honorable Mention All-Delco – Peter Garno, Matt Grubb, Jack Henderson, Jay Losty, Jack McAleese • Won the Inter-Ac league five out of last six years • Won the Independent State Championships for the third straight year • Continued its streak on EA Day winning at Merion East
GOLF (con’t) The Peter Page Memorial Cup and Trophy Max Siegfried The Samuel P. Murphy Award Ryan Bowman, Jack McAleese, Jay Losty The Golf Coaches Award Jack Henderson, Matt Grubb, Otis Baker
The Ex-Captain’s Prize Quinn Letter, Shane McBride The Michael G. Dowling ’44 Memorial Trophy and Medal Brandon Shima The Harry Smith Memorial Award Connor Gregory The Joseph Tatta Coaches Award Shane Bradley
Head Coach: Bill Brady Overall record: 16-3-2 League record: 7-1-2 League finish: 1st place Team captains: Shane McBride, Tucker McBride, Quinn Letter, Brandon Shima Individual accomplishments: Regional All-American – Connor Gregory All-State – Connor Gregory First Team All-Delco – Shane Bradley (Player of the Year), Conor Bradley, Connor Gregory Second Team All-Delco – Jimmy Tricolli, Brandon Shima, Jerry Karalis First Team All Inter-Ac – Connor Gregory (Player of the Year), Shane Bradley, Brandon Shima Second Team All Inter-Ac – Jimmy Tricolli, Grant Yu, Jerry Karalis First Team All-Main Line – Shane Bradley, Connor Gregory, Jimmy Tricolli Second Team All-Main Line – Conor Bradley, Quinn Letter, Brandon Shima
Head Coach: Kevin Van Such Overall record: 5-12 League record: 3-5 League finish: 3rd place Team captains: Ben Nelligan, Jake Pechet, Colin Moran Individual accomplishments: First Team All Inter-Ac – Jake Pechet, Ben Nelligan
• Defeated National Champion St. Benedict’s Prep • Won three straight Inter-Ac titles • Won the Under Armour Prep School Classic, defeating Layola Blakefield and Archbishop Curley • Finished the year ranked 14th in the nation by TopDrawer Soccer • Set School record, allowing only seven goals in 21 games 18
• Big win on EA Day to clinch the split-sweater • Contested a lot of close games within one and two goals
The Class of 2005 Founders Cup Harrison White The Water Polo Coaches Award M.J. Tricolli The Most Valuable Player Award Colin Moran The Most Improved Player Award David Mitchell
View additional photos from these and past athletics seasons:
EA DAY 2014 The Haverford School varsity teams defeated Episcopal Academy in four athletic contests on Haverford/EA Day, with a tie in soccer. Cross-country: 25-31 (Fords win; breaking EAâ€™s 14-year streak of cross-country dominance on Haverford/EA Day) Golf: 248-264 (Fords win) Water polo: 9-8 (Fords win) Soccer: 0-0 (after double overtime) Football: 40-12 (Fords win; finish Inter-Ac League undefeated as outright champions)
WINTER SPORTS BASKETBALL Head Coach: Henry Fairfax ’99 Overall record: 17-11 League record: 7-3 League finish: 3rd place Team captains: Shawn Alston, Micah Sims, Derek Mountain Individual accomplishments: Gatorade Player of the Year – Shawn Alston First Team All-State – Shawn Alston Second Team All-State – Lamar Stevens First Team All Inter-Ac – Shawn Alston, Lamar Stevens Second Team All Inter-Ac – Cameron Reddish • Compiled a record of 17 wins despite one of the most grueling schedules in the state, and the toughest in School history • Historic wins at Imhotep (eventual Public League Champion), Holy Spirit (No. 1 in South Jersey), and Friends’ Central • Fell short of the elusive Inter-Ac crown, but responded by stunning the No. 1 seed Hill School on their home floor • Second PAISAA Final Four appearance in four years and the team’s fourth straight winning season
The Edwin S. Stuart Neely Memorial Princeton Gold Basketball Award Shawn Alston The Basketball Coaches Award Micah Sims
HOCKEY Head Coach: Tom Clark Overall record: 13-5-0 League record: 8-4-0 League finish: 2nd place Team captains: Brendan Jacob, Brandon Vattima, Ben Euler 20
Individual accomplishments: All-Independent League First Team – Teddy Fitzgerald, Brendan Jacob, Brandon Vattima All-Independent League Second Team – Bryan Hyland, Parker Henderer All-Independent League Honorable Mention – Otis Baker, Ben Euler • Played a challenging nonleague schedule, winning all but one of those games, a close loss to the Delaware Military Academy • Posted an 8-4-0 record in the Independent Hockey League • Dropped one game to rival EA, but evened that score in the second game of the series with a 5-0 win over the Churchmen
The Dr. Robert H. Roy Hockey Trophy Otis Baker The Barry M. Bergh Award Brandon Vattima, Ben Euler The Ice Hockey Coaches Award Brendan Jacob The Rookie of the Year Award Cal Buonocore The Most Improved Player Award Parker Henderer
SQUASH Head Coach: Andrew Poolman Overall record: 13-2 League record: 4-0 League finish: 1st place Team captains: Jay Losty, Arjun Dravid Individual accomplishments: MASA First Team, All Inter-Ac First Team – Duncan Joyce, Sean Hughes, Jay Losty All Inter-Ac Second Team – Will Glaser, Will Means, Justin Shah MASA Second Team – Will Means, Justin Shah U.S. Squash All-American – Sean Hughes • Beat EA on their courts by a score of 9-0 • Beat SCHA twice on their courts to win the first Inter-Ac title and first MASA title in many years • 5th place at U.S. High School Nationals, three wins (all by a score of 7-0) and one loss (4-3) • Only one loss during the regular season to eventual National Champion Brunswick School • Haverford varsity B team finished 2nd place in Division 2 at Nationals (18th overall)
The James A. O’Brien Plaque and Medal Sean Hughes The George Gerhard Miller Squash Trophy and Certificate Will Means
SWIMMING AND DIVING Head Coach: Sean Hansen Overall record: 5-1 League record: 3-1 League finish: 2nd place Team captains: Luke Ryan, Ben Nelligan Individual accomplishments: All-American – Charlie Ryan, Ben Nelligan, Alex Boratto, Matt Haigh
All-Delco Male Swimmer of the Year – Matt Haigh All-Delco First Team – Charlie Ryan, Alex Boratto All-Delco Second Team – Ben Nelligan All-Delco Honorable Mention – Luke Ryan, David Mitchell, Alec Tyminski, Harrison White All Inter-Ac – Charlie Ryan, Ben Nelligan, Matt Haigh, Alex Boratto, Alec Tyminski All-Main Line First Team – Alex Boratto, Charlie Ryan, Matt Haigh All-Main Line Second Team – Ben Nelligan, Alec Tyminski, Luke Ryan All-Main Line Third Team – Harrison White, David Mitchell • • • • • •
Began the season by winning Upper Merion Relay Carnival Only loss of the season was to Malvern by 7 points Broke 10 School records (five in yards, five in meters) Highest team finish at Easterns, 2nd place overall Most automatic All-American swimmers (four) Third straight year of having the Delco Male Swimmer of the Year
The McQuillen Trophy Ben Nelligan, Luke Ryan The Pendergrass Trophy and Medal Sam Dyer The Most Improved Swimmer Award John Nelligan The Haverford School High Point Award Matt Haigh The Most Outstanding Freshman Award Alex Boratto The Most Valuable Swimmer Award Charlie Ryan Swimming and Diving Team Dedication Award David Mitchell The Swimming and Diving Coaches Award Brannon Appicciafuoco The Most Improved Award Jake Glunk
Head Coach: Bryan Skelly Team captains: James Greytok, Alex Keszeli, Seamus O’Connor, Drew Supinski Individual accomplishments: • Reggie Harris won the triple jump at the T&FCA of GP Meet of Champions, and placed 5th at the Pennsylvania Track & Field Coaches’ Association State Championship. • Aditya Bhise won the Freshman/Sophomore Mile at the Delaware County Championship. • Harris (triple jump) and Nick Biden (400m) qualified for and ran in the PTFCA State Championship. The team qualified eight events for the T&FCA of GP Meet of Champions, including: distance medley relay* (Charlie Scales, Biden, Alex Keszeli, Alex Kim), 4x800 relay* (Kim, Scales, Alex McCutcheon, Keszeli), 60 yard dash (Malik Twyman), 200m (Brandon Walker), 400m (Biden, Keszeli), 800m (Scales), mile (Scales and Kim), and triple jump* (Harris). *New School record • The 4x800 relay team beat the state qualifying standard by several seconds, but missed the 12 team field by 22/100th of a second. • The 4x400 relay team of Sam Lindner, Zakee Hawkins, Harper Weigle, and Myles Scott were T&FCA of GP Novice Champions. • In 11 meets, the 35 team members collected seven 1st place, nine 2nd place, and two 3rd place finishes.
Head Coach: Bruce Kennett Overall record: 26-6 League record: 4-1 League finish: 2nd place Team captains: Jake Hervada, Mickey Kober, L.J. Barlow, Jack Gola Individual accomplishments: All Inter-Ac – L.J. Barlow (MVP), Chauncey Simmons, Mickey Kober, Chris Kober, Chase McCollum All-Delco First Team – L.J. Barlow (Wrestler of the Year, third time), Chauncey Simmons All-Delco Second Team – Michael Clymer, Chris Kober, Richie Souders, Mickey Kober All-Delco Honorable Mention – Jack Gola
The Most Outstanding Performer Award Reggie Harris The Most Improved Performer Award Charlie Scales The Commitment, Dedication, and Work Ethic Award James Greytok The Anthony J. Farrell Winter Track Award Alex Keszeli
• Earned championships at the New Hope Solebury, Radnor, and Bissell tournaments, and The Dandy Duals in Towanda. • Finished 3rd in the private school state tournament and qualified 12 team members for the National Prep tournament, where we finished 8th out of 120 schools. • L.J. Barlow and Mickey Kober finished as All-Americans; Barlow took 2nd place at 195 and Kober was 8th at 220.
The Haverford School Wrestling Trophy and Certificate Mickey Kober The Neil Buckley Wrestling Trophy Jack Gola The Clifford W. Keevan Jr. ’58 Wrestling Plaque and Certificate Chauncey Simmons, Steve Tornetta The Wrestling Coaches Trophy Jake Hervada, L.J. Barlow
SPRING SPORTS BASEBALL Head Coach: Bob Castell Overall record: 25-5 League record: 7-3 League finish: 2nd place Team captains: Kevin McGowan, Ryan Fuscaldo, James McConnon Individual accomplishments: All Inter-Ac First Team – Kevin McGowan, Bryan Hyland, Justin Meyer All Inter-Ac Second Team – James McConnon, Tommy Toal All-Main Line First Team – Kevin McGowan, Bryan Hyland All-Main Line Second Team – Nick Greco, Justin Meyer, James McConnon, Tommy Toal All-Main Line Honorable Mention – Mikchael Gindhart, Tyler Dunbar, Cameron Miller All-Delco Player of the Year – Kevin McGowan Seniors playing in college – Kevin McGowan (La Salle), Ryan Fuscaldo (Dickinson) • Collected wins against Sidwell Friends (Washington, D.C.), Brooke High (West Virginia), White Plains (Alabama), Grayslake (Illinois), La Salle, Garnet Valley, Marple Newtown, and Conestoga • Won 10 of the last 11 games, including five straight Inter-Ac contests, earning No. 2 seed in the PAISAA Tournament; beat Barrack Hebrew Academy and GA, lost to Perkiomen HS in PAISAA semifinal game • Season sweeps against EA and GA, while splitting contests with other Inter-Ac rivals Malvern, Penn Charter, and SCHA
The Gault Trophy Nick Greco, Bryan Hyland The Barrett E. Simpson Memorial Trophy Kevin McGowan The Baseball Dedication Award Ryan Fuscaldo The Baseball Defensive Award James McConnon
CREW Head Coach: Jonathan Stephanik Team captains: Jake Pechet, Jordan Siegal, Kyle Bowman, Berkeley Melvin Individual accomplishments: Boys Junior Four won gold at Philadelphia City Championships and the Stotesbury Cup Regatta Boys Lightweight Double won gold at Philadelphia City Championships and bronze at Stotesbury Cup Regatta Boys Freshman Quad won silver at Philadelphia City Championships Boys Junior Quad won bronze at Philadelphia City Championships • Won more than 50 percent of designated Manny Flicks races, finishing in the top three in all but a handful of events • Nine of 11 Haverford boats qualified for finals in the Philadelphia City Championships; four of those nine boats medaled, two boats were crowned as City Champions • Seven of eight boats advanced to semis at the Stotesbury Cup Regatta, four of the seven boats to finals. The Junior Four was victorious at Stotes, beating out 73 entries to win gold. The Light Double was the highest placing boat from the United States in the event. • The crew team opened its brand new boathouse this spring, The James J. Barker Sculling Center.
CREW (con’t) The Michael J. Christie Memorial Award Shea Dennis The Haverford School Stroke Oar Trophy Jordan Siegal The James R. Barker Award Tim Scheuritzel The Coxswain Award Jake Pechet
LACROSSE Head Coach: John Nostrant Overall record: 26-0 League record: 10-0 League finish: 1st place Team captains: Drew Supinski, Noah Lejman, Grant Ament, Jack Doran Individual accomplishments: All Inter-Ac Most Important Player – Drew Suspinski All Inter-Ac First Team – Grant Ament, Forry Smith, Drew Suspinski, Dox Aitken, Jack Doran, Noah Lejman, Alex deMarco All Inter-Ac Honorable Mention – Phil Poquie, Chris Sabia All-Delco Boys Lacrosse Player of the Year – Drew Supinski All-Delco First Team – Grant Ament, Dox Aitken, Noah Lejman All-Delco Second Team – Forry Smith, Phil Poquie, Alex deMarco All-Delco Honorable Mention – Jack Doran, Jake Hervada, Chris Sabia • Finished the regular season 22-0 • Posted impressive wins over national powers McDonogh, Loyola, Gilman, St. Paul’s, and IMG Academy • Captured the Inter-Ac league title undefeated • With 22 seniors, the team was able to mount comebacks in multiple games and win several one-goal contests 24
• Beat Malvern, Penn Charter, and The Hun School to capture the Inter-Ac Invitational Championship at PPL Park • Beat prior national champion Culver Academy (Indiana) at home to cap an undefeated season • The team participated in several service projects, including Eldernet, a teddy bear drive, and Ardmore House. It was a great experience and learning opportunity for all involved.
The Lacrosse Founders’ Award Chris Sabia The W. Scott Smith Jr. ’43 Lacrosse MVP Award Drew Supinski, Noah Lejman The Peter R. Unger ’74 Award Brandon Shima The John C. Nostrant Lacrosse Award Grant Ament The William L. Thorkelson ’68 Award Jack Doran
TENNIS Head Coach: Antonio Fink Overall record: 20-1-1 League record: 5-0 League finish: 1st place Team captains: Zach Lieb, Ben Lieb, Nathan Kidambi, Jackson Simon, Andrew Gushner Individual accomplishments: All-Delco Boys Tennis Players of the Year – Ben Lieb, Zach Lieb All Inter-Ac, All-Delco, All-Main Line Team Selections – TBA • Finished first in the Inter-Ac league for the sixth year in a row with a 20-1-1 record • Began the season with a fifth Philadelphia City Cup title in March at the Legacy Youth and Tennis Center
• Traveled to Newport Beach, California, to play in the High School National Invitational. earning a 6th place in a field of 16 elite national teams. The first round match saw Haverford defeat the Arizona State Champions; second round was against the tournament’s top seed, Menlo, and Haverford fought hard, but came up short. Next faced San Marino, ranked 4th in the country. The Fords prevailed 5-3 after an epic battle against the Californians. Haverford’s last match in California was a 4-4 tie vs. Harvard Westlake High School. • Participated in the New England/Mid-Atlantic Invitational (NEMA) at McDonogh School in Owings Mills, Maryland. After two days of fierce competition, the Fords claimed their second NEMA title in three years. • Played a difficult nonconference schedule, which included traditionally strong teams like Lower Merion, Conestoga, Lawrenceville, Haddonfield, and Newark Academy
• This success led to strong performances at the prestigious Nike Henderson Invitational, and into the Inter-Ac Championship • With standout performances on the track and from the field, the Fords won their first Inter-Ac Championship since 1976 • Days later, the team rallied to win the Pennsylvania Independent School Association Championship
The Robert F. and Biddle F. Morris Bowl Micah Sims The David M. Haughton Memorial Trophy Alex Kim The Wallace Cup David Chikowski, Sam Lindner
The Mellor Cup and Certificate Teddy Selverian The Alexander C. Young Memorial Medal and Trophy Zachary Lieb, Benjamin Lieb The Haverford School Tennis Coaches Award Will McDevitt, Connor Lees
TRACK & FIELD Head Coach: Luqman Kolade League record: 6-0 League finish: 1st place Team captains: James Greytok, Brandon Walker • Finished undefeated in Inter-Ac dual meets • Top runners competed at larger meets, including Penn Relays, where 4x400m team won the Inter-Ac division and placed 7th in the Philadelphia area meet, running a personal best of 3:25:03
THE BIG PICTURE
National Champions (again)! Compiling a perfect 23-0 record against top teams in the country and finishing ranked No. 1 in every major national high school lacrosse poll in 2011 was a remarkable feat. Doing it a second time would have been unprecedented. But thatâ€™s just what The Haverford School varsity lacrosse team did this season. Raising the bar even higher, the Fords finished undefeated at 26-0 and earned an undisputed No. 1 overall national ranking. Congratulations, men!
Voices of a generation: The Haverford School and
World War II By Mark Fifer, Upper School dean of students and history teacher
World War II carried significant programmatic and cultural implications for The Haverford School, just as it did for many other sectors of American society. The School had among its ranks more than 800 alumni who served in the war, 55 of whom lost their lives. Alumni saw their personal values shaped by combat experience, students were forced to come to terms with the inherent moral questions posed by war, and the School itself struggled to support its country without jeopardizing the well-being of its community. ✪ OPPOSITE (top row, from left): Members of The Bond Club, 1944; Kemble Tucker ’33; John Ogier Reinhardt ’33; (second row, from left) former Headmaster Cornelius B. Boocock; Russell C. Ball Jr. ’44; Robert Godshalk ’34; (third row, from left) Thomas Viele Platten ’38; William Dixon ’44; Peter Mayo Page ’37; (fourth row, from left) article from The Index, October 1943; Paul Dunlap Flanagan ’42; Walter Thomas Chase ’40.
✪ The following address was delivered to Upper School students and faculty by Upper School Dean of Students and history teacher Mark Fifer in 2014 as part of the Russell C. Ball Jr. ’44 Endowed History Lecture series. Note that many, but not all, of those pictured in this article made the ultimate sacrifice for their country.
e set the stage at The Haverford School in 1941, at which time the School had a boarding program, a required Saturday morning session, and an annual tuition bill of $460 per year. Enrollment was just over 55 percent of what it is today, with students split between the Junior School (kindergarten through grade 5) and Senior School (grades 6-12). The Headmaster was Cornelius B. Boocock, who would leave Haverford in 1942 to lead the Naval Radio School. When students arrived at Haverford for school on Monday, Dec. 8, 1941, they had no reason to think that the day would be unlike any other. News of the prior day’s attack on Pearl Harbor was beginning to circulate and radios were buzzing with as yet unconfirmed reports of the incident. Most Americans did not understand the full scope of damage and far-reaching implications of this “date that would live in infamy.” Many of the students were eagerly anticipating the upcoming holiday break and chattering about the prior week’s Glee Club concert and school dance. Per school policy, those who did not have a scheduled class were assembled in the large study room in Wilson Hall, what is now The Big Room, finishing up homework. This was where many Haverford students first heard President Franklin D. Roosevelt announce that the United States was going to war. The 1942 Haligoluk makes record of this, stating, “The dance music in study hall was most entertaining until it was interrupted by the President’s speech asking Congress to declare war. The silence was a decided contrast to the cheering of the Congress. Afterall, we’re the ones who will feel the after-effects or may even be directly involved in [the war].”
Paul Willits Burton ’29
John Halsey Bonsall ’37
In the days after the attack, there is little to suggest that students fully understood the magnitude of the events that had occurred. On Dec. 9, the administration arranged for a fire drill – the first one in four years. Two days later, there was an air raid drill that “everyone took as a joke,” as recorded in the 1942 Haligoluk. Despite the lack of urgency that students assigned to this preparedness drill, the coming weeks, months, and years made it clear that the United States’ entrance into World War II would have significant consequences for the School and permanently alter the trajectory of numerous Haverford students, faculty, and alumni. One of the more immediate outcomes at Haverford of the United States’ entrance into World War II was the introduction of several recruitment efforts developed by the military to grow the size of the armed forces. The U.S. military downsized after World War I and the prevailing isolationist politics during the interwar period made it necessary to aggressively adopt recruitment programs. When war officially broke out in Europe in 1939, President Roosevelt began a limited preparedness campaign that included increasing the size of the Army and National Guard, doubling the size of the Navy, and pushing Congress to approve the first peacetime military draft in United States history. Haverford students recognized the draft as a significant event, stating in the 1941 Haligoluk, “Oct. 16, 1940: Today marks one that we shall long remember – the first peacetime draft in the United States.” Although the U.S. was not officially at war, this comment suggests that Haverford students recognized the inevitability of military conflict.
Philip Stewart ’34
Henry Valentine Wille ’33
David B. Scoular, faculty
“Never before has the future seemed so imminent, so ready to burst upon you. Yesterday you played Lawrenceville in football; tomorrow you will represent your country 10,000 miles away from the Main Line … Our good wishes and prayers go with you into your uncertain future.” —Headmaster Leslie Severinghaus
Perhaps the most visible recruitment initiative at Haverford was the April 1943 announcement that students would have the opportunity to sit for the V-12 and A-12 tests, examinations that were part of the Army Specialized Training Program and Navy College Program. Students who passed this qualifying exam were offered military scholarships to designated colleges and universities. These institutions were under contract to provide an accelerated course of education and military training to prepare young men to become commissioned officers in the Army and Navy. For many Haverford VI Formers in 1942 and 1943, the V-12 and A-12 examinations marked the beginning of a military career. A 1943 Index article states, “Approximately two-thirds of the Class of 1943 entered the armed services of the United States [following graduation].” Of these students, 10 entered the service on the V-12 program and attended educational institutions, including the University of Pennsylvania, MIT, Princeton, and Yale. Though unusual, VI Form students were occasionally called to serve before completing their studies. One headline from the October 1943 Index read “Robert Moore Leaves to Join Army Air Corps – Popular Senior is Called Unexpectedly.” The article went on to state, “Bobby had hoped to stay in school until March but Uncle Sam had the first call. Our only conciliation for the loss is the knowledge that Uncle Sam has received a first-class soldier; for if there is a job to be done, Bob will do it.” Several Haverford faculty members also joined the military. News of baseball coach and science teacher Kenneth Kingham entering the Navy in the summer of 1943 and
Richard Lyon Holland ’38
John Lester Voehringer ’39
popular social studies teacher and fencing coach Joseph D. Allen going into the Navy during spring vacation of 1944 headlined The Index. As mentioned, Cornelius B. Boocock, Headmaster in 1937, left in fall 1942 to lead the Naval Radio School in Bedford Springs, Pennsylvania. The loss of beloved teachers and leaders to military service produced a degree of uncertainty regarding the School’s direction and brought the war close to home for many Haverford students. A microcosm of the larger national preparedness campaign, the School recognized and affirmed many ways to support the war effort other than active duty. Haverford’s programs mirrored many national initiatives that encouraged citizens to contribute to the war effort through conservation,
William Simpson Doughten Jr. ’37
Alan Ball Stewart ’41
William F. S. Kennedy ’47
volunteerism, and donations. The Signet Society organized dances and collected goods for wounded veterans and their families, sent books and magazines to the Navy Relief Society, and raised money for the Red Cross War Relief Fund. The Student Council put on dances to support the United War Chest and Prisoner of War Organizations. Students sent care packages to naval crews stationed in the Pacific and competed to see which class could collect the most scrap paper, which was used for military correspondence, paper milk cartons, and other war supplies. Students also performed various tasks around campus due to the labor shortage that resulted from the war. The Volunteer Work Plan saw students working on Saturdays as well as before, during, and after school to take care of the tennis courts, wash blackboards, cut the lawns, clean the cafeteria, wash the windows, and lock the buildings in the evenings. The call to volunteer time and effort to help the School was captured in a September 1943 Index article that read, “This year you will again be asked to help. Let’s have a big turnout of willing helpers. Show some school spirit. Give a hand. Surely you can do something for the School, since the School does so very much for you. If you want Haverford to be a place to be proud of, GET BUSY! It’s your patriotic duty to help out. ” The war required students to take ownership of their community in a way that may have been different during peacetime. Perhaps the most celebrated way in which Haverford supported the war effort was through numerous War Bond drives. The United States spent more than $300 billion to fight the Axis powers – a number that equates to nearly $4 trillion today. In order to generate this income, the government appealed to the American public. The Treasury Department offered War Bonds for $18.25 that would be worth $25 10 years after the purchase date. Children were encouraged to participate through the purchase of 10-cent War Stamps that could be pasted into War Bond booklets that when full, could be redeemed for a full Series E $25 bond. In addition, schools were urged to run their own bond drives and encourage students, faculty, parents, and alumni to purchase bonds. Haverford established The Bond Club in 1942 to organize the sale of War Stamps and Bonds at Haverford;
Frank Claveloux Parker Jr. ’30
Merrill Howard Tilghman III ’34
this organization sold more than $2 million in bonds during the war years, an amount that greatly surpassed all other area schools on the Main Line. Given the coordinated efforts to raise funds, there was considerable attention given to the War Bond drives amongst the student body. Regular reports in the Index updating the community on the status of the campaigns were common, and students were inundated with messages urging them to sacrifice and contribute whatever they could. Editorials shamed the student body when campaigns were lagging and implored increased participation with reminders of the sacrifice that was being made on their behalf by numerous Haverford alumni. “Buy a War Stamp instead of enjoying that chocolate soda each day,” read one Index editorial. Another read, “Consider this – more than a dozen Haverford alumni have given their lives to their country, and the majority of Haverford students don’t think that the country is worth 10 cents.”
Edwin Sydney Stuart Neely ’35
Norbert Benedict Hamilton ’36
Coleman Sellers IV ’36
The tactics used to generate participation at Haverford echoed the larger national effort to solicit financial contributions from American citizens. Just as at Haverford, everywhere Americans went they were encouraged to support the war effort through the purchase of War Bonds. Celebrities traveled the country and performed shows and radio programs promoting War Bond campaigns. Americans were flooded with posters that dehumanized the enemy, played on fears of a domestic attack, and showed pictures of U.S. soldiers in combat. In addition to supporting the war effort through volunteer efforts and donations, students at Haverford were exposed to a number of assembly speakers who undoubtedly shaped their perspectives and views on the war. Several alumni veterans came back to campus to share their combat experience with students. Lt. William Light ’34 shared the harrowing tale of being shot down over the Bay of Palermo by Nazi planes while carrying out a bombing raid over Italy in August 1943. After reaching shore, Light was picked up by a German patrol and sent to a prisoner-of-war camp in Germany. Another assembly saw Lt. Richard Mahan ’35 speak about his experience fighting in the Pacific with the famed Mosquito Fleet of the U.S. Navy. Having just returned from the Solomon Islands in the Pacific where he was in command of a Patrol Torpedo Boat, Mahan regaled his audience with tales of encounters with Japanese airplanes and destroyers, while also commenting on the monotony and isolation of life in the Navy. In addition to alumni speakers, the School welcomed experts to address the community about war-related topics. Tsai Caho-Sin, a member of a Chinese service organization, visited Haverford in October 1943. Caho-Sin provided context on the Japanese invasion of China and shared stories of the courage that many Chinese students displayed in the face of Japanese atrocities and targeted vengeance. Arse Skard, a visiting lecturer from Nazi-occupied Norway, shared conditions in her native country and ways in which Norwegian citizens were continuing their resistance to Nazi occupation. She described the perpetual hunger of her people, the dangers of the bombing raids and the resulting
John Charles Murphy ’39
Leonard Joseph Zengel Jr. ’35
blackouts, and the many arrests in which hundreds of Norwegians were regularly taken away to concentration camps. Skard spoke of beatings and arrests of children, and laws intended to force the Norwegian population into the study of Nazism. Albert Cutler visited from the Foreign Traders Association in April 1944 and discussed the importance of driving the Japanese out of the Dutch East Indies (modern day Indonesia) so that they did not have access to the vast supplies of tin, rubber, and oil indigenous to that part of the Pacific. One can only imagine the impact that these speakers had on the Haverford students sitting in the audience as they considered the role they might play in the conflict and developed their own independent perspectives on the war. As was the case with many educational institutions during the war years, Haverford experienced numerous programmatic changes facilitated by World War II. Several new student organizations emerged during this period. The Model Aeroplane Club was organized in 1942 as part of an initiative organized by the Secretary of the Navy that asked school students to produce 500,000 planes for aircraft spotting. Members of this organization made models of both Allied planes and enemy planes to help train civilians and people in the armed forces in plane recognition in case of an attack. Also in 1942, the Weapons Club was developed to
The Bond Club, 1944, credited in the Haligoluk as having inspired a group of more than 50 boys in raising a total of $850,000 toward the war effort.
Charles Vance McKendrick ’36
John D. Warriner, faculty
James Leonard Vauclain ’40
help familiarize students with weapons of warfare that they speech to alumni, stating, “Most important of all, we need might use if they were called into service. The Current Events to develop our program of guidance, to give more personal Club continued its strong tradition at Haverford addressing and more frequent attention to individual problems in fuller various aspects of the war in Europe and the Pacific, and cooperation with the changing American home.” For many helping to coordinate student debates on the appeasement students, Haverford was a community in which to contribute policies of the 1930s and the use of the atomic bomb on to a cause larger than themselves; a place where a shared Japan. Other wartime programs included regular first-aid responsibility and duty to one another permeated one’s words drills, classes in Morse code, and obstacle courses to simulate and actions; a beacon of stability and support during a period military training. One of the most significant consequences of confusion and uncertainty. that the war had on Haverford’s The war was the focus of programming was the decision numerous editorials in The Index. The war was the focus of in 1942 to discontinue the These editorials reveal a great deal boarding school. Fire severely about how living during the war numerous editorials in The damaged The Oaks, Haverford’s period shaped personal values Index. These editorials reveal boarding facility, and after much and accelerated the maturation a great deal about how living deliberation, fourth Headmaster process of many students. The during the war period shaped Leslie Severinghaus made the war seemed to provide many personal values and accelerated boys with clarity of purpose and decision to transition to a day school. motivated them to work hard in the maturation process of many Haverford’s academic the classroom so that they would students. The war seemed to curriculum did not change be prepared for the challenges provide many boys with clarity drastically during the war years. they might face after Haverford. of purpose and motivated them Although there were obstacles One such editorial from January to work hard in the classroom created by the Selective Training 1944, “Scholarship and Success,” and Service Act of 1940 that revealed this sentiment. The so that they would be prepared resulted in several Haverford author states, “Competition is the for the challenges they might faculty members being drafted order of the day; recognition and face after Haverford. in the middle of the school year, places of leadership are rewards unlike its peer schools Haverford for those who meet it boldly and did not experiment with wartime courses. Dr. Severinghaus successfully. Officer candidates in all branches are not chosen stated in a July 1943 letter to alumni, “We do believe that on the basis of academic accomplishments. Those who have it is not a sin for a boy still to study Latin and art.” Modest practiced the philosophy of “everything above C is wasted changes to the curriculum included additional emphasis on effort” are finding themselves rejected for places of leadership math and science and a realignment of the history courses to and responsibility and denied recognition to which they highlight geography, the process of democratic government, aspire. Those who have striven successfully to establish good and the responsibilities of citizenship. academic records are the “chosen ones.” They … have found Of greatest concern to the School was the development that it pays to be prepared!” World War II was used as a of programs to address potential social and emotional issues tool to motivate students to do their best and not waste any brought on by war disruptions. Severinghaus emphasized the time with frivolous activities that might compromise their need for each boy to receive personal care in an April 1944 preparation.
Raymond West Ferris ’04
Clarence Edmund Wunder Jr. ’33
Charles Augustus Butler Jr. ’37
John Talman Whiting Jr. ’37
William Logan MacCoy ’38
War inherently poses big and often unanswerable questions. One student grappled with whether the collective guilt of German citizens was mitigated by a Nazi regime that forced compliance or death. The January 1944 Index editorial “Who is Our Enemy” reads, “The German people are not responsible for the actions of the Nazi government. The latter seized power from the German people at a time when the country was in chaos. Being strictly a military government, the Nazi regime has held this control only by force. The detestable Nazis are to blame for all the atrocities in the world war; they must pay, but at this point we cannot pass judgment on the German people.” Even in the early stages of the conflict, Haverford students were thinking critically about the culpability of the German population and were engaging in a “guilt vs. responsibility” debate that remains relevant to this day. In addition to frequent headlines in The Index highlighting military service, there was also a regular report in the paper that provided reports on alumni in the service. It would not be uncommon for a VI Former to read about an older classmate whom he may have looked up to as a younger student. One can only imagine the impact resulting from news of a classmate being wounded, captured, or killed. While some may have responded to these reports with a deeper commitment and resolution to contribute to the war effort, others may have experienced amplified feelings of uncertainty and anxiety about the future. It is clear that many alumni did not forget about
Charles Joseph Rainear II ’34
John Holland Brownback III ’39
Haverford during their time in the service. The Index, Alumni News, and headmaster correspondence are riddled with letters from alumni writing from the field about their experiences and thoughts on the war. This ritual of writing letters to the School was comforting to many, as it connected them with a more stable and certain place and time. Although many alumni writing were thousands of miles from the Main Line, their distance did not keep them from articulating their gratitude for the preparation that Haverford provided them. Chris Donner ’31 wrote from the South Pacific in 1943, “Just about the only thing I required to qualify me for heavy artillery was the trig which Mr. Stone taught so well.” Others wished they had studied harder, as a March 1942 letter to Headmaster Boocock states: “Another private and myself were asked to purify some water for other members of E company. I now wish that I had paid more attention to Mr. Tyler in my chemistry instructions, for ionization plays a very great part in the problem we now have.” Some soldiers coped with their dislocation by reflecting on their time at Haverford in hopes that the School would remain unharmed and unchanged by the war. Bill Parsons ’35 wrote a letter to Boocock eight days after Pearl Harbor with these sentiments: “We are supposed to accept changes in this world and especially in this shaken era, but I am not able to look cheerfully to a future that would destroy or cripple something that I have so cherished. So through this war I hope very strongly that Haverford can
Ben Herbert Crebbs ’39
Ralph Langdon Hays Jr. ’39
Edward Cassatt Thayer ’40
move along its way, unhampered, and that here even in these Some imaginary horror; incidents if allowed to be known, years boys will be as carefree as they always are.” Perhaps would only create fears and worry in the minds of friends and the result of the disruption the war caused to his own young relatives of servicemen stationed [here].” life, another graduate gave advice to Haverford students to Alumni also wrote letters recounting their experience in embrace their time at the School, “I hope that the boys now both training and combat. Reports from North Africa, Italy, in school are not leaving to join up. Advise them to hang the Pacific, Europe, and various military posts throughout on to civilian life as long as possible so they can acquire the United States were a common sight in the Alumni News. the knowledge to make themselves really useful.” Akin to In most cases, the authors of these letters were not at liberty correspondence with their families and loved ones, alumni to give specifics on their location or movements for fear that communication with the School sustained many during a the correspondence would provide an advantage if possessed period of ambiguity and trepidation. by the enemy. One exception to this discretion was a January Numerous letters from Haverford alumni reflected a call 1945 correspondence by Lt. Charles Bayliss ’33 recounting for unity, sense of duty, and unflappable optimism that have his combat experience in the Philippines. Written in a direct become apt descriptors of this tone and void of emotion, “greatest generation.” Parsons the letter references specific “We are supposed to accept identified this togetherness aspects of his time fighting in changes in this world and as one of the most important the Pacific that are consistent sources of strength for the especially in this shaken era, but with historical record. Shortly American military. Writing days after attacking Pearl Harbor, I am not able to look cheerfully after the attack on Pearl Harbor, the Japanese invaded the to a future that would destroy he commented on how this tragic Philippines, which up until that or cripple something that I have event could galvanize the public point was a strategic military so cherished. So through this in support of the war: “Though post for the United States in the the method of our being involved Pacific. After about six months war I hope very strongly that [in the war] … was a damaging of fighting, the joint AmericanHaverford can move along its setback, its effect of calling Filipino forces were forced to way, unhampered, and that here forth our determination and surrender much of the island even in these years boys will be unanimity will perhaps be looked to Japan in May 1942. For the as carefree as they always are.” upon as providential.” A young next year and a half, the Japanese Haverford student from the Class possessed the Philippine Islands, —Bill Parsons ’35 of 1937, John F. McFadden, was which was crucial to their effort stationed at Pearl Harbor when to take control of the South the Japanese attacked and killed more than 2,000 of his fellow Pacific and dominate the resource-rich Dutch East Indies. soldiers. He minimized discussion of his current condition and United States forces, realizing the strategic importance of the instead focused on allaying the concerns of those on the home island as an essential naval and air base to facilitate attacks front, writing, “After great damages have been committed against the Japanese mainland, developed plans to reclaim anywhere there are many eyewitnesses who, hoping to the Philippines. This strategy was implemented in October enlarge their own importance by enlivened and often entirely 1944 when the Sixth U.S. Army landed at the southern Island imaginative accounts of the happenings and their part in them, of Leyte to begin their campaign to push the Japanese out of tell lurid tales of dastardly deeds and heroic movements … the Philippines. Bayliss wrote of this event in January 1945,
John Wheeler Lawrence ’11
Stephen Brooks ’38
Charles S. Nauss II, faculty
Charles Powell Whitehead Jr. ’39
James Wilson Wright ’39
A Story of War – A soldier’s letter home Philippines January 21, 1945 Dear Dad, I’ve often thought of how things were going and wished so much I could be there to give you a hand. You mentioned something in one of your letters which I have given a lot of thought off and on. You wondered how I felt the first time I shot someone. Personal things are completely divorced from combat. And in combat, the mission at hand for the unit involved, no matter how great or small, is the iron discipline, controlling everything, limited only by the character and principles of the individuals involved in it. I could tell you by the score, things I’ve seen men do as routine daily work, things that if any one of them occurred and were evaluated as of its own intrinsic merits rather than comparative to the whole picture, you would say were superhuman. The all powerful mission reduces everything to one flat statement of action. Nothing is impossible of accomplishment by you until by dropping in your tracks from exhaustion, wounds or death. That’s what mission says to the troops. You don’t worry or think about how much suffering, hardship, and energy it will cost you. That’s accepted. You only think about, will it break me before I can get it done. I’ve seen men pass out under 80 pound packs – they rest, and go on with the same load if possible. I’ve seen men do insane things, such as work 24 hours, go through shoulder-deep swamp, push up 85 degree slopes in the face of dreadful hardship and enemy fire to take a lovely hill top. Disregarding the danger involved, you couldn’t get a man in civilian life to expend that same energy if you literally paid him a hundred dollars an hour. Why? - because he couldn’t stand making himself do it. But Mission can, till he crawls on his knees and then finally drops on his face. Fever, hunger, filth, loneliness, pain, numbing fatigue, wet cold, wounds, death, these are only considered in one light – how they affect the success of the mission. Here there are no pleasures, no other faces to see, no other places to go, no change of atmosphere, no relaxation. It’s fight, or sit down to wait to fight again. It’s unrelieved, grim, incessant, month in, month out. Everyone knows we are not going home until there’s no more fighting. Home! It’s humanly impossible to know what this word means to line troops. The difference between heaven and hell, living and existence, real or imagined. Men rise to heroic heights and are decorated for it. But these are few. Mud, exhaustion, sleeplessness, hunger, privations, hardships, nightmares with your eyes open, fatigue that desensitizes one’s spiritual awareness, day in, day out the same thing. The common diet of death, blood and pain become monotonous and the one great hunger is for change, a change, and the one real change, HOME! It’s not all as tough as it sounds, though, and it’s only one aspect. There’s always wisdom to be gained, things to be learned, and the Will of God which dwarfs all things to comparative insignificance. I tell you these things just so you have an answer to your wondering. I’m in remarkably good health, wiser by the day, and getting as much as I can out of it all. And I’ll be home when the time comes for it to be so. I do so hope it’s soon. God bless you, Dad, and my best to all. Always, Son
Lt. Charles W. Bayliss, Haverford School Class of 1933 haverford.org
nearly three months after American forces landed at Leyte. In a letter to his father, he states, “We know we’re not going home till they’re all dead, here in the Philippines, and there’s a quarter of a million of them on Luzon, and we’ve already destroyed 116,000 of them in Leyte. And so, Dad, that’s why I didn’t turn a hair when I pulled the trigger. Kill or be killed and they all have to go before we can come home.” Bayliss also captured the sheer brutality of the fighting during this campaign, in addition to some of the combat tactics employed by the Japanese: “Here, no prisoners are taken. The [ Japanese commit] suicide and kill their own wounded. If they wanted to surrender we wouldn’t let them. We’ve lost too many men from grenades thrown by a [ Japanese soldier] with his hands up, or one walks out to surrender and when our men appear to take him, concealed [ Japanese soldiers] cut them down. Our men fight to the death. We never leave any wounded under any conditions, but evacuate them – period – whatever the cost.” This reflection is consistent with other accounts of the fierce fighting between Japanese and American forces, which ultimately resulted in the United States liberating the Philippine Islands in March 1945. Two months later, the U.S. deployed the atomic bomb on Hiroshima and Nagasaki, effectively ending the war.
Charles P. Dethier, faculty
David Montgomery Haughton ’43
A snapshot of Haverford’s history during the tumultuous years of World War II reveals tales of triumph and tragedy, courage and fear, faith and uncertainty, and ultimately one of common purpose and shared responsibility. Haverford alumni have stories of achievements in battle that resulted in commendation; meetings with renowned military figures such as Gen. Dwight D. Eisenhower, Gen. George Patton, and Gen. Douglas MacArthur; and sharing the battlefield with their brothers: three Stahler, four Potts, and three Sellers brothers all served together. Each of these stories is wrought with emotion and represents not just a brave individual, but also a family and community that were forever changed by the war. ✪ The Russell C. Ball Jr. ’44 Endowed History Lecture was established in 1998 with gifts from Russell C. Ball III ’84 and his family in memory of his father, Russell C. Ball Jr. ’44, who was a lover of history, an outstanding athlete, two-term member of The Haverford School Board of Trustees, and recipient of the School’s Distinguished Alumnus Award in 1991. After graduating in 1944, Ball entered the U.S. Military Academy at West Point and lived a life in accordance with the West Point mantra: duty, honor, country.
Theodore Fassitt Furness Jr. ’36
George Lindsay Galbraith Jr. ’40
George Alexander Leeper ’31
In Memoriam Haverford School alumni fallen in World War II 1898 1904 1911 1924 1926 1926 1927 1929 1930 1931 1931 1932 1933 1933 1933 1933 1933 1934 1934 1934 1934 1935 1935 1936 1936 1936 1936 1936
William Nicholson Taylor Raymond West Ferris John Wheeler Lawrence William Houston Maverick Lewin Bennett Barringer Alexander Quarrier Smith Morris Lewis Paul Willits Burton Frank Claveloux Parker Jr. Harold Knight Hughes Jr. George Alexander Leeper Edmund Christian Gibb Percy Mortimer Lewis III John Ogier Reinhardt Kemble Tucker Henry Valentine Wille Clarence Edmond Wunder Jr. Robert Godshalk Charles Joseph Rainear II Philip Stewart Merrill Howard Tilgman III Edwin Sydney Stuart Neely Leonard Joseph Zengel Jr. Theodore Fassitt Furness Jr. Norbert Benedict Hamilton James Dillon Jacoby Charles Vance McKendrick Coleman Sellers IV
1937 1937 1937 1937 1937 1938 1938 1938 1938 1939 1939 1939 1939 1939 1939 1939 1939 1940 1940 1940 1940 1940 1940 1941 1942 1942 1943
John Halsey Bonsall Charles Augustus Butler Jr. William Simpson Doughten Jr. Peter Mayo Page John Talman Whiting Jr. Stephen Brooks Richard Lyon Holland William Logan MacCoy Jr. Thomas Viele Platten John Holland Brownback III Ben Herbert Crebbs Ralph Langdon Hays Jr. John Charles Murphy Compton Sargeant John Lester Voehringer Charles Powell Whitehead Jr. James Wilson Wright Walter Thomas Chase George Lindsay Galbraith Jr. John Nestor Francis Kiely Howard Green Potts Edward Cassatt Thayer James Leonard Vauclain Alan Ball Stewart Thomas Franklin Bausman Jr. Paul Dunlap Flanagan David Montgomery Haughton
HSPA Gala 2014
Let’s put another shrimp on the barbie! On Nov. 1, the Haverford School Parents’ Association transformed the Field House into the Australian Outback for this year’s Gala, “Haverford Down Under.” More than 300 blokes and shelias (parents and friends of the School) enjoyed silent and live auctions, dinner, and dancing to two different bands throughout the evening. All proceeds from the gala support programs to benefit the boys and young men at The Haverford School. Gala co-chairs Lynn Smith and Marybeth Bowman, along with more than 100 additional volunteers, worked tirelessly to make the evening a grand success. Good on ya, HSPA!
Party down under Clockwise, from top left: Gala Co-Chairs Lynn Smith and Marybeth Bowman with Headmaster John Nagl; Gala Raffle Co-Chair Rachele Browning and Gala Volunteers Chair Francine Harryhill perform the raffle pull; Ali Velshi and Lori Wachs in full Aussie gear; a special guest donned his new Haverford scarf and helped inspire attendance leading up to the event; Frank and Sarah Fesnak and John and Aisha Fairfax enjoy a break in the action.
HSPA Perfect Present Holiday Gift Shop The HSPA Perfect Present Holiday Gift Shop, organized by Jen Greco and Alicia Payne along with many volunteers, was open to all Lower School students on Dec. 10 and 11 offering low-cost, age-appropriate gift selections for anyone and everyone on their lists – including pets! Each class visited the gift shop, the boys brought their lists, and parent volunteers acted as personal shoppers to assist each boy in picking out perfect presents.
The HSPA fall Recycle Sale The Haverford School Parents’ Association offered gently used uniform items, gym shorts, and shirts as well as a variety of sporting goods at the Recycle Sale Sept. 23-24. Approximately 25 volunteers assisted shoppers looking for that much-needed item. The sale raised nearly $4,000, which will benefit the boys and young men at the School. From left: HSPA Recycle Sale Chair Tara Sexton, with parent volunteers KellyAnn Ricefield, Robyn Slane, Robin Waché, Stacey Francis, Laurel Sarian, and Andrea Pettibone.
Clockwise, from top: Perfect Present Co-Chairs Alicia Payne and Jen Greco; parent volunteers Amber Dixon and Leigh Ross; parent volunteer Karen Toth with second-graders Chris Patterson and Dylan Kaplan. Haverford/EA Day Pancake Breakfast & spirit gear Seventh-grade parents and their families flipped pancakes, served bacon and sausage, as well as offered orange juice and coffee to more than 1,000 guests. Chair of this friend-raiser was Catherine Twitmyer, Form I Class Parent, along with many additional volunteers who helped make this day such a success! Haverford/EA Day Chair Lisa Ament and Assistant Chairs Jamie Haines and Cheryl Smith selected a variety of spirit gear items that were available for purchase to show school spirit for Haverford/EA Day, hosted this year by Haverford on Nov. 8.
HSPA Pumpkin Fair The Haverford School Parents’ Association hosted its annual Pumpkin Fair Oct. 23. This year’s theme, “Candy Corn” lent itself to candy corn-inspired pumpkins and decorations along with ghosts and spooky characters that lined the walkway to the facilities building. The event was co-chaired by junior kindergarten Class Parent Susana Lambour Smotkin and kindergarten Class Parents Leigh Ross and Daniela Capriotti-Krafczek. A day of games, raffle prizes, painted pumpkins, and treats made for an exciting kick-off for the Halloween festivities. Class Parents and Pumpkin Fair Co-Chairs with Headmaster John Nagl (from left): Leigh Ross, Susana Lambour Smotkin, and Daniela Capriotti-Krafczek.
Haverford/EA Day parent volunteers (from left): Form I parent Jack Kirkpatrick ’88 makes pancakes; Haverford/EA Day Co-Chair Lisa Ament with parent volunteers Amy Briddell and Linda Tracy sport maroon and gold spirit wear; parent volunteers Marnie Murphy, Melissa Stamps, and Linda Hubschmidt with Form I Class Parent and Pancake Brunch Chair Catherine Twitmyer, Publicity Chair Marlo Hall, and Decorations Chair Maggie Kaplan.
Maroon & Gold Society Party The Haverford School honored more than 140 leadership donors at its Maroon & Gold Society Party on Oct. 9 at Appleford. Guests enjoyed hors d’oeuvres from Sage Catering in Berwyn, cocktails, and musical entertainment by Sophisticated Strings. The Maroon & Gold Society was established in 1997 to provide special recognition for leadership gifts of $2,500 and more. Last year, 310 Maroon & Gold Society members made gifts totaling $3,415,535.
Celebrating philanthropy: clockwise, from top left (front row, from left) Alison Hastings, Susi Varga, Headmaster John Nagl, Amy Petersen, Director of The Haverford Fund Cindy Shaw, Jennifer Ballenger, and Scott Ballenger; (back row) Jen Pechet, Rob Hastings ’86, Board of Trustees Chairman Bill Yoh ’89, Kelly Yoh, Jim Petersen, Bill Ward ’55, Director of Development Jeff Day, and Phil Rosenzweig. Board of Trustees Chairman Bill Yoh ’89, Headmaster John Nagl, and former Board of Trustees Chairman John Stoviak ’69; David Ford ’93 and his wife, Anne; Mike Wolfgang, Rachel Miller and her husband, Harry Miller; Craig and B.J. Spencer; Tom and Mary Henderer; Tim Flatley ’77 and his wife, Kathy.
2014-15 Board of Trustees The 2014-15 Haverford School Board of Trustees includes (front row, from left) Maurice D. Glavin ’83, P’14 ’16 ’19; Sharon S. Merhige P’16 ’18; Branton H. Henderson ’74, P’12 ’14 ’18; Treasurer David B. Ford Jr. ’93, P’24; John J. Lynch P’10 ’12; Jeffrey F. Lee ’95; and Headmaster John A. Nagl, D.Phil. P’20; (middle row) Jason Ingle P’22; George C. McFarland Jr. ’77; Albert C. Oehrle ’58; Nancy Krell P’15; Vincent A. Rossi P’14 ’15; Vice Chairman Richard W. Graham II ’52; Amy T. Petersen P’15; Thomas L. Williams P’17; Jennifer N. Pechet P’15 ’17; Caroline De Marco P’22; Kenneth W. Schwenke P’07 ’10 ’12; Elizabeth M. Anderson P’14; Barbara Klock P’23 ’23; Mark D. Turner P’13 ’15; and John C. Wilkins Jr. ’95; (back row) George B. Lemmon Jr. ’79, P’12 ’19; Carter D. Williams ’86, P’17; Chairman William C. Yoh ’89, P’18 ’24; and Secretary Robert C. Clothier III ’79, P’17. Not pictured: Randall T. Drain Jr. ’01; William Hambleton; and Peter A. Rohr P’12 ’13 ’15. New members of 2014-15 Board of Trustees include (seated from left) Barbara Klock P’23 ’23, Caroline De Marco P’22, Nancy Krell P’15, (back row) Jeffrey Lee ’95, Brant Henderson ’74, P’12 ’14 ’18, and Bill Hambleton. Not pictured: Jason Ingle P’22.
2014-15 Alumni Executive Council Members of the 2014-15 Alumni Executive Council include: (front row, from left) Director of Alumni Relations Andrew Bailey ’02, Bill Clements ’49, Alumni Association President Brant Henderson ’74, Alumni Association Vice President Josh Levine ’94, Robert Corcoran ’82, Avery Cook ’93, (middle row) Henry Faragalli ’86, Mike Reese ’98, Greg Murray ’03, Turk Thacher ’62, (back row) Austin Hepburn ’75, Geoff Wright ’01, Casey O’Rourke ’05, Carter Williams ’86, Steve McConnell ’86, and Jay Wright ’96.
Colin A. Campbell ’88 Court dedication The Colin A. Campbell ’88 Court, located outside the Field House entrance facing the quad, was dedicated on Sept. 27. Jack Kirkpatrick ’88 welcomed a crowd of more than 100 people who traveled from as far as Washington state to attend. His remarks celebrated Colin’s leadership, strength of character, and sense of humor. Colin was a Haverford “lifer,” a three-sport athlete who captained both the soccer and squash teams, and a true gentleman. He was a devoted father and husband, loving son and brother, and a steadfast friend and classmate. Above all … he was loyal, honest, and kind. Touching remembrances were delivered by Jeff Bozzi ’87, Mike Mariano ’88, brother-in law Ed Gaffney ’86, and Rob Campbell ’83. Colin was a pillar of the Class of 1988, respected by his peers and loved for his easy smile and contagious personality. Colin’s brother Rick ’87 concluded the dedication with closing remarks that included thanking the Campbell Court supporters for their generosity.
Colin A. Campbell ’88
Dr. Robert Campbell and his wife, Nancy
Speakers at the Colin Campbell ’88 Court Dedication were (from left) Mike Mariano ’88, Jack Kirkpatrick ’88, Rob Campbell ’83, Ed Gaffney ’86, Becky Gaffney Campbell, Rick Campbell ’87, and Jeff Bozzi ’87.
Becky Gaffney Campbell with (from left) Luke, Matthew, Riley, and Darby
Remembering George Gerhard Miller ’55
George Gerhard Miller ’55
George Gerhard Miller, a teacher who inspired and entertained a generation of Haverford students, passed away in September 2014. George began his teaching career at The Haverford School in 1962. Over the years, he rose from teacher to chair of the English department and, finally, head of the Middle School. In 1980, he took a job as headmaster of Lawrence Country Day School on Long Island, and later served as director of the American School of Guatemala, and taught in private schools in Kathmandu,
Nepal, Vladivostok, Russia, and the Island School in Eleuthera, Bahamas (founded by Chris Maxey ’80). “His passion for teaching came from his passion for reading and poetry, and his boundless energy,” said his son, Alexander Coxe Miller. A longtime member of the Orpheus Club of Philadelphia and the Merion Cricket Club, George was known for his skill on the stage, the tennis and squash courts, and for his expert cricket pitches. To read remembrances by Geordie Miller Jr. ’79 and Chris Moore ’75, visit haverford.org/miller55.
Be a part of the legacy. The Heritage Society was established to recognize and promote the benefits of bequests, life-income gifts, and other tax-wise giving arrangements at The Haverford School. To begin building your legacy, please contact: Sam Caldwell, 484-417-2774 or firstname.lastname@example.org Visit: haverford.org/plannedgiving
2014-15 Regional receptions In addition to the many events on campus, The Haverford School hit the road and visited a number of cities across the country this year. Thank you to all of our hosts and the alumni who joined us for these receptions. We look forward to returing to these and many more locations in the coming years. Go Fords!
Southwest Harbor, ME Boston, MA New York, NY Haverford, PA
San Francisco, CA
Los Angeles, CA
West Hollywood, CA
View more photos from these and other alumni events at:
The Los Angeles area reception was hosted by Jeffrey Warren â€™82 at the Los Angeles Country Club on Jan. 20.
The Boston area reception was held in the Dartmouth Suite at Grill 23 & Bar on Feb. 25.
The San Francisco area reception was hosted by Gregg Miller â€™88 at Colblentz Patch Duffy & Bass LLP on Jan. 22.
The Washington, D.C. recepton was held in The Cabinet Room at Old Ebbitt Grill on Oct. 23.
Alison and Rob Hastings ’86 hosted 35 alumni, alumni parents, current parents, current students, and faculty in Southwest Harbor, Maine, on July 18, 2014.
Class of ’77 in Boston (from left): Steve Eckman, “Key Alex Yoel ’08, Headmaster John Nagl, Joe Silver ’10, Greg Bayard Man” Rick Alcorn, John Bogle, Tim Walsh, and Jody Davis. ’02, Andrew Bailey ’02 overlooking Central Park on Sept. 9.
The Naples, Florida, reception was hosted by Barbara and Bob Potts ’42 at Royal Poinciana Golf Club on March 24.
Nelson Lassiter ’05 and Tom Roberts ’05 at the New York reception on Sept. 9.
The Jupiter, Florida, reception was hosted by Pat and Sandy Rooney P’82 ’83 ’87 ’89 ’91 at Trump National Golf Club on March 25.
Haverford/EA Day 2014
With the help of a friend and his drone, Aron Morgan ’13 captured this breathtaking aerial photo of the EA Day 2014 night football game.
The Brownlow Society and Young Alumni EA Day Pregame Party at Yangming was held on Nov. 7. Special guest attendees included Headmaster John Nagl, former headmaster Joe Cox, Don Brownlow’s daughters Pam and Priscilla, and members of the Alumni Executive Committee. The group heard from the fall athletic coaches and was even inspired by some blast-from-the-past Brownlow stories.
The 18th annual Thanksgiving football game was played Nov. 27 on Sabol Field where the younger alumni (white shirts) challenged the older alumni (black shirts) in touch football. The elder Fords prevailed for the third straight year, putting up 60 points within the first 40 minutes of play. MVP honors went to Tom Close ’04, who demonstrated his superb field vision and powerful arm. All look forward to the 19th Turkey Bowl game, which will be held Nov. 26, 2015.
If the measure of a successful school is the lasting support of its alumni, then few do it better than Haverford. For years, they’ve continued to reignite our interests with colorful mailers and the near ceaseless enticement of championship athletic teams, cultural events, open houses, and reunion gatherings, reminding us once again of what we value most from our time behind the desks. For me, though, nothing elicits the feelings of fondness or uniqueness of shared experience like The Brownlow Society dinner the night before EA Day. It’s a warm, intimate setting for classmates to gather, toast that special “home for Thanksgiving” spirit, and remember not only a remarkable man, but the honor he bestowed upon Haverford and all his students for so many years. To be reminded of his gifts in the presence of those he affected so profoundly is truly special indeed. — Whitney Hartman ’01
The 53rd annual Thanksgiving soccer game was played Nov. 27. More than 30 soccer alums joined Coach Bill Brady and his varsity players on a chilly morning at Memorial Field – despite a snow-covered surface. While our wonderful maintenance crew was removing the snow, the players gathered and paid tribute to soccer captain Max Allen ’07, who passed away earlier this year. Four Micolucci brothers – Dan ’81, Mark ’84, Matt ’86, and Jonas ’89 – were on the turf at the same time. Among the (wise!) spectators were past players Tom Close ’70, Dave Arronson ’77, Bob Clothier ’79, John Brazer ’83, and coaches Joe Tatta and Kevin Seits.
2nd Annual Alumni vs. Varsity/JV Basketball Game – Dec. 27
10th Annual Haverford vs. Episcopal Alumni Hockey Game – Dec. 27
5th Annual Alumni vs. Varsity/JV Squash Match – Jan. 4
John B. Stetson IV ’54
By Jessica Covello
For John B. Stetson IV ’54, it’s a family affair. John’s three sons represent his family’s third generation of Fords, with cousins, uncles, and other relatives having walked these hallowed halls. In addition to their shared Haverford School experience, the Stetsons, including retired Army Col. John B. Stetson Jr., Army Maj. John B. Stetson III ’26, retired Navy Cmdr. John B. Stetson IV ’54, retired Air Force Lt. Col. John B. Stetson V ’84, Army Lt. Col. Eric W. Stetson ’87, and retired Navy Cmdr. Scott W. Stetson ’90, find common ground in military service. “Upon my graduation from Yale in 1959, the early anticipations of the Vietnam War were in the airwaves,” recalls John. “Being undecided about my future career, I joined the U.S. Navy.” John became an intelligence officer with a photographic squadron: “My role was supporting specialized photographic planes by analyzing the materials and developing intelligence reports.” After completing his active duty service, John became a Navy reservist and retired as a commander after 21 years in 1980. While a reservist, John returned to Yale to earn a master’s degree in architecture. In the mid-1970s, the firm with which he was working secured a government contract to provide construction support for Pan American Airlines in Zaire (now the Democratic Republic of the Congo). “Pan Am needed an architect with a construction background to manage the redevelopment and creation of new facilities for the airline,” says John. “It was the best job to which an architect could aspire; there was so much need and willingness for improvement.” The government contract ended abruptly after one year, however, and John returned to the U.S. in 1977. Since then, John has worked at firms including Day & Zimmermann, managing projects ranging from Independence Mall in Philadelphia to city transit systems, international airports, and government office buildings across the country. Though John characterizes his career as fulfilling, the experiences that continue to fuel him are those that revolve around music. “My involvement at Haverford in Glee Club and The Three-Fours, an ancestor to The Notables, had a lifelong influence,” says John. “Singing became a major focus of my
nonacademic life at Yale, where I remain a performer with the Whiffenpoofs and Yale Alumni Chorus.”
“My involvement at Haverford in Glee Club and The Three-Fours, an ancestor to The Notables, had a lifelong influence. Singing became a major focus of my nonacademic life at Yale, where I remain a performer with the Whiffenpoofs and Yale Alumni Chorus.” John derives the greatest pride from the service and achievement of his sons, Scott ’90, Eric ’87, and John V ’84, all of whom received several military honors. The Stetsons focus not on their individual awards, but on the outcomes achieved in working with their fellow military service members. “There’s a sense of teamwork and a need for mutual support that becomes ingrained in anyone who experiences military service,” says John. “Along with that comes the need for self discipline and a willingness to do the work that is required to get the job done. I appreciate the meaningful investment made by the American people through the military, as it is paramount in developing productive citizens who might not otherwise have had such enlightening opportunities.” John B. Stetson IV ’54 is a consultant with Capital Project Management Inc. He was instrumental in the growth of the Construction Management Association of America and was a founding member of the Construction Management Certification Institute. He earned a bachelor’s and master’s degree from Yale University. John lives in Malvern with his wife of 51 years, Solveig Stetson, who was formerly executive director of the Association of Delaware Valley Independent Schools (ADVIS). She spearheaded a nationwide effort to send care packages to platoons in Iraq, and supports other military initiatives in the U.S. and abroad. To read John’s full story and more alumni spotlights, visit haverford.org/spotlights.
PROFILES IN SERVICE
Theodore B. Witmer ’72 By Jessica Covello Bunia to teach. “The second evacuation led to Africa’s World War, which was highly disruptive to this place,” says Ted. “Nearly five million people died. The university was forced to evacuate briefly in 2003, and mission planes helped more than 1,000 Congolese escape from the fighting.”
“The process of rebuilding the country after over 30 years of the corrupt Mobutu government was only just beginning,” states Ted. “The new government inherited a country with no communications, no postal service, few usable roads, and a population that had been stripped of personal possessions by looting soldiers of the previous regime.” Shalom University survived the war years. In 2007, the school had grown to 200 students and expanded its vision to offer programs in development studies, management, finance, environmental science, and agriculture. “Congo’s copper, diamonds, gold, and cobalt are being exploited by foreigners,” says Ted. “We’re trying to create a group of people in Congo who will responsibly manage the natural riches the country has to offer. Our fish management program students have identified ways to halt the problem of decreasing fish stocks. Others helped the nomadic Pygmies regain legal title to 10 square kilometers of land that was taken from them by timber barons.” Today, Shalom University serves 900 students. “We are educating young people who have the ability and character to transform society,” declares Ted. “Bringing that kind of real, deep change is best accomplished through longevity of service and the common unifier of Christianity that turns barriers into mere differences.”
He escaped civil war, survived malaria, and raised three children in the Democratic Republic of the Congo, considered the least developed country in the world. But those aren’t the stories that define Theodore B. Witmer ’72, who has spent the past 27 years as a missionary in Africa supporting some of the world’s most vulnerable people. Ted’s affinity for international travel emerged at an early age. He ranks The Haverford School’s language program as one of his most influential experiences. “My French instructor was one of several teachers who spent a great deal of time with me outside of the classroom to advance my studies,” said Ted. “That was a life-changer.” Ted enrolled at Princeton University and majored in aerospace and mechanical engineering. He became an active member of the Princeton Evangelical Fellowship and met his future bride, Dana. Upon graduation from Princeton in 1976, Ted went on to receive master of divinity and master of theology degrees. Ted and Dana married and moved in 1987, with their two infant children, to Bunia in the Democratic Republic of the Congo. Ted began teaching Hebrew and Old Testament courses at Bunia Seminary (now Shalom University), and later took on additional roles as director of development and IT manager. In 1988, the couple gave birth to a third child. “The first year we were in Africa, I helped computerize a Bible translation project,” recalls Ted. “We were in a village to learn Swahili and African culture. While there, villagers involved in the Lendu language translation project received a laptop and instruction manual – in English. Of the 20 such programs, theirs was the only project that succeeded in being computerized; I taught the villagers computer literacy and in exchange, learned Swahili.” As the Witmers became acclimated to their new home, social and civil unrest began to mount, culminating in the overthrow of President Mobutu Sese Seko. Following the looting of their home and due to the civil war, Ted and his family relocated to Kenya. He and his wife served at Kijabe Medical Center until the “official” end of the civil war in 1997, when they returned to Bunia. “The process of rebuilding the country after over 30 years of the corrupt Mobutu government was only just beginning,” states Ted. “The new government inherited a country with no communications, no postal service, few usable roads, and a population that had been stripped of personal possessions by looting soldiers of the previous regime.” Civil war again forced the Witmers from their home in 1998. For the next eight years the family lived in Kenya, Dana resuming her duties at the Kijabe Medical Center and Ted teaching at Moffat School of the Bible. Despite the dangers still present in the Democratic Republic of the Congo, Ted returned twice each year to
Theodore B. Wittmer ’72 is a professor and director of development at Shalom University of Bunia, Democratic Republic of the Congo, where he has lived with his wife since 1987. Together, they raised three children who today live in North America and work as an accountant, energy engineer, and design engineer. Ted earned a bachelor’s degree in engineering from Princeton University. He also holds a master of divinity from Grace Theological Seminary and a master of theology from Biola University. To read Ted’s full story and more alumni spotlights, visit haverford.org/spotlights. haverford.org
H. Randall Morgan Jr. ’83 What has H. Randall Morgan Jr. ’83 found to be the common unifier of people worldwide? Respect. “Creating an environment and tone that assumes respect is powerful and important,” states Randy. “I have not yet encountered a culture that didn’t respond to respect; it brings out the best in all of us.” The universal value of respect was engrained during Randy’s 10 years at The Haverford School. “When a teacher or adult visited the classroom, we would all stand up to display respect,” recalls Randy. “I remember when Headmaster Joe Cox entered the room at our 30th Reunion; without exception every alumnus immediately came to his feet. I appreciate that level of respect and have a natural inclination to treat others accordingly.” An expert in translation services and Afghan cultural training for the military, Randy has traveled to dozens of countries and speaks languages ranging from romance to the exotic. He began studying French in preschool and added Spanish to his course selections in Upper School. “Haverford had fantastic language instructors who gave me confidence,” says Randy. “It wasn’t necessarily what I learned, but how I learned.” In addition to being a self-proclaimed language geek, Randy dedicated much of his time to acting in School plays.
“Haverford had fantastic language instructors who gave me confidence,” says Randy. “It wasn’t necessarily what I learned, but how I learned.” While at Dartmouth College, Randy took up Russian and set his sights on international policy. “I had planned to be the U.S. ambassador who would make friends with the Soviet Union,” says Randy. “But by the time I graduated, Reagan and Gorbachev were buddies, so I was out of a job before I had even started. Instead, I became a commercial ambassador, helping U.S. companies set up shop in Russia, get into joint venture agreements, and license Soviet technology for use in the U.S.” By the mid-1990s, Russia’s adverse view of capitalism and heavy taxes on company profits led Randy to focus on his side service: translation. With corporate and government clients, Randy’s team of
100 full-time employees and 500 contractors translated highly technical documents, from nuclear engineering specifications to legal agreements and international treaty negotiations. After 17 years at the helm, Randy sold his first company, ASET, and in 2009 started Morgan Language Services. Today, his company provides translation services in more than 120 languages and pre-deployment training for Green Berets and Navy SEALs. Randy’s pre-deployment training focuses on Afghan culture, including the Pashtun, Tajik, and Kuchi nomads of the region. “We provide cultural training to our heroes in uniform so that they can be more effective when they are deployed, and avoid errors and situations that could be costly or even fatal,” explains Randy. For a period of 2-4 weeks at a time, Randy and his team, which can include Afghan or Arabic-speaking expatriates, live in a handful of mock villages spread across a stretch of desert or rural terrain in specially designated areas within the U.S. They dress in traditional clothing, grow beards of at least 2 inches in length, speak the native language, pray daily, tend to livestock, and sleep in adobe structures. “Cultural training for the military has been the perfect career opportunity for me,” reveals Randy. “It has tapped into my love of and experience with language and culture, and also directing and acting.” The pillars of respect and excellence have been paramount to Randy’s success. “What is most remarkable about Haverford is the School’s expectation of excellence,” states Randy. “It pervaded everything we did both inside and outside the School. We were ambassadors of Haverford and were expected to behave as such. I strive to provide the highest quality service and product because of the expectation of excellence that Haverford instilled.”
By Jessica Covello
H. Randall Morgan Jr. ’83 is CEO of Morgan Language Services Corporation. Previous roles include co-founder of ASET International Services Corporation and vice president of The Association of Language Companies. Randy is the 2012 recipient of the Dartmouth Class President of the Year Award. He lives in Potomac, Maryland, with his wife, Lynn, and three children.
To read Randy’s full story and more alumni spotlights, visit haverford.org/spotlights.
Michael F.X. Gillin II ’09
By Jessica Covello
Honor. It’s a tenet of the U.S. Military Academy at West Point and the U.S. Army. In many ways, the notion of honor is what propelled Michael F.X. Gillin II ’09 through opportunities and obstacles at both institutions. “The Haverford School and its Honor Code had a dramatic impact on me,” reflects Mike. “At West Point, I became part of the Honor Committee’s executive staff. It was one of the most memorable experiences of my West Point career because I saw firsthand the true ramifications of honor violations.” A strong scholar-athlete, Mike describes his Haverford experience as empowering, challenging, and holistic. “Haverford allows boys to focus on their interests and puts the student in the driver’s seat when it comes to achieving success,” states Mike. “I leverage this approach of empowerment with my soldiers daily to challenge them in positive ways.” Mike was on the swimming and water polo teams at Haverford and recalls the feeling of pride he and his teammates had on EA Day. “The entire community was out in full force to support each other,” says Mike. He was recruited to swim at West Point, where he also played water polo for three years. “Athletics instilled in me the desire to be the best in all that I do,” he says. West Point tested Mike academically, mentally, and physically. “It was a long 47 months, but it forced me to learn who I am as a person and a leader,” says Mike. “It was demanding and gratifying, and completely unlike any of the college experiences my Haverford classmates had.” During his four years at West Point, Mike spent time at Fort Benning, Georgia; Fort Campbell, Kentucky; Fort Belvoir, Virginia at the National Geospatial-Intelligence Agency; and Keystone Aerial Surveys in Philadelphia. His commitments ranged from attending the Small Arms and Optics Expert School and acting as a platoon leader for a maintenance company, to managing in-flight image acquisition of Manhattan for Bing Maps and conducting quality control checks for the U.S. Geological Survey and U.S. Department of Agriculture. In addition to his rigorous training schedule, Mike applied himself in the classroom and received a bachelor’s degree in geospatial information science (GIS) and cartography in 2014. “GIS is designed to capture, store, manipulate, analyze, manage, and present all types of spatial and geographical data,” explains Mike. “It is a visual way to solve complex problems.” Spring 2015
Today, Mike serves as a fire support officer for a light infantry company. “Serving one’s country shows dedication to something greater than oneself,” says Mike. “At a young age, I am responsible for so much more than my nonmilitary peers – from the success of military operations and the supervision of government equipment, to the life and well-being of my soldiers. Also, there is no job in the civilian world that would allow me to fire cannons or call in rockets from an Army aircraft. Every day is new and exciting.”
“Haverford allows boys to focus on their interests and puts the student in the driver’s seat when it comes to achieving success,” states Mike. “I leverage this approach of empowerment with my soldiers daily to challenge them in positive ways.” The value of honor resurfaces daily in Mike’s duties as well as his interactions with colleagues and soldiers. “As a leader, every day we are required to operate at 100 percent and make sound decisions. As easy as it may be to complain or not give something my all, I simply can’t; the effects reach beyond mission success and impact the culture and effectiveness of my unit.” Mike plans to continue his active military service through 2020, at which point he aims to take command of an artillery battery. Pursuing a Master’s of Business Administration degree from the Wharton School may also be in the cards. “That’s as far as I have planned,” says Mike. “I’m just eating the elephant one bite at a time, as Dr. Cox advised during my senior year.” Michael F.X. Gillin II ’09 is a field artillery officer with the U.S. Army. He is stationed at Fort Stewart in Hinesville, Georgia, where he enjoys playing golf year-round and going to the beach. Mike earned a bachelor’s degree in geospatial information science from the U.S. Military Academy at West Point.
To read Mike’s full story and more alumni spotlights, visit haverford.org/spotlights.
THE LAST WORD
A Haverford guy By Jamie Griffin, Upper School history teacher
“Jamie, you’re a Haverford guy.” The statement shocked me. At the time, I was serving as an Upper School Dean at my alma mater, The Episcopal Academy, and had just concluded a parent conference with a mother whose daughter attended EA and son attended Haverford. I quickly dismissed what was meant to be a compliment by reminding this parent that I was a third generation EA “lifer,” that I had grown up literally holding my breath when my school bus passed Haverford (because I thought it stunk), and that, as a former three-sport varsity captain and Senior Warden of the EA Vestry, I practically bled blue and white. “I get that Jamie, but I’m telling you, don’t ever pass up a chance to visit Haverford.” This conversation haunted me for months. To my surprise, I followed her advice and applied for a position at Haverford later that year. I approached the job opening with curiosity and with a healthy dose of skepticism. However, my impression of Haverford changed when I had my first on-campus interview. It was a day that I will never forget. I was overwhelmed by the boys, who were as happy and engaged as adolescents could be in school. I was struck right away by the professionalism of faculty and staff who were clearly passionate about their work. Finally, I met with Headmaster Joe Cox, who spoke eloquently about developing boys into young men and how my experience as a Marine Officer should be leveraged to contribute to this important mission. I left Haverford inspired and convinced that I belonged here. I was delighted when Dr. Cox called me the next week, and probably surprised him a bit by accepting the offer before he had finished outlining the details
of the position and salary. The decision to come to Haverford has proven to be one of the best I have ever made. The School has afforded me tremendous personal and professional growth during the past five years teaching and coaching at Haverford. I am thankful for the boys who challenge and enrich my life daily in the classroom, on the Honor Council, and on the wrestling mat. I am thankful for my colleagues, as their work inspires me daily and motivates me to be more thoughtful, innovative, and intentional in my teaching practices. I am thankful for the parents who entrust Haverford with their sons and understand how our work supports their growth. I am thankful for the alumni, many of whom I competed against and who give me grief about my time at EA, but always end conversations in a manner that is gracious and welcoming. I am thankful for the opportunity to work for and “team teach” a course on the Middle East with Dr. John Nagl, a scholar and leader for whom I have immeasurable respect and admiration. Above all, I am thankful that Haverford is a school that puts the boys first and the institution second. In my view, this is the right approach and one that I have always strived to take during my careers as a Marine Officer and as a teacher. I suspect that this is why that parent tagged me as “a Haverford guy” six years ago, and I am so honored and humbled to be labeled as such. Editor’s note: We are simultaneously sad and elated to report that Jamie will move on from Haverford this year. He has accepted a position (skipping two ranks!) as the Head of Upper School at Battle Ground Academy in Franklin, Tennessee. We are both proud and thankful for Jamie’s great contributions to The Haverford School community during his five years here. We will always remember him as “a Haverford guy.”
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Haverford School Today magazine is published by The Haverford School in Haverford, Pa. It exists to effectively communicate the stories, eve...
Published on Jun 1, 2015
Haverford School Today magazine is published by The Haverford School in Haverford, Pa. It exists to effectively communicate the stories, eve...