Haverford School Today Spring 2016

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HAVERFORD SCHOOL TODAY

HAVERFORD SCHOOLToday

Men of Letters

Men of Letters

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.

A notable salute Led by choral director and Upper School music teacher Mark Hightower, The Haverford School Notables grace center stage at the 130th Commencement ceremony in June to lead the School community in the traditional singing of the alma mater: O Haverford, dear Haverford / Thou guide of tender days, / To thee within these honored walls / We lift our hymn of praise / Here on the threshold of our years / With all the future free, / Our youthful hearts and powers we bring / And dedicate to thee.

To begin building your legacy, please contact: Sam Caldwell, 484-417-2774 or scaldwell@haverford.org Visit: haverford.org/plannedgiving

5 feature Men of Letters

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spotlights IV Former Will Henderson 6 In the Arena: Dr. Aaron Carroll ’90 8 Annual Hallowell Lecture: Natasha Tretheway 8 Emotional honesty

By Jay Greytok ’83, Head of Middle School 9 12 things you didn’t know about ...

Carla Goins, kindergarten teacher 10 Libraries in the digital age 11 40 minutes at Haverford 12 VI Former David Chikowski 13 Global Leaders: Ted Wagner ’58 38 Profiles in Service: Michael Mitchell ’69 47 Global Leaders: Mark Gillin ’82 54 Future-Ready: Tim Spady ’07 63 A fond farewell

By Delia Turner 68 departments From the Headmaster 3 Around the Quad 4 Athletics 18 Parents 32 Alumni 33 Class Notes 36 Milestones & In Memoriam 66 covers Front/Inside front: Collage board from the classroom of English Department Chair Tom Stambaugh ’90. Photo by Dawn Blake.

Back: Third-graders (from left) Benjamin McDade, Bryce Pitt, Jamie Stait, and Devon Li remove pollen from the leaves of plants in the greenhouse adjacent to Bill Palmer’s Lower School science classroom. Photo by Dawn Blake.

HAVERFORD SCHOOL Today

Upcoming Events » www.haverford.org/calendars September SEP

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SEP

Opening Day Assembly in the Field House 8 a.m.

LS Parents Night

14 in Centennial Hall / Lower School 7-9 p.m.

SEP

MS Parents Night

21 in Centennial Hall / Middle School 7-9:30 p.m.

SEP

HSPA Hav-Afford Clothing

22 Recycle Sale

in LS/MS Drop-off Circle 7:30-10 a.m.

SEP

US Parents Night

28 in Centennial Hall / Middle School 7-9:30 p.m.

October OCT

Maroon and Gold Society Celebration Appleford 6:30-9 p.m.

OCT

HSPA Pumpkin Fair

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November NOV

Haverford/EA Day

12 at The Haverford School 10 a.m.-5:30 p.m.

NOV Upper School Play 14-16 in Centennial Hall

Thu., 7 p.m. / Fri.-Sat., 7:30 p.m.

December

DEC

HSPA Gala Dinner & Auction 3 at Hilton, City Avenue

6-11 p.m.

DEC

Perfect Present Holiday Gift Table 6-7

LS Multipurpose Room 8:30 a.m. -3:30 p.m.

DEC MS & US Winter Concert 8 in Centennial Hall DEC

LS Winter Concert

12 in Centennial Hall

20 in the Quad

7:30 a.m.-3 p.m.

John A. Nagl, D.Phil. • assistant headmaster Mark Thorburn Brian McBride ’82 • chief financial officer David S. Gold managing editor Jessica Covello • editors Dawn Blake, Emma E. Hitchcock, Emily Gee class notes editors: Andrew Bailey ’02, Dawn Blake • alumni editor Andrew Bailey ’02 design Emma E. Hitchcock • photographers Dawn Blake, Sam Caldwell, Jessica Covello, Sam Gillin, Jordan Hayman, Emma E. Hitchcock, Lisa Martin, Jim Roese, George Scarino, Linda Walters, George Wood ’75 printer Pemcor, LLC., Lancaster, Pa. contact Jessica Covello, Director of Marketing and Communications; 484-417-2763; jcovello@haverford.org address changes Please send address changes to Disty Lengel at dlengel@haverford.org special thanks Thank you to everyone who contributed to this magazine. Special thanks to: Andrew Bailey ’02, Michael Bradley ’79, Doug Brunt ’89, Sam Caldwell, Khari Clay ’90, Jeff Day, Trocon Davis ’10, Bently Elliott ’62, Mark Gillin ’82, Carla Goins, Jay Greytok ’83, Betsy Havens, Sheryl Kauffmann, Disty Lengel, Jini Loos, Dayton Lummis ’54, Lisa Martin, Jill Miller, Michael Mitchell ’69, Candy Montgomery, Dr. John Nagl, Simon Nicholas ’03, Cindy Shaw, Lisa Snyder, Tim Spady ’07, Dr. Delia Turner, Ted Wagner ’58, George Wood ’75, James Zug ’87

board of trustees, 2015-16

Elizabeth M. Anderson P’14 Oray P. Boston P’17 Robert C. Clothier III ’79, P’17, Secretary Caroline De Marco P’22 Laurie M. Dennis P’14 ’17 Randall T. Drain Jr. ’01 David B. Ford Jr. ’93, P’24 ’26, Treasurer Maurice D. Glavin ’83, P’14 ’16 ’20 Richard W. Graham II ’52, Vice Chairman William Hambleton William T. Harrington P’24 ’24 Branton H. Henderson ’74, P’12 ’14 ’18 John F. Hollway P’18 Jason Ingle P’22 Barbara Klock P’23 ’23 Jeffrey F. Lee ’95 George B. Lemmon Jr. ’79, P’12 ’19 John J. Lynch P’10 ’12 Christopher J. Maguire P’16 ’19 George C. McFarland Jr. ’77 Sharon S. Merhige P’16 ’18 John A. Nagl, D.Phil. P’20, Headmaster Jennifer N. Pechet P’15 ’17 Amy T. Petersen P’15 Peter A. Rohr P’12 ’13 ’15 Kenneth W. Schwenke P’07 ’10 ’12 Mark D. Turner P’13 ’15 John C. Wilkins Jr. ’95 Thomas L. Williams P’17 William C. Yoh ’89, P’18 ’24, Chairman

headmaster

associate headmaster

about:

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

If you wish to reprint any portion of Haverford School Today’s contents, please request permission in advance.

Copyright © 2016 The Haverford School (all rights reserved).

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Corrections If you notice any errors in Haverford School Today, please contact us at

communications@haverford.org

FROM THE HEADMASTER

Remarkable boys

By John A. Nagl, D.Phil. P’20

Dear Fords Nation, I write to you as an advocate of academic achievement, the underpinning (along with character development) of our School and our extended family, but not always the first thing that I discuss. This issue of Haverford School Today pays special tribute to the intellectual fervor and ferment our extraordinary educators inspire – not just in the English Department, which is the subject of our cover story, but in every classroom throughout the Lower, Middle, and Upper Schools.

The foundation of everything we teach is laid in the Lower School, where boys learn reading, mathematics, science, art, and music – until completion of fourth grade, largely from one teacher.

Fifth grade prepares boys for the Middle School experience of moving from classroom to classroom for specialized instruction from teachers who are particularly gifted in one discipline; the Middle School teachers focus on teaching the boys how to study and how to learn. In the Upper School, teachers challenge the boys to use the skills they have mastered as they delve deeply into more difficult subjects, including doing advanced research in upper level history and science courses and original work in art, English, and music classes.

The system works so well that a number of Haverford School graduates have told me that their experience in college pales by comparison to what they learned at Haverford, and that their college professors were not always the equals of their predecessors in intellectual achievement or in desire to teach.

These extraordinary educators are the foundation of everything we accomplish at Haverford, and are one of the strategic pillars we intend to strengthen and build upon as we labor to preserve the Haverford of today while creating an even better school for the future.

Another pillar of The Haverford School remains remarkable boys, which the Strategic Vision model puts at the center of everything we do. Recruiting the right boys and helping their parents find the tuition dollars to enable their sons to receive a Haverford School education remains a top priority. This year, the Board of Trustees allocated more than $7 million to provide tuition assistance to just over 30 percent of our boys, who without that generous help would not have been such a huge part of our success in the classroom, the studio, on stage, and on the field.

There are a number of scholarships that recognize great men in the Haverford School pantheon: Cunningham and McBride Scholars remember great teachers, while Buck and Stoviak Scholars represent graduates who have given back to the School in significant ways. We recognized all scholarship donors and recipients at a splendid luncheon in The Big Room in April; it was

inspiring to see today’s young men shake hands with those who make it possible for them to attend Haverford, and promise that when they are able, they will give back to the next generation of Haverford School boys as well.

Those future boys will need classrooms that support 21st century learning. That future Haverford School will demand significant upgrades to the current Middle School spaces in Crosman Hall, essentially unchanged since its construction in 1952. With your continued support, we will proceed with plans to build a new Middle School, along with significant upgrades to the School’s fine and performing arts facilities, around Centennial Hall. Groundbreaking for this critical project remains dependent upon capital fundraising, but we have chosen architects and a general manager, and planning continues apace. We’ll keep you posted of both fundraising progress and expected construction dates as those decisions are made.

I continue to enjoy being your ninth Headmaster more than I can say, and learned a great deal about how to be more effective at Columbia University as a Klingenstein Fellow in February. Ask me about what I learned at a lacrosse game, a robotics competition, or in a History of the Modern Middle East classroom, where I do some of my best work!

As always, thanks for all you do to fly the flag of Haverford high, in your work, at home, and in your giving. Go Fords!

John Nagl with this year’s Cum Laude Induction Dinner speaker Jeffrey Lee ’95.

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Around the Quad News & notes from around The Haverford School campus

Klingenstein Institute Q&A with Headmaster John Nagl

Headmaster John Nagl was awarded a fellowship to the Klingenstein Center for Independent School Leadership’s 2016 Heads of Schools program at Teachers College, Columbia University. This distinguished honor, established in 1991, is granted to 20 heads of schools annually.

What are highlights of your experience at Teachers College, Columbia University?

The experience was inspirational – even transformational. The classes we took focused on the philosophy of education, how to perform and use educational research to inform decisions, and envisioning the future of education.

The single best part of the experience was visiting charter schools and private for-profit schools, including The School at Columbia University, and meeting teachers who are absolutely on fire, inspired by the chance to change kids’ lives. I hope to find ways to further develop that spirit and that philosophy here at The Haverford School.

Colombia, China, and Germany were among the countries represented at this year’s program. What was the interpersonal dynamic?

I’m a nontraditional head of school, coming from the Army, leadership of a nonprofit in Washington, D.C., and higher education. I think the hiring of nontraditional heads of school is an increasing trend as the business model of private education comes under pressure both at the pre-k-12 level, and the college/ university level.

Working with these heads of school who have a lifetime of experience in the field and are dedicated to building the best possible schools was an incredible experience. Although the ideas we contemplated and discussed aren’t necessarily new,

Hear from the voices in our community by checking out our blog.

John Nagl engaged in discussion at Teacher’s College, Columbia University.

being forced to jostle up against other people who have the same responsibilities I do but approach them from different perspectives sharpened my thinking. It really inspired me to come back and make this phenomenal school even stronger and even better. (And I grew a beard.)

What research proposal did you put forth?

Education for Character and Values. At the time I applied for the fellowship, Haverford was coming out of the Safety, Character, and Culture Task Force, which framed my decision to think more intentionally about character development in schools.

I worked with Carrie Pierson, an interesting woman who runs the International School of Trieste. We reviewed the literature regarding education for character and found that there is a whole body of thinking on the subject. We then created what I hope is going to be a road map to help The Haverford School become more intentional in how it unifies a number of existing programs that aim to develop men of leadership and character and determination.

T he B ig R oom BLOG

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Service Learning: Environmental Responsibility and Sustainability

By Jini Loos, Director of Service Learning The Haverford School’s 2015-16 service learning theme was Environmental Responsibility and Sustainability. Our goal was to model mindful behavior and teach the boys about being responsible for their environment while showing them the value of working collaboratively toward a sustainable future.

Our annual Martin Luther King morning of service included the opportunity for Lower School students to create birdseed feeders. Using wood bases created in the Upper School Engineering and Design Studio, and strung with natural hemp, 75 of these feeders were donated to Sharpe Park and Bird Sanctuary. The remainder were hung around campus so the students could watch the birds feed on the “fruits of their labors.”

Global water warrior Katie Spotz visited each of the divisions to share her experience of rowing solo across

the Atlantic Ocean to raise awareness and funds in support of access to clean water for all people, worldwide. Her presentation was particularly impactful for the second graders engaged in the Walk for Water service project.

Lower School boys, under the guidance of science teacher Bill Palmer, collected and composted food scraps to enhance the soil in the Learning Garden. The Middle School initiated its first Sustainability Alliance by monitoring food and product waste and exploring solutions to these challenges.

Sustainability initiatives include the Lucid Building Dashboard in the Upper School that allows our students to access, analyze, and ultimately change how our building uses energy.

Haverford also continued its grassroots community programs and social entrepreneurship through clothing and book collections for inner-city schools and the homeless, the fourth grade TerraCycle

“upcycling” project, the launch of a Middle School Service Club, and other highimpact initiatives that help ensure we are fulfilling our mission of preparing boys for life.

The most encouraging aspect of this year was seeing how many faculty took to heart the goal of teaching their students that they are, in fact, responsible for the environment and can truly make an impact by being mindful of building a sustainable future for us all.

Soles 4 Souls

Cradles for Crayons

175

1,100

pairs of shoes for those in need

books for low-income inner-city schools

Reuse & Recycle 1,500

articles of clothing for homeless families

38,964

disposable water bottles

through the installation of five ELKAY water filler systems around campus

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Elderly Empathy To prepare for their visit with seniors at the Beaumont at Bryn Mawr retirement community, kindergarten boys participated in an Elderly Empathy workshop led by Upper School students to understand difficulties people experience as they grow older. They wore gloves and tried to sew (arthritis), attempted to read wearing glasses smeared with petroleum jelly (cataracts or deteriorating eyesight), listened to various sounds with cotton balls in both ears (hearing loss), tried to talk with marshmallows in their mouth (communication following a stroke), and walked a short distance blindfolded (loss of vision).

Student Spotlight IV Former Will Henderson Will has attended The Haverford School since kindergarten. He is a member of the Honor Council, Student Service Board, and Economics Club; writes for The Index; is a Germination Project Fellow and School Tour Guide; and plays JV squash and soccer.

How did you first become interested in service?

I was a Student Council representative in Form I and one of the first projects we did was the Caring Community Carnival. In Form II my advisory collected toys and contributed them to the Upper School’s Toys for Tots drive. When we went to Camp Saginaw and made peanut butter and jelly sandwiches, I started to get to know more of the Service Board; they were a great group of guys and I thought it would be really fun to do service – that was a pretty good decision!

What about service appeals to you/motivates you?

At Haverford we have a responsibility to give back to our community; we’re given a lot of opportunities here that we wouldn’t get elsewhere. I feel like I should do it, but also it makes me feel good. Helping people I wouldn’t otherwise get to meet is something I really like about service.

Are there certain projects you’re more drawn to?

I have led Toys for Tots – I like the Christmas season, interacting with the little kids, and the people from the Marine Corps. I also worked with second-graders in their Change for Change coin collection in the Upper School. My favorite thing to do for the Service Board is PB&J Club.

I think we made a record number of sandwiches for Project HOME this year – 750 at our pre-EA Day meeting; 300 the last time.

How will you make your mark before you leave Haverford?

For me, leading the Service Board by senior year would be ideal – I would be participating in every service project. I plan to get more involved with The Germination Project; one of the things they focus on is accessible education. We’re going to have fewer problems as a population because the more people are educated, the less likely they are to be on the streets; neighborhoods are less likely to be violent, people are going to be making more money, and Philadelphia can become the leader it once was.

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Middle School Diversity Conference More than 400 students representing 23 schools were on campus March 14 participating in the 2016 Middle School Diversity Conference hosted by The Haverford School. This year’s theme was “Growth in Self.” The conference included the video “The Danger of Silence” by Clint Smith; a presentation by COMETRY, a blend of performance poetry and stand-up comedy that tells a story, raises awareness, or delivers an inspirational message; and small group discussions led by high school facilitators.

“The small group discussions were very powerful and allowed the students to have dialogue and reinforce the themes they learned during the presentation,” said Donta Evans, conference organizer and Haverford School Director of Community.

“My hope is that the students will return to their schools and communities more knowledgeable about themselves and others.”

Cum Laude Society Inductees Twenty-two students were admitted into the Cum Laude Society during the 86th induction ceremony on April 14, for which Jeffrey Lee ’95, Board of Trustees and former Haverford Leadership Council member, was the featured speaker.

The Cum Laude Society, the School’s highest honor, is modeled on the college Phi Beta Kappa Society and honors academic excellence in secondary schools, selecting student members in their junior and senior years.

To be elected to Cum Laude recognizes not only sustained superior academic achievement, but also demonstration of good character, honor, and integrity in all aspects of school life.

The Haverford School’s Cum Laude Society new inductees are (front row, from left) V Formers Caleb Clothier, Dean Manko, George Rubin, Chris Williams, David Niedzwicki, Will Glaser, Jack McKnight, Anthony Calvelli, and Jose Martinez; (back row) VI Formers Kurt Long, Sean Hughes, Joon Sun Hong, Max Arias, Drew Sterman, Jack Bellwoar, Alec Tyminski, Gabe Newton, and David Desatnick. Not pictured: VI Former Drew Clark, VI Former Will Means, V Former Will McDevitt, and V Former Bill Wu.

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In the Arena: Dr. Aaron Carroll ’90

From there to here: being prepared for opportunities as they come On March 3, Dr. Aaron Carroll ’90 took Upper Schoolers on his serendipitous journey from The Haverford School to his current role as an expert on health care policy and medicine. The common threads linking every step of his journey were the opportunities that arose because of Carroll’s ability to read critically, to write well, and to communicate effectively.

Carroll decided in third grade that he wanted to be a doctor. He spent most of his time studying math and science to help move toward that goal. “I liked topics with concrete answers,” explains Carroll. “But I was lucky to have teachers at Haverford who pushed me outside of those boundaries and taught me to read and write, to think critically, and to argue civilly. Those skills ended up being the foundation of my career as a doctor. It turns out my job is a writer: I write white papers, grants, and memos. My job is

a reader: I consume huge amounts of information and digest and translate it for the rest of the world. My job is a communicator: I stand up and talk to people about health care reform and why we should practice medicine in a particular way.”

As part of his presentation, Carroll also dispelled medical myths and offered words of wisdom for this generation of Fords. “Be open to new things, and take a chance. Don’t do just one thing: be a professional, but also volunteer, mentor, write, and research. Learn to love to read, and read massively. Be comfortable with people questioning your opinion, and be comfortable questioning theirs.”

Aaron E. Carroll ’90 is a Professor of Pediatrics and Associate Dean for Research Mentoring at Indiana University School of Medicine. He is also Director of the Center for

Health Policy and Professionalism Research.

Carroll earned a B.A. from Amherst College, an M.D. from the University of Pennsylvania School of Medicine, and an M.S. from the University of Washington.

18th annual Edward R. Hallowell Literary Lecture Natasha Trethewey, Pulitzer Prize winner and recent U.S. Poet Laureate On May 2, poet Natasha Trethewey delivered a poignant and emotional reading on the topics of race, history, and family. She spent the following day with Upper School students, discussing the art of poetry and spurring conversations about race and identity.

Trethewey took us along her personal, and often painful, life journey beginning in 1965 with the story of her parents – a black woman from Mississippi and a white man from Canada – falling in love. “In W.H. Auden’s “In Memory of William Butler Yeats” he says, ‘Mad Ireland hurt you into poetry,’” states Trethewey.

“Likewise, my native land, my Mississippi with its terrible history of violence and oppression, murder and lynching, hurt me into poetry.”

Trethewey wove in stories of her experiences with the Ku Klux Klan, her struggle to identify as white or black as a child, and the turmoil surrounding her mother’s death. “Indeed, I have come to see it [my mother’s death] as the very moment that transformed me into a poet.” She noted the 50th anniversary of both Loving v. Virginia and the Voting Rights Act, and cited examples of antimiscegenation and voter oppression that persist today.

In “The Americans,” the audience was taken back in time to the Enlightenment – an era in which philosophers began to codify ideas of racial hierarchy, performing dissection in an effort to ascertain the “root of black inferiority.” Trethewey ended the

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poetic journey through black history with “Enlightenment,” detailing a recent visit to Monticello with her father.

But perhaps the crowning moments of the evening were the reactions of Haverford boys: “You articulated what’s in my heart,” said one. “You validated my existence,” said another. A third young man showed his appreciation by reciting Trethewey’s “Flounder,” a fitting bookend to a lecture filled with soul, passion, and understanding. >> For the full story and more about Natasha Trethewey, visit haverford.org/news.

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Emotional honesty

By Jay Greytok ’83, Head of Middle School

Recent national news stories have highlighted colleges that are engaging their male students regarding issues about stereotypical male behavior. But we know that educating boys about the most appropriate forms of masculinity begins in elementary and secondary schools.

As educators at Haverford, we strive to examine the current issues, develop teachers who understand the needs of boys, and guide parents in raising young men who are emotionally honest.

A school for boys is sometimes viewed as a breeding ground for stereotypical concerns, where strength, competition, and a lack of emotion define boys. In the late ’60s, Patricia Sexton, author of The Feminized Male: Classrooms, White Collars and the Decline of Maleness, continued to identify these labels by stating that most men value toughness, courage, and aggression. Well into the following decades, her thoughts paralleled

society’s perceptions about how to define masculinity.

Most schools for boys use the information regarding stereotypes and perceived masculinity to prepare their teachers in managing and supporting their students. Whether through professional development programs, summer reading, meetings regarding instruction, or sharing best practice, teachers encourage students to be verbal, to share feelings, and to discuss conflict.

At Haverford, through programs like peer mediation or peer counseling, boys are encouraged to talk and invited into conversations. They are frequently exposed to men and women who model and understand what it is to be caring, thoughtful, and honest, and remove the feeling of shame when they are sad, angry, or emotional. Teachers discuss appropriate relationships and gender studies in order to prepare boys to raise

How are you?

Fine.

a family and be a role model for their children.

A boy’s view of masculinity is sometimes clouded by the perceived natural order of things. Boys assume the role of the culture in which they live and its definition of masculinity.

Sociologist Michael Kimmel wrote that the sensitivity and verbal acuity more often attributed to girls is thought to be different or even nonexistent in boys. If a school environment is not supportive and encouraging of dialog around these issues or cannot model the appropriate form of masculinity, then it will continue to support and nurture the stereotypical behavior.

Books by Michael Gurian, Dan Kindlon, and Michael Thompson all focus on presenting boys as having feelings that go unnoticed and require attention. These researchers present more information about helping boys in a time of perceived crisis, and deliver text that counters the common misconceptions of boys being stoic and non-emotional beings. They challenge the public to examine what they think they know about boys and look at their needs beyond the outward and apparent information. As educators, these authors demonstrate that boys are under stress about how they feel, and with nowhere to turn, often emotionally isolated from the rest of the world. This is when parents can be great advocates for their sons.

As parents, we need to be emotionally available to our sons and encourage them, as we do our daughters, to discuss feelings and reflect on both good and bad events in their lives. Yes, boys need our help, but in the right environment, with the right people and the right dialog, we can change their perspective and help break the culture of anger in our boys. Do some still need work? Yes, but we will always strive to change the model of a misdirected and emotionally vacant young man and reverse deep-seeded stereotypes.

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12 THINGS YOU DIDN’T KNOW ABOUT ...

FACULTY SPOTLIGHT

Carla Goins KINDERGARTEN TEACHER

1

My grandparents owned Spring Cleaners dry cleaning in Ardmore.

I loved growing up in the family business: I learned how to wait on customers, count money, and sew.

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I went to Philadelphia School of Dance Arts from age 7 until I left for college. I minored in dance; ballet was my specialty.

I used to perform at the Academy of Music every year and was in the ballet opera “Rigoletto” when I was 16. I also danced in Philadanco’s training company for a couple of years.

4

Dr. Eric Ricefield (sixth-grade parent) did surgery on my right foot because of the destruction from dancing in pointe shoes – I barely have any cartilage between the bones of my big toe.

5

I majored in TV/radio and film production at Howard University in Washington, D.C. A lot of African American celebrities went there: Taraji P. Henson, Sean “Diddy” Combs, Phylicia Rashad, Debbie Allen.

Wendy Raquel Robinson (high school principal Regina Grier on The Steve Harvey Show) and I had dance classes together.

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I love to garden; I plant flowers every year. Most of my flowers have stories: my African Violet was given to me by a former student who’s in sixth grade now; the Wandering Jew was a little clip from science teacher Bill Palmer.

Let’s share Remember that time you saw someone in a Haverford tie in Thailand?

Or when you ran into your Form V Latin teacher in Rome? We want to know about it.

Capture the moment and share it with us on Instagram @haverfordschool This issue we’re asking #wheredoyouHST? Show us your favorite place to read Haverford School Today.

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I worked at a bank, at Wyeth Ayerst Pharmaceuticals, was a GED instructor for a government pilot program in Philadelphia, and a balanced literacy teacher in West Philadelphia before coming to The Haverford School; I’ve been here 15 years.

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My daughter Angel is a senior at Shipley and my son Toney ’14 is at Julliard – I’m going to be an empty nester come August!

I’m not a cook; Trader Joe’s is my favorite place – I grab a meal in a bag and heat it up.

I love the book The Color of Water by James McBride.

Daniel Black is one of my favorite authors; Perfect Peace wowed me.

I played the piano and the cello until high school; that was a rule in my family – everyone had to play two instruments.

If I wasn’t teaching, I’d travel the world taking pictures of nature and people in other countries, capturing their traditions. I exhibited five of my favorite photos in the faculty-staff art show this year.

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Libraries in the digital age Q&A with Lisa Snyder, Head of Information Services What is the role of a head of information services?

The idea is that libraries contain information and librarians show people how to navigate that information. As technology evolves, informational needs shift and change. Libraries try to anticipate those changes. We’re not moving away from books – text will never go away – but libraries provide so much more than books.

At The Haverford School, we have two goals in the library: 1. Support the success of every individual in our community.

2. Build community through initiatives like the TED Talk series.

What is the TED Talk series?

The TED Talk series provides an opportunity for students, faculty, and staff to hear from someone new and to learn something interesting. It’s been a real success, and very gratifying. Eventually, I would like to see members of the community select and moderate a TED Talk.

experiences, too. It’s a profession that’s good at shifting and changing. The perception of a library as a place where books are kept will change. But the actual mission and vision of a library, which is to support individuals, that isn’t going to go away.

What are your hopes for students’ knowledge and skills as related to information services?

If you think of skills like an onion, with very specific and technical skills at the center, I am actually most interested in the outer layers: How do you satisfy and spark curiosity? Today, kids have information streams that come to them; they choose the content they’re going to receive and engage with.

Before this age of personalized information streams, we had print media and a handful of television stations. When I was a kid, I read the newspaper every day. I was a curious kid and it provided me with something that was interesting. I worry that our kids may not be getting news that is

compelling. How does the personalization of our news affect our curiosity?

What research skill should everyone learn?

How to judge the information that they’re getting; how to be a critical consumer. This is particularly crucial as more and more kids are selecting their information stream, or using their Facebook newsfeed as their sole information source.

What’s something interesting people don’t know about you?

I am a musician and singer. I come from a family of musicians; my dad was a minister and played in a ’40s jazz band and in the Ohio State marching band. I studied voice in college. We all have soundtracks to our lives; singing is the part of my soundtrack that is probably the most important to me.

I love singing because it is all three parts of me connected perfectly: intellectual, physical, and emotional/spiritual. I try to live an integrated life, and I like that, in music, these things can all happen at once.

It is very much in keeping with our goal of building community, as well as the School’s wellness initiative, with which I’ve been very involved. These are opportunities to draw people together and create community around learning.

What are your predictions for the future of your profession?

Since the beginning of time, people have enjoyed having a place to go find information and new things to explore.

When our country was young, the idea of a public library was all about supporting democracy by increasing literacy of the voting public. As librarians, we understand that literacies change and shift. Today, it’s not just about reading. It’s about learning how to use a computer … or the other day I taught two boys how to sew buttons on their shirt. The library offers those kinds of

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AROUND THE QUAD

40 minutes at Haverford During any given 40-minute class period, our extraordinary educators are teaching incredible lessons. Learning the “eco-nomics” of recycling in first grade, designing mazes in Middle School art, and exploring the trade routes along the Silk Road, our students are engaged in myriad discoveries each and every day. Here are a few highlights from our classrooms on a typical day (this one happens to be Friday, April 15).

Lower School In Lower School, pre-k boys continued their exploration of the rain forest by working on the canopy layer and preparing for their upcoming “safari.”

Kindergarten students learned to separate fact from fiction, while first graders worked with science teacher Mr. Palmer to discover the “eco-nomics” of recycling.

Opinion writing, debate, and poetry took center stage in the upper grades, while fourth-graders continued their study of ancient Greece.

Middle School Sixth grade art students began to design “amazing mazes,” while science students applied the scientific method and variables to paper airplane flight and aerodynamics.

In Latin, I Formers explored Roman food and dining in preparation for their “convivium” (banquet) on Rome’s birthday.

They examined ancient Roman recipes in translation from Apicius and discussed the ins and outs of an ancient dinner party.

Form II history students began the Middle East unit, reflecting on the geographic, religious, linguistic, and ethnic diversity of the region. The boys discussed this diversity through journaling and image analysis. In eighth grade science, boys completed the Hubble Deep Field Academy, using images captured by the Hubble telescope to teach the process in which astronomers observe the visible universe.

Upper School From building bottle rockets in engineering, to working on stage combat, to discussing poetry by Vietnam War veteran Basil T. Paquet, the Upper School was buzzing with activity.

In Ancient World History, students explored the trade routes and development of cities along the Silk Road, including the Indian Ocean Maritime trade and SubSaharan African trade routes. In Advanced Physics, students were introduced to nuclear physics and radioactivity, starting with a review of nuclear decay (α, β, γ) and transmutation.

Above: In engineering class, students created wearable technologies – piano gloves that play a key when flexible, conductive materials on each finger pad are touched.

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Summer 2016

AROUND THE QUAD

Middle School Minimester The Haverford School’s inaugural Form I Minimester provided an opportunity for seventh grade boys to answer the question: How does bias influence one’s ability to lead? This unique addition to the Middle School curriculum serves to provide a greater understanding of the boys’ responsibility as student leaders, as well as expose them to strong leaders in our community.

The four-day workshop included sessions on understanding bias, examining leadership qualities, and exploring historical leadership styles and influences. The boys also participated in a Women Leaders Forum, hearing from the president of Bryn Mawr College, the chair of law firm Morgan, Lewis & Bockius LLP, and other prominent businesswomen.

The minimester also included role-playing with Upper School student leaders, a visit to the National Liberty Museum, and discussions about respecting all forms of diversity, resolving conflicts, balancing rights with responsibilities, and understanding how perceptions and biases impact our ability to lead.

(From left) Kim Cassidy (President of Bryn Mawr College); Jami McKeon (Chair at Morgan, Lewis & Bockius); Dr. Barbara Klock (pediatrician); Jennifer Paradis (corporate business consultant for performance at GAP International); Ann Glavin (CEO of Total Scope, Inc.); Akosua Watts (Head of School/CEO at Chester Charter School for the Arts); and Donna Lindner (Head of the Lower School at The Agnes Irwin School).

Student Spotlight VI Former David Chikowski

Testing engineering design by building a catapult, considering factors like weight distribution in creating cardboard furniture, building a mallet as a first step in learning about woodworking … these are all projects tackled by students in The Haverford School’s Engineering and Design Studio. The studio facilitates crosscurricular exploration and a focus on the creative process – from proposal and fabrication to critique and reflection.

VI Former David Chikowski has honed his woodworking technique in the Engineering and Design Studio. In his creation of trays, bowls, coffee tables, and boutineers made from wood shavings, David exhibits a tremendous amount of technical skill.

He has crafted a table inlay designed in Adobe Illustrator and formed with a laser cutter, as well as a block created from saplings, compressed using 15 tons of force. David cites George Nakashima as his inspiration for a live-edge coffee table made of black walnut.

His personal woodworking portfolio has evolved into an Etsy shop, on which he sells items ranging from boutonnieres made from wood shavings to cutting boards.

“I’m interested in pursuing package design in college; I’m drawn to how to make things approachable and simple. It’s one thing to have the technology – but how do we help people intuitively understand how to use the technology?”

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US Musical “Guys and Dolls”

MS Musical “You’re a Good Man, Charlie Brown”

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Summer 2016

HavArt

Faculty and Staff Art Exhibition Haverford’s extraordinary faculty and staff showed off their creativity and talents in the HavArt Exhibition in March. Artwork covered the spectrum from paintings to sculpture to mixed media.

Paul Phoenix A Musical Master Class

Grammy award-winning tenor Paul Phoenix of The King’s Singers (a British a cappella vocal ensemble founded in 1968) spent a day with Haverford’s Upper and Middle School musical ensembles. Using experience, expertise, and humor, Phoenix offered the boys insight to help them hone their craft.

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The Cardboard Regatta VI Formers Peter Merhige and David Chikowski (behind) celebrate making it across McQuillen Pool in their engineering class’s Cardboard Regatta. Students were allowed unlimited cardboard and three rolls of duct tape to make a boat with maximum dimensions of 7x5 feet.

THE BIG PICTURE

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ATHLETICS

GO FORDS Athletics WINTER SPORTS HIGHLIGHTS BASKETBALL Head coach: Bernie Rogers Overall record: 10-15 League record: 4-6 League finish: 4th place Team captains: Jack Marshall, Tommy McNamara, Micah Sims Individual accomplishments: All-Inter-Ac First Team – Kharon Randolph All-Inter-Ac Second Team – Jack Marshall Under first year coach Bernie Rogers the basketball team entered the season with change and optimism. The Fords had strong wins over nonleague teams from The Hun School and Father Judge.

Momentum built throughout the season and the team started to find their groove. A major highlight was breaking the InterAc single game scoring record with 93 points in a win against Malvern Prep. In the PAISAA Tournament the Fords notched an upset in their victory over Friends’ Central. With the new system in place, the Fords hope to climb the ranks in the Inter-Ac League in the upcoming years.

HOCKEY Head coach: Tom Clarke Overall record: 6-6-2 League record: 4-4-2 League finish: 3rd place Team captains: James Miller, Parker Henderer, Ryan Jacob Individual accomplishments: IHL First Team – Teddy Fitzgerald, Parker Henderer IHL Second Team – James Miller IHL Honorable Mention – Ryan Jacob The Haverford School ice hockey team continued to grow stronger during the 2015-16 season. Hours of practice and hard work at our home rink in Aston culminated in an overall 6-6-2 season, including an appearance in the Independence League semifinals. Highlights of the year included a commanding win over Episcopal Academy on senior night, and a nail-biting playoff game against The Academy of the New Church that was narrowly lost in overtime.

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SQUASH Head coach: Andrew Poolman Overall record: 12-1 League record: 4-0 League finish: 1st place Team captains: Sean Hughes, Will Means, Drew Clark Individual accomplishments: All-Inter-Ac First Team – Sean Hughes, Duncan Joyce, Justin Shah, Will Means, Peter Miller All-Inter-Ac Second Team – Grant Sterman, Will Glaser, Spencer Yager MASA First Team – Sean Hughes, Duncan Joyce, Peter Miller MASA Second Team – Will Means, Grant Sterman, Justin Shah

ATHLETICS

Although last year’s season was regarded as one of the best in School history, this year’s team won their second consecutive Inter-Ac and MASA titles and had the Fords’ highest-ever finish at the U.S. High School National Tournament. The team only lost nine individual matches of 109 that were played in 2015-16.

Most of the Haverford varsity A team’s local matches didn’t provide much competition as they cruised to 9-0 victories against five of their opponents, and 8-1 victories against three others.

The team had high expectations as they entered the National Championships as the second seed in the top division. The Fords beat Poly Prep (6-1) in round one, Noble and Greenough (7-0) in round two, and Belmont Hill (6-1) in the semifinals. In a packed gallery at the Philadelphia Cricket Club, Brunswick School prevailed over the Fords in the final (4-3), proving to be the stronger team by just a few points.

Coached by Sam Walters, the varsity B team earned fifth place in the Second Division at the National Tournament, earning the highest finish by a B team. In matches mostly against top varsity teams, the B team earned a record of 6 wins and 7 losses.

SWIMMING & DIVING Head coach: Sean Hansen Overall record: 6-1 League record: 3-1 League finish: 2nd place Team captains: Matt Haigh, David Mitchell, Harrison White Individual accomplishments: All-Delco Swimmer of the Year – Alex Boratto All-Inter-Ac Swimming – Alex Boratto, Matt Haigh, Brian Brennen, Charlie Ryan All-Inter-Ac Diving – Alec Tyminski All-Delco First Team – Alex Boratto, Charlie Ryan, Matt Haigh All-Delco Second Team – David Mitchell All-Main Line First Team – Charlie Ryan, Matt Haigh, Alex Boratto All-Main Line Second Team – David Mitchell, Alec Tyminski, Harrison White All-American – Alex Boratto (100 Fly, 100 Back, 200 MR), Matt Haigh (500 Free), Charlie Ryan (100 Back, 200 MR), David Mitchell and Harrison White (200 MR) The Haverford School swimming and diving team had another outstanding season under Head Coach Sean Hansen. Led by several All-Americans, the team broke seven school records and finished second at Easterns with 383 points – the most points at Easterns in School history. At Easterns, Alex Boratto earned two individual championships in the 100 Backstroke and the 100 Butterfly; Matt Haigh won his individual championship in the 500 Freestyle; and Alec Tyminski was the Fords’ top diver with a third-place finish.

The Haverford School swimmers ended the season holding the fastest times in all eight competition events in Delaware County. On top of that, for the fourth year in a row a Haverford School athlete has been named All-Delco Swimmer of the Year.

Alex Boratto won this honor for 2015-16.

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ATHLETICS

for the PTFCA State Championships. Nick Biden, Sam Lindner, and Charlie Scales qualified for individual events at the PTFCA State Championships.

WRESTLING

WINTER TRACK Head coach: Luqman Kolade Team captains: Nick Biden and Charlie Scales Individual accomplishments: Delaware County Champion – Peter Merhige (3,000), Dave Hogarth, Dan Whaley, Anthony Calvelli, Peter Merhige (Distance Medley) Meet of Champions – Sam Lindner, Solomon Dorsey, Nick Biden, Isaiah Winiker (Medalist in 4x200) The winter track team had a promising year that included several new School records and a number of athletes competing at the Meet of Champions and State Championships.

In 11 meets, 30 different athletes earned a total of 42 medals, including seven gold, 10 silver, and 12 bronze. Sam Lindner set a School record in the 55-meter hurdles. The School record in the Distance Medley was broken by Andy Leith, Charlie Scales, Taj Bland, and Dave Horgarth. Five individuals qualified for the Meet of Champions: Solomon Dorsey (Long Jump), Sam Lindner (Hurdles), Nick Biden (400m), Andy Leith (800m), and Charlie Scales (800m and Mile). In addition to the individual events, the Fords qualified for the 4x800, 4x200, 4x400, and the Distance Medley relays for the Meet of Champions. Two of those relays, the 4x200 and 4x400, also qualified

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Head coach: Bruce Kennett Overall record: 17-6 League record: 4-1 League finish: 2nd place Team captains: Mickey Kober, Chris Kober, Freddy Corradetti, Rich Souders Individual accomplishments: All-Inter-Ac First Team – Rich Souders, Freddy Corradetti All-Inter-Ac Second Team – Connor Tracy, Mike Clymer, Chase McCollum, Chris Hervada, Chris Kober All-State Second Team – Freddy Corradetti All-State Third Team – Chris Kober, Rich Souders, Chase McCollum, Mike Clymer All-American Honors – Mickey Kober , Chris Kober , Freddy Corradetti The wrestling team enjoyed a great year in 2016. Led by senior captains Mickey Kober and Freddy Corradetti, the Fords took home first-place honors at the New Hope-Solebury tournament with four individual champions. The team also placed second in the Bissel Tournament at The Hill School with one champion and four third-place finishers, and placed fourth at the Battle of the Beach at Indian River High School in Delaware where we were awarded the team sportsmanship award. The Fords finished their season with a strong third-place showing at the PAISAA State Tournament out of 19 schools, and then placed 14th out of 135 schools entered in the National Prep Tournament at Lehigh University with three wrestlers earning All-American honors for placing in the top eight of their respective weight classes.

ATHLETICS

COACHES CORNER: Middle School math teacher Andy Franz

Andy Franz has been teaching and coaching at The Haverford School for the past nine years. He has coached some of the best athletes that have risen from the ranks of Middle School to become contributors at the Upper School level. At Haverford, Franz has coached Middle School basketball, golf, and baseball.

Growing up in Sharon Hill, Franz was exposed to coaching at a young age. His father was a longtime basketball coach in the area, and his first job was at age 13 when he coached 6- to 8-year-olds in t-ball. While an undergrad at Ursinus College, he was in charge of the varsity basketball team pregame warm-ups.

His responsibilities increased during his time at Ursinus and the experience helped him land an assistant position for five tremendous seasons under Hall of Fame coach Herb Magee at Philly Textile, now Philadelphia University.

Franz had the pleasure of coaching a number of baseball players at the Middle School level that have become some of the best athletes in recent years at Haverford.

One of his favorite things is watching golfers walk up the last fairway along with their opponents, step on the green, tap their balls into the hole, and perform the most honorable ritual in golf: removing their hats and shaking hands, demonstrating sportsmanship and integrity.

Franz’s philosophy of coaching comes from his ideals in

mathematics: teach the fundamentals until they become a permanent part of the game. He tries to structure every drill and exercise to mirror situations that arise during a contest. If young people master the basics, they will have a solid foundation on which to build.

Franz and his wife, Nancy, have been married for 19 years.

They have four children: Emily (16), Elizabeth (15), Mary Lauren (13), and Matthew (10). In addition to his teaching and coaching responsibilities at The Haverford School, he has been a high school varsity basketball referee for the last 20 years.

Coaching Announcements 2016-17 Gregory Hagel Gregory Hagel will take over for Bruce Kennett as head wrestling coach. During his more than two decades as head coach, Kennett guided the wrestling team to a 306-127 record, four Pennsylvania Independent School Tournament titles, and six top-10 placings at Nationals.

Hagel comes to The Haverford School from The St. Paul’s School in Maryland. In 2016 his team finished third at the Maryland Interscholastic Athletic Association tournament and had five Maryland Independent School State Finalists. Hagel has three former wrestlers competing in Division 1 programs and two others committed to D1 programs.

Hagel had successful high school and college wrestling careers. He was nationally ranked while at Blair Academy and at Northwestern University he was top 25 in his weight class for four years.

Hagel graduated from Northwestern University with a Bachelor of Science in communications studies.

Asad Riaz Khan The Haverford School will welcome Asad Riaz Khan to the Upper School as the new director of squash programs.

Khan will be moving up from the Middle School and taking over for Andrew Poolman who has led the squash program to new heights over the past several years, both locally and nationally.

Leading the Middle School squash team to back-to-back national finals, Khan will now focus on maintaining the squash team’s local dominance and try to bring a national title home to 450 Lancaster Ave.

Khan was the top ranked player in Pakistan as U12, U17, and U19. While attending Denison University he was their No. 1 for all four years. Locally, Khan was the Philadelphia Squash Racquets Association (PSRA) A-league champion in both 2009 and 2010.

Khan graduated from Denison University with a B.A. in media technology and arts and economics.

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Men of Letters

By Jessica Covello

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Summer 2016

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he Haverford School boasts a rich tradition of literary excellence. Influential and extraordinary faculty have fostered a community of discussion and debate where boys and young men feel comfortable talking about literature and writing. “English classrooms are forums where students can ask big questions,” says English Department Chair Tom Stambaugh ’90. “By looking at the world through the lenses of characters as diverse as Odysseus, Hamlet, Jay Gatsby, and Oscar Wao, students can ask questions like: How am I supposed to live? What’s going to give me purpose in the world? What does it mean that I know that I’m going to die? There’s a robust communion of ideas in an English class that I think most of our students feel fed by and enriched by.”

The study of literature resonated with Stambaugh most during his time as a student at Haverford, and it is still a focus of the Upper School English curriculum. “Today, we look at writing as a twin to literary study, rather than a secondary aspect of the curriculum,” says Stambaugh. “We’ve expanded our key writing genres from

“By looking at the world through the lenses of characters as diverse as Odysseus, Hamlet, Jay Gatsby, and Oscar Wao, students can ask questions like: How am I supposed to live? What’s going to give me purpose in the world? What does it mean that I know that I’m going to die? There’s a robust communion of ideas in an English class that I think most of our students feel fed by and enriched by.”

the essay to the personal narrative, which has been embraced fully. Because personal narratives tend to be shorter in length, teachers can zero-in on writing mechanics at the sentence level and look closely at sentence variety. We find that when kids are invested in their own story, they care more about placing commas properly and selecting words that will elicit a desired response.”

Another major shift in classroom instruction has been facilitated by the evolution of technology. “In some respects an English classroom, and the study of literature, may have changed the least in contemporary education,” says Stambaugh. “A group of students sitting in a circle holding a novel or a play and discussing powerful passages, possible meanings, and connections to contemporary lives … that hasn’t changed dramatically since the Greeks. But the writing process has changed extraordinarily.” Stambaugh notes that the use of Google docs and computer applications enable real-time peer review and guidance by the teacher who can provide timely “mini-lessons” on topics including stylistic concerns, writing mechanics, and sensory details.

Stambaugh also makes mention of the sometimes detrimental role of technology in writing and instructing. Specifically, he refers to our lack of attention to the details of capitalization, punctuation, and spelling when it comes to texting, tweeting, and informal email communication. “If our students are marinating in an informal writing culture most of the time, the 40 minutes that they’re spending in an English classroom is not enough to counteract that habit,” notes Stambaugh. “Today, we’re finding it necessary to remind Upper School students of basic grammar rules, such as how to use the apostrophe for a possessive.”

Despite these shifts and changes, the pillars of Haverford’s English Department remain outstanding faculty, inspired students, and instruction rooted in close reading of literature and clear, concise written expression. This legacy is evident in our accomplished alumni whose reading, writing, and speaking skills have been instrumental in their post-Haverford endeavors. We invite you to take a glimpse into the lives of some of these “men of letters,” whose stories are testaments to the School’s mission of preparing boys for life.

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Dayton Lummis ’54 Author

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y first exposure to the teaching of the English language (actually a sort of German dialect) was at The Haverford School 70 years ago, in fourth grade. It began with the fundamentals of English, which at that time was almost exclusively spoken by all Americans. These fundamentals progressed from learning grammar, sentence structure, vocabulary, and spelling, to learning to read for analysis and pleasure, to write clearly and distinctly, and with brevity (remembering Hemingway’s dictum that sentences should be as if in a trans-Atlantic telegram – if you are paying for each word you won’t waste any). The study of English is not a science – it is an art, developed and built upon through life. At Haverford I was propelled onto that path and have been following it ever since.

As we progressed toward graduation, in the upper forms, our study of English consisted more and more of reading various books and reporting on them, both verbally and in written essays.

Among the books I remember are The Invisible Man by Ralph Ellison, The Egyptian by Mika Waltari, the early American history

accuracy of dialogue. Those script writers had old western sheriffs talking like East Coast English professors. There was a lot of fixin’ to be done.

I learned early on that “The art of writing is the art of sitting the seat of the pants on the seat of the chair.” In other words, get started – sit down and write! If you feel you have nothing to say,

“I learned early on that ‘The art of writing is the art of sitting the seat of the pants on the seat of the chair.’ In other words, get started - sit down and write! ... You will find that you always have something to say - you just do not always realize it at the time.”

novels by Hervey Allen, and short works by William Faulkner and Ernest Hemingway among others, as well as American and English poetry. I enjoyed reading, and it was only later in college that overly intellectual professors managed to reduce a good novel to some sort of complex exercise in pseudo-psychology. I remember the author Thornton Wilder giving a talk on his novel The Bridge of San Luis Rey, and afterward some student who was a product of over-analyzing novels presented a complex theory on the book. Mr. Wilder smiled and said, “That is all very interesting but I am afraid that I had no such thoughts. I was just trying to tell a very good story.”

In Fifth Form, I think, we were required to give a 10-minute talk without notes during morning assembly. We should have had more training in public speaking and dialogue. When I was in college my father visited and sat in on a couple of lectures by world renowned scholars. He said that he could barely hear them and could not understand them. He said, “Great scholars they might be, but failures in the lecture hall.” An ability to capture dialogue is important. I was once briefly employed in Hollywood to “proof ” some scripts of western films and TV shows for 24

Summer 2016

then say/write something, anything. Add to it later. Build and refine. You will find that you always have something to say – you just do not always realize it at the time.

Throughout my professional life I have been involved with the written word and public speaking. All of this goes back to those early years at Haverford where I was nudged onto the path of employing the English language in an artful, productive, and communicative manner. I continue to do so with the 15 books I have published as a sort of hobby in my retirement. And, not owning a TV, I rely on books to occupy the silent dark hours of New Mexico’s atomic night.

Dayton Lummis ’54 attended Yale University, enlisted in the U.S. Army, and earned a graduate degree in American history with an emphasis on the American West. He worked as director of several museums, finishing his professional career as the first director of the Sonoma County Museum. Since 1991 Lummis has resided in Santa Fe, New Mexico, where he alternate between writing and traveling.

Bently Elliott ’62 Speechwriter

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ooking back, the likelihood of my writing for a future president seemed less than remote during my Haverford School days. I distinctly remember our English teacher, Robert Jameson, remarking in Sixth Form, “Sometimes, I wonder if you do have a brain, or if one-quarter of it is sleeping.” Thankfully, another teacher, our beloved Don Brownlow, filled us with a passion for history and the issues of our day – and that passion grew when he invited me to assist him on his European educational tours.

While working at CBS News, I became spellbound while watching one of Ronald Reagan’s speeches during the 1976 Republican campaign. Reagan seemed to be speaking to me directly, validating my deepest beliefs. He conveyed an optimism, knowledge, and magnetism I had rarely seen or heard.

Within months, I left CBS to assist Secretary of the Treasury William Simon.

Following Gerald Ford’s defeat in 1976, my path led to the U.S. Chamber of Commerce, writing for their president and chairman. In 1980, I received a call from Reagan’s writer, Ken Khachigian. He said, “Ben, we like your work. When we win in November, we want you on the team in the White House.” My dream came true!

In writing for President Reagan, I soon learned every speech was an opportunity to build on the central themes of his presidency: love for America, the greatness of our people, our purpose to be a light unto the world. Whether we were preparing remarks on taxes, defense, or public housing, whether he was saluting a teacher, entrepreneur, firefighter, coach, scientist, or member of the military or symphony orchestra – we sought to reaffirm the larger story, the American story. He had set out the narrative in his first inaugural: throughout our history, America has astonished the world thanks to brave people who lead modest, unassuming lives, but who, everyday, perform exceptional feats of courage, genius, generosity, and love.

Just in case we, his speechwriters, fell short, the President kept a shoebox under his desk containing dozens of favorite quotes and stories. Once, while trying to recall a pithy line, he walked to his desk and dropped down to knees to search his treasure trove. Then pulling out one of his cards for John Adams, he said triumphantly, “Here it is, fellows, I found it!”

While Reagan appealed to minds and hearts, he spoke directly to the listening ear. In Hollywood, he had learned that you rivet the viewers’ attention moment by moment. So his sentences were brief. He killed dead language. He could spit out words like bullets. And, he told us, “Shorter is better than longer. If one word will do, don’t use two. And, remember, specificity is the soul of credibility.” He mastered the issues – and when critics tried to diminish him as merely a great communicator, he retorted, “Actually, I communicated great things.”

Through his speeches, Reagan revived America’s first principles, lifted our spirits, and awakened the sleeping giant of American industry, ingenuity, and innovation. In his talks, he appealed to our hopes, never our fears, and reaffirmed every citizen’s birthright to rise as high as their God-given talents could lift them. And, by combining powerful words and leadership, “Mr. Gorbachev, tear down this wall!” he led the world toward a safer, freer, and better future.

Side note: Since the 1990s, the literary magazine Pegasus has provided an outlet for creative writers, artists, and photographers. Recent

design changes have elevated its visual appeal. Pegasus earned a gold medal from the Columbia Scholastic Press Association in 2015 and a silver medal in 2014 and 2013.

Bently Elliott ’62 is the senior writer for the Global Wealth and Investment Management Business, Bank of America Merrill Lynch. Prior to joining Merrill Lynch, Elliott was vice president for communications, serving senior executives at the New York Stock Exchange and Goldman Sachs. He has held similar positions at the IBM Corporation and at PepsiCo. Elliott served as speechwriter and director of White House speechwriting for President Ronald Reagan. He also worked as a communications consultant and wrote for a variety of business and political leaders. Elliott earned a bachelor’s degree from Bucknell University and Diplome, International Relations, L’Institut d’Etudes Politiques, Paris, France.

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Michael Bradley ’79 University professor and sports writer

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ne of the consistent themes running through the evaluations I receive from my students at Villanova University – besides how life-changing and awe-inspiring my classes are – is that I am extremely rigorous when it comes to grading their grammar. It’s rather amusing to read their complaints, since had they experienced the “Death List,” as my classmates and I did at Haverford, they would have learned exactly what rigorous attention to grammatical detail entailed.

A softer version of the original “Sudden Death List,” which promised a failing grade for even one error, the Death List featured a litany of point deductions for specific writing failings.

Split infinitives cost the offender a point. Tense shifts brought two-point deductions, and run-on sentences mandated a loss of three points. Careless proofreading could saddle strong content with a middling grade and deliver a harsh lesson about the value of fundamentals.

As a result, we learned to proofread. Really learned to proofread. We wrote in pen, on official Haverford School brand paper, with only our years of grammar training to protect us from the List. Anyone who didn’t make at least two or three passes over an assignment was doomed.

We wrote a lot during our Upper School days. There were English essays. History essays. German essays. Once, we even had a science essay test, which as you can imagine, was particularly good news for a future writer who lasted one day in Sixth Form physics class.

Now, I try to impress upon my students the value of producing clear, clean copy that fits a compelling message into a sound grammatical framework. Social media may forgive sloppy syntax, but the upper reaches of the professional world do not.

Despite the irritation I endured as a student due to the Death List, its intractability forced me to be a relentless pursuer of pristine

grammar and to become a better writer. As an enthusiastic disciple of the List’s high standards, I preach their value and hope to convince today’s students about the importance of avoiding “Death.”

And bringing life to their writing.

Michael Bradley ’79 is an instructor in the Department of Communication at Villanova University. A former newspaper reporter, Bradley is at home discussing sports and the future of sports journalism. He writes for several national sports publications and is a weekly columnist for Philadelphia Magazine’s “Philly Post” online blog. Bradley is a host on 97.5 FM The Fanatic, Philadelphia’s sports radio station; contributes to SirusXM’s Mad Dog Radio program; and serves as Comcast SportsNet’s college sports expert. Bradley earned a B.A. from the University of Michigan and is pursuing a master’s degree at Villanova.

“We wrote a lot during our Upper School days. There were English essays. History essays. German essays. Once, we even had a science essay test, which as you can imagine, was particularly good news for a future writer who lasted one day in Sixth Form physics class.”

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James Zug ’87 Author

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Photo courtesy of Miranda Loud.

Side note: The Haverford College Grammar School made no attempt to create an annual summary of School activities until 1896, when The Index staff published the Record, a retrospective of Haverford’s first dozen years. A second Record appeared in 1901 reviewing the intervening years. It was not until 1903, the year Wilson Hall was occupied and the School became known as The Haverford School, that The Haligoluk was first published under the direction of its own board. Since then, it has appeared annually with the exception of 1907.

remember learning to love words and phrases in third grade with Mrs. Liddell: why one word could mean two things, and the infinite depth of the English language.

When I returned to Haverford in eighth grade, I had Peck, Blankenhorn, Erskine, and Bergh. Even without having Hallowell, the king of kings, this was a serious skein of excellence that produced my richest academic memories and that left me perfectly prepared for life beyond Lancaster Avenue. They had high expectations and made us want to exceed them. I got a lift home from college for Thanksgiving my freshman year with a grand old senior, Billy Kay ’84, who confirmed to me that the feeling would always last, that as a Haverford grad you’d never stop noticing how you knew how to write. Penmanship? Well, that was another thing entirely. Pre-computers, everything was pen to paper, so these masters had to struggle with my execrable handwriting.

Peck taught that words have connotations beyond the basic dictionary definition. Mediocre was “poor in quality” rather than simply middling. I loved his calmness – one student, I can’t recall who, had not prepared for a speech and on the spur of moment picked a stapler off Dr. Peck’s desk and gave a 5-minute improvised treatise on the history and uses of the stapler. We cried we laughed so hard. Peck, with a smile on his face, let him deliver the speech in its entirety.

He gave him a D, rather than an F, I think. Audacity does count for something.

Blankenhorn was a tornado. He loved literature. He delighted in finding the theme of society versus the individual in every story. Erskine was a stickler for Strunkian simplicity. He pulled apart novels thread by thread until all was laid bare. Bergh was a gem. We had a great rapport. He was the faculty adviser for The Index and often we went over the galleys in the smoke-filled faculty lounge, his eyebrow jumping above his horn-rimmed glasses at yet another sophomoric phrase. Bergh had an outstanding cackle. We had class last period on Fridays and only his rich humor could handle the impatience and lassitude we 17-yearolds exhibited.

One tip I’ve always used: Bergh advised us to think before writing. He said that when he was a White House speechwriter, he would gather all the material, read through it, and then sit back and contemplate and reflect. I found it a useful approach. Advice is contrapositive, of course, and at times I have procrastinated rather than simply pondered, wasted time rather than worked. Still, before I write anything, I take a Berghian pause and think.

James Zug ’87 is a freelance writer who has appeared in the Wall Street Journal, The Atlantic, Outside, Boston Globe and on NPR. He earned a master’s degree in nonfiction writing at Columbia and is the award-winning author of six books, including Run to the Roar: Coaching to Overcome Fear.

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Doug Brunt ’89 Author

C

lear writing is clear thinking. No matter what any of us has chosen to do for a living, we spend a lot of our time informing, persuading, or entertaining people. We can’t perform any of these functions effectively if we can’t get our thoughts together, and the best way to do that is to learn how to write well.

Haverford has always recognized that good writing is the foundation of an education. Not only does writing touch all aspects of a curriculum, it is fundamental to the way we engage the world, and largely determines how successful that engagement can be.

Writing doesn’t have to be beautiful, but it does need to achieve the result of getting ideas out of our head and into someone else’s. F. Scott Fitzgerald said that genius is the ability to put into effect what is on your mind. I’d start with the Photo courtesy of Megyn Kelly. ability to put into words what is on your mind.

Specific to the writing of novels, our English teachers taught us ways to explore the world though literature, and these lessons have had the strongest influence on the ways I develop characters and plot. A writer’s fiction shows his or her perspective on the world.

Clear and good writing is explicitly fundamental to what I do as a writer – and to what any of us do in our professions. Haverford’s English Department has been committed to good writing since long before my time and remains committed today – a true testament to the School’s ability to prepare boys for life.

Doug Brunt ’89 has published three books, including The New York Times best-seller Ghosts of Manhattan. Prior to becoming a full-time novelist in 2011, Brunt was CEO of Authentium Inc., an internet security company.

Khari Clay ’9O Lawyer

H

averford taught me how to think critically and express myself in an organized, accessible, and often compelling manner. English classes at Haverford combined art and science, which made enjoyable the process of refining and sharpening my abilities. I soon developed a love of language, both written and spoken, which helped me discover my voice for communicating in academic and professional life.

By the time I reached Swarthmore College, I had read most of what comprises the literary canon and was able to leverage this as I attempted to connect the proverbial dots in search of broader meaning. While writing remained a challenge, the exercise of reducing to text my increasingly complex theories became a workout to which I always looked forward. The process of outlining, drafting, and revising brought a sense of clarity and accomplishment. I learned that language can reveal truth as one struggles to convey a perspective about important issues. With growing awareness of the nuances of language, and with increasing deftness, I tutored other students as a “writing associate.” I was also editor-in-chief of the college newspaper and literary magazine. These experiences were an important part of the portfolio I submitted to law schools.

Harvard Law School taught me that even substantive legal principles were set forth in artistic texts. There was linguistic art in the way courts, lawmakers, and legal scholars conveyed their respective messages. I came to understand that case law was only

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legal opinion authored by the court based on its interpretation of what it governs. Thus, I began my career as a litigator, prepared to construe levels of meaning in the governing law and to author persuasive arguments.

As an English student at Haverford, I learned to identify themes, which has translated well to spotting legal issues.

Haverford equipped me to write with the precision that has made me an expert drafter. Finding your voice and being confident in your writing is a gift that lasts.

Khari Clay ’90 is vice president and legal executive at Fidelity National Information Services Inc. where he services the legal needs of the Global Trading business unit. He earned a bachelor’s degree in political science from Swarthmore College and a J.D. from Harvard Law School.

Simon Nicholas ’O3 Screenwriter

T

he teachers of the Haverford School English Department taught me how to write. They showed me how to find a strong thesis, how to use evidence and nuanced close-reading to support that thesis, and how to structure an argument that builds to a powerful point. I learned …

• that using words like “clearly” and “obviously” was most likely a sign that whatever point I was making wasn’t at all clear or obvious, and that I’d need to work harder to translate whatever vague idea was in my head onto the page.

• that using big words in a sentence could be both admirable (as a means of communicating exactly what I was trying to say) and obfuscatory (as a means of hiding the fact that I didn’t know what I was talking about).

• that my first draft was probably not very good, but that my second and third drafts would almost certainly be better.

• that to write something excellent, I had to be hard-working but patient, humble

but ambitious.

My teachers at Haverford taught me that perfection was impossible – you can’t “ace” a paper – but perfection wasn’t the point. The point was to connect: to connect with the author, the text, the character, the reader. To see something or someone differently, and to share that vision. The point was that there was something joyful and profound about making these connections. Based on my experiences, I would say that’s true.

Simon Nicholas is a screenwriter living in New York City. He is an alumnus of Teach for America Greater Philadelphia-Camden Corps. Nicholas is a former director’s assistant with film industry experience in Los Angeles and New York and is trained in Shakespearean acting with the London Academy of Music and Dramatic Arts. Nicholas holds a bachelor’s degree from Harvard University and a Master’s in Education from the University of Pennsylvania.

“... to write something excellent, I had to be hard-working but patient, humble but ambitious.”

Side note:

The Haverford College Grammar School had just entered its fifth year with an enrollment of 100 students when The Index published its first issue in November 1888. The opening editorial of that issue set forth the purpose and aspirations of the publication. Through changing times and fashion, The Index has remained an important student-run publication. The Index received a gold medal from the Columbia Scholastic Press Association in 2013.

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Trocon Davis ’1O Medical researcher

T

hrough close analysis of poems, novels, and short stories, my English teachers at Haverford encouraged me to see more than just words on a page and find a deeper meaning in the text. I learned to observe recurring themes and to examine an author’s use of language, quickly realizing that these components allowed me to get a better grasp of the story being told. More importantly, learning to use these underlying elements as evidence in my writing helped me draw stronger conclusions and form compelling arguments.

As a pre-med student in college, I didn’t see much use for English in my future but after graduation, I got a job as a qualitative researcher. While most people think of medical research in the clinical sense, my work is focused on understanding the patient perspective and eventually

experience. When writing about these results, I am always mindful that the claims I make are only as powerful as the descriptive details supporting them. This notion is particularly important in the data-driven world of research, but is also reminiscent of the commentary teachers scribbled all over my writing responses in high school. As I continue to work toward mastering this process,

“I’ve slowly begun to see the parallels between the work I do now and the critical analysis of literature I once engaged in. I learned many valuable things during my time at Haverford; the skills that emerge when I least expect them are those that I appreciate the most.”

incorporating it more deliberately into the delivery of care.

Interviewing is the main form of data collection and, although not as neatly crafted as Shakespearean verse and prose, the words from these individuals tell a different kind of story.

In each project I’m assigned, the patients represent a wide range of experiences. However, common themes still exist in their narratives. The phrases they use to describe the difficulties of navigating the health care system reveal vital aspects of the patient perspective. In the data analysis process, it’s my job is to review each interview transcript and use any related ideas that emerge to make appropriate inferences about the collective patient

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I’ve slowly begun to see the parallels between the work I do now and the critical analysis of literature I once engaged in. I learned many valuable things during my time at Haverford; the skills that emerge when I least expect them are those that I appreciate the most.

Trocon Davis ’10 earned a bachelor’s degree at Princeton, where he studied psychology and played football. He is working in a qualitative research lab at the University of Pennsylvania and plans to apply to medical school.

Tomorrow’s Men of Letters Thoughts

“For me, the key to writing is making your words sound powerful – not just through the words themselves, but where you place them in the story, how you phrase them, and how you create context around them. Powerful writing can change the way someone thinks about something.”

- Sam Reisbord II Former

“In Lower School, I was exposed to essay writing, using the formulaic five-paragraph approach. We began to refine this style in Middle School, delving into quotation analysis and citation, developing innovative ways to craft an introduction and conclusion. In Upper School, we broke further out of the five-paragraph mold and into counterarguments and contextual evidence. The English curriculum has helped me learn to communicate my ideas in a succinct and compelling way.”

“I think you get good at writing by practicing. We wrote a lot of compositions in third grade, and that’s when writing really became a part of my daily life. Start with a topic that interests you, write down what you know about it, and begin to make connections to your life and your experiences. Those connections will spark new ideas, and those ideas will create a chain of stories.”

- Chris Williams V Former

- Jay Crowther fifth-grader

Writing

We Sat Beneath the Train Tracks

By William Russell V Former

We sat beneath the train tracks Listening to the rumble of wheels above And pretended it was a thunderstorm We waited for the rain to wash away our sins Like you were holding hands with me on the Ferris wheel And when we got to the top I never wanted to go back down

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PARENTS

Annual Book Fair The Haverford School Parents’ Association kicked off its annual Book Fair at Barnes and Noble in Devon Feb. 20. The all-day event included a raffle, celebrity readers, art projects, grandparent gift cards, and “name the Starbucks frappe!” Author/illustrator Gene Barretta gave a presentation to the Lower School students explaining the process of illustration from start to finish; Barretta also signed his books. A percentage of all sales benefitted The Haverford School.

(Above) Book Fair co-chairs (from left) Marion Brewington, Angie Gopez, and Alicia Payne; (right) Tatiana Borden brought her sons, first-grader Matthew and third-grader Andrew, to the annual Book Fair.

Faculty & Staff Appreciation Luncheon The Haverford School held its annual Faculty & Staff Appreciation Luncheon on March 18. This year’s theme, “The Heart of our School, Haverford Faculty & Staff,” was carried throughout the Dining Hall with quotes and sayings posted on the walls following the “heart” concept. Class parents Deana Calvelli and Susan Costin, event co-chairs Nancy Follman and Joanne DeSimone, as well as many additional volunteers presented a delicious variety of entrees and desserts. Haverford employees were also given a heart-themed license/ credit card holder as a take-away gift.

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Parent volunteers at the Faculty & Staff Appreciation Luncheon included (front row, from left) Barb Ward, Co-Chair Joanne DeSimone, Co-Chair Nancy Follman, and Andrea Bagnell; (back row) Kat Gord, Deana Calvelli, Sodexo Catering Director Maria Faracchio, Susan Costin, Laina Driscoll, LeeLee Kirkpatrick, and Nora Brady.

ALUMNI

Alumni Regional Receptions Los Angeles, California Feb. 23 LA-area Fords gathered Feb. 23 at the Los Angeles Country Club luncheon hosted by Jeff Warren ’82: (front row, from left) J.B. Wiggins ’94, Director of Alumni Andrew Bailey ’02, Jeff Warren ’82, Blake Misajet ’06, Tyler Williams ’08, Charles Seltzer ’11, and Nick Hargrove ’11; (middle row) Geoff Stewart ’93, Jamie Shoch ’59, George Atterbury ’60, Al Cohen ’45, Headmaster John Nagl, John Doherty ’03, Director of Development Jeff Day, David Burns ’92, and Nadim Amiry ’92; (back row) Board of Trustees Chairman Bill Yoh ’89, Brian Simmons ’89, Ty Cameron ’96, Pete Cohen, Pat Schaffer ’96, Dayton Lummis ’54, and Bob Fitzgerald ’89.

San Francisco, California Feb. 24 Alumni joined Headmaster John Nagl and members of the Board of Trustees for the San Francisco regional reception, which was held at The University Club on Feb. 24: (front row, from left) Billy Gallagher ’10, Charles Ball ’80, Director of Alumni Relations Andrew Bailey ’02, and Barrett Purdum ’03; (middle row) Tim Dougherty ’10, Perrin Hamilton ’05, David Hawkins ’07, Headmaster John Nagl, Morgan Barker ’50, Mrs. Barker, Alex Davis ’00, and Director of Development Jeff Day; (back row) Luke Constable ’07, Gregg Miller ’88, Chris Livingstone ’06, Board of Trustees Chairman Bill Yoh ’89, Bill Hambleton, Ian MacBean ’95, Matt Chappell ’01, and David Parsons ’68.

Boston, Massachusetts April 12

More than 30 Boston-area Fords attended the alumni reception at Grill 23 on April 12: (front row, from left) Fisher Pressman ’13, Jonathan Paras ’14, Billy Seltzer ’13, L.J. Barlow ’15, Remi Yang ’12, Peter Blynn ’14, Sam Henderson ’12, D.J. Kurz ’07, and Shomari Watts ’09; (back row) David Sternberg ’08, Scott Stetson ’90, Tim Walsh ’77, Colin Glaeser ’05, John Bogle ’77, Wistar Wood ’79, George Crawford ’68, Jeff Dingle ’75, Gordon Moriarty ’78, Jody Davis ’77, Headmaster John Nagl, David Pocock ’75, Dave Rogers ’82, Larry Wood ’53, Jack Lloyd ’82, Matt Neumann ’03, J.T. Ligget ’98, John Klaus ’00, Rick Mayfield ’02, Director of Alumni Andrew Bailey ’02, Dan Fehder ’99, and Dan Meyers ’99.

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ALUMNI

Athletic Hall of Fame 2016 The Haverford School Alumni Association, along with approximately 250 classmates, family members, and friends, honored the 1936-37 Basketball Team (awarded posthumously), Coach Bill Prizer ’39 (awarded posthumously), Whitney Smith ’62, the 1976-77 Squash Team, Tom Gallo ’77, Dan Mayock ’82, Matt Micolucci ’86, the 1996 Soccer Team, Henry Fairfax ’99, and the 2000 Lacrosse Team during induction ceremonies into the 13th Athletic Hall of Fame on Feb. 20 in the School’s Field House. Ben Heyward (awarded posthumously) and Bill McNabb received the Special Recognition Award.

Carol and Turk Thacher ’62; Gerry van Arkel ’79, Lin Buck, Jim Buck ’77, Bob Clothier ’79; Dave Stilley ’92, Patrice Stilley, Brett Kennett ’01

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ALUMNI

The 1936-37 Basketball Team: (front row, from left) Charles Harnden, G. William Watson, William Neely, Robert Crowell (captain), Benjamin Phillips, Joseph Potts, and Richard Light; (back row) William Vauclain (manager), Stanley Kerk, Alexander O’Neal, and Coach Charles Gault.

The 1996 Soccer Team includes (front row, from left) John Bollinger ’97, Richard Kinderman ’97 (captain), Mike Tiedeman ’97 (captain), and Coach Kevin Seits; (back row) John Klaus ’00, Jerry White ’00, and Jamie Cook ’99.

Individuals inducted into The Haverford School Athletic Hall of Fame on Feb. 20 included (from left) Dan Mayock ’82, Whitney Smith ’62, Special Recognition Award recipient Bill McNabb, Henry Fairfax ’99, and Matt Micolucci ’86. Not pictured: Tom Gallo ’77.

The 1976-77 Squash Team includes (front row, from left) John Bogle ’77, Joe Somers ’77 (captain), Coach Craig Dripps ’65, George McFarland (captain), and Jim Buck ’77; (back row) Wistar Wood ’79, Stephen Loughran ’78, Joe Fabiani ’78, and Bob Clothier ’79.

The 2000 Lacrosse Team includes (front row, from left) Aaron Lovenworth ’02, Randall Drain ’01, Foster Gilbert ’02, Kyle Barrie ’01, John Eremus ’01, and T.C. Behm ’01; (middle row) Dante DeCrescenzo ’01, George Earle ’01, Rich Williams ’00, Marc Young ’00 (captain), Coach John Nostrant, Ted Hart ’00 (captain), Brett Kennett ’01, Chris Moser ’02, and Coach Dave Stilley ’92; (back row) Ed Panko ’02, Andrew Bailey ’02, Tagg Boyle ’00, Geoff Wright ’01, Austin Tellam ’00, Gian Craparo ’00, Whitney Hartman ’01, Dane Collins ’02, Pete Cannon ’02, and Neil Follman ’03. Not pictured: Louis Abruzzese ’02, Brandon Conrad ’02, Mark Davis ’03, John Ehlinger ’03, Jon Gold ’02, Bill Simkiss ’02, Topher Grossman ’01, Chris Gardner ’02, Tucker Ivey ’02, and Matt Ross ’00.

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GLOBAL LEADERS

Ted Wagner ’58

ALUMNUS SPOTLIGHT

What was your experience as an emergency medical worker following the Nepal earthquake?

I arrived three days after the earthquake in April 2015 and was faced with hundreds and hundreds of injured patients, many of them very seriously. As a senior surgeon, I became the triage officer sorting through the cases at the teaching hospital in Kathmandu. The Nepalese organized seven operating rooms that they ran 24/7 for almost 10 days straight, working on about 250 patients during that time. During the next two weeks I joined a recovery team transporting medicine and food to the Northern villages. I returned to Nepal in October after the monsoons to teach and share ideas with young surgeons. They have learned to live without many resources and have invented their own ways to accomplish some wonderful low cost procedures.

Your profession as a surgeon has taken you around the world. What are the common threads to your work?

The common denominator of poor health is poverty. Whether you’re in east Africa or Asia, poverty is overwhelming at times and really prevents care. I have noticed that there are more common problems in medicine than there are unique problems. As far as

“The common denominator of poor health is poverty. Whether you’re in east Africa or Asia, poverty is overwhelming at times and really prevents care. I have noticed that there are more common problems in medicine than there are unique problems.”

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orthopaedics, there are a lot of children, a lot of infections, a lot of fractures, and minimal supplies and personnel to care for the people of impoverished countries.

As a professor, what do you see as one of the key issues about which medical students should be educated?

Medical students must be made aware of the global inequality of medical care and recognize the problems facing distribution of medicine and education. We need to develop techniques that work; it’s the practical things like refrigerating medicine and providing toilet facilities that are the most important for public health and for the world.

What other organizations are you involved in?

I am involved with the University of Washington’s Department of Global Health, financed in part by the Bill and Melinda Gates Foundation. We’re taking an epidemiologic approach in trying to define the burden of disease worldwide. I also chaired the global medicine arm of the Scoliosis Research Society, getting to know surgeons around the world and establishing teaching centers. I was operating in Syria the day the war broke out three years ago.

We had a pretty exciting time getting out of there!

Ted Wagner ’58 is a clinical professor of Orthopaedics and Sports Medicine at the University of Washington, specializing in spine surgery. He earned a bachelor’s degree from Trinity College and a medical degree from the Temple University School of Medicine.

He completed an internship in surgery in Montreal, a residency in orthopaedic surgery at UW, and a spine fellowship at the University of Hong Kong. He has been a surgeon in the U.S. Navy. Wagner is also an adjunct professor in the University of Washington’s Department of Neurological Surgery as well as the Department of Global Health.

PROFILES IN SERVICE

Michael Mitchell ’69

You are board chairman of the C&O Canal Trust, charged with protecting and maintaining the Chesapeake & Ohio Canal National Park. What are your ambitions for the organization?

I plan to guide the trust in its partnership with the National Park Service to expand funding for Canal Quarters and Canal Classrooms, in addition to other public programs and preservation efforts.

Share more about Canal Quarters and Canal Classrooms.

“I am consistently inspired by the dedication, sense of mission, and professionalism exhibited by our National Park Service employees who do their work every day, often in difficult circumstances and with insufficient resources.” country’s ninth most visited national park, welcoming more than 5 million visitors every year.

Tell me about your Haverford School experience.

Canal Quarters will enable a hut-to-hut lodging experience along the 184.5 miles of the Canal Towpath. We currently offer overnight stays in six 19th century lockhouses, all reflective of the history, culture, and commerce of a particular era, complete with period furnishings, appliances, and decor. We’re hoping to have an artist-in-residence in our seventh lockhouse, recently approved for rehabilitation.

Canal Classrooms has brought more than 35,000 children to the park for a daylong STEM experience to engage in water testing and wildlife observation, and to study lock system engineering. It’s been wildly successful; we’re creating a cadre of young people who will become future stewards of the park.

The teachers at Haverford made the experience exceptional. Bob Jameson taught me to think critically and to write. Ed Battaglia encouraged my love of music and gave me the opportunity to sing the lead in “H.M.S. Pinafore,” the most memorable experience of my six years at Haverford. Bob Rugg fostered my interest in paleontology; I gave talks on fossils and long-dead critters to our three children’s grade school classes. Paul Austin encouraged my interest in American history and sponsored me to participate in Rotary’s Tomorrow’s Leaders Camp. And I enhanced my appreciation of classical music listening to WFLN in Don Richardson’s green Pontiac riding to school with him and David Groverman ’70 every day for six years!

What is the historical significance of the C&O Canal?

Michael Mitchell ’69 is president of Michael C. Mitchell Consulting LLC. He spent 20 years at Lockheed Martin Corp., retiring from his position as a vice president in 2011. Mitchell began his career on the staff of the U.S. Advisory Commission on Intergovernmental Relations, and worked for Sen. William V. Roth Jr. (R-Del.) as a staff member of the Senate oversight committee. He earned a Bachelor of Arts degree from Trinity College and a master’s degree in public administration from American University.

The C&O Canal, which was built between 1826 and 1850, was integrally tied to the commercial and political history of our nation.

It was the scene of significant action during the Civil War and was the subject of a dramatic public debate in 1954 when Supreme Court Justice William O. Douglas helped to save the canal from developers. Now, the C&O Canal is a beautiful sanctuary and our

haverford.org

ALUMNUS SPOTLIGHT

Photo courtesy of Roy Sewell.

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GLOBAL LEADERS

Mark Gillin ’82

ALUMNUS SPOTLIGHT

How did your trading company, America Indochina Management (AIM), come into being?

It has been a serendipitous journey. I took a year off after graduating from college and got a job in construction at an Italian villa in Florence. I fell from a two-story ledge the first day and for six months had nothing to do but sleep, learn Italian, and read about European history. That fueled my passion for travel. Soon after, in 1987, I got a job in Belgrade, Yugoslavia, working for Macy’s Corporate Buying. Fast forward a couple of years and I decided to start my own business, which failed miserably. I realized I wanted to live abroad, but needed training, and entered a one-year program with Getz Bros. & Co. Inc., one of the first American companies to make a foreign investment in Hungary. Halfway through the program, Tiananmen Square happened. The managers of the company’s Hong Kong office left to get British citizenship in advance of China’s taking over Hong Kong in 1997. So my program, which should have been a year and had me going to Europe, landed me in Asia in 1989 right after Tiananmen Square.

I went from Hong Kong to Japan to Guam and to Vietnam in 1993. As a transitioning socialist economy, Vietnam intrigued me.

I wrote to the Treasury Department and got permission to trade during the embargo, opening the door for me to start AIM, and along with a handful of U.S. businessmen, found the American Chamber of Commerce in Vietnam.

What changes have you seen regarding trade?

AIM, I believe, is the last company to have had a license to trade under the embargo. Since the lifting of the embargo, Vietnam grew through the Asian Crisis of ’97 and the world financial crisis. It is now the largest Southeast Asian exporter to the U.S. This change did not take place overnight. We’ve been pushing for full rights for American trading companies for years. It looks like 20 years to the month we’ll probably get our license as a 100 percent foreignowned trading and distribution company.

We’ve been active advocating on trade agreements between Vietnam and the U.S. I would like to see fair trade discussions 54

Summer 2016

focus more on providing greater market access to competitive U.S. companies as opposed to putting up barriers to protect companies that may frankly be less competitive. There are a lot of U.S. companies that are highly competitive and innovative who will benefit from access to growing markets in Asia.

What were some of the challenges of building a business in a foreign country?

Operating in a developing market like this, you have to know something about everything. After decades under a communist economy, skills across the board were lacking. The first CPA class graduated about 13 years ago, and there were 12 students.

Advertising didn’t exist outside propaganda posters. There was an embargo so there was a lack of sophisticated machinery and engineering.

Rule of law is still underdeveloped, increasing the importance of relationships and trust in business transactions, and working in a hierarchical society in which people are more task-oriented than objective-oriented increases the need for follow-up.

What do you remember most about Haverford?

The teachers at Haverford provided intellectual stimulation and motivation to get students excited about learning. We learned how to learn. Our teachers encouraged curiosity for curiosity’s sake, and Haverford really embodied that idea of “teach a man to fish...”

We were exposed to challenging circumstances both intellectual and physical that, when overcome, fostered great confidence. I also came to realize that nothing creates success like passion.

Mark Gillin ’82 is the founder of America Indochina Management, Ltd., a sales and distribution company. Prior to moving to Vietnam in 1993, he spent five years with Getz Bros. & Co. Inc., the oldest and largest U.S. non-commodities trading company, where he worked closely on marketing and distribution with leading multinationals. Gillin graduated from Duke University with a B.A. in policy studies.

FUTURE-READY

You seem have two passions: music and education.

Do they overlap?

As a teacher at El Centro in Philadelphia, I work with young adults who are given a second chance at an education. I’ve found that music helps open kids to difficult conversations or challenging topics. In my African-American history class, we do a unit on the Harlem Renaissance. The kids connect with that era when they study a musician, taking time to understand the style, decode the lyrics, and put it in historical context.

You give back to the Steppingstone Scholars program – why is that important to you?

I was a part of Steppingstone Scholars’ first class in 1999 and started at Haverford in 2000. Mr. Chris Avery, my track coach from sixth through 12th grade, was instrumental in helping me make that transition (and is now Director of Programs at Steppingstone). He helped me open up; I grew tremendously as a person during those seven years.

After graduating from Haverford, Steppingstone asked me to come back as a teaching assistant. I really had no desire to be in education, but I welcomed the opportunity to give back and mentor kids. I ended up finding my niche! During college, I pursued an Urban Education Semester in Queens and developed an English curriculum that incorporated music. I found that this approach engaged and intrigued the kids in a way that traditional instruction didn’t.

You’re also a musician. When did that talent emerge?

I began playing by ear when I was 10 or 11. I was around music growing up, and started by playing my grandmother’s piano. I would pick up what I heard in church or in school, and eventually started taking lessons. I attribute my growth in music to Haverford; I had the talent, but Mr. Michael Stairs and his music theory course gave me the technique, skills, and knowledge to

“Students at El Centro grew up in deep poverty; some have been in the juvenile justice system, many are parents, and many are homeless. To ensure their success, it’s vital that we build strong relationships with our students and act as an advocate for them; Tim does this phenomenally well. He holds kids to a high standard, keeps them accountable, and ultimately helps transform their lives.”

– Dave Bromley ’85 Executive Director and Founder of Big Picture Philadelphia, which supports El Centro de Estudiantes

ALUMNUS SPOTLIGHT

Tim Spady ’07

truly understand music. I have two gospel albums out, and find inspiration from life experiences and my relationship with God. How can music transform a student’s education?

Art programs are being cut, particularly in urban schools. I think that when we take away music, we take away kids’ ability to express themselves. Music gives kids a break from academics and transports them to a different place. In a school like El Centro, music also provides something much larger: solace and peace.

Music offers an escape from traumatic experiences or a distressed home life. It changes a student’s lens on life.

Tim Spady ’07 teaches English, music, and African-American history at El Centro de Estudiantes in Philadelphia, an alternative school for young adults. He began his career as a teacher at KIPP DuBois Collegiate Academy. Tim earned a bachelor’s degree from Franklin & Marshall College and is pursuing a master’s degree in organizational development and leadership at Saint Joseph’s University. haverford.org

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MILESTONES

Marriages John McCarthy ’73 married Janet Sayers on Feb. 8, 2016.

Frank Roberts ’77 married Erin Hogan on Dec. 23, 2015.

Tripp McCulloch ’96 married Kate Sinatra on Sep. 24, 2015.

In Memoriam ` The School has learned of the following deaths. Available obituaries can be found online at www.haverford.org/obits.

1938

Dr. David M. Sensenig ` Jan. 31, 2016

1940

Edward B. Stokes ` Feb. 17, 2016

1942

Reverend Robert L. Briggs Jr. ` Dec. 16, 2015

1942

Dr. Robert H. Palmer ` Dec. 31, 2015

1943

Joseph N. Ewing ` April 8, 2016

1944

Samuel M. Felton Jr. ` Dec. 24, 2015

1946

Andrew N. Heine ` Feb. 26, 2016

1947

Jay R.C. Master ` Dec. 16, 2015

1949

Colin C. Carpi ` Dec. 10, 2015

1949

Kenneth J. Neuman ` Sept. 1, 2015

1949

John S. Morris ` Sept. 7, 2015

1950

Philip L. Byrnes Jr. ` March 26, 2016

1952

Allen Harberg ` Dec. 1, 2015

1955

Hugh M. Johnston III ` Aug. 23, 2015

1956

Craig W. Cullen ` Jan. 10, 2016

1956

Richard H. Gwinn ` Feb. 27, 2016

1958

Robert S. Blank ` April 30, 2016

2005

John T. Decker ` Jan. 16, 2016

2017

George P. Berman ` March 14, 2016

Faculty Robert E. Landis ` Jan. 7, 2016 Faculty Charles Dethier ` May 8, 2016

Kyle Fernley ’02 married Lauren Dougherty on Dec. 19, 2015.

Alex Fowler ’02 married Johana Hernandez on Dec. 19, 2015.

Greg Murray ’03 married Rebecca Lander on May 16, 2014.

Births Megan and Alex Christie ’92 welcomed son Austin Patrick Christie.

Diana and Andy Losty ’94 welcomed daughter Keira Elizabeth Losty on March 31, 2016.

Jennifer and Hans Davies ’95 welcomed daughter Audrey Elisabeth Davies on March 12, 2016.

Curtis Cheyney ’96 welcomed daughter Elizabeth in December 2015.

Amanda Munoz and Michael Levinson ’96 welcomed daughter Thea in July 2015.

Kelly White and Jay Wright ’96 welcomed daughter Charlotte in July 2015.

Hilary and Michael Goldfarb ’98 welcomed daughter Eleanor Belle Goldfarb, on Jan. 15, 2016.

Fiona and Ryan Ferrier ’99 welcomed son Myles Ferrier on Jan. 25, 2016.

Audrey and Bret Guest ’02 welcomed daughter Palmer Isabel Guest on Jan. 22, 2016.

Becky and Greg Murray ’03 welcomed son Walker Edward Murray on Dec. 10, 2015.

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Summer 2016

Best BOYS for

SPEAKER SERIES

The Haverford School’s Best for Boys Speaker Series engages the community on topics and practices that help foster the social, emotional, and academic growth of boys.

Join us (and bring a friend!) for our 2016-17 series.

Oct 15, 2016

March 11, 2017

Boys to Men: The Transition from Adolescents to Adults

The Boy Behind the Mask

Jay Greytok ’83, Head of Middle School

Janet Heed, Upper School Counselor Michael Reichert, Consulting School Psychologist

Boys to Men will examine boys’ adolescence, including discussion of which behaviors and traits are “normal” during this time of transition in a young man’s life. We will explore current research and uncover tips on raising a respectful and responsible son.

Boys tell us that they often wear masks to conceal their deepest emotions. This talk will examine the complexities of boys’ emotional development and discuss ways parents can help their sons claim more authentic and healthy lives.

haverford.org

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Reflections

A fond farewell

By Dr. Delia Turner

In the fall of 1992, I was trying to finish my Ph.D. dissertation.

Haverford’s Lower School needed a part-time temporary science teacher, and I applied, though I wasn’t sure it was for me. However, the fifth-grade boys I met when I taught my observation lesson were just delightful. They were enthusiastic, funny, bright, and interested, and I came home surprised and excited.

That spring, I took over a classroom in the old Lower School with my predecessor’s goldfinch, some tiny lobsters in a tank, a stack of plants, and instructions to do what I liked. Since I was a part-time, temporary teacher, I didn’t worry; I dove in and had fun with the boys. My cat ate the goldfinch, the lobsters ate each other, and the plants all died, but I stayed. I spent 10

years across the hall from the inimitable Mr. Bill Palmer, in the crumbling basement of the old building, with drawers full of preserved invertebrates and cabinets full of mysterious and sometimes dangerous chemicals. In those days, money was tight and the buildings were old. The head of the Business Office used to turn the heat off over the weekend to save money, so on Monday mornings we shivered.

I wanted to teach writing and reading, and when I heard that Tom Worth was planning to retire from teaching sixthgrade English, I held my breath and applied. I’ve been teaching English ever since. The sixth-grade teaching team was a great bunch of people who made it a continual pleasure to come to work every day, sharing the willingness to pitch in, a positive attitude, a good sense of humor, and the most eclectic and remarkable set of skills and interests of any group I’ve ever met anywhere. Also, working in a middle school is like being in a ball pit or a bounce house – always stimulating and fun.

I was asked to be English Department Chair for a year, which turned into six years. I have kept trying new things.

Last year I taught a section of Form II boys for the first time.

They are funny, talkative, impulsive people who often have astounding insights, and they are just as delightful as that class of fifth-grade boys I taught a science lesson to all those years ago.

Buildings have risen all around. People have come and gone. I have been in and out of every division of the School.

But it is the same place with the same exuberant boys and the same remarkable teachers who first convinced me to come here.

After 24 years teaching and more than 22 years coaching fencing at Haverford, Dr. Turner retired at the end of the 2015-16 school year. She is a two-time recipient of the “On Behalf of Boys Teaching Excellence Award” (2010, 2002). She earned a B.F.A. from The University of the Arts, with a certification in painting from the Pennsylvania Academy of Fine Arts; and an M.S.Ed. in elementary education and teaching, as well as a Ph.D. in educational leadership from The University of Pennsylvania. Dr. Turner is a published author and three-time world sabre champion in the over-50 category.

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Summer 2016

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.

A notable salute Led by choral director and Upper School music teacher Mark Hightower, The Haverford School Notables grace center stage at the 130th Commencement ceremony in June to lead the School community in the traditional singing of the alma mater: O Haverford, dear Haverford / Thou guide of tender days, / To thee within these honored walls / We lift our hymn of praise / Here on the threshold of our years / With all the future free, / Our youthful hearts and powers we bring / And dedicate to thee.

To begin building your legacy, please contact: Sam Caldwell, 484-417-2774 or scaldwell@haverford.org Visit: haverford.org/plannedgiving

HAVERFORD SCHOOL Today

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