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HAVERFORD SCHOOL Today

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HAVERFORD SCHOOLToday

HAVERFORD SCHOOL TODAY Passion, Perseverance, and Safety Nets


6 feature Passion, Perseverance, and Safety Nets Michael Flowers ’87, Enigma Paul Yoo ’97, WavePart Media spotlights Going Global: Spring Break in Cuba Catalysts for Change: The Germination Project Intellectual Curiosity Day Things You Didn’t Know About ... Sam Walters, Upper School Math Spring lectures Jennifer Finney Boylan ’76 Daniel Ellsberg Janet Heed and Dr. Michael Reichert Alumni Spotlights Jay Butera ’75, Citizens’ Climate Lobby Ryan Ferrier ’99, Crowdflower

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departments From the Headmaster 3 Around the Quad 4 Arts 16 Athletics 20 Parents 33 Alumni 34 Class Notes 38 Milestones 62 Reflections 64 covers Front: Sixth-graders scale the new rock wall during physical education, learning to climb and belay. Inside front: Pre-kindergarten students visited information stations run by fifthgraders while on a rainforest safari. Back: Form II student Amari Campbell displays the finlets of a Loligo squid on his forehead as part of a dissection project.

HAVERFORD SCHOOL Today


Upcoming Events » haverford.org/calendar September

October

November

SEP Classes begin 6

OCT Upper School Parents Night 4 Centennial Hall

NOV HSPA Gala: “Denim & Diamonds” 4 The Haverford School

7 p.m. SEP Lower School Parents Night 13 Centennial Hall

7 p.m. New Parent Wine & Cheese 26 Reception Palmer House SEP

6:30-8 p.m. Middle School Parents Night 27 Centennial Hall SEP

OCT Best for Boys Speaker Series: 14 “Lead Well, Be Well, Do Well” Ball Auditorium

6:30-11 p.m.

NOV EA Day 11 The Episcopal Academy

9 a.m. OCT

Middle School Cabaret

21 Centennial Hall

7 p.m.

NOV

Upper School Play: “Henry V”

16-18 Centennial Hall

Thurs. 7 p.m.

Fri./Sat. 7:30 p.m.

7 p.m.

CORRECTIONS

board of trustees, 2016-17

The new Faculty Leaders and Master Teachers were transposed in the winter 2017 issue. Our new Master Teachers are Steve Cloran, Sue Laird, John Stroud, P.J. Vanni, Sam Walters, and Amanda Vos Strache. Our new Faculty Leaders are Carol Ann Luongo and Karen Suter.

Elizabeth M. Anderson P’14 Oray B. Boston Jr. P’17 Caroline R. De Marco P’20 ’22 Randall T. Drain Jr. ’01 David B. Ford Jr. ’93, P’24 ’26, Treasurer Maurice D. Glavin ’83, P’14 ’16 ’20 William C. Hambleton William T. Harrington P’24, ’24 Brant H. Henderson ’74, P’12 ’14 ’18 John F. Hollway P’18 Jason W. Ingle P’22 Barbara Klock P’23 ’23 Jeffrey F. Lee ’95 George B. Lemmon Jr. ’79, P’12 ’19 Michael S. Lewis ’99 John J. Lynch P’10 ’12 Christopher J. Maguire P’16 ’19 George C. McFarland Jr. ’77 Sharon S. Merhige P’16 ’18, Secretary H. Laddie Montague ’56 John A. Nagl, Headmaster Jennifer Paradis P’20 Jennifer N. Pechet P’15 ’17 Amy T. Petersen P’15, Vice Chair Ravindra Reddy ’90 Peter A. Rohr P’12 ’13 ’15 Stephenie Tellez P’14 ’18 ’23 John C. Wilkins Jr. ’95 Thomas L. Williams P’17 William C. Yoh ’89, P’18 ’24, Chairman

John A. Nagl, D.Phil. • assistant headmaster Mark Thorburn David S. Gold • managing editor Jessica Covello editors Dawn Blake, Jessica Covello, Emily Gee • class notes editors Andrew Bailey ’02, Emily Gee layout/design Emma E. Hitchcock • printer Pemcor, LLC., Lancaster, Pa. photographers Andrew Bailey ’02, Stephenie Burggraf-Tellez, Dawn Blake, Jessica Covello, Creosote Affects, Luke Follman, Emily Gee, Betsy Havens, Jordan Hayman, Katharine Hudson, Patrick McNally, Andrew Poolman, Jim Roese, George Stratts , Linda Walters, George Wood ’75 headmaster

chief financial officer

Jessica Covello, Director of Marketing and Communications; 484-417-2764; jcovello@haverford.org Please send address changes to Disty Lengel at dlengel@haverford.org. 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. Copyright © 2017 The Haverford School (all rights reserved). contact

address changes

Thank you to everyone who contributed to this publication. Special thanks to: Andrew Bailey ’02, Joy Barrett, Jay Butera ’75, Sam Caldwell, Jeff Day, Whitney Fairbrother, Ryan Ferrier ’99, Michael Flowers ’87, Stephanie Fell, Heather Graber Stinson, Betsy Havens, Janet Heed, Sheryl Kaufmann, Disty Lengel, Nick Magnani, Jamison Maley, Jill Miller, Candy Montgomery, Headmaster John Nagl, Jeff Potter, Michael Reichert, Cindy Shaw, Michael Shaw ’78, Noel Straight, Amanda Vos Strache, George Wood ’75, and Paul Yoo ’97. special thanks

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FROM THE HEADMASTER

Passion and Perseverance By John A. Nagl, D.Phil.

We’ve been thinking a lot about what makes Haverford School graduates so successful in life. It isn’t just the great education the boys receive here or the colleges to which they matriculate, and it isn’t just the network of classmates and other Haverford School alums who help them along the way – although both certainly help! One of the attributes instilled into every boy along his path through Haverford is resilience: the ability to recover from life’s inevitable setbacks and come back stronger and more determined to prevail. Penn professor Angela Duckworth, when she launched her best-selling book Grit at our own Centennial Hall last May, described the subject of her work as “the power of passion and perseverance.” We see it as our mission to help every Haverford School student find something he loves doing during his time here, and to challenge him to take that passion as far as he possibly can. Whether in the classroom, on stage, in the art studio, or on a playing field – and preferably in every one of these arenas – we want our boys to develop the perseverance to overcome all obstacles in the pursuit of his passion. Today’s boys have been working hard to live up the standards set by previous generations of Haverford School men. Our Lower School boys won 32 of the 62 writing awards given by the Gladwyne Library in their annual competition among nine local schools. The national Scholastic Art & Writing Awards recognized Upper School artists with eight Silver Keys and seven Honorable Mentions, while our student writers earned three Gold Keys, two Silver Keys, and five Honorable Mentions. Seven students earned medals at the Montgomery County Association of Teachers of Foreign Language Oral Proficiency Contest – six in Chinese and one in Spanish. Our robotics team again placed first in the state of Pennsylvania, and we sent a large delegation to the world championships. We have seven National Merit Scholar finalists in the Class of 2017 and a great college list – with a group of boys who understand that what’s most important is that they attend the college that’s right for them. The Theater Department’s production of “Oliver!” garnered two Cappie nominations, including Best Actor in a Musical. The boys’ determination to swEAp on EA Day was redoubled in the winter sports season, as squash A was crowned National Champions, avenging their one-match loss to Brunswick Academy last year. This is the first national high school title for Haverford since a playoff format was established, although previous generations of squash players assure me that had that opportunity existed in their day, they would have earned the title as well! Swimming and diving earned their first outright Inter-

Ac title and fought to finish third at Easterns. Hockey defeated a previously unbeaten Germantown Academy in the conference finals by a convincing score of 7-3, wrestling finished second in the Inter-Ac and had two grapplers earn All-American honors at Nationals, and track set a number of School records at States. On all fronts, the boys are demonstrating the determination to succeed, the subordination of self for the greater good of the team, and the sportsmanship that previous generations of Haverford men have laid down as the hallmarks of The Haverford School. I hope you’re as proud of today’s boys as I am, as Haverford works to provide all boys with a solid intellectual foundation, artistic talent and appreciation, athletic skill, and just as importantly, the determination to work to build a better world. As always, thanks for everything you do to help today’s boys become the men that our community and our country needs. Go Fords!

Dr. Nagl offered his expertise during an Upper School history Modern Middle East History class. The discussion centered around connections between violence in the Middle East and the larger state of world affairs, including the European elections, Brexit, and the 2016 U.S. general election.

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Going Global: Spring Break in Cuba By Noel Straight, Upper School Spanish teacher

Twenty-nine students spent spring break traveling to Cuba with four faculty members. It was the first trip to Cuba in the history of Haverford’s Global Studies program, which strives to help students gain awareness, respect, and understanding of international cultures and the global community. Just 30 minutes after their feet touched Cuban soil, Haverford Upper Schoolers spontaneously jumped into a rumba street dance. I was moved by their willingness to be swept up, body and spirit, by the moment and the music around them: to accept the invitation to dance and to embrace this country and its people with admiration and warmth. This trip offered the young men a chance to do many things for the first time: ride a horse, go caving, eat freshly roasted pig, dance to live Cuban music, forgo the Internet, practice Spanish with native speakers, and experience a different political system. It also served to nourish and challenge Haverford students and teachers, and to enhance our collective knowledge of the Spanish language, Cuban culture, and international travel. Below, students share their reflections on this eight-day adventure. “The connections I made in Cuba opened my eyes to the similarities between people all over the world. It was interesting to talk to many artists in English and Spanish to learn about their works. My time in Cuba developed me as a global citizen. Being a global citizen involves trying to appreciate different cultures even if the people don’t always understand you. It also includes being open to learning new things and not shying away from something just because it is new to you.” – Jackson Overton-Clark, Form IV

“The trip changed my perspective on life and made me realize that no matter how you live or where you live, you can always be happy. I was able to see a side of the world not many in America have seen. On the second day there, we got off the bus and were in a small market village. I gave a pencil to a young boy standing with his friends. They were so excited about this. Also, there was a woman standing behind them holding a child. She walked up to me and pointed to a rubber bracelet I was wearing in memory of a friend. I took it off and gave it to her, and her face lit up with a smile.” – Luke Follman, Form IV

“I was able to use my Spanish skills and have very interesting conversations with a variety of Cuban people. I played soccer and talked to many locals about their views on the U.S., Obama, Trump, and the future of Cuba. I had interesting conversations with our bike tour guide, Orlando, about his life and his views of Cuba. Geographically, Cuba is not that far away, but politically it is so different from the U.S., and it was great to engage with people who have a different background and world view. “ – Jack Molitor, Form VI

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“The Cuban people are very friendly and outgoing. Interacting with the locals made me realize that everyone has a story. I didn’t realize how much fun I’d have talking with strangers, especially with the challenge of having to speak in their language. My time in Cuba made me realize that I’d like to see the world.” – Benjamin Warden, Form V

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Read more student reflections on our blog: haverford.org/blog or visit haverford.org/globalstudies for details on Haverford’s travel-study and global exchange programs.

Catalysts for Change: The Germination Project The Germination Project was founded in 2015 by the Pamela and Ajay Raju Foundation, which aims to re-establish Philadelphia as a global force in policy, commerce, and culture. The Haverford School is one of 10 partner schools selected by The Germination Project to nominate young leaders who are poised to make an enduring mark on our city. “The Germination Project takes the best young minds in Philadelphia and gets them civically engaged with the city’s current leaders on topics including healthcare and literacy,” says Director of

Leadership Programs Bill Brady. “These students are immersed in a lifelong journey of developing themselves as leaders within the community.” Following a rigorous essay and interview process, the selected applicants, dubbed “Student Fellows,” enter a two-week summer boot camp to absorb the insights of Philadelphia leaders and change agents. During the boot camp, Student Fellows commence service projects to address some of the city’s most critical needs – committing not just for the year, but for a lifetime. Most

Philadelphia’s CBS 3 interviewed VI Formers Dean Manko and Caleb Clothier on the floor of the New York Stock Exchange. Along with other Germination Project Fellows, they traveled to New York City for a private tour of the building and the trading floor. Following the closing bell, the Fellows discussed the importance of financial literacy in education. Photo courtesy of The Germination Project.

recently, Student Fellows developed an ambitious initiative with the American Heart Association (AHA) to train 10,000 Philadelphians in life-saving CPR techniques, and are lobbying Harrisburg to make CPR certification a high school graduation requirement throughout Pennsylvania. “Not since 1776 has Philadelphia been so primed to embrace and deploy new ways of thinking,” states Ajay Raju. “More degrees are granted in this city than any other in the country, but too much of our invaluable intellectual capital is being outsourced to locales like Austin, Boston, and Silicon Valley. The race to the top is about which city can harness its most energetic minds. By forging partnerships and creating pathways for the best and brightest of our millennial generation to hone their talents in healthcare, the sciences, and economic development, The Germination Project is attempting not just to build a strong root system, but a lush and vibrant ecosystem where innovation can flourish.” Nine Haverford School students have been accepted into the program, now in its third year. “At the summer boot camp, our group took part in a mini-think tank where we pitched a social initiative with the goal of giving a voice to underprivileged Philadelphians,” recalls VI Former Dean Manko, a 2015 Student Fellow. “I think many issues in our city arise from the vast income divide, as well as from a lack of haverford.org

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education. We need to find a way to bolster the communities that are lagging behind.” Samuel Turner, Form V, was inspired during his boot camp experience in 2016 by Dr. David Fajgenbaum, assistant professor of medicine at the University of Pennsylvania and executive director of Castleman Disease Collaborative Network. “Dr. Fajgenbaum had a powerful story,” says Turner. “After being diagnosed with the often-fatal Castleman’s disease, he fought back and went on to found an organization to invest in research and treatment. His survival – his setback – empowered him to start a network of researchers all over the world. If we all took this approach to difficult situations, we could achieve incredible things.” Both Manko and Turner were most impacted by the AHA 10K Challenge project, in which they conducted outreach to churches and community groups in Philadelphia, providing education on heart health as well as CPR training. “There is plenty of information out there about heart health, but how do you get it to the right people?” asks Turner. “It’s important to be able to articulate your ideas in the right ways to the right people in order to advocate for a cause and create change.” Raju has been consistently impressed by the intellect and integrity of Haverford students. “Our interview process is intense,” he says. “In those conversations, it’s clear that Haverford students are invariably prepared and practiced. They demonstrate a sincere, quiet leadership that can be refined early and sustained over the long-term.”

Haverford Germination Project Participants 2017 Alec Manko Nick Chimicles Neetish Sharma 2016 William Henderson Samuel Turner Matthew Tucker 2015 Caleb Clothier Dean Manko Cal Williams

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The Ripple Effect The third annual Scholarship Luncheon featured keynote speakers Ravindra A. Reddy ’90 and VI Former Jose Martinez. This event is an opportunity for alumni to meet and connect with the remarkable boys who they support and mentor during the students’ time at Haverford. One of the most moving moments at the luncheon is when the scholars meet the men who are helping to make their Haverford education possible. “Meeting my scholar was eye-opening,” says H. Laddie Montague ’56, who endowed one of 37 named scholarships celebrated at the luncheon. “He’s a fine young man, and a classical pianist. The first thing we did was go up to The Big Room and he played the piano for me. So much has changed at Haverford since my days, but the spirit – that Haverford spirit – is still there.” At the event, Reddy’s remarks took attendees from the streets of India, where his father lived during a cholera outbreak, to the classrooms of Wilson Hall, where Reddy found his passion. “Education was the driving force for my father’s escape from a small village in India and for the success of his entire family for generations. His one goal was to give the best education possible to my sister and me. Reflecting on my educational experiences, it is crystal clear that the intense leadership skills that I learned within the walls of Haverford helped to

ignite a fire in my belly. I am certain that the ability to read, write, and speak well, learned in the classrooms at Haverford, was the catalyst for my career. Supportive family and mentors, a world-class education both in the classroom and professional arena, and the opportunity to have traveled extensively, inspire me to take this gift and create my own ripple effect – to pay it forward to individuals with less opportunities. I really feel in my heart that with all the tools and mentoring that were handed to me that it is my calling to change the world on a macro level. I have built houses in Uganda, mentored in orphanages in India, built schools and community centers in South Africa and Nicaragua, and built water wells in Burundi. These projects have become my second jobs and enable me to enjoy the almost selfish fulfillment of giving. It is a fact that none of this would have been possible – the ripple effect would not have occurred – without those generous donors who gave me the opportunity to attend Haverford and get not only a world class education, but the confidence, skills, and tools necessary to succeed.”

>> to read Reddy’s full remarks, visit our blog at haverford.org/blog


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Middle School Diversity Conference More than 450 students representing 29 schools were on campus March 1 for this year’s Middle School Diversity Conference, “Brave or Blind.” The conference – one of the largest in the country – included a presentation by keynote speaker DeVon Jackson, Associate Director of Intercultural Affairs at Villanova University; guided reflections; and small group discussions led by high school facilitators. “It’s very easy to remain silent because of discomfort, fear, or simply not knowing what to do in certain situations,” said Donta Evans, The Haverford School’s Director of Community. “Our goal was to give students tools to help them be brave when confronting difficult situations or feelings and resolving issues of difference.” Please visit haverford.org/diversecommunity to learn more about the School’s commitment to diversity in all forms.

(Left) Keynote speaker DeVon Jackson, Associate Director of Intercultural Affairs at Villanova University. (Right) Members of The Haverford School’s I’m Not Kidding (INK) Middle School Diversity Alliance, II Formers Jake McCarthy (left) and Qamar Coleman (right), welcomed students to the conference.

Intellectual Curiosity Day By Amanda Vos Strache, Upper School history teacher

The Haverford School continues to explore innovative approaches to education, including seeking more opportunities for collaborative planning, interdisciplinary thinking, and place- and project-based learning. On the inaugural Intellectual Curiosity Day, Upper School students engaged in experiential, interdisciplinary, and thought-provoking day-long classes. The classes took boys from campus to Philadelphia and as far as New York City. One group explored the city of Philadelphia, looking at classical architecture and its influence on buildings in Philadelphia, while another participated in a scavenger hunt at the Mutter Museum. Another got a behind-the-scenes look at Philadelphia sports teams, including touring the front offices at Franklin Field, the University of Pennsylvania’s stadium for football and lacrosse. Haverford’s head of information services collaborated with a college counselor to teach the boys healthy

practices, including mindfulness, yoga, and nutrition. Other groups who stayed on campus explored Cuban dance, learned a song from the musical “Hamilton” while learning about founding father Alexander Hamilton, and explored correlations between fundamental principles of mathematics and art by creating a mural. Upper School math teacher Travis Loving traveled with students to the National September 11 Memorial & Museum in New York City. “It was a powerful day,” said Loving. “The thought that went into the making of the museum is beyond reproach. Most of the boys who went on the trip were either not born yet or were around 1 or 2 years old in 2001. It was important to help them never forget 9/11, the deadliest foreign attack in America since Pearl Harbor.” Given a respite from daily lessons in traditional classrooms, students worked with peers across all grade levels, studied with faculty members, and reached outside

their own interests to explore new ideas. V Former Joe Dignazio said, “I look forward to attending another session where I can see the real life applications and career paths in a myriad of job professions and opportunities in the Philadelphia area.”

In an IC Day Workshop organized by Art Department Chair Chris Fox and Math Department Chair Susan Mitchell, students discovered how mathematical concepts such as the golden ratio and Fibonacci sequence are used in art, and created a mural using these concepts.

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10 Things You Didn’t Know About

Sam Walters Upper School Math

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Three words that describe my teaching style are passionate, thorough, and personable. After graduating from Northwestern University with a degree in manufacturing engineering, I moved to L.A. as an aspiring actor. I worked as an extra on Charmed, Will and Grace, and Spin City, and in the sci-fi comedy film Evolution with David Duchovny.

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My friends and I made a 13-minute movie, Making It, which I showed to the students in the mockumentary class for Intellectual Curiosity Day this year.

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In 2001, I won a contest to be the spokesperson for Valvoline Max Life motor oil (for cars with 75,000+ miles) – I lived in my car for 52 days and 2 hours, which is 75,000 minutes, as part of a publicity stunt around the promotion.

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lt ac u

y S p ot l i g h

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I’ve played squash since I was 10 years old and got serious about it around 13. If I play squash now for more than 15 minutes, I will injure myself.

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I’ve been to every state except North Dakota and Oklahoma.

I attempted to summit Mount Whitney, but had bad altitude sickness at the base camp and had to go down the next morning.

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My family is Jewish, but we color and hide eggs on Easter every year. Led Zeppelin and Pink Floyd are my two favorite bands.

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One of my favorite treats is what I call “Sam’s Cookie;” it’s an oatmeal base with Twix, dark chocolate chips, and pecans. Sam Walters has been at The Haverford School for eight years, teaching Upper School math and coaching ultimate Frisbee and squash. He co-wrote a geometry textbook with former faculty member Zack Murtha based upon a research project with the University of Delaware.

Walters and his colleague, former faculty member Zack Murtha, embarked on a research project with the University of Delaware to examine how proof is taught. Over two years, they developed a number of scaffolding tools to help students understand the pieces of proof, presented this research at the National Council of Teachers in Mathematics Conference, and wrote a cohesive textbook based upon it.

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Ben Fosnocht is a singer, drummer, basketball player, and shortstop/second baseman. He also co-hosted and performed with a band in the Middle School Talent Show this year. What are some of the things you enjoy doing at School?

I sing alto in the Centennial Singers [middle school choir] and the Celebrantes [select audition-only vocal ensemble], and have played water polo the past two years – it’s a lot harder than it seems! What is your favorite class?

I enjoy math because there’s always an answer, you just have to figure it out. I like that everything builds on top of each other; one lesson will help you a lot in the next lesson. Who is a standout teacher?

Ms. Brown, my history teacher. She does a good job of teaching us without making it feel like we’re being taught – like the Jeopardy reviews we have before quiz days. What are you looking forward to in Upper School?

Student Spotlight

II Former Ben Fosnocht

The music program; singing in Glee Club and trying out for the Notables a capella group.

Cum Laude Society Induction Twenty-four Haverford School students were admitted into the Cum Laude Society during the 87th induction ceremony on April 20, for which Roland Yang ’10, Harvard grad (2014) and senior business analyst for McKinsey & Co. in Washington, D.C., 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. Election 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) VI Formers Aditya Bhise, Jared Holeman, Karl Eckert, Chris Delaney, Tucker Matus, Nick Magnani, Chris Callegari, Will Sommer, Devin Weikert, and David Bunn; (back row) V Formers Xavi Segel, Grant Sterman, Mike Schlarbaum, Satch Baker, Samuel Turner, Will Henderson, Will Baltrus, Matthew Tucker, and Eusha Hasan. (Not pictured) VI Formers Bryan Hyland, Mohid Khan, and Jacob Werthheimer, and V Formers Harrison Fellheimer and Kyle Wagner.

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Edward R. Hallowell Literary Lecture

Jennifer Finney Boylan ’76 Professor, best-selling author, and New York Times contributor Jennifer Finney Boylan ’76 shared her writings about identity and acceptance, and discussed the power of literature and teaching at the annual Edward R. Hallowell Literary Lecture on Feb. 22. Boylan read two pieces she wrote for The New York Times. In the first piece, “Bring Moral Imagination Back In Style,” she suggested that people should consider cultivating more interest in understanding the experiences of others in their community and society. The second piece Boylan read, “The Catastrophic Restoration,” was about her experiences in graduate school with professor John Barth. “Barth taught me less about creating fiction than how to invent myself,” says Boylan. “The most important way I found

of making sense of my life was seeing it as a story, by finding the thread of narrative that brought sense and reason to what otherwise felt like chaos.” “The literary lecture series has brought many bright lights to campus, but Professor Boylan’s visit provided something more,” said English Department Chair Tom Stambaugh ’90. “Knowing that her literary voice was kindled here, in our classrooms, is a gift with special resonance.” Professor Jennifer Finney Boylan ’76 has authored 15 books and is the inaugural Anna Quindlen Writer in Residence at Barnard College of Columbia University. A novelist, memoirist, and short story writer, she is also a nationally renowned advocate for civil rights. Her 2003 memoir, She’s Not There: A Life in Two Genders, was the first best-selling work by a transgender American. She is a

contributing opinion writer for The New York Times and the national co-chair of the Board of Directors of GLAAD.

Davis R. Parker Memorial History Lecture

Daniel Ellsberg, Ph.D. At the 27th annual Davis R. Parker Memorial History Lecture on April 12, Dr. Daniel Ellsberg gave a first-person account of the beginning and expansion of the Vietnam War. Ellsberg also explained his rationale for releasing a 7,000-page study of U.S relations in Vietnam from 1945-68, later known as the Pentagon Papers. “On Aug. 4, 1964, my first day in the Pentagon as a Defense Department

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employee, a flash cable was delivered from Cmdr. Herrick in the Tonkin Gulf, North Vietnam, which said: ‘We are under attack!,’” Ellsberg recounted. Herrick’s subsequent cables called for an investigation of the incident. Nevertheless, three days later, Congress approved the Gulf of Tonkin Resolution, which, according to Ellsberg, allowed the U.S. to take “all necessary measures” against North Vietnam’s “unprovoked attack.” Ellsberg later learned, as part of his work in the Departments of Defense and State, that the government had participated in covert operations against North Vietnam in order to provoke a response. He also learned that the American government had financed the majority of the costs when France was fighting in Vietnam after World War II. Ellsberg believed he had become part of a conspiracy and made the decision in 1971 to release the full study to the Senate Foreign Relations Committee and The New York Times. “I showed in this documentary record that four previous presidents – Truman,

Eisenhower, Kennedy, and Johnson – had lied about what they were doing or going to do in Vietnam, what the costs were going to be, and what the prospects were of any kind of success,” he said. “The fact of that cover story is something we live with, and it is worth bringing about, worth our lives, worth our careers, and worth fighting for.” The day after the lecture, Ellsberg met with history students for a master class and addressed the Upper School during an assembly. “With unparalleled sophistication and insight, Dr. Ellsberg interwove history with contemporary events and personal experiences with scholarship,” said History Department Chair Hannah Turlish. “Boys told me it was the most impactful talk they have heard at Haverford.” Daniel Ellsberg is a lecturer, writer, and activist on the dangers of the nuclear era, wrongful U.S. interventions, and the urgent need for patriotic whistleblowing. Ellsberg has authored three books and holds a B.A. and Ph.D. in economics from Harvard University.


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Best for Boys

“The Boy Behind the Mask” By Janet Heed and Michael Reichert On March 11, Upper School counselor Janet Heed and consulting School psychologist Dr. Michael Reichert presented “The Boy Behind the Mask” as part of the Best for Boys speaker series. Supported by current research in boys’ development and their own experience as educators and mental health professionals, Heed and Reichert advocated for a new framework for understanding and supporting boys.

“He wears a mask, and his face grows to fit it.” – George Orwell, Shooting an Elephant, 1938

Best BOYS for

SPEAKER SERIES

Oct. 14, 2017 | 9 a.m. “Lead Well, Be Well, Do Well” Bill Brady Haverford School Director of Leadership Programs Laurie Bodine Organizational Behavior and Leadership Strategist

A starting point for raising healthy and successful sons is to be clear about their humanity and the critical role that we, as parents, play throughout their lives. Parents can be a bulwark protecting boys from cultural and peer pressures to fit themselves to a masculine standard. The mask has become a popular metaphor for describing how boys learn to hide their deepest thoughts and feelings. But being confined to an “act like a man box” often leads to negative outcomes. In fact, researchers have consistently found that the more thoroughly a boy conforms to the masculine standard, the more likely he is to be bullied, to bully others himself, and to exhibit a range of depressive symptoms. During the Best for Boys workshop, we presented a series of scenarios representing parenting challenges that commonly arise in families with adolescent boys. Participants traded strategies regarding how to stay close to a son even as he pulls away, gets caught up in video games or social media, or becomes overwhelmed by conflicts with teachers or coaches. What helps boys stay on course through challenges, setbacks, and adversities is how well they remember they are not alone. Attentive and caring relationships fortify and transform boys. Appreciation for boys’ relational natures is the threshold to confidence and resilience.

This workshop will help parents understand the challenges boys face in taking the lead in today’s increasingly competitive and rapidly changing world. Learn how you can create an environment at home in which your sons can experience, practice, and master the skill set and mindset necessary to become purposeful leaders in their own lives. RSVP at haverford.org/bestforboys

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Raising Hunger Awareness The Haverford School, Agnes Irwin School, and Baldwin School Student Community Service boards hosted the ninth biennial Empty Bowls Supper in March to address hunger in the local community. More than 400 students, parents, faculty, staff, and families shared a supper of soup and bread in an ongoing awareness effort to support the community-based hunger organizations that the three schools work with throughout the year. The event raised nearly $11,000. Members of each school community created hundreds of handmade ceramic bowls so that each guest could take home an empty bowl as a reminder that “until hunger is eradicated, there will always be empty bowls.” Carlo deMarco ’82, owner/chef of 333 Belrose Bar & Grill in Radnor, and students from all three schools gathered

the weekend of the Empty Bowls Supper to make a variety of soup – tomato fennel bisque, black bean, pork tenderloinchipotle chili, corn chowder, vegetarian vegetable, and chicken noodle – in The Haverford School and Agnes Irwin School dining facilities. “This student-driven event is the culmination of our yearlong campaign to fight hunger, poverty, and homelessness in the Philadelphia region,” said Haverford School Service Learning Director Jini Loos. “Each of our communities has demonstrated increased understanding of these issues and a desire to support those who are under-served but still in need.” The hunger organizations include: SHARE (which collects, sorts and distributes food locally), PALM food cupboard, Philabundance, the Life Center of Eastern Delaware County, Project HOME, Ada Mutch Food Pantry, and the

(Clockwise from top left) student volunteers (from left) IV Former Jackson Overton-Clark, IV Former Neetish Sharma, V Former John Nelligan, V Former and Student Service Board co-president Will Henderson, Agnes Irwin junior Brenna Donahue, Agnes Irwin junior Annie Ulichney, Agnes Irwin freshman Caroline Shaver, and V Former Benjamin Bacharach. Agnes Irwin teacher Dominic Galante serves soup to V Former Aiden Mantelmacher. More than 400 people attended the Empty Bowls Supper, including (from left) Gina Carter with her son, Haverford School kindergartner Asayah Behn-Shaddayah and daughter Baldwin fourthgrader Israel Carter. Carlo deMarco ’82, owner/chef of 333 Belrose Bar & Grill, V Former Gaspard Vadot, and Baldwin School junior Kate Park prepare a roux for the soups.

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Ardmore Food Pantry. The supper featured a gift shop offering a variety of items made specifically for this hunger project, including ceramics, coasters, hand-painted reusable tote bags and recycle-a-jars made by students in the Lower, Middle, and Upper Schools. The silent auction included bowls thrown and painted by art faculty members and collaborative bowls made by art classes. Flyers tickets, Phillies tickets, spa certificates, and restaurant certificates were raffled off to help raise funds.


AROUND THE QUAD

Middle School Teacher Receives Klingenstein Fellowship Middle School Latin teacher Lauren Faralli is one of 75 teachers around the world to receive a merit-based fellowship to attend the Klingenstein Center’s 2017 Summer Institute for Early Career Teachers. The Institute allows faculty to explore teaching styles and educational philosophies over a two-week intensive study at The Lawrenceville School in Lawrenceville, New Jersey. As part of her application, Faralli submitted an essay detailing how she strives to diversify activities in her classroom for boys to engage with the lesson material kinetically. “Only by engaging students as active participants in their education can they derive meaning from the experience,” Faralli said. “I incorporate movement whenever I can, and use games to learn new vocabulary or skills.” “I have learned to embrace how a seemingly chaotic, kinetic classroom can actually be quite orderly, create more impactful content, and improve the learning experience.” As part of a lesson on Roman coins, Faralli instructed the boys to move between four different stations: analyzing images of ancient coins to understand their symbolism; studying a variety of modern coins from different countries; drawing and designing their own coin; and imitating the ancient minting process using clay to create their own coin. “This lesson emphasizes hands-on learning – after the boys design their own coins, they better understand the need for symbolism on money. They also have a better appreciation for how the ancient civilizations hand-minted their coins once they try to duplicate the process.” Lauren Faralli has taught at The Haverford School for three years. She holds a B.A. in Greek and Roman Classics and English from Temple University.

Code Quest VI Formers Garrett Bowser, Scottie Zelov, and Bill Wu earned third place in the novice category at Lockheed Martin’s Code Quest in April. The computer programming competition consists of teams of two or three students solving more than 20 problems in 2.5 hours, using the languages Java or Python. “I was very proud of the boys this year for their accomplishment, especially since it was the first year we’ve competed,” said Upper School math specialist Katharine Hudson. “I’m excited to use this competition in the future as a fun way to apply the skills the boys are learning in both of my software programming courses.”

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AROUND THE QUAD

Middle School Mini-mester The Middle School Mini-mester engages all three grades in an understanding of themselves and their communities through a four-day immersion experience in service, leadership, and reflection. Each grade explores a different theme based on The Haverford School’s Circles of Responsibility, a key component of our Character and Citizenship program. Agents of change (sixth grade) What are the needs of my local community, and how can I contribute? Bias and leadership (Form I) How do my perceptions and biases influence my ability to lead? Community (Form II) How can I influence my Circles of Responsibility, beginning with myself and ending with my world?

Sixth-graders learned from founders of nonprofits and then performed community service at these organizations, including Chosen 300, Project HOME, and Cradles to Crayons. They reflected about how they can become agents of change in their own communities. Form I students examined questions of bias and leadership by attending workshops about how perceptions impact one’s ability to lead, and how others’ perceptions impact one’s ability to follow. They also heard from prominent community leaders and traveled off campus to see how these concepts have influenced our country. Form II students considered their place in various communities by volunteering in developing Philadelphia neighborhoods, exploring the culture of various areas of the city, and hearing from individuals who recently gained American citizenship.

(Top to bottom) Sixth-graders participated in a variety of service projects, including decorating and packing Socks in a Box for Project HOME. During the Middle School Mini-mester, Form I students visited Independence National Historic Park and the Liberty Bell Center, the National Constitution Center Museum, Penn Museum, and Philadelphia’s City Hall (pictured). Form II students workshops focused on communities – the world, America, Philadelphia, and Haverford. One of the projects was to use Google Maps to research and draw the borders and points of interest within their home ZIP Codes.

Teaching and Learning “Each year, the Upper School Chinese students collaborate with the Middle School Chinese elective course and the Lower School third-grade China unit,” said Upper School language teacher Gary Kan. “We are now connecting with the pre-kindergarten classroom as well. We had a lot of fun; it is amazing for the older students to share their knowledge of Chinese language and culture.” V and VI Form Chinese language

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students taught pre-k boys to count from 1 to 10 in Chinese and how to write the numbers in Chinese characters. The Upper Schoolers let their lessons flow organically, giving the pre-k boys Chinese names and teaching them Chinese words for “panda” and “Great Wall.” Upper School students also visit older Lower School boys, helping to reinforce classroom lessons in Chinese history and culture.


AROUND THE QUAD

Middle School mask making Form II students work with partners to transform themselves in a project about identity and emotion. First, they make a mold of their face. They then alter the mold in three or more ways and attempt to create an expression or emotion. Students’ designs include animals, superheroes, zombies, and more. The masks are later adorned with various materials and painted.

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ARTS

The Middle School Musical

“Little Shop of Horrors”

The Upper School Musical

“Oliver!”

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ARTS

Inter-school Art Exhibition The Haverford School hosted the 2017 Inter-School Art Exhibition April 6-20. The show featured approximately 200 works – in a variety of mediums including ceramics, woodworking, paintings, jewelry, and more – by students from The Agnes Irwin School, The Baldwin School, The Episcopal Academy, Friends’ Central School, The Haverford School, and The Shipley School.

(Clockwise from top right) Fried by Jada Ackley, The Agnes Irwin School; Untitled by Bria Dinkins, The Shipley School; RnB Women by Lawrence Hunter, The Haverford School; Guitar abstract by Lynn Ding, Friends’ Central School.

Scholastic Art & Writing Awards Seventeen Haverford School students garnered honors in the 2017 Scholastic Art & Writing Awards. Student writers earned three Gold Keys, two Silver Keys, and five Honorable Mentions in the critical essay, novel writing, short story, personal essay/memoir, and science fiction/fantasy story genres. Of 1,050 submissions from five local counties, approximately 6 percent earned Gold Keys, 10 percent Silver Keys, and 15 percent Honorable Mentions. Read their pieces at haverford. org/news. In the visual arts, seven Haverford School students received a total of eight Silver Keys and seven Honorable Mentions for their prowess in painting, photography, and illustration. View their work at haverford.org/art.

Art Party Students from all Upper School art courses, working in a variety of mediums, came together to celebrate their work and give each other an informal critique. The “Art Party,” inspired by art salons of the 17th and 18th centuries, offered students the opportunity to see the artwork of their peers and exchange ideas for future projects.

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THE BIG PICTURE

Global Exchange In fall 2016, V Formers Alex Ciardi, Anthony Reginelli, George Stratts, and Nicholas Tellez hosted students from the Welham Boys’ School in Dehradun, India at their homes. For the second part of this Global Exchange program, these students traveled with Upper School science teacher Jamison Maley to India over spring break. The group toured the cities of Delhi, Agra, and Jaipur, and visited Welham’s campus. “It was an amazing opportunity to visit India,” said Maley. “In Delhi, we toured the tomb complex of Humayun, a Mughal emperor, which includes the tomb of Isa Khan Niazi [pictured]. It is a phenomenal example of Mughal architecture and predates the Taj Mahal by several decades. “When we toured Welham, the exchange of ideas from both teachers and students revealed their scholarship and a superlative amount of heart.”

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ATHLETICS

GO FORDS Athletics

WINTER SPORTS Basketball

Ice Hockey

Head coach: Bernie Rogers League record: 19-7 League finish: 2nd place Team captain: Kharon Randolph Individual accomplishments: All-Inter-Ac First Team – Kharon Randolph, Christian Ray All-Main Line First Team – Kharon Randolph, Christian Ray All-Main Line Second Team – Gavin Burke All-Main Line Honorable Mention – Jameer Nelson, Asim Richards Second Team All-Delco – Kharon Randolph, Christian Ray

Head coach: Daniel Goduti Overall record: 13-4 League record: 9-3 League finish: 2nd place Team captains: Ryan Jacob (C), Parker Henderer (A), Bryan Hyland (A) Individual accomplishments: All-IHL First Team – Ryan Jacob, Bobby Gibson, Teddy Fitzgerald, Parker Henderer, Cal Buonocore All-IHL Second Team – Grey Rumain All-Delco Honorable Mention – Bryan Hyland, Bobby Gibson, Ryan Jacob

• Improved from a 10-win season to a 19-win season, starting five underclassman under second-year Coach Bernie Rogers • Won the Athletes Helping Athletes Holiday Tournament at Council Rock High School • Was a fixture in the Philly.com Top 25 and Delco Times Super 7 rankings • Suffered a historic five-overtime loss to league champion Germantown Academy, 100-98 (selected Game of the Year by The Philadelphia Inquirer) • Christian Ray scored his 1,000 career point vs. Penn Charter

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• • • •

Defeated Episcopal Academy three times, including an 8-1 victory on senior night Ended the season with a six-game winning streak, outscoring opponents 41-10 Defeated Germantown Academy 7-3 at the Independence Hockey League Championship Won first IHL Championship for The Haverford School since 2008-09


ATHLETICS

Squash

Swimming and Diving

Head coach: Asad Khan Overall record: 11-0 League record: 4-0 League finish: 1st place Team captains: Duncan Joyce, Will Glaser, Bill Wu Individual accomplishments: All-Inter-Ac First Team – Duncan Joyce, Peter Miller, Grant Sterman, Will Glaser All-Inter-Ac Second Team – Spencer Yager, Samuel Turner All-MASA First Team – Duncan Joyce, Peter Miller, Grant Sterman All-MASA Second Team – Spencer Yager, Will Glaser

Head coach: Sean Hansen Overall record: 6-0 League record: 5-0 League finish: 1st place Individual accomplishments: Delaware County Male Swimmer of the Year – Alex Boratto (second consecutive year) All-Inter-Ac – Brian Brennan, Alex Boratto, Charlie Ryan, Antonio Octaviano, John Nelligan, T.J. Brooks All-Delco First Team – Alex Boratto, Charlie Ryan, John Nelligan, Brian Brennan All-Delco Second Team – Antonio Octaviano All-Delco Honorable Mention – T.J. Brooks, J.R. Leitz, Joe O’Brien, Will Russell All-Main Line First Team – Alex Boratto, Brian Brennan, Charlie Ryan All-Main Line Second Team – Antonio Octaviano, John Nelligan, T.J. Brooks, All-Main Line Honorable Mention – J.R. Leitz All-American – Alex Boratto, Antonio Octaviano, Charlie Ryan, T.J. Brooks, John Nelligan, Brian Brennan

• • • •

Varsity A went undefeated as a team Won 81 of the 91 individual matches played; senior and co-captain Duncan Joyce, junior Peter Miller, and sophomore Spencer Yager went undefeated Varsity A won the Inter-Ac title (third consecutive), Mid-Atlantic Squash Association Championship (third consecutive), and 2017 HEAD U.S. High School Team Squash Championships (the biggest title in the country) The Haverford School has been considered the best team in the country but this is the first official national high school squash title

• • • •

Finished with an undefeated record of 6-0 for the first time since 1944, when the team went 9-0 Earned first-ever outright Inter-Ac title Broke 17 of 22 School records, three Delaware County records, one Easterns meet record, and three pool records (at Penn Charter) Finished third at Easterns with highest point total to-date, 440.5 points (2016 – 383 points, 2015 – 294, 2014 – 276.5, 2013 – 210)

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ATHLETICS

Winter Track

Wrestling

Head coach: Luqman Kolade Team captains: Anthony Calvelli, Nick Magnani, Dave Hogarth, Aaron Hudson Individual accomplishments: All-Delco Second Team – Sam Lindner, 4x200 Relay, 4x400 Relay

Head coach: Greg Hagel League record: 10-4 League record: 4-1 League finish: 2nd place Team captains: Chris Kober, Chris Hervada, Chase McCollum Individual accomplishments (by weight class): All-Inter-Ac First Team – Ryan Shepherd, Chris Kober All-Inter-Ac Second Team – Connor Tracy, Chase McCollum, Chris Hervada, Rich Souders All-Delco First Team – Chris Kober, Connor Tracy All-Delco Second Team – Chase McCollum, Ryan Shepherd All-Delco Honorable Mention – Daniel Grobman

• • • • • •

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Delaware County Champion in the 200m – Carnel Walker PIAA Pennsylvania State Championship medalist – Sam Lindner in the 60 hurdles, and the 4x400 team of Dave Hogarth, Isaiah Winikur, Dan Whaley, and Lindner with a School record School records – Lindner (55 hurdles and 60 hurdles), Will Merhige (3000m), and both the 4x200 team of Aaron Hudson, Winikur, Daiyaan Hawkins, and Walker Lindner set a meet record in the hurdles at Glen Mills, and the 4x400 team met the time standard for Winter Nationals The team qualified three relays (Distance Medley Relay: Mark Gregory, Hogarth, Whaley, Calvelli; 4x2 and 4x4) for the T&F CA of GP Meet of Champions, along with Hudson (60-meter dash), Lindner (60 hurdles and 200m), Petey Lemmon (shot put), Walker (200m), and Hawkins (200m), while the 4x2, 4x4, and Lindner all advanced to the state meet With our biggest team ever, 51 boys competed in 13 meets with 37 boys contributing to 27 medal finishes

Summer 2017

• Took home first-place honors at the New Hope-Solebury tournament with three individual champions and eight place-winners • Placed third in the Bissel Tournament at The Hill School behind nationally ranked Malvern Prep and Wyoming Seminary • Traveled to Mt. St. Joe’s High School in Baltimore for the prestigious Mount Mat Madness Tournament, leaving with five place-winners • Finished the season with a strong fourth-place finish at the PAISAA state tournament out of 19 schools (seven place winners, one champion) and then placed 17th out of 135 schools entered in the National Prep tournament at Lehigh University with two wrestlers earning All-American honors for placing in the top eight of their respective weight classes • At States, Chris Kober finished in first place; Ryan Shepherd, fifth place; Connor Tracy, third place; Chase McCollum, third place; Chris Hervada, sixth place • At National Preps, Kober finished in third place and Shepherd took seventh place • At Beast of the East, Kober finished in seventh place and was runner-up at the National High School Coaches Association Senior Nationals in Virginia Beach


ATHLETICS

SWIM TEAM WINS FIRST INTER-AC CHAMPIONSHIP The Haverford School swimming and diving team continues to improve, reaching new milestones during the 2016-17 winter season. Excitement echoed through the Joseph D. McQuillen Pool, rippling the water as the Fords convincingly defeated Malvern Prep for the first time since 2012. This was noted by Coach Sean Hansen as, “one of the most dominating performances in recent history for the team.” The victory over Malvern nearly locked up the team’s first outright Inter-Ac Championship in School history (swimming was added to the Inter-Ac League in 1964). Not losing a meet the whole regular season gave Haverford School swimming and diving their first undefeated season since 1944. With the team breaking school and pool records all over the Philadelphia area, there were a number of accomplishments for the team. Six athletes were named NISCA All-American along with All-Delco, All-Inter-Ac, and All-Main Line honors. Antonio Octaviano posted the fourth fastest time in U.S. in the 100-meter breaststroke for 13-14-year-old boys. Alex Boratto set a meet record at Easterns in the 100-meter backstroke. The Haverford School’s team broke three pool records at Penn Charter, and will now be listed in their record books. With only five seniors graduating, a lot of young speed returning, and a few new additions to the team in 2017-18, the Fords are looking to keep the momentum going and see even further success next year.

THE JUSTI CUP: SQUASH CHAMPIONS

Already recognized as one of the premier teams in the country, Haverford School squash exceeded the prior year’s results with an undefeated National Championship season, clinching the team’s first official high school national title. Asad Khan, first-year head coach, said, “This season was one for the books, and it was amazing to watch the team pull together.” The Fords realized they had something special during the MASA final against Springside Chestnut Hill. The first six matches stretched to the limits splitting 3-3, then the top three seeds for Haverford took over winning 6-3. This momentum propelled the Fords through High School Nationals. The team won almost 90 percent of their individual matches, and Duncan Joyce, Peter Miller, and Spencer Yager went undefeated for the season. Five players received All-Inter-Ac and All-MASA honors, and some are ranked as

the top players in the United States. The Fords brought home the Justi Trophy as the premier high school squash team in the country. The Justi Trophy is named in honor of Melinda Justi P’02 ’05, who started the U.S. High School Team Championships and whose family is extremely dedicated to both the sport and the School. “The National High School Team Championship began in 2004 at Groton School with 15 teams in a snowstorm,” recollects Melinda Justi. “Today, the event hosts thousands of players in multiple divisions. As the event grew, I made the decision to donate it to the USSRA; squash has given so much to my son, Parker, and I wanted to give back.” With a half-dozen boys returning next year and several others rising up the rankings, Haverford hopes to keep the Justi Trophy home for years to come.

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PASSION, PERSEVERANCE, AND SAFETY NETS By Headmaster John A. Nagl, D.Phil.

Angela Duckworth’s book Grit: The Power of Passion and Perseverance was published last year to international acclaim. In it, the Penn psychology professor explains research demonstrating that “the highly successful had a kind of ferocious determination that played out in two ways. First, these exemplars were unusually resilient and hardworking. Second, they knew in a very, very deep way what it was they wanted. They not only had determination, they had direction. It was this combination of passion and perseverance that made high achievers special. In a word, they had grit.” The Haverford School has been imbuing boys with passion and perseverance for many generations, so it should come as no surprise that the Philadelphia launch of Professor Duckworth’s book was held in Centennial Hall last April. In a fascinating presentation followed by a question-andanswer session with Haverford parents, alumni, and friends, Professor Duckworth presented her thesis: that talent multiplied by effort equates to skill, and that skill multiplied by effort equals achievement: Talent x Effort = Skill Skill x Effort = Achievement The only things that matter in determining achievement are talent and effort – and effort is twice as important as talent! It’s a simple set of equations, with surprisingly deep insights into what we do at The Haverford School to prepare

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boys for life – and have been doing for generations, long before Grit was published. In short, we create and nurture passion in our boys, and we demand perseverance. That creates great strength. But everybody has bad days, so we have a safety net as well. We will help every boy find his lodestar and do everything we can to help him reach it – and we’ll catch him if he falls in the attempt. WE CREATE PASSION. From the first day a boy arrives at Haverford, his teachers, coaches, and classmates fill him with a desire to try new things, to explore his world, and to be the best he can be. We lay the foundation in the Lower School, inspiring a lifelong love of reading, of problem solving, and of physical activity. Middle School is designed to provide tastes of a number of possible passions, from Prima Lingua in sixth grade, which creates a sense of how foreign languages work, to the physical education program that samples more than a dozen sports in addition to the requirement to engage in intramural or

“Our coaching and teaching staff can take our boys with passion as far as their talent and effort will go.”


competitive sports in every trimester. The art, drama, and music programs provide the opportunity to explore beauty and the human condition in some depth and requires every boy to take public risks on stage and in the studio, learning more about himself in the process. By the time a boy arrives in the Upper School, he should have some sense of what he loves most and where he feels most at home – in the science lab, putting together the student newspaper, on the lacrosse field or in the wrestling room, on stage or in the art studio. Every boy finds his passion; most find several. My favorite stories involve boys trying to balance competing passions. VI Former Duncan Joyce forfeited a match at the Mid-Atlantic Squash Association championships in order to sing with the Notables at the annual Rotary a capella competition in Centennial Hall. Duncan made good choices; we won both MASA and the National Championship in squash, and finished second in the a capella competition after winning it two years in a row.

The Form II Rite of Passage overnight trip concludes with an 18-mile hike from the USS New Jersey in Camden back to Haverford’s campus.

UPPER SCHOOL COUNSELING School counselor Janet Heed has taught at The Haverford School since 1989 and focuses on the affective side of boys’ education. In partnership with consulting school psychologist Dr. Michael Reichert, she launched the School’s signature Peer Counseling program in 1990. “While our culture historically has labeled men as unable to connect relationally to the same degree as women, that just isn’t true,” says Heed. “What boys have had is a deficit of opportunity – opportunity that allows them to cultivate their natural capacity for emotional attunement and relationships, which is so critical to their well-being and resiliency.” “As infants, boys and girls don’t exhibit much of a difference in their capacity for empathy, but by the time boys hit adolescence they often become more resistant to expressing a full range of emotions. This emotional constriction can lead to feelings of isolation among boys and constrains their ability to identify and understand feelings. Boys learn to separate their outer behaviors from their authentic selves and don the mask of masculinity. Our job, then, is to give boys practice being present as their authentic selves in relationships and help them develop their emotional intelligence, so that they gain the self-awareness and emotional regulation that we know correlates to success in life.” One setting in which the School facilitates these experiences is Peer Counseling, led by Heed and Reichert. Twice monthly, V and VI Formers meet to practice deep listening and co-counseling, while listening to short talks that ground the practice in theory. Peer Counseling provides a safe environment in which boys can bring to light secrets and nearly impossible burdens that some of them carry. “The boys come to understand that they are not alone, that they are buoyed by caring friendships with their classmates, and that everyone – regardless of race, class, or achievement – carries burdens,” states Heed. “Ultimately, this deep sense of empathetic connection they build with their brothers is one of the strongest insurances of their resiliency.”

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MINDFULNESS

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“Mindfulness is paying attention to the present moment in a purposeful and nonjudgmental way,” states Heather Graber Stinson, Associate Director of College Counseling. “That means being accepting of your emotions, and understanding that they will peak and retreat.” Graber Stinson notes that the prefrontal cortex of the teen brain, which controls executive functioning, is not yet fully developed. This is the part of the brain that also cultivates the elements necessary to be a good student: focus, attention, decision-making, empathy, and the regulation of emotion and behavior. Research has shown that practicing mindfulness can help stimulate and accelerate development of that part of the brain. “Resilience is traditionally defined as the way one reacts to setbacks,” says Graber Stinson. “But it’s also having the tools to effectively manage the day-today. How do you calm yourself down to take that test, give that presentation? How do you put space between the emotion and the reaction? You breathe.” As part of the Health and Physical Education curriculum, Graber Stinson teaches three successive mindfulness sessions: • The science of mindfulness: How does it work? • Mindfulness and performance: How do athletes and artists use this technique to enhance their performance? • Thought-watching: How do you immerse yourself in your surroundings? Graber Stinson hopes that mindfulness will continue to be adopted by more of the Haverford community as we seek ways to reset and connect. “Taking a moment to recognize our feelings and identify the source of the stress is more effective than ignoring an unpleasant feeling,” she says. “You can choose at any point to take a deep breath and reset – and it doesn’t require any tools or materials other than yourself. The average 16-year-old has already taken around 134,553,600 breaths since birth. We’re breathing anyway – all we need to do is pay attention.” Summer 2017

Our coaching and teaching staff can take our boys with passion as far as their talent and effort will go. The stories are legion; we’re particularly proud of VI Former Jose Martinez, who spent part of last summer at MIT in a math and engineering camp, then pursued an independent study his senior year with Math Department Chair Susan Mitchell. Jose was admitted to a number of top colleges and achieves all of this while working a part-time job to help with tuition payments. I tell parents considering Haverford for their sons that while past performance is no guarantee of future results, we will do everything in our power to help their sons find their own passion – and we will work with them every step of the way to make their dreams come true. WE DEMAND PERSEVERANCE. As Professor Duckworth noted, talent by itself is not enough to guarantee success. It also requires hard work, and our boys work hard. I am reminded of their desire to be all that they can be every morning as I walk onto campus before school starts: our boys are collaborating on thermodynamics equations before the start of Honors Chemistry, comparing notes on a Shakespeare play, practicing their instrument with the orchestra, and braving the rain to work at the lacrosse throwing wall. Work continues through the day, and when I walk home at night with the light fading, there will still be boys tinkering with their robots in Wilson Hall and swimmers and divers laboring in the pool – work that paid off this year with Haverford in solo possession of the Swimming and Diving Inter-Ac Championship for the first time. Perseverance is essential to success, but it is born of a lack of success, at least at first. Tim Harford wrote the book Adapt: Why Success Always Starts with Failure in 2012. He interviewed me for the book about my work helping the United States Army and Marine Corps adapt to the demands of counterinsurgency in Iraq and Afghanistan. I told Tim a story that dated back more than 20 years, when as a young Army officer serving in a Cavalry squadron in Germany, I sat down for my annual performance review with my commander, a grizzled lieutenant colonel who inspired fear in all who met him. On this morning, however, his words did not inflict terror in my heart; instead, they took root, and I have since used them dozens of times myself – in the Army to subordinate officers and soldiers, as a professor to college students, and as a headmaster to boys. The colonel’s message to me? “Capt. Nagl, you’re a good officer. I can’t tell how good you are, because I haven’t seen

“None of us are born with the ability to shake off those mistakes and plow forward; resilience is a skill that can be taught and learned, and we endeavor to do that every day at The Haverford School.”


WELLNESS At the helm of The Haverford School’s health and wellness and physical education department is Jeff Potter. He strives to embody the Latin phrase “Mens sana in corpore sano,” a sound mind in a sound body, leading students and faculty on monthly wellness challenges, emphasizing strength and endurance, and bridging mental and physical health. Resilience is a theme that runs through all facets of the curriculum. “Resilience is the ability to overcome adversity,” says Potter. “We teach kids to fight through the tough times by applying the three Cs: commitment, control, and challenge.” He encourages students to commit to their goals with the support of a strong and positive network; to exercise control of their lives when it comes to fitness, nutrition, sleep, and screen time; and to embrace setbacks as conquerable challenges rather than obstacles. Earlier this year, Potter launched a new course: Building Resilience and Mental Toughness to Improve Performance. Students explore ways to develop and improve mental toughness through a workout with a Navy Seal, by scaling Haverford’s new climbing wall with a team, and by constructing an action plan that will prepare them to perform at a higher level in the classroom and athletically. Potter believes that students can demonstrate mental toughness even in routine tasks. “Only you know, during your warm-up, whether you did 20 situps, pushups, and squats as directed,” he says. “Did you quit? Did you cheat a little? By not allowing yourself an excuse, and sticking with it, you’re building mental toughness.” Exercise addresses resilience by reorganizing the brain so it is more resistant to stress, while sports offer opportunities to demonstrate that resiliency through winning and losing, perceived fairness, and exposure to stress and adversity. “The health triangle is physical, mental, and social/emotional,” states Potter. “When you’re physically in shape, you’re going to be stronger mentally, emotionally, and socially – you’re going to be the best version of yourself.”

you really mess anything up. The mark of a man is how he responds to a punch. Does he get back up, brush himself off, and work even harder, or does he give up on himself? A good man comes back stronger after making a mistake.” As it turned out, not long after our interview I did in fact make a reasonably serious mistake, and my squadron commander had the opportunity to evaluate my ability to be resilient. While he wasn’t pleased with the mistake, and pointed that fact out to me somewhat abruptly and at high volume, he was satisfied with my response: accepting responsibility, promising to do better in the future, and then working diligently not to make the same mistake again. While relatively few people will have the opportunity to make the exact mistake I made, which involved tangling up two columns of armored vehicles on a night road march, every one of us will make significant mistakes in life. None of us are born with the ability to shake off those mistakes and plow forward; resilience is a skill that can be taught and learned, and we endeavor to do that every day at The Haverford School. Jay Greytok ’83 regularly emphasizes to parents of the boys he mentors that Middle School is designed to allow boys to fail and (continued on page 31)

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MICHAEL FLOWERS ’87 BIG DATA “Haverford remains the most challenging academic experience I’ve had, including law school,” states Michael Flowers ’87. “Going through that rigorous system gave me the ability to get through whatever people have thrown my way. I was led out into the world with a disciplined foundation to keep myself centered during difficult times.” Flowers certainly has been thrown plenty of challenges throughout his career. From human intelligence to data intelligence, Flowers began his career as an assistant district attorney in Manhattan, worked in law and government in our nation’s capital, traveled to Iraq for an investigation as part of Saddam Hussein’s trial, headed up New York City’s data analytics team under Mayor Michael Bloomberg, and is now chief analytics officer at Enigma, a big data company. Flowers’ line of work – information collection, synthesis, and leveraging – has stayed the same, but the contexts have been radically different. These shifts have tested his resilience along the way. “Resilience is a function of how you respond to change and circumstance,” believes Flowers. “It’s partially self-generated, and also learned.” When he reflects on “learning” resilience, Flowers recounts his

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time in the district attorney’s office. “Being a prosecutor means bringing good judgement to bear on human problems,” says Flowers. “If your judgment is off, the consequences are extreme.” Flowers recalls a devastating outcome of one of his earliest legal matters: a domestic violence case that turned deadly. “Although I followed all of the proper protocols, the victim was murdered,” says Flowers. “After that experience, I questioned whether I was the right person for the job. Ultimately, I realized that I couldn’t allow setbacks to paralyze me from exercising judgment or moving forward.” Following stints in Washington, D.C., at a law firm and then as part of the Senate Permanent Subcommittee on Investigations, Flowers spent two years in Iraq with the Justice Department to investigate mass graves and oversee forensic support for Saddam Hussein’s trial. The year was 2005, and the country was in turmoil. “We were trying to hold a relatively sedate proceeding, but every day judges were being killed, bombs were going off, and gruesome things were happening,” recalls Flowers. “The mission was to put Saddam to justice, and I had to stay focused on that despite the extreme circumstances.” Through these demands, Flowers came to believe that

By Jessica Covello practicing resilience requires establishing a baseline of expectations, preparing for some level of failure, and then pushing ahead. “If you don’t take risks, you won’t move forward,” says Flowers. “Fortune favors the bold. Embrace risks and have faith in yourself.” Flowers had another opportunity to practice resilience when he was tasked with merging the data of various agencies and offices within the New York City government: a 300,000-person, $70 billion per year behemoth. It was 2009 and the city was still reeling from the 2008 financial crisis, including the collapse of Lehman Brothers. The city gets roughly a quarter of its tax revenue from the activity on Wall Street, and the absence of those dollars was hurting the government’s ability to police the streets, build schools, and pick up trash. “Mayor Bloomberg thought it was critical that we get our arms around the activity occurring in our city,” says Flowers. “Analyzing the data would help us stop problems from metastasizing to the point where they threaten our ability to service the people of the city of New York. Bloomberg tapped me (investigators are really good at anomaly detection) to identify gaps in the system and to ensure the resilience of the city’s financial infrastructure.”


Flowers took a homegrown approach and went straight to the sources: he estimates talking to several hundred individuals from more than 40 agencies, including the SEC, FBI, NYPD, and NYFD, over a nine-month period. There was a fair amount of data and intelligence available, but it was fragmented. He points to the thousands of miles of streets and intelligence embedded in the GPS and drivers of trash trucks, and to the number of legitimate business licenses granted in various neighborhoods. By the end of the project, structural fires and related deaths and injuries, as well as 911 response times, dropped to historic lows. Tax revenue and

small business openings increased at 2.5 times the rate from 2008, the year before the project began, at no increase in taxpayer expense. This success, Flowers believes, was not a function of technology, but of anthropology. “Leveraging the data and merging it is a form of communication in itself,” says Flowers. “It wasn’t a matter of technology, but rather a matter of organizational dynamics. Every organization was hyper-distrustful at the outset, and many were initially unwilling to participate. But I knew it was important and valuable to city residents, so I pressed on. The challenge was colossal, but

PAUL YOO ’97 FILMMAKING

By Jessica Covello Paul Yoo ’97 went on a solo soulsearching journey across India at age 19, spurred in part by the recent death of Mother Teresa. His destination was Nirmal Hriday, one of Mother Teresa’s hospice centers in Calcutta. “I knew that I had a privileged existence, and I wanted to see outside my own horizons,” reflects Yoo. “It was a profoundly

I kept faith in myself and let the perspective of the feet on the street drive the project; in short, I practiced resilience.” Michael Flowers ’87 earned a B.A. from Tulane University and a J.D. from Temple University. He is chief analytics officer of Enigma, a big data startup, where he is leading the development of enterprise-level data intelligence technologies. Flowers has been recognized by the White House for his application of analytics to public safety and economic development in New York City, and has advised governments and companies around the world on the development and implementation of analytics

difficult experience on every level – physically, emotionally, and spiritually. The individual acts of service, in the face of unbelievable suffering, is the stuff of legend. I thought I was ready to face that challenge, but my resilience did not hold up.” Yoo took that lesson with him as he continued to travel through

India. It was during a 30-hour train ride across the country that he discovered how to practice and nurture the quality of resilience. During the ride, the train’s brakes suddenly stopped working. Instead of stopping and offloading passengers, the train continued at a snail’s pace. “I was sitting, basically, on a plank of wood,” recalls Yoo. “The air was

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humid, hot, and uncomfortable. There was an older man next to me in a suit and he was totally placid; I was almost spiteful of his composure. He could see I was struggling, and he told me that so long as I deny that I’m actually here – that this ride, this experience is happening – the harder the journey will be.” It was in that moment that Yoo paused to take in the scents and scenes around him, and to be present. “Some people think of resilience as toughness, but I think it’s a much softer quality,” notes Yoo. “It’s being honest with yourself about where you are, what you believe in, and what actions you are going to take to better your situation.” Yoo, a documentary filmmaker, has seen demonstrations of resilience in people across cultures and countries, including Bangladesh, Haiti, Tanzania, Mozambique, Nepal, Rwanda, Democratic Republic of the Congo, and others. He has followed a team of rock climbers and scientists through Mozambique in an adventure-conservation piece, documented mineral mining in our technology-obsessed society, and explored the enduring and horrific imprint of the Rwandan genocide. Visiting the mass graves of the Rwandan genocide and seeing the still-blood-soaked tapestries inside the local church made the scale and impact of this human atrocity real and crushing. “I had a hard time putting one foot in front of the other after seeing this,” reveals Yoo. “But I still had to show up and work – I had to ask the right questions of ambassadors, government officials, and children whose parents had been killed in the genocide. I had to be present.” Yoo remembers,

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in particular, interviewing a young man who was orphaned during the genocide and had become a parental figure for his siblings. He was a carpenter who was driven every day by his connection to his brothers and sisters. “I was struck by his ability to narrate a different story for himself, to author a new future for his family.” Yoo’s work is not only emotionally taxing, it is also physically dangerous. He tells stories of days of traveling over rigorous terrain, vulnerable to militant groups and out of range of the embassy or other protective resources. He traveled one such journey to capture the story of a network of some of the 250,000 mineworker families deep within the Congo. Yoo paints a picture of fathers and sons working shoulder-to-shoulder, swinging pickaxes and using chisels, and of women cleaning the minerals to get them ready for shipping to Malaysia and China. “These are people with whom we have no connection, but who are supporting our technologybased economy and lifestyle,” says Yoo. “What keeps them going above and beyond the money is the dignity of working and providing for their families.” Yoo’s conflict mines documentary, Tracking iTSCi, was intended to inform stakeholders, policy makers, and end-users like Apple on the in-field realities of mining, and ultimately allow mineworkers to prosper under reasonable conditions. It was successful in helping to achieve a more humane and calibrated approach to managing the mines and the supply chains. In producing this film, Yoo realized that if he persevered and did things right,

he could effect change on a major scale. “It takes a high level of selfawareness to monitor where we are, what we’re doing, and how we can do it a little bit better,” says Yoo. “I think Haverford does that so well. From athletics to history to writing to learning how to string thoughts together coherently and to think critically … I take stock of those lessons now and realize what treasures they were.” How does one cultivate resilience, according to Yoo? “I think in the West we have this notion that we “possess” resiliency. In fact, resiliency is perishable and needs to be continually practiced. Resilience is making strong, committed choices as an outgrowth of a strong set of values. Be present. Identify a set of values. Have a good line of communication with yourself. Above all, understand that resiliency is a practice that requires constant vigilance and work – and it’s a gift that we have the ability to do that work.” Paul Yoo ’97 holds a B.A. in public policy and American institutions from Brown University. He earned a master’s degree in international affairs and conflict resolution from The Maxwell School at Syracuse University and later studied documentary filmmaking at the Seattle Film Institute. Yoo lives in Los Angeles and is the principal of WavePart Media, a full-service production company that crafts documentary and commercial content, driven by the human narrative. It uses modern techniques to illuminate the age-old: struggle, ardor, dissonance, and grace.


(continued from page 27) learn from those failures, because by Upper School, failures can have lasting consequences. Boys who stumble in Middle School but pick themselves up, supported by their friends, coaches, and teachers, learn important lessons about perseverance that will stand them in good stead in Upper School and beyond. Learning from failure when the stakes are low creates great strength, just as muscles grow stronger when they are exercised. But as we teach our boys to take risks, and even to fail on occasion, it helps to know that there’s a safety net to catch you if you fall. WE PROVIDE A SAFETY NET. We discussed our efforts to build resilient boys at a meeting of the Haverford Leadership Council in the fall, and again in New York City at the end of February. While there are more than a few lessons to be learned from falling short of your goals, “true grit” comes from emotional intelligence; when we graduate emotionally intelligent young men, we also build resilient boys, boys built to last. There are some factors that are unique to our time and place that may be eroding our boys’ capacity to be

resilient. For example, children are increasingly launched from families, neighborhoods, communities, and other institutions that are more fragmented and overtaxed than they were in the past. Much of the blame can be ascribed to the proliferation of media, social and otherwise, and other technologies that have diluted the term friend, sensationalized the news, and confronted our boys with continual updates on the fun they are not having and the lives they are not living. An uncertain economy and increased competition for spots in college and the workplace have ratcheted up performance expectations so that our boys sometimes perceive that they are loved not for who they are but for what they do. They can sometimes feel that the love they receive, and need, from the people that matter to them is conditional or contingent on their achievement, and that each hour of their day has to be justified in terms of its transactional value. These and other factors can result in the kinds of “resilience crises” that we sometimes see here, and at least anecdotally, believe have increased in recent years. There is nothing wrong with a “resilience moment” or even “a prolonged resilience experience.” But how a student

LOWER AND MIDDLE SCHOOL COUNSELING Lower and Middle School counselor Joy Barrett believes that relational learning is key to helping our younger boys recover from failure and disappointment. Lower School courses like Decision Education and Leadership provide boys with assertiveness training, assess and align their strengths to execute a school-needs project, and give them the tools they need to work through adverse situations. “I believe resilience is something you learn, and therefore, can be taught,” states Barrett. “We know one’s level of resiliency is exposed when adversity enters the picture. So when a child experiences difficulty or family struggles, how does he respond? His response is directly related to his perception of the situation; a resilient child believes he has the power to affect his achievements and reality, and that circumstance does not always dictate the outcome.” To that end, Barrett offers several steps for parents to help their children overcome adversity: 1. Identify the problem or struggle 2. Identify and acknowledge your child’s feelings and his perception of the situation 3. Help your child consider another perspective; show empathy 4. Help reframe your child’s thinking to objectively view the situation and then focus on what he can control 5. Identify strategies to move forward – this step often needs to be revisited 6. Stay solution-focused to achieve the goal and resolve the conflict; more time should be spent thinking about solutions than talking about the problem 7. Praise your child’s efforts and success; next time they face adversity, they can build on past success

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responds will determine whether that moment or experience grows into a full-blown resilience crisis. Head of Upper School Matt Green sometimes invokes hurricane language in considering how boys react to challenges, labeling some as “clear and present dangers.” Students in the midst of a resilience crisis will tend to engage in a range of self-sabotaging or self-destructive behaviors … Category Ones are homework inconsistency or drinking too much soda, Category Threes are excessive gaming or sleep disorders, Category Fives are school aversion, substance use and abuse, unhealthy intimate relationships, and most concerning, self-harm. Here at Haverford, we take a holistic, systems-based approach to help our boys deal with these crises. Our goal is to provide students with practices that intentionally build self-reflection, self-awareness, self-regulation, self-esteem, self-agency, and self-efficacy. Build these and you significantly reduce the likelihood that a boy turns to practices that are self-sabotaging or self-destructive; build these and you build resilient boys. We are proud of the many programs that do this good work, from the student-designed Honor Code and studentstaffed Honor Council, our House system in the Middle School and Advisory program in the Upper School, our competitive athletics and activities requirement, the Middle School Rite of Passage, Form III Leadership Seminar, and

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“Our goal is to provide students with practices that intentionally build self-reflection, self-awareness, selfregulation, self-esteem, self-agency, and self-efficacy.” our Relational Teaching Initiative, to name just a few. Ultimately, building resilience lies in that sweet spot between hovering over a boy and lecturing him to “show grit, be resilient, and try harder,” and offering a course, class, or external program in resilience training. True resilience is the product of a nearly silent, scarcely visible but highly intentional curriculum that envelops our boys; it is the air they breathe, it is the water they swim in, the culture of the great school they attend, and the coaches, teachers, and fellow students they watch and work to emulate. We demand a lot of Haverford boys, but we provide them with the support they need to find their star and to work hard in the quest to follow it. And together, we create men who are prepared for life’s troubles and tribulations, but who help each other through the hard times to success. John A. Nagl is the ninth Headmaster of the Haverford School. A West Point graduate and Rhodes Scholar, he led tank units in combat in both Iraq wars and taught at West Point, Georgetown University, and the U.S. Naval Academy.


PARENTS

HSPA Book Fair The Haverford School Parents’ Association held its annual Book Fair in the Lower School Multipurpose Room Feb. 6-8. Co-chaired by Donna McNally, Tara Levensten, and Barbara Cooper, the multi-day event included a raffle, guest readers, art projects, and grandparent gift cards. The service component at the Book Fair this year was “All for Books.” Scholastic matched every dollar spent at the Book Fair for books purchased for the All for Books effort. All books purchased for donation went to the Elizabeth R. Barth Elementary School in Pottstown. Highlights included special appearances by authors Matt Phelan (Children’s Book World) and Alex London (Main Point Books). The authors presented, answered questions, and signed books exclusively for Haverford families. A percentage of all sales benefited The Haverford School.

HSPA Faculty-Staff Appreciation Day The Haverford School held its annual Faculty & Staff Appreciation Luncheon on March 17. This year’s theme, “We are Lucky to Have You,” was carried throughout the Dining Hall with funny and wise Irish quotes posted on the walls. Class parents Linda Hubschmidt and Laina Driscoll, as well as many additional volunteers, presented a delicious variety of entrees and desserts. Haverford employees were also given four-leaf clover-themed coasters as a take-away gift.

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ALUMNI

12th Annual Haverford vs. Episcopal Alumni Hockey Game – Dec. 17

4th Annual Alumni vs. Varsity Basketball Game – Dec. 30

7th Annual Alumni vs. Varsity/JV Squash Match – Jan. 2

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Alumni Football Banquet Past and present football players gathered on Jan. 6 to celebrate the graduating seniors and announce the Michael F. and Susanne T. Mayock Scholarship Fund established by the Mayock family and football alumni.

Alumni Networking Event The Young Alumni Networking Evening on Jan. 4 hosted dozens of Haverford graduates for conversation and connection. The event featured a panel discussion on how to distinguish oneself as a job candidate, plus industry roundtables exploring finance, food and beverage, nonprofit, technology, law, real estate, construction, media and marketing, sports, and education. Panelists included Brant Henderson ’74, Colin Raws ’00, Greg Murray ’03, Kyle Wharton ’07, and Will Nelligan ’11, with Nick Dodds ’07 as moderator. “Ultimately this is a great community. I will tout Haverford’s network over Villanova’s network every single day of the week. You can come back here. This is home base. You can always come back, and there will be a teacher who remembers you, someone who will stick their neck out for you and help you along if things aren’t going your way. Never doubt yourself in reaching out to somebody and trying to have somebody pull you up – there are a lot of hands out there.” – Colin Raws ’00

“I was a big fan of the Walk of Virtues at Haverford. That was something that really helped me move forward in my life. I always think about the three “G”s: grit, gratitude, and genuine. If you keep at it, things will end up in your favor. You’re going to have low lows, but you’re also going to have high highs. I extend a lot of gratitude to Haverford every day. Be a good person, be a trustful person. People don’t care how much you know until you show how much you care.” – Greg Murray ’03

“Every alum who comes back says that the thing they’re better at than anyone else in their career is writing. The people who can write and publish, should. Build your portfolio. You can pull ideas together and you can present them in a way that people want to listen – that will distinguish you, and it’s a natural advantage that you have as a result of being at The Haverford School.” – Headmaster John A. Nagl

Panelists for the Young Alumni Networking event: (from left) moderator Nick Dodds ’07, Brant Henderson ’74, Greg Murray ’03, Will Nelligan ’11, Kyle Wharton ’07, and Colin Raws ’00.

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ALUMNI

Alumni Regional Receptions Los Angeles Hosted by Jeffrey Warren ’82, more than 25 alumni gathered at the Los Angeles Country Club on Jan. 24.

San Francisco Alumni and friends gathered at The University Club on Jan. 26.

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ALUMNI

Florida The Rooney family hosted area alumni at the Palm Beach Kennel Club on March 21.

Boston Thirty alumni gathered at Grill 23 on April 6.

We can’t wait to see you again!

Upcoming Regional Receptions Maine July 15

NYC Oct. 19

D.C. Oct. 26

For more information, visit haverford.org/alumni

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As senior congressional liaison for Citizens’ Climate Lobby, Jay Butera ’75 has spent a decade working to move Congress toward action on climate change. His work to form the first-ever bipartisan Climate Solutions Caucus in Congress was the subject of a recent documentary on the National Geographic Channel. Before heading to Capitol Hill, Jay spent 20 years in business where he built and sold several entrepreneurial companies. A graduate of Brown University, Jay lives in Gladwyne, Pennsylvania. You grew Cedar Fresh Home Products from a startup in your garage. How does that dovetail with your efforts on Capitol Hill?

A lot of what I do on Capitol Hill draws on the same skillset and mindset as starting a business. The first parallel is that it’s a long slog and the odds of success are small. You need to get over that and believe that you are the one who can defy the odds and make it happen. Another similarity is that you need to build consensus in order to get things done. You have to get people with diverging interests to work together. Some people approach business – and government – like it’s a battle. I do the opposite. I approach it like diplomacy. Also, you need to be flexible, constantly reassess and recalibrate your approach, find what’s working, and then go like crazy in that direction. What inspired you to dedicate your time and treasure to environmental causes?

The inspiration came in sixth grade at Haverford, back before the first Earth Day. I lived in Plymouth Meeting and to get to school we had to drive through some heavy industrial areas. The smokestack pollution was so thick it was hard to breathe. One day it hit me: dumping poisons into the air we breathe is just crazy. That concept never left me.

How is Citizens’ Climate Lobby advancing climate change legislation?

To move forward on climate legislation, both parties need to give some ground and come to the middle. That’s where successful policy will emerge. Citizens’ Climate Lobby is gaining traction in Congress with a market-based approach that harnesses the power of capitalism and innovation to solve climate challenge. It creates jobs and grows our economy while cutting carbon pollution faster and further than any other approach. This plan is our best chance for meaningful federal policy.

“... it’s a long slog and the odds of success are small. You need to get over that and believe that you are the one who can defy the odds and make it happen.”

ALUMNUS SPOTLIGHT

Jay Butera ’75

Please share a favorite Haverford School memory.

I rowed crew at Haverford, and there was one day on the river that stands out in my mind. Jim Barker was coach. He had been trying to teach us the value of a smooth recovery. That’s the part after each stroke when you slide back into position for the next pull. You’re sliding opposite the boat’s direction so if you slide too fast it stops the boat’s momentum. Coach Barker wanted us to be smooth and slow and controlled on the recovery. It takes a lot of restraint. Your instincts are to be fast and furious, but that actually slows the boat. That day on the river, it finally clicked in our boat and we started flying. I can still feel it. I learned a lot that day. I learned that patience, restraint, and finesse can take you farther and faster than brute strength. It’s a concept that has served me well in life.

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Ryan Ferrier ’99 is vice president of sales at Crowdflower, a data enrichment platform that serves enterprises including Apple, eBay, and Twitter. He is involved with New Door Ventures, a program for at-risk youth in San Francisco. Ryan earned a bachelor’s degree in studio art at Davidson College. He was a Lifer at The Haverford School and was voted his class’s Key Man. You say you’re not the most tech-savvy guy, but you’re a startup firm guru. How did you choose your path?

After college, I explored the possibility of becoming a teacher or a social worker, or going into ministry work. After being turned down by Teach for America, I ended up in Oakland, California, with a community service organization called Mission Year. My charge was to move to a low-income neighborhood and connect residents to existing social services. It was through that job that I realized I was really good at building relationships. When my stint was up in 2006, I moved to San Francisco and looked for a job that would pay the rent while I figured out exactly what I wanted to do. It was there that I met a guy who worked for NASA and was part of a five-person search engine startup that was

“Find really smart, talented people and get around them. Just by virtue of that peer group, you’ll be more successful. ” looking for an office manager. I went to the interview with a tie on, and they were wearing jeans. I remember being entranced by their MacBook Pro computers and Palm Trios … imagine, a phone that you could use for email, too! Did you get the job?

I had no knowledge of search engines or the tech industry, but hustled my way to a job scheduling for the CEO and COO,

booking appointments, doing the filing, and even picking up dry cleaning. Soon there were 80 of us, and I grew in responsibility from office management to human resources, to business operations, and then to finance. I learned the business by doing it. My network grew as the business grew, and after two years Microsoft bought our company to incorporate it into the Bing search engine. From there, I moved to a three-person social gaming startup that was the brainchild of two engineers that I worked with at my previous company. I came on as a co-founder and COO. We grew the company to 40 or 50 people before selling it to Zynga (a large maker of social games). By then, I was starting to get good at running the business side and assembling successful teams, and that’s what I’ve been doing ever since.

ALUMNUS SPOTLIGHT

Ryan Ferrier ’99

What’s the secret to your success?

Find really smart, talented people and get around them. Just by virtue of that peer group, you’ll be more successful. Identify tasks that are high value but aren’t glamorous. There’s not as much competition for those tasks, so do them – with a smile, and you’ll be rewarded. What is the most important lesson you’ve learned?

Haverford encourages you to try everything and to be competent in many things. At Haverford, I learned how to learn, which is the most important skill I’ve acquired. A strong liberal arts education is hugely valuable if you’re going to run your own business or join a startup. In our increasingly technical world there is, at times, an over-emphasis on being especially great at one thing to accelerate your career trajectory. There’s no replacement for becoming an expert – in time. In this career season and in this type of business, most successes are based on problem-solving across multiple specialties.

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CLASS NOTES

MILESTONES

` In Memoriam The School has learned of the following deaths. Available obituaries can be found online at haverford.org/obits. 1932 Joseph Pennell Johnson II ` Dec. 14, 2016

1985 Andrew Kanter married Albina Veys on Sept. 25, 2016. 1999 Dan Meyers married Jeannine Gosselin on Oct. 14, 2016.

1932 Frederick McCormick Moore ` Dec. 14, 2016

2000 Jason Canavan married Janna Miksis on Dec. 10, 2016.

1937 Jerre H. Lieberman ` Dec. 26, 2016

2006 Tommy Felix married Alice Hobson on March 25, 2017.

1938 Charles Everard Childs Jr. ` March 16, 2017

2007 Will Scudder married Megan Stoner on Dec. 12, 2016.

1942 Jay Roscoe Rhoads Jr. ` Feb. 19, 2017

2008 Jason Besecker married Samantha Simmons on March 25, 2017.

1944 Joseph Ward Rogers ` March 10, 2017

2008 Alex Yoel married Lea Chu on Sept. 12, 2015.

1945 Harry Elstner Talbott Thayer ` Jan. 21, 2017 1945 Dr. Wallace Hallowell Wallace ` April 16, 2017 1946 Dr. Clement White Bowen Jr. ` Feb. 20, 2017 1947 Edward Earnshaw Hastings ` April 12, 2017 1947 Robert Whitcomb Moore II ` Sept. 9, 2016 1948 Lyman Missimer Jr. ` January 2017 1949 Robert Hurd Harris Jr. ` April 6, 2017 1953 Wilfred Donnell Gillen Jr. ` Feb. 8, 2017 1953 Jonathan Willard South ` Jan. 27, 2017 1954 Dr. James Eugene Opie Hughes ` March 17, 2017 1955 John Thomas Seltzer Jr. ` March 15, 2016 1955 Dr. Richard Wainwright Thorington Jr. ` Feb. 24, 2017 1956 Richard F. Baruch ` March 30, 2017 1957 David William McIlvaine ` Jan. 10, 2017 1957 William Robert Whitelaw Jr. ` March 11, 2017 1958 Edgar Lindley Hoag IV ` April 20, 2017 1962 Edward Hand Stringer Jr. ` Dec. 26, 2016 1967 Anthony Morris Maier ` Dec. 11, 2016 1969 James Frederick Housel ` March 11, 2017 1972 Philip Livingston Byrnes III ` March 10, 2017 1982 Dr. Richard Bruce Horenstein ` March 23, 2017

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2011 Christopher Magnani married Claire Harmange on Aug. 8, 2016.

Births 1985 Mike Piasecki and Debra White welcomed son Mike Piasecki. 1988 Greg and Teresa Piasecki welcomed daughter Nicole and son John Piasecki. 1992 Rob and Ankur Stein welcomed daughter Aurora Stein on Oct. 28, 2016. 1993 Chris and Beth Ann Keating welcomed daughter Emerson Keating on Oct. 15, 2016. 1994 Chris and Samantha Arcuri welcomed son Tyler Hunter Francesco Arcuri in March 2016. 1999 Chuck and Jessie Vicente welcomed daughter Charlotte Dylan Vicente on April 1, 2016. 2002 Giovanni Zabaneh and Leigh Torrence welcomed daughter Tennyson Adelina Maria Zabaneh on Feb. 24, 2017.


The Haverford School robotics team, The Cavalry, competed at the Eastern PA State Championships on March 4. Team 169 won the tournament – in both the middle and high school divisions – and five teams qualified for the 2017 VEX World Championships April 19-22 in Louisville, Kentucky.


REFLECTIONS

A Super Life at Haverford By Nick Magnani, VI Form

Every school year ends with a walk out of classrooms, followed by handshakes and hugs. Fourteen years and nothing has changed. I find myself wishing for more time with the teachers at such a special place just as much as I yearned for summer a few weeks earlier. Now, I am casting my final goodbyes with so many great memories and experiences. Lower School was an exciting time; I grew to become quite competitive. I wanted to excel whether it be “First In Math” with Mrs. Thorburn or in the Kearney League basketball games. My competitive nature pushed me into Middle School with a seamless transition. I loved trying new sports, and much to my parents’ chagrin, I even played football once I reached high school! From early July until EA Day in November 2013, football was my main time commitment. After two practices in full pads, I knew it was not the sport for me, but my love for Mr. Trocano, my coach and future Honors Chemistry teacher, kept me on the field. Coach Skelly talked to me about the cross-country team the following summer. I joined a team without any recent success; there was a 14-year losing streak to EA and no current hardware in the trophy case. This all changed when we not only took third at States, but also won on EA Day in 2014, breaking the curse. Life, as it will, glorifies and humbles a man. In spring 2016, I tore my plantar fascia during a race, ending my track season. After some time, I accepted what had happened and took on a mentorship role for my younger teammates. It was that experience that uncovered my

passion for teaching, and my plans to study education reform in college. Without this injury, maybe I would have never learned that about myself. Coaches Lengel and Long brought me back from my lowest point and I was back to running during my senior year as co-captain of the cross-country team. My teammates were my motivation and deserve the credit for our historic success – undefeated Inter-Ac Champions, second at States, and another victory against EA. We stuck together and built a special team atmosphere, whether running as a pack or heading over to IHOP after a tough Sunday long run. One thing I will miss about Haverford is heading to the starting line with my best friends, ready to run for each other. Now, instead of walking out of classrooms, I am walking through the gauntlet of faculty that taught me the confidence and knowledge I need for success. My mentors taught me how to get on a stage and perform, how to study for my tests, and how to push myself beyond what I thought was possible in a race. I know I am ready to go tackle the real world issues I am prepared to face whether that be education reform or another issue I grow passionate about in the near future. I am excited to go beyond the classroom and work toward making sure every American can receive an education that they can be proud of, just like I am today. Nick Magnani is a Super Lifer at Haverford and will attend Tufts University in the fall. At Haverford, he was a tour guide captain and co-captain of the cross-country, winter track, and track and field teams. He captained Mock Trial Team 2, was co-president of FOCUS and Chess Club, and co-editor of The Haligoluk. After attending the Student Global Leadership Institute in 2015, Nick co-founded the Middle School Acceptance Program, which teaches the inequities in society to Form II students to promote social change.

See highlights from the year in our photo galleries

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HAVERFORD SCHOOL TODAY Passion, Perseverance, and Safety Nets

Haverford School Today Summer 2017  

Diving into how Haverford prepares boys to have resiliency and grit for life.

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