HAVERFORD SCHOOL Today
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HAVERFORD SCHOOL TODAY Education in the Innovation Era
May 4-5 2018
Weâ€™ll see you there! haverford.org/alumniweekend
feature Education in the Innovation Era Christopher Magnani ’11 Dr. Clifford Ando ’87 spotlights In the Classroom Fall Lectures Bill Brady and Laurie Bodine Bill Ehrhart and Lynn Novick Faculty and Staff Service Honorees Haverford/EA Day 2017 Alumni Spotlights Bill Caddell ’91 Tom Christie ’73
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departments From the Headmaster 3 Around the Quad 4 Arts 12 Athletics 15 Parents 19 Alumni 34 Class Notes 40 Reflections 63 covers Front: First-grade students explore math concepts alongside their peers. Inside front: The Fords cheer on varsity soccer at Haverford/EA Day 2017. Back: Sixth-graders load up the Middle School’s cans for St. Barnabas. The three divisions collected more than 10,000 cans for the annual Haverford School-Episcopal Academy-Agnes Irwin Can Drive, which over the past 26 years has contributed more than 1 million cans to fight hunger locally.
HAVERFORD SCHOOL Today
Upcoming Events » haverford.org/calendar February FEB Athletic Hall of Fame 24 Field House
5 p.m. Conservatory Recital 25 The Big Room FEB
MAR Best for Boys Speaker Series 17 Ball Auditorium
9-10:30 a.m. MAR
Edward R. Hallowell Literary Lecture: Mark Bowden Ball Auditorium
Upper School Musical: “West Side Story” Centennial Hall 8-10
May MAY Alumni Weekend/Arts Festival 4-5 The Haverford School
Davis R. Parker Memorial History 4 Lecture: Eric Foner, Ph.D. Centennial Hall APR
APR Upper School Spring Concert 23 Centennial Hall 7:30 p.m.
HSPA Annual Luncheon Aronimink Golf Club
MAY Lower School Spring Concert 14 Centennial Hall
March 8 – 7 p.m. March 9 & 10 – 7:30 p.m.
Mr. and Mrs. Joshua B. Hirshey and Mr. Karl Hoehl and Mrs. Louise Zimmerman-Hoehl are Class of 2027 parents. They were erroneously listed with the Class of 2026 in the Parent Giving section of the Annual Report. The Class of 1957 reunion photo was incorrect. The correct photo and caption can be found below.
Giving lists were omitted from the 2016-17 Annual Report, including Gifts to Restricted Funds, Gifts in Kind, and Bequests. Those lists can be found on page 64. We regret these errors and strive to produce an accurate, high-quality publication. The Class of 1957: (front row, from left) Tony Neff, Skip Cannon, Wally Dyer, Ralph West, Taylor Buckley, and Peter Ward; (back row) John Girvin, Bill Chandlee, Headmaster John Nagl, Tom Chase, Olin West, Ted Rauch, John Hornsey, Bill Ewing, and Rick Ledwith. Not pictured: Mac Butcher and George Robertson.
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, Dawn Blake, Jessica Covello, Emily Gee layout/design Emma E. Hitchcock • printer Pemcor, LLC., Lancaster, Pa. photographers Lisa Ament, IV Former Charlie Baker, Dawn Blake, Bill Brady, Zoë Blatt, V Former Intel Chen, Jessica Covello, Emily Gee, David Gold, Jordan Hayman, Emma E. Hitchcock, Lisa Martin, Patrick McNally, Sport Graphics, Jim Roese, Linda Walters, George Wood ’75 headmaster
chief financial officer
Jessica Covello, Director of Marketing and Communications; 484-417-2764; email@example.com Please send address changes to Disty Lengel at firstname.lastname@example.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 © 2018 The Haverford School (all rights reserved).
Thank you to everyone who contributed to this publication. Special thanks to: Clifford C. Ando ’87, Andrew Bailey ’02, William T. Caddell Jr. ’91, Sam Caldwell, Tom Christie ’73, Jeff Day, Stephanie DiSesa, Whitney Fairbrother, Daniel Goduti, Sheryl Kaufmann, Luqman Kolade, Disty Lengel, Javier Lluch, Christopher Magnani ’11, Lisa Martin, Jill Miller, Susan Mitchell, Headmaster John Nagl, Matt Nierenberg, Cindy Shaw, Lisa Snyder, Tom Stambaugh ’90, Tom Trocano, Hannah Turlish, and George Wood ’75. special thanks
board of trustees, 2017-18
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 Thaddeus J. Fortin ’77, P’09 Ann M. Glavin, P’14 ’16 ’20 Maurice D. Glavin ’83, P’14 ’16 ’20 William C. Hambleton William T. Harrington P’24 ’24 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 Joshua R. Levine ’94 Michael S. Lewis ’99 John J. Lynch P’10 ’12 Christopher J. Maguire P’16 ’19 Wade L. McDevitt P’28 ’30 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 John C. Wilkins, Jr. ’95 William C. Yoh ’89, P’18 ’24, Chairman
FROM THE HEADMASTER
Most Likely to Succeed By John A. Nagl, D.Phil.
One of the most interesting responsibilities of the headmaster of this wonderful school is choosing a summer reading book that is read by the faculty, staff, and Board of Trustees. I try to find a book that will stretch each of these communities in the direction that I think the School should pursue over the coming years, alternating between books on character development and books about thinking and learning. This year, we hit the jackpot. Most Likely to Succeed, by Tony Wagner and Ted Dintersmith, is a book dedicated to helping educators think through “preparing our kids for the innovation era.” It argues that we are rapidly departing the days when knowing more than the person next to you was a comparative advantage; instead, what matters most now is what you can make or do. The lessons of Most Likely to Succeed are echoed by the World Economics Forum, which argues that the skill set needed to succeed in this Fourth Industrial Revolution starts with complex problem solving, critical thinking, and creativity.
These are the very skills we are devoted to developing here at The Haverford School. An appreciation for their importance has driven changes in our physical plant, including the creation of the Upper School Engineering and Design Studio and the addition of more dedicated space for our globally competitive robotics teams; we envision an updated Middle School that makes more room for creating and building. It has also led to curricular changes like the Design Days that have brought invention to life in the Lower School this fall, instilling design thinking principles that are now being incorporated into everyday class lessons. The process is working – most noticeably, perhaps, in our winning entry in Harvard University’s Soft Robotics Design and Research Competition. Over the course of about six months, a team of Middle and Upper School boys created robotic gummy worms that wiggle under hydraulic activation and that are also biodegradable, biocompatible, and edible – an invention that has significant implications for medical applications and that has resulted in the School’s first patent. Not all of this is new. Critical thinking has long been one of the key outcomes of a Haverford School education; it is nurtured in English and history classes like the sixth-grade class that came to my office to interview me about my time on the ground in Afghanistan after reading The Kite Runner, and by special events such as the Upper School assembly featuring Lynn Novick, coproducer of the PBS documentary The Vietnam War that featured Upper School English and history teacher Bill Ehrhart. Novick showed clips from the film that inspired a broad discussion on lessons from Vietnam and what they mean for our current wars in Iraq and Afghanistan; I’ve never been prouder of the intellect and empathy our young men displayed in that conversation. My own ability to think critically was shaped by my teachers and coaches at Creighton Prep and further honed by their successors at West Point and at Oxford; the skills developed in me as a young man enabled me to draw the right lessons from my combat experience in Desert Storm to help the U.S. Army prepare for and adapt to the demands of counterinsurgency and counterterrorism operations in Iraq, Afghanistan, and around the globe. We can’t tell where today’s Haverford School boys will end up making their mark on the world, but we know that they will – and we can be confident that our teachers, coaches, and mentors are preparing them for life every day.
The Lower School launched Design Days with a collaborative tile design project.
AROUND THE QUAD
A winning team: service and soccer The Haverford School’s varsity soccer team held a special clinic and game in the fall with the Lower Merion Soccer Club (LMSC) special needs soccer program. V Former Nick Pippis and VI Former Bobby Stratts organized the day’s activities, leading participants through stretching exercises and simple drills before the two teams held a scrimmage. Haverford’s soccer players were paired with “buddies” from the LMSC team, helping them run around the field, kick the ball through cones, and score goals. The LMSC special needs soccer program is offered to boys and girls ages 6-16 who have physical, mental, or emotional limitations, according to the LMSC website. “It’s a real highlight for our team to have events like these
and meet other soccer players in the area,” said Pete Garzia, head coach of the special needs program and parent of two Lower School boys at Haverford. “I think it’s rewarding for the boys at Haverford as well. They can see the smiles and fun they’re creating through their service.” Pippis is a volunteer with LMSC and first got the idea to organize a scrimmage between the two teams when LMSC played a local college team. “I thought it would be a great way to get the School involved with LMSC and give back to the community,” said Pippis. “It was such an incredible experience that the soccer team is looking to make it an annual event.”
Student Diversity Leadership Conference Four students, VI Formers David McKay and Sam Lindner, V Former Khalil Bland, and IV Former Carson De Marco, traveled to Anaheim, Calif., to attend the National Association of Independent Schools’ Student Diversity Leadership Conference (SDLC) from Nov. 30 to Dec. 2. Designed to be a multiracial, multicultural gathering of high school student leaders from around the country, the conference “gives students tools and strategies to impact their school community and make it more inclusive,” said Donta Evans, Haverford School Director of Community. McKay attended the conference as a III Former and attended again this year. He said, “The conference is a great opportunity for me to meet other students who are passionate about diversity work, and hear their stories about overcoming challenges and issues.” One of the most impactful exercises McKay remembers from SDLC was an 4
open mic workshop where more than 1,500 participants were invited to share stories and narratives from their lives. “It was very intense and there were a lot of tears, but the sense of nonjudgement and community in that room was so powerful,” he said. “Through my own work with Haverford’s Diversity Alliance I hope I am able to create such an environment where my classmates can feel supported, respected, and valued.” VI Former Tyler Campbell serves as president of Haverford’s Diversity Alliance and attended SDLC for two years. Through networking at SDLC, Campbell was able to organize a panel of diversity leaders from local schools who met in September. “We talked about what initiatives are going on at our schools, invited each other to our Diversity Alliance retreats and activities this year, and strengthened the ties between our schools,” said Campbell. Haverford
hosted a Diversity Alliance retreat in January and will facilitate a Middle School Diversity Conference this spring. Evans also directs the students who attend SDLC to design an assembly for the Upper School based on what they’ve learned. Last year, Campbell and his fellow attendees shared an activity that they had participated in at SDLC, called “Silent Movement.” Students and faculty stood in a line on stage. As statements were read aloud, such as “I rode in a car to get to school today,” or “I live within a half hour of campus,” they stepped forward for anything that pertained to them. “The exercise allowed the boys to visualize privilege and be self-aware of their circumstances,” said Campbell. “Recognizing diversity in people’s backgrounds, experiences, and opinions are vital for creating personal connections in our community.”
AROUND THE QUAD
in the classroom
Cooking up science Upper School Engineering students were tasked with taking their favorite part of a Thanksgiving meal and preparing an amuse-bouche, applying the techniques of gelation (using gelatin as an emulsifier and thickening agent) and reverse spherification (combining calcium and
alginate form a thin skin around a juiced or pureed food). “Ms. Golecki introduced us to a new angle of cooking – the science behind how chemical reactions form ball-shaped food,” said VI Former Tim Carlson, a member of the winning team. “It was really fun to get creative with what we wanted to make.” Faculty judges scored the boys on presentation, their scientific explanation, taste, and overall impression. Haverford’s Holly Golecki and Tashia Lewis are collaborating with Harvard University faculty to develop additional lessons that explore molecular gastronomy.
in the classroom
Math by design
Fourth-graders worked collaboratively to design a city with fractional specifications for residences, municipal buildings, places of worship, retail space, and other urban elements. This allows them to work with advanced mathematical skills, including finding least-common denominators, adding and subtracting fractions, and converting fractions to decimals, all while challenging their understanding of area and spatial awareness.
Best for Boys Speaker Series: Paul Assaiante with Michael Rouse ’85
Edward R. Hallowell Literary Lecture: Mark Bowden
Davis R. Parker Memorial History Lecture: Eric Foner
7:30 PM BALL AUDITORIUM
7:30 PM CENTENNIAL HALL
9 AM BALL AUDITORIUM
AROUND THE QUAD
Exploring human relationships The Human Relationships Seminar brings together juniors and seniors from The Haverford School, The Agnes Irwin School, and The Baldwin School to explore friendship, romantic love, race relations, personal identity, and gender equity in a weekly, discussion-based course. The course was introduced in 2014 and is taught by faculty from all three schools, including Haverford’s Carmen Epstein (Upper School Spanish) and Brendon Jobs (Upper School history). “We hope that through the course, students learn to think about themselves more clearly, move through the world more intentionally, and think about how they engage with other people,” Jobs said. Not taken for any credit or grades, the elective course is held in the evenings for 10 weeks and designed to let students explore different perspectives as well as share their own stories. Each seminar features a particular topic, as well as questions that are posed to the students as a starting point for that week’s discussion. The faculty encourages exploring these topics in depth and looking at historical perspectives as well as the students’ personal narratives. “Human Relationships showed me how something as seemingly simple as friendship could be so complex,” said VI Former Tyler Campbell. “We talked about how and why we choose our friends, which led to a discussion about whether we are friends with our significant others, and then we talked about how it’s different to be friends with boys and girls.” Epstein said, “One of the most valuable pieces of the course is how much the students learn from each other. The seminar teaches them how to engage in respectful dialogue, as well as how to listen and understand and empathize with each other.” VI Former Christian Arakelian completed the course in spring 2017. He said, “The teachers created a safe space so that we could feel comfortable sharing our experiences. I really honed my ability to hear and appreciate everyone’s stories and from that, I learned how to be a better friend with a much better sense of empathy.”
Building brotherhood in Middle School When a sixth-grader or new Middle School student enters The Haverford School, he is assigned to an adviser and one of eight “houses.” Both are designed to give him valuable support and introduce him to friends across the three grades as he navigates through Crosman Hall. Head of Middle School Jay Greytok ’83 designed the house system in 2001 as a way for students in sixth grade, Form I, and Form II to integrate, interact, and bond. All faculty advisers are assigned to a particular grade level and a particular house. “Every student in Middle School is struggling to find his place,” said Greytok. “When we take a school of 238 students and can pare it down to just the 30 students inside their house, it makes a big community like Haverford seem much smaller and more comfortable.” The program also offers II Formers important responsibility and leadership opportunities. Sixteen student-elected representatives (two from each house) serve on the House Council, which meets with Greytok every Friday to plan out activities for house meetings. House meetings take place 11 times during the school year, starting with icebreakers in September and ending with the House Council vote in May. Popular competitions throughout the year include a spelling bee, Quiz Bowl, and flag football. The teams for each activity are deliberately comprised of boys from all three grades. Greytok has a favorite story that proves to him the value of this integrated program, especially for the younger students. “During a Quiz Bowl one year, the category was Pixar movies, and the question was to identify an obscure character from Brave,” said Greytok. “It just so happened that a sixth-grader who was a massive Pixar fan knew the answer, and when he said it, everyone in Centennial Hall erupted in cheers. Little moments like that prove the house program is a vital part of building bonds of brotherhood in our Middle School.”
Middle Schoolers show the sign of the Delta Dragons House during the annual Quiz Bowl in November.
AROUND THE QUAD
But .... can I eat it? Upper School students in the Soft Robotics Club took first place in Harvard University’s international High School Soft Robotics Design Competition with their edible gummy robot actuators. They also filed a provisionary patent – the School’s first – for their gelatin FORDmula. Their invention has medical implications as well as a secondary goal – creating a classroom project that will encourage younger students to learn about robotics at an early age, with the added appeal of a tasty treat at the end of the lesson.
AROUND THE QUAD
Lead Well, Be Well, Do Well By Laurie Bodine and Bill Brady
The Haverford School’s Director of Leadership, Bill Brady, and Laurie Bodine, Leadership Strategist of START Leadership, presented “Lead Well, Be Well, Do Well” as part of the Best for Boys Speaker Series. There’s a growing consensus in business and academia that leadership is not dependent upon position, does not require charisma, is not “soft stuff,” and best of all, can be taught. It’s true in families, too. The way in which our family functions provides the first, most powerful model of leadership for our kids. As such, we as parents have an opportunity to be intentional about the way we lead our families, and how we teach and reinforce highly valued leadership skills. Beginning in fifth grade, Haverford uses the WIN Map and START Leadership process to facilitate the intentional
development of a leadership mindset and skill set. Students use these foundational tools to identify their strengths, articulate their interests, and determine how the two intersect to serve needs in their own life, in their family, in their community, and beyond. All kids are born with the capacity to engage, to innovate, and to lead. Given the opportunity, kids learn to take the lead in small and large ways. When experiences are designed with increasing levels of responsibility and independence, kids demonstrate more meaningful, engaged behaviors and achieve success without sacrificing well-being. For practical tips on using the WIN Map and START Leadership process to develop your family’s own leadership framework, read the blog post at haverford.org/blog.
Best BOYS for
March 17, 2018 | 9 a.m. Achieving Success Through Failure Paul Assaiante Trinity College Squash Coach Paul Assaiante, winningest coach in college sports history, will address the community on how to raise balanced children in a pressurized society. Learn about the value of positive risk-taking in raising resilient and healthy children. A book signing of Assaiante’s Run to the Roar: Coaching to Overcome Fear, co-authored by James Zug ’87, will follow the program. Assaiante will be introduced by former #1 Singles and Doubles NCAA Division I collegiate tennis player Michael Rouse ’85. RSVP at haverford.org/bestforboys
Examining history through veterans’ eyes Joined by Headmaster John Nagl and English and history teacher Bill Ehrhart, film director and producer Lynn Novick spoke with Upper Schoolers about making the PBS documentary The Vietnam War. Students watched clips from the film, which features Dr. Ehrhart, and engaged in a discussion about this divisive time in U.S. history. “We spent almost 10 years working on this film with an incredible team; it’s a dark, painful, wrenching story,” said Novick. “What we did take away as filmmakers was appreciation for the resilience of human beings to get through extremely challenging situations. “We were extraordinarily lucky that Dr. Ehrhart was willing to participate – he’s a very powerful and important voice of conscience and truth-telling in this tragic story.” “This is the first documentary I’ve ever seen that gets the Vietnamese from the other side, where you see their humanity,” said Ehrhart. “Their stories are pretty much the same as our stories … the people who were fighting me, they couldn’t have told you the difference between Karl Marx and Groucho Marx – they were fighting for their country.” Ehrhart is a Vietnam War veteran and Nagl served in Operation Desert Storm and Operation Iraqi Freedom. 8
AROUND THE QUAD
Faculty and staff service honorees Faculty and staff were honored at Thanksgiving assemblies for their service to The Haverford School. Headmaster John Nagl spoke at the assemblies to express gratitude for the School’s extraordinary educators, old and new. “We are extremely fortunate to have so many talented teachers, coaches, and mentors at The Haverford School who have devoted their lives to preparing our boys for lives of meaning. At this time of giving thanks, I am grateful for all of their contributions!”
25 years of service Bob Castell – Lower School physical education
10 years of service Dawn Blake – Media Relations Manager Andy Franz – Upper School math Deb Gavin – Third-grade teacher Carol Ann Luongo – Director of Lower School Learning and Support Kelly Muir – The Haverford Center Andrew Poolman – Director of Global Studies/Upper School Spanish Nick Romero – Middle School math Julienne Weng – Accountant
New Master Teacher Promoted from Experienced Teacher
Gary Kan – Upper School Chinese Tashia Lewis – Upper School science
New Faculty Leaders Promoted from Master Teacher
Susan Mitchell – Math Department Chair/Upper School math
Top: Julienne Weng with Headmaster John Nagl. Center: Honorees from the Lower School Thanksgiving assembly: (from left) Kelly Muir, Bob Castell, Deb Gavin, and Dr. Carol Ann Luongo. Bottom: Honorees from the Middle/Upper School assembly: (from left) Andy Franz, Dawn Blake, Andrew Poolman, and Nick Romero.
NORDIC ADVENTURE IV Former Charlie Baker was one of several students worldwide selected by the National Geographic Student Expeditions program to document Iceland’s geology during a 15-day trip to the country. With stops in Reykjavik, Höfn, and the Northern Coast, Baker captured a glacial lagoon, black-sand beaches, wild horses, waterfalls, and more. He submitted a photo-essay to National Geographic at the program’s culmination.
THE BIG PICTURE
Middle School theater renovation Middle School students in Haverford’s theater program, practicing scenes from “The Outsiders,” have a renovated, larger space on the lower level of Centennial Hall. It includes a newly constructed stage – complete with LED lighting, a dedicated prop room, and three monitors for controlling sound and lighting. “The students can now work in small groups in different sections of the room, and it gives them a much more hands-on, realistic sense of how a theater operates,” said Jenn Hallman, Middle School theater teacher.
Winter Concerts The Lower School-Middle School winter concert, held Dec. 11 in Centennial Hall, featured the Treble Choir, 4th and 5th Grade Chime Choirs, 4th and 5th Grade Orchestra, Lower School String Ensemble, and Fantastic Fords Band. The program included seasonal favorites such as “Dance of the Sugar Plum Fairy” and “Carol of the Bells.” The Upper School-Middle School winter concert was held Dec. 14 and featured the Centennial Singers, Celebrates, the Notables, Glee Club, Jazz Band, and Advanced Strings.
UPPER SCHOOL PLAY
BEHIND THE CURTAIN STAGE COMBAT
As part of the preparation for “Henry V,” Theater Department Chair Darren Hengst taught the boys stage combat. In addition to providing physical realism for their performances, the practice of stage combat helped the young actors develop the necessary empathy and commitment to convincingly portray their characters. “Everything in Shakespeare, particularly in this play, is life and death,” says Hengst. “Getting the students to commit to that and to understand that is just a blast.”
“Clay is the boys’ favorite medium in our Lower School art classrooms,” says art teacher Antonio Fink. “It’s malleable and versatile; we can make vessels, tiles, and sculptures, and replicate historical objects and symbols that the boys are studying in other classes.” Boys as young as pre-kindergarten work with clay, beginning with pinch pots, progressing to coil pots, tiles, and boxes, and – for the older students – culminating in elaborate hand-building projects with the use of clay slabs. Several years ago, Fink began working with his fifth-
grade advisory to recycle clay, wedge clay, and make slabs, preparing it for the day’s students. “They were so efficient and diligent ... we started doing our own projects,” says Fink. “Six or seven classes of fifth-graders have worked on the same periodic table of elements composed of about 118 individual tiles. The idea is to hang it in the Upper School science hall when it’s complete.” Fink is a practicing artist himself, working primarily on oil paintings and ceramic tiles. He has a master’s degree in ceramics and has taught at The Haverford School for 16 years.
3D printers enhance interdepartmental learning
The Haverford School’s art department purchased its first 3D printer five years ago and has been working to leverage the technology in a meaningful way across disciplines. Upper School art faculty use two Ultimaker 2+ 3D printers, given generously in honor of Chris Fox by VI Form parents Tony and Joanne Soslow, to foster digital and visual literacy. “3D printers are allowing us to form a new relationship between the imagined, the physical, and the digital,” says Zoë Blatt, Upper School art teacher. “We are merging traditional art techniques with contemporary modes of design that can be applied to many different fields – from 14
better understanding the structure of atoms in chemistry to capturing the set of a novel by building a landscape.” 3D printing can be used in place of more traditional methods like papiermâché, speeding up the production component of the design process and allowing for quick prototyping and modifications. Blatt believes that this encourages students to take risks with their work and be more experimental, leading to discoveries and learning that may not have otherwise happened. In Blatt’s Visual Art Foundations course, students design analog games in teams, merging CAD and Photoshop as
they explore elements of product design. In 2D Design, they learn traditional linear perspective through architectural drawings of their dream home. They then build the home in CAD and use the 3D printer to create a model. Blatt also believes that the opportunities created by 3D printers can help develop empathy in students. “By envisioning a need, imagining how others might use a design, and engaging in a collaborative problem solving process, students learn to work together to think outside of their personal experience,” says Blatt.
GO FORDS Athletics
FALL SPORTS Cross-Country Head coach: Tim Lengel ’07 League record: 2-2-1 League finish: 2nd place Team captains: Will Merhige, Mark Gregory, James Ives Individual accomplishments: All-State First Team – Will Merhige All-State Second Team – Mark Gregory All-Inter-Ac First Team – Will Merhige All-Inter-Ac Second Team – A.J. Sanford, Mark Gregory, Khalil Bland, Connor Tracy All-Delco First Team – Will Merhige All-Delco Honorable Mention – Khalil Bland, Mark Gregory • • • •
Will Merhige won the Westtown School Invitational on the Farm Course and showed a measured race strategy at the Inter-Ac Championship meet Great contributions from newcomers across the board, especially A.J. Sanford and Connor Tracy Mark Gregory achieved an incredible finish at the State meet JV team won the Inter-Ac League Championship
Football Head coach: Michael Murphy Overall record: 1-9 League record: 0-5 League finish: 6th place Team captains: Bobby Gibson, Christian Arakelian, Colin Hurlbrink, Sam Lindner
Individual accomplishments: All-Inter-Ac First Team – Colin Hurlbrink All-Inter-Ac Second Team – Asim Richards, Nate Whitaker All-Delco First Team (offense) – Colin Hurlbrink All-Delco Honorable Mention (defense) – Asim Richards, Nate Whitaker All-Main Line First Team – Colin Hurlbrink All-Main Line Honorable Mention – Asim Richards, Nate Whitaker • • • •
A very rough season for the Fords The team played some top-notch competition in both the nonleague and league portion of the schedule Due to defections and injuries, the team played many young players throughout the season, which should benefit the team in the long run The team battled hard on Haverford/EA Day and gave the Churchmen their all but fell short in the end
Golf Head coach: Gui Costin ’85 Overall record: 30-5 League record: 27-3 League finish: 1st place Team captains: Cal Buonocore, Tyler Roland Individual accomplishments: All-State – David Hurly All-Inter-Ac First Team – Cal Buonocore, David Hurly, A.J. Aivazoglou, Charlie Baker All-Inter-Ac Second Team – Mac Costin, Tyler Roland • Four out of six team tournament wins in Inter-Ac competition • Four individual winners in the Inter-Ac tournament, setting a record • At States, two team entries finished 2nd and 3rd, just two haverford.org
spots behind the leaders Six returning starters for 2018
Played the toughest schedule in the area, competing against five Top 50 programs in the nation Defeated a very good Georgetown Prep at the Haverford College Invitational, 1-0
Soccer Head coach: Bill Brady Overall record: 8-9-4 League record: 3-5-2 League finish: 4th place Team captains: Parker Gravina, Will Baltrus Individual accomplishments: All-Inter-Ac First Team – Parker Gravina, Griffin Wada All-Delco First Team – Parker Gravina All-Delco Second Team – Griffin Wada All-Delco Honorable Mention – Nik Golz, Mike Pilkington, Nick Pippis All-Main Line First Team – Parker Gravina All-Main Line Second Team – Griffin Wada All-Main Line Honorable Mention – Nik Golz, Nick Pippis, Will Micheletti • • •
Tied Conestoga, ranked No. 1 in the country Defeated Gilman in overtime on the road, 2-1 Played Episcopal Academy to a 1-1 draw at Talen Energy Stadium (home of the Philadelphia Union)
Water Polo Head coach: Kevin Van Such Overall record: 17-7 League record: 5-3 League finish: 2nd place Team captains: John Nelligan, Matt LaRocca, T.J. Brooks Individual accomplishments: All-Inter-Ac First Team – John Nelligan, T.J. Brooks, Matej Sekulic All-Inter-Ac Second Team – Matt LaRocca, Matej Sekulic • Tied with Germantown Academy in the Inter-Ac for 2nd place • Finished as a runner-up in Flight 2 of the Beast of the East Tournament, highest finish in School history • Varsity squad had 17 athletes: six seniors, five juniors, two sophomores, one freshman, two eighth-graders • Beat Episcopal Academy on Haverford/EA Day, 16-7
Mario Masso, Middle School science; football, swimming, track and field
In Mario Masso’s six years at Haverford, he has coached Middle School water polo, football, swimming, and track and field. He led the track and field team to 4x100 Middle School Penn Relay wins in 2016 and 2017, and to the Middle School Inter-Ac Championship in 2017. Masso’s teaching and coaching career began at Moorestown Friends School in 1998. He helped establish the crosscountry team at Moorestown Friends, was the first official coach of the swim team, and also coached lacrosse. After Moorestown, he went to teach at St. Albans School in Washington, D.C., where he also coached cross-country, track and field, and lacrosse for four years. When asked what sport he enjoys the most, he noted track and field. “It is
the ultimate individual sport,” says Masso. “It is up to each athlete to perform and do well himself, and if that happens, the team does well.” Masso was a founding member of his high school’s track and field team. Masso says that he sees his coaching role as that of a mentor – someone who helps each athlete achieve his potential. He attributes his accomplishments as a coach to being disciplined, setting a solid framework, and putting his athletes in situations to be successful. He encourages his students and athletes to try new things and to have fun. Masso believes that Middle School is the ideal place for teaching the fundamentals and encouraging a love of sports. Masso teaches Form I science at The Haverford School. He was a multisport athlete at St. Joseph High School in Hammonton, N.J., playing football, running track and field, and powerlifting. His 4x400 relay team still holds the school record, which they set in 1989. Masso was
a two-time New Jersey State High School Champion in powerlifting. He went on to play football at Ursinus College, but left after an injury in his sophomore year. Masso graduated from Rutgers University with a B.A. in biology.
Pancake Breakfast & Spirit Gear Faculty, staff, alumni, parents, students, siblings, and friends gathered together in The Haverford School Dining Hall on Nov. 11 to enjoy a hearty breakfast before heading over to Episcopal Academy to cheer on the Fords. Form I parents, headed up by Pancake Breakfast Chairman Shannon Zeller, served more than 1,000 pancakes with all the trimmings to guests. (Clockwise from top left) Parent volunteers (from left) Connie Lees, Alex Keszeli ’81 (in back), Amy Bodle, and Rob Hastings ’86 helped serve a delicious breakfast to attendees; (from left) sixth-grader Render Ford, fourth-grader Jack Ford, fourth-grader Charlie Neel, and Evelyn Ford; Salome Mbofana, her son first-grader Munashe Kachidza, and first-grader Naren Lee; volunteers (from left) Haverford/EA Day Assistant Chair Quincy McCoy, Evan Guinessy, UyenMimi Tieu, and Haverford/EA Day Chair Deb Wood offered a variety of spirit gear.
SPIRIT WEEK 2017 Following a week of school spirit activities – including trivia, dodgeball, a talent show, banner painting, and field games (the Class of 2018 won the Form competition overall) – the Fords varsity teams battled Episcopal Academy on the athletic fields.
EA WINS GOLF – 278-284 CROSS-COUNTRY – 28-29 FOOTBALL – 35-21 HAVERFORD WINS WATER POLO – 16-7 TIE SOCCER – 0-0
Maroon & Gold Society The Haverford School honored leadership donors at its Maroon & Gold Society party on Oct. 12 at Appleford. Guests enjoyed hors d’oeuvres from Catering by Design and musical entertainment by Peter Smyser. The Maroon & Gold Society was established in 1997 to provide special recognition for leadership gifts. Last year, 267 Maroon & Gold Society members made gifts totaling $7,268,679. (Clockwise from right) Bill McNamara ’75 with Headmaster John Nagl; Andrea and John Pettibone; (from left) Rob Hastings ’86 and wife Alison, Alice and Josh Levine ’94, and Henry Faragalli ’86; (from left) Headmaster John Nagl, Adam and Suzanne Ciongoli, and Vince and Shannon Sanfilippo; (from left) David and Quincy McCoy, and Richard Li.
HSPA Patrons’ Party
Spirits were high on Oct. 21 at The Haverford School Parents’ Association Patrons’ Party, hosted by Sarah and Brad Marshall, parents of I Former Adam. The gathering is held annually in advance of the main event to honor those supporting Haverford’s Gala at the top participation levels as well as all corporate sponsors, bringing together benefactors to celebrate and support the School. Left: Gala Patrons’ Party hosts Brad and Sarah Marshall, Headmaster John Nagl, I Former Adam Marshall, Caitlin Sullivan, and Agnes Irwin fourthgrader Amelia Marshall. Above: Karen Zimmer, Dorothy Walker, and Kim Keszeli.
HSPA GALA 2017
Denim & Diamonds
Denim and Diamonds was the theme for this year’s Haverford School Parents’ Association Gala held Nov. 4 on campus. Rhinestones, denim, and burlap wrapped the stairwells and covered the tables, silver and blue balloons and tulle draped the ceiling, and glitter and “diamonds” were sprinkled throughout the silent auction area. More than 400 parents and friends of the School bid on live and silent auction items, dined, and danced to the house band, The Haligoluks. All proceeds from the event directly benefit the boys and young men of The Haverford School.
Clockwise from top left: (Seated from left) Alicia Payne and Dorothy Walker; (standing) Kate Brown, Jennifer Rappe from CryoMyst Therapy Lounge, Gold Sponsors; Leigh Ross and Olga Savoskina; The Haverford School Gala: Denim and Diamonds Co-Chairs (from left) Kristin Vollmer and Shannon Sanfilippo; (from left) Pamela Payton and Rashida Johnson; (from left) Claudia Baldassano, Kelly and Bill Yoh ’89, Board of Trustees Chairman, with Andrea and Tom Bagnell; Liz and Jeff Berger ’94 with Headmaster John Nagl (center).
Haverford School parents gathered on Oct. 13 in the Durham Community Room for a fun-filled evening of food, conversation, and Quizzo. Approximately 50 parents gathered to compete against other teams by answering questions on a variety of topics ranging from art, music, TV, and theater to sports and history. Quizzo Night Co-Chair MB DiNubile, Debra Wood, and Quizzo Night Co-Chair Claudia Baldassano.
HSPA Pumpkin Fair The Haverford School Parentsâ€™ Association hosted its annual Pumpkin Fair on Oct. 19. Painted pumpkins, tasty treats, games, and raffles encircled the Quad as Lower School students visited the fair with parents or special friends. The event was chaired by prekindergarten parent Jody Nazarian, kindergarten parent Liz Berger, first-grade parent Stephanie McDermott, and second-grade parent Melinda Berkman. The day made for an exciting kick-off for the Halloween season. From left: Third-grader Teddy Linz takes a turn in the potato sack race during the HSPA Pumpkin Fair; Pumpkin Fair Co-Chairs and Class Parents: (from left) Jody Nazarian and her sons, George and John John; Melinda Berkman; Liz Berger and son, Jacob; and Stephanie McDermott.
HSPA Perfect Present The Multipurpose Room was transformed into a winter wonderland for The Haverford School Parentsâ€™ Association Perfect Present Holiday Gift Shop, which was open to all Lower School boys on Dec. 5 and 6 and offered gift selections for everyone on their holiday lists. Volunteers included (from left) event Co-Chair Erica Goodwin, Treasurer Bridget Kelleher, and Co-Chair Jennifer Garzia.
Education in the
Innovation Era Mind matters: research in the digital age By Lisa Snyder, Head of Information Services
As society continues to adapt to the transition from the knowledge economy of the 1960s to today’s innovation era, educational institutions across the country are seeking effective ways to foster critical thinking, creativity, and problem-solving skills in students. These qualities – the ability to make and do, rather than to simply know and recall, will help determine the success of the next generation of learners and leaders. This is a very dynamic time in the information landscape. Rapid changes in technology, increasing amounts of information, and the commodification of information leave our students in a difficult place. In The Haverford School’s libraries, we are firmly committed to nurturing and challenging our young scholars to become rigorous thinkers through innovative programming and by developing a shared understanding of critical thinking across grades and disciplines. Our obligation in the library is to ensure that Haverford boys possess the critical thinking and lifelong learning skills necessary to become the innovators, leaders, and teachers that our world needs.
What we value “Research is formalized curiosity. It is poking and prying with a purpose. It is a seeking that he who wishes may know the cosmic secrets of the world and they that dwell therein.” – Zora Neale Hurston, 1942 Among our Essential Qualities of a Haverford Graduate are the abilities to 1) think critically and communicate effectively and 2) possess intellectual curiosity and a passion for lifelong learning. For the purposes of the library program, we think of curiosity, critical thinking, inquiry, and research as all being part of the same process. What helps us build capacity in developing and satisfying curiosity is the same set of systems that helps us look critically at a historical problem, a science lab, or even a personal decision. If our boys learn to create knowledge, then they are on the path to becoming lifelong learners. Over the past two years, we’ve delved into how to create knowledge through critical thinking by examining the scientific method, Decision Education, Big6, the design and prototyping processes, and more. By extracting the
The Critical Thinking Path Critical Thinking IN Action Question How do we prevent the spread of tuberculosis in vulnerable populations?
What do I know? Facts/Information: • Bacteria are living organisms • Mycobacterium tuberculosis is a bacterium that can cause tuberculosis.
What do I know? Facts/Information Which facts, experiences, and information do I already possess to help me understand the problem/question? What are the facts that I don’t have? What’s missing in my background understanding? What are the differing perspectives that people hold regarding this problem?
What do I Value? Knowledge What is my unique perspective on the problem? How might that affect the outcome? Why do I care about this?
What do I Value? Knowledge: • Bacteria are one of many types of pathogens that can cause disease. • Diseases can be treated by preventing the spread of pathogens.
What Can I do? Wisdom: • Concerted efforts to prevent the spread of pathogens by simple measures (hand washing) and complex measures (antibiotics and/or vaccination) can remove the threat of disease from civilization.
What would i like to see happen as a result?
What Can I Do? Wisdom In what ways can I explore this problem? In what ways can I communicate my knowledge? How can I structure an argument in such a way that I can influence others to act? In what ways can I make a difference in the solution to a problem?
essence of each of these approaches, we have begun to develop a common language and understanding of how critical thinking can be applied school-wide in a way that enhances Haverford’s core academic focus. We believe that by working with students to ask and answer the questions “What do I know?,” “What do I value?,” and “What can I do?,” we are taking them through the critical thinking process of framing a particular problem, gathering various perspectives, evaluating their own biases, making predictions, and crafting an action plan. What we’re doing A recent Stanford History Education Group study hints at the complications educators face in teaching students how to find valid information on the Internet and gives a “bleak” assessment of their digital literacy. At Haverford, we are employing research coaching and primary source-based inquiry, guiding our budding scholars to become critical consumers of information. Research coaching The increasingly expanding world of online content, coupled with our own research into the current and future states of the digital information landscape, led us to reconsider the traditional ways in which we delivered instruction in research and critical thinking. After a brief pilot period, we introduced the concept of research coaching to our teachers and students. The premise is simple and effective. Based on the dissertation adviser model, as students begin their research projects, librarians meet with them individually. Using Haverford’s critical thinking model, boys are coached through the early stages of research: finding an interesting question to answer, understanding different approaches to developing an argument on the topic, using the right resources to support their research, and outlining their argument. Using an “appreciative inquiry” approach, we use our critical thinking model: What do you already know about the topic you’ve chosen? Why is this interesting to you and what more do you want to learn? And how can we structure the
What We Know
“I realized that future wars were not going to look like the one we just fought.” – Headmaster John Nagl This realization by our headmaster, what Dr. Nagl calls his “eureka” moment, was not simply a moment of pure inspiration. It was, instead, the product of a lifelong pursuit of learning, a limitless intellectual curiosity, and a set of well-honed critical thinking skills. It was also the product of a vast accumulation of knowledge, experiences that added to his understanding and empathy, and the ability to connect all of this in creative and innovative ways. And having created the knowledge base, Nagl went on to develop the Counterinsurgency Field Manual, a document that fundamentally changed the way the U.S. military would fight modern wars. “Good research stems from asking interesting questions,” says Nagl. “The ability to sift through vast quantities of information and determine which of them are useful and valid … the ability to marshal a compelling argument and make it concisely and well ... these are incredibly important life skills.” As a young boy, Nagl aspired to be a scientist or electrical engineer, taking apart radios and circuits and exploring early computer logic. His evolution as a researcher began when he became a student at Creighton Preparatory School and was inspired by teachers and librarians who taught him how to write and how to think. He used those skills and techniques, as well as those learned while on the Creighton Prep and West Point debate teams, to complete a doctoral dissertation at Oxford University. “I looked at all of the counterinsurgency campaigns of the 20th century,” says Nagl. “There had been a lot of books written about the Vietnam War, but they had not made the specific argument that I made: that the U.S. Army was unable to learn how to conduct a counterinsurgency rapidly enough and effectively enough
of 5th-graders could not distinguish a digital ad from real content
of high school students could recognize the significance of the blue a on Twitter
because of its organizational culture. This book changed how the Army thought about war.” Methods of conducting research have changed since Nagl’s time as a student. However, he continues to believe that debate, critical thinking, and quality research are possible only when we can turn to a set of mutually agreed upon facts that encourage us to evaluate biases, examine various filters, and challenge preconceptions. “When I was growing up, you did research by going to libraries and reading books and microfilms,” says Nagl. “The barriers to producing information were high, so you didn’t need to be a particularly astute researcher to determine whether something was credible or not. For our kids today and for our citizens today, I think the burden of determining what is real, of being an informed consumer of information, is probably higher than it has been since the invention of the printing press. “It’s unbelievably important that our kids have the ability to determine the effectiveness of arguments, and arguments depend on there being agreed upon facts. We owe it to these boys as future leaders of this country to understand that it is possible for intelligent, rational people to disagree on interpretations of facts but that there are, in almost every case, absolute facts that can be determined. We as intellectuals, as researchers, as teachers, as keepers of the flame of knowledge, have to insist on facts both as a concept and within our field of inquiry.” Dr. John Nagl is the ninth Headmaster of The Haverford School. He was previously the inaugural Minerva Research Professor at the U.S. Naval Academy and also taught at West Point and Georgetown University. Dr. Nagl is a Distinguished Graduate of the United States Military Academy Class of 1988 who earned his master’s and doctoral degrees from Oxford University as a Rhodes Scholar. His doctoral dissertation focused on counterinsurgency campaigns of the 20th century and helped form the strategy outlined in the 2006 U.S. Army and Marine Corps Counterinsurgency Field Manual.
research presentation to maximize the impact of your argument? We also provide access and instruction for plenty of resources. We talk about how to use resources most effectively and how to write a bibliography, we discuss different sources and their perspectives, but the power of a one-on-one conversation between researcher and librarian, walking through a critical thinking process, cannot be emphasized enough. Artifact/primary source-based inquiry Primary source research and analysis is nothing new. Teachers in the Upper School history department, for example, use document-based questions (DBQs) that rely on primary source print materials to form the responses. This asks students to respond to a question that requires a thorough reading and analysis of given documents in relation to their thesis. One way that we prepare boys for the DBQ experience is through the use of physical artifacts from ancient history. Since 2000, we’ve been working with primary sources that are not textual at all. In fact, using artifacts and objects to begin a research process is something in which we are heavily invested. The opportunity to examine and handle a unique artifact leads organically into the critical thinking process. When we are asked to describe an artifact and infer its origin and use, we are taking the boys on a journey that can lead to surprising places. At the same time, the boys are flexing the same inquiry muscles required for any inquiry that relies on analyzing and interpreting evidence. The use of objects – artifacts – in research is a powerful experience. It provides our boys with an opportunity to be in contact with a piece of history, something they can touch and explore. This approach is particularly effective with boys, who work better when they are physically engaged. Every day, when we work with students of all ages, we can see our burgeoning researchers’ minds at work. We can’t know where our boys will end up, but we know that we’ve prepared them for their intellectual journeys.
In a full-text search, only 20% of returned hits will be relevant. The other 80% will be useless.
Buckminster Fuller’s “Knowledge Doubling Curve” illustrates that until 1900, human knowledge doubled approximately every century. Today, it is estimated that human knowledge is doubling every 13 months, and by 2020, it is expected to double every 12 hours.
Citations: Statistics: Stanford History Education Group. Evaluating Information: The Cornerstone of Civic Online Reasoning. Executive Summary. (2016 November 22.) Palo Alto, CA: Stanford History Education Group; Blair, David C. (1985). “An Evaluation of Retrieval Effectiveness for a Full-text Document-Retrieval System.” Communications of the ACM, 28, 289-299. Knowledge doubling: Schilling, David Russell. “Knowledge Doubling Every 12 Months, Soon to be Every 12 Hours.” Industry Tap Into News. (online) April 19, 2013.
Critical Thinking in the Classroom by Jessica Covello
History In the study of history, Haverford faculty leverage critical thinking not just as a means by which to conduct thoughtful analysis, but as a tool to instill compassion for others. “This idea of interpreting historical facts, of examining and analyzing interpretations of the significance of historical events, is critical thinking,” says Hannah Turlish, History Department Chair. “Thinking critically about events and history allows us to see the common human core that binds us all together.” Form V American History students dive deeply into critical thinking as part of their 8-10 page research paper on a topic of their choice. While the project has been in place for many years, 2017 marked the first year that the students worked with the School’s three research librarians during one-on-one consultations. “The librarians provided an additional layer of support and knowledge to help students be specific in selecting a topic, in asking the right question, and in defining the result they expect,” says Turlish. Over the course of 10 weeks, this scaffolding project
requires clear articulation of an argument or position. Topics have ranged from the environmental and political impact of air conditioning in the U.S., to the motivations for Liberia’s founding, to how the Fab 5 college basketball team impacted fashion and politics of the times. “Grounding research in history and in documents is a way to help us use common language,” says Turlish. “But it’s more challenging than it used to be. We have moved away from the finite information available on microfiche and the stacks in the library, to a virtually unlimited digitized world. It’s hard for students to know what they’re going to find, and where they’re going to find it. This makes the specificity of their initial question even more crucial.” In Form III, students work with the Penn Museum on an inquiry-based project in which they are given a unique artifact from the ancient world. Artifacts might include a Syrian library catalog from 3,500 BCE, a calligrapher’s box from the 18th century Ottoman Empire, a kohl stick from New Kingdom Ancient Egypt, St. Cyril icons of the Byzantine Empire, or a cippus from the Ptolemaic Kingdom. The goal is to exercise the critical thinking process by
From the Form III archeology project in partnership with the Penn Museum: students examine a ceramic pair of dogs from Mesoamerica. Dogs were present in Mesoamerican society for more than 5,000 years, predating the Spanish arrival.
interpreting the facts correctly?” Greg Jaffe, White House correspondent for The Washington Post, visited campus in 2016 to discuss the political climate and the increasing fragmentation of the media. He lamented the dissolution of our common set of facts, ideals, and understandings of the nation’s problems that, in his opinion, enabled us to effectively debate solutions. Turlish sees it as her duty as an educator to help students effectively navigate the vast online world of information. “It is important to ask critical questions about why things are the way they are and who wrote the story that we’re reading,” says Turlish. ““Fake news” has existed for as long as there has been radio and newspapers and television. In our research with students, we explore our universal truths and how these impact our past, present, and future.”
Constructions give students an opportunity to see geometric relationships come to life in accurate diagrams. In this exercise, students explore the location and relationship of the points that define the Euler Line of a triangle.
describing, questioning, and inferring. Students consider what the artifact is made from, where it might have come from, which ancient civilization may have made it, and what its function is. This project was replicated in the third grade with a focus on the first two steps: deep description and diagnostic questions, both crucial foundations for sophisticated research that students practice later in their Haverford careers. Opportunities to think critically in the context of history extend beyond the classroom. The Davis R. Parker Memorial History Lecture brings a thought-provoking historian to campus to enlighten the students and the community. On April 4, Eric Foner will deliver the School’s 28th annual Parker Lecture. “Eric Foner was one of the first academics to reframe why the Reconstruction period failed,” says Turlish. “Initially, historians concluded that the black men who held office simply didn’t have the political experience and intelligence to be effective. Foner’s generation studied the same documents and records, but came to the conclusion that Reconstruction failed as a result of whites terrorizing blacks to the point of submission. There are two sides to every story – but what do the facts tell us? Are we
“Critical thinking requires the ability to take the skills that you’ve learned and apply them in unfamiliar situations,” states Susan Mitchell, Math Department Chair. “It is the ability to approach a problem, break it down into components, come up with creative solutions, and be able to support those solutions. Rather than simply making assertions, students should try to reason through things on the basis of evidence.” Mitchell emphasizes that students have myriad analytical tools – the challenge is to determine which tool is the right one for a given problem. In calculus, for example, students are asked to solve a complicated problem that might include algebra, trigonometry, and geometry. Analyzing the problem includes making a determination about what is being asked of them and considering which tools they’ll need to solve it. “A key component of encouraging critical thinking is that the teacher not interfere with the process,” says Mitchell. “I put the problem on the board – visuals are important in teaching boys – and they start to generate questions and eventually propose solutions. I allow them to go as far as they can on their own; when I think it is important to establish that we have reached some conclusions, I stop them to ensure consensus. Then I encourage them to come up with new questions based on these conclusions.” Students also conduct research as part of their study of mathematics. In Honors Economics, students investigate a renewable energy source and produce a professional-quality economic analysis of its feasibility. They make use of their analytical skills and the economic theories they have studied to generate a 10- to 15-page report and deliver a 15-minute lecture explaining the content of their research. In Statistics, students research and answer whether the average funding by each state per public school student east and west of the Mississippi is similar. The teacher provides data from the year 2000 and students are tasked with finding
more recent comparable data. Students first discern how the original numbers were obtained and then match these data to their recent counterparts. They compare data between east and west for similarities and differences. Students then shift their numerical data into qualitative measures using quartiles, employ two-way tables to find expected (versus empirical) results, and comment on goodness-of-fit. Their conclusions are supported when they draw a pie chart depicting the findings. Individual works by students and faculty across all three divisions were highlighted in Newton’s Notebook, Haverford’s inaugural math journal created in 2017. “This student-led publication was effective in helping the boys learn to communicate the language of mathematics clearly and concisely,” says Mitchell. “The articles are not necessarily original mathematics, but are meant to explore existing ideas or highlight interesting applications of mathematical concepts. We have articles that explore pure mathematics, such as V Former Mickey Fairorth’s article on Fermat’s Last Theorem, and VI Former Eusha Hasan’s article exploring the cult-like civilization of the Pythagoreans. The analysis that is required to read a scholarly article, compare that piece of knowledge with what they already know, and expand on it, requires a boy to think about what he knows. In other words, he is thinking in order to improve his own thinking.” Mitchell believes that analytical skills, like those demonstrated in the creation of Newton’s Notebook, are crucial for students’ future success. “We need to focus less on the math content, the reading content, the history content, and more on ensuring our students have the ability to think critically in every situation,” says Mitchell. “Our challenge is to act as a guide, and to empower them to do everything that they’re capable of doing on their own. This is ultimately how they will achieve the ability to think deeply, which is vital to success beyond Haverford.”
Modern and Classical Languages In modern and classical languages, faculty teach cultural empathy just as much as they teach the language itself. In addition to learning grammar, syntax, and vocabulary, students also learn the historical context of the language and the customs of which it is a part. “We encourage boys to observe rather than to judge, and to come to their own conclusions about how a certain culture of people might live or behave – this is where critical thinking comes into play,” says Languages Department Chair Javier Lluch. Lluch notes cultural empathy as a pillar of Haverford’s language classes. “The Romans, for example, are not here anymore to explain themselves, so it takes a lot of empathy to understand what their motivations were,” says Lluch. “Roman society is basically the foundation of the U.S. as a republic, so a lot of what they believed and did is familiar
Latin II Honors students researched curse tablets and wrote a Latin spell on aluminum foil, symbolizing the thin sheets of metal typically used in the Roman Empire.
to us, even as some of their behaviors are alien to us.” The critical thinking and cultural empathy required to make these kinds of connections – in both Latin and other languages – is fostered through a variety of projects and studies. Spanish IV Honors students practice both cultural empathy and critical thinking skills through projects on identity, including researching their family heritage and presenting it in the form of a poem, painting, family tree, or other visual representation. Students also research popular travel routes, including the Pan-American Highway, and write from the perspective of a traveler: what do they see, hear, taste, and smell? What makes the cultural and heritage sites along their route significant? Students begin to explore questions about Catholicism in Spanish-speaking countries, about the concentration of Spanish-speaking Americans in California, and about the impact of colonization on the cultures of Spanish-speaking countries. In Middle School, Latin students study and research Roman villas, culminating with constructing their own. Teachers ask a variety of questions: What did this Roman family value? What does this way of living tell you about Roman society? Can you build a house that reflects Roman values? “Learning about Roman mythology opens the boys’ eyes to our own mythology,” says Lluch. “Many of our ideas about government, citizenship, and civic duty are derived from the Romans; some of the people we admire and study lived by values similar to those of Roman intellectuals.” Similarly, IV and V Formers research Roman names, think about a name for themselves that is descriptive of their own identity and life story, and make their case to the class. The class decides whether the student is worthy of the name based on whether the student has adequately explained
why the name reflects who they are. “Romans were very intentional about how they named their children,” says Lluch. “This project gives students a sense of how important family, legacy, and lineage were for Ancient Romans. It introduces them to how the Romans thought about class, wealth and power, and ultimately encourages students to make connections with modern society.” In a new collaboration between the science department’s Environmental Ethics class and Honors Chinese IV, students will use research created by Haverford science teacher Jamison Maley, in partnership with the head of the environmental studies at the University of Pennsylvania, detailing various aspects of China’s environment. In the exchange, Chinese language students will learn more in-depth and scientific data about China’s environmental issues, while science students will gain the cultural, political, and historical background of the languages they see while doing their research. After analyzing the research curated by Maley, science students will write a letter to the authors to dig deeper on their particular topic. The Chinese language students will be tasked with translating the letters into Chinese. As a group, students will consider questions designed to spur critical thinking, such as: Does the West have a moral obligation to help China with regard to the environment? “In the languages department, we want to plant the seed to get out, to travel, and to put faces to the stories that politicians and journalists tell,” says Lluch. “We want the boys to learn about the human component of the issues that we talk about and the topics that we study. Often, groups of people are talked about as homogenous, or in terms of their relationship with the U.S. … go talk to these people. Learn
their stories, know their motivations, and become a more informed and compassionate citizen capable of drawing your own conclusions.”
Science “We define a good critical thinker as one who can raise vital questions pertaining to problems or issues in the world around them,” says Tom Trocano, Science Department Chair. “A critical thinker should be able to seek appropriate information, evaluate the validity of that information, and develop the skills to interpret abstract concepts.” In a continuing effort to put critical thinking skills into practice, the science department has implemented argumentdriven inquiry, which teachers describe as a more authentic way of approaching lab experiences and investigations. It’s also a process that they believe is applicable to multiple disciplines. “In this innovation era, information is readily available,” says Trocano. “What will continue to set students apart is whether they have the skills to seek valid information, to interpret it, and to apply it. At Haverford, this is a collaborative effort that is taking place in the science lab, in the history classroom, and throughout a student’s experience.” Argument-driven inquiry is not a new methodology, but it is gaining traction as an effective way to cultivate critical thinking skills. After conducting an experiment of their own design, students create their argument: an organization of what the guiding question was, what their claim was, what their experimental evidence was, and how they justified their conclusions based on the evidence. Following a review and commentary session with fellow lab groups, the
Biology and chemistry students are employing argument-driven inquiry to cultivate critical thinking skills. After conducting an experiment of their own design, students then create their argument: an organization of the guiding question, their claim, their experimental evidence, and how they justified their conclusions based on the evidence.
students write a summary report that is peer-reviewed and then submitted to the instructor. “We’re really giving students an authentic scientific experience,” says Trocano. “This is a significant departure from your typical high school lab in which everyone conducts the same experiment and gets the same results. It’s a microcosm of a real-world investigative approach to solving problems.” This approach is applied in biology when students explore the predator/prey relationships and how it relates to evolution, and in chemistry when they investigate the physical properties of sand, salt, iron, and plastic beads – and the most efficient way to separate the four components. The science department is fortunate to have sophisticated equipment to support this type of research. Some of the mostused items include the electron microscope, Nikon research microscope, and 3D printers. “Access to professional-grade tools allows students to explore matter in a way that helps them better understand the nature and the composition of the things around us,” says Trocano. Critical thinking is evident in all three divisions, from the youngest students in the Lower School working with Bill Palmer to research their favorite animal and present their findings to the class, to Marion Jacob working with sixthgraders to create an explanation for erratic bee behavior in Haverford’s new hives. “We strive for authentic experiences as opposed to predetermined outcomes,” says Trocano. “These open-ended questions may not result in a solution, but they ensure a very rich process. That process, particularly in science, often leads to failure – and failure is accepted and encouraged. How many drones don’t actually fly, how many catapults break, how many cardboard canoes don’t make it across the pool? Proving a hypothesis wrong is incredibly valuable.” From participating in the Soft Robotics Toolkit – an independent research project hosted by Harvard University, to exploring the impacts of infectious disease on our planet, to using molecular and cell biology research techniques to sequence a gene, to examining environmental ethics using a framework developed by the University of Pennsylvania, students have myriad opportunities to hone their critical thinking skills. VI Formers who are particularly interested in research apply to be part of Haverford’s Advanced Research Laboratory Cooperative, which includes a six- to eight-week summer immersion in laboratories throughout the city, including the Children’s Hospital of Philadelphia, Thomas Jefferson University Hospital, and the University of Pennsylvania. This year’s work includes researching whether a mutation lowers the amount of fat in blood, the effect of mutating genes in the mouse genome, and more. The boys write up their research for possible submission to publications, as well as a presentation to the lab researchers and the Haverford community. “Research and the skills it requires is critical to the future of these boys,” says Trocano. “It’s not just about science; you need to be able to write, read, and recall history. Students’
success and impact is all going to depend on their ability to use the fundamental knowledge that is available to everyone and apply it to unfamiliar problems. The more we can provide the boys with those skills in every discipline, the better they’ll be prepared as leaders who can contribute positively to their own futures and communities.”
English “Writing is thinking, clarified,” states Tom Stambaugh ’90, English Department Chair. “Putting words down, editing, revising – helps us know more clearly what we think. Critical thinking is careful discernment, perhaps fueled by personal passion but also separate from it; it is a more sophisticated way of interacting with a problem or challenge.” Whether it is trying to ascertain a text’s central message, considering the meaning and significance of particular words, or defending a point of view, Stambaugh believes that at its core, the study of English demands critical thinking. IV Formers participate in Haverford’s signature Elizabethan Faire, which complements literary analysis of Macbeth with research into the culture and performance styles of the period. Students present their findings to Middle and Upper School students in the way they feel is most effective – some pursue mini-documentaries, while others create websites or give a dramatic presentation as part of the daylong festival. Stambaugh’s VI Form English students read Hamlet over a period of six weeks and write a 10-12 page paper on the play. Once they have defined their position, they are required to research three critical voices. “We are building a bridge between high school and collegiate literary study,” says Stambaugh. “The idea is the older students are no longer writing in isolation, they are taking the beginning steps toward writing as part of a community of scholars. There is an intricate web of ideas that have been bouncing off a community of learned readers, and the student has an opportunity to position himself in that web.” Students use JSTOR (digital library) to find professional critical commentary in published academic journals. While most students are accustomed to finding information on Google and other search engines, they quickly come to understand that there are more efficient and effective modes of online research. Oftentimes, the first page of Google search results returns produced content, like study guides. Stambaugh believes that Haverford students are capable of creating their own criticism of at least that caliber, and guides them in identifying reputable sources that might also provide historical context, beliefs and habits of the author, and other information that enables a deeper analysis of the text. “Even JSTOR can be overwhelming, returning 40,000 results for a character’s name,” says Stambaugh. “We give students “training wheels” by selecting 20-30 articles that might be helpful, and also advising them on the credibility of sources as they explore on their own. If, for example, a student
finds a scholarly article from 1903 detailing the relationship between Hamlet and his mother, we might explore Freud’s influence on that period to provide some context to the article and help the student refine his path.” The foundation for a strong analytical mind is laid in Lower School, where kindergarten boys begin to understand personal narrative, informational, and persuasive genres of writing. As they progress, the students continue daily writing and reading, including learning how to gather information to support a particular concept or viewpoint. In Middle School, students work closely with English faculty and librarians to learn about proper citation and how to determine the validity of a particular source. Teachers focus on helping students interpret the information they access and understand how to use that information to convey their desired message. Form I English students research and create a historical timeline of events and figures throughout American history. This largescale visual acts as an introduction to the students’ study of the civil rights movement and allows them to look at trends analytically. They consider questions, including: When was the first African-American admitted to The Haverford School? What other events were taking place at that time? By looking at their own place in and relationship with history, students are spurred to think more critically. Ultimately, Stambaugh believes that reading the best content in any field will help students become informed, critical thinkers. “Critical faculties are required to find learned sources. This is key toward a successful life in future scholarship.”
A student edits out weak word language using the Writer’s Diet Test.
To see samples of student and faculty research, please visit haverford.org/ hstresearch.
Beyond Haverford Christopher Magnani ’11 Medical student, Stanford University School of Medicine M.Phil., University of Cambridge A.B., Harvard University
It was his first science class in Lower School that spurred Chris Magnani’s curiosity and insatiable appetite for learning. “I loved Mr. Palmer’s class; I have really good memories of the planetarium and similar experiences that got us excited about science, about learning, and about making connections with the real world,” says Magnani. He recalls practicing research skills from a young age: finding books in the library on do-it-yourself projects like making a paper helicopter or a baking soda volcano in Lower School; learning how to read and record accurate sources in Middle School; and refining the scientific method in Upper School. At Haverford, Magnani was part of the Advanced Research Laboratory Cooperative, a Form VI elective that includes a six- to eight-week summer research program at a local university laboratory. He spent time working in Rob Mauck’s lab at the University of Pennsylvania’s McKay Orthopaedic Research Laboratory, a tissue engineering lab. Magnani researched gene expression in the cells that build tendons, looking at the potential influence of electrical stimulation and different molecules on healing. “If a tendon gets damaged and you want to help the cells build a new tendon, what can you do to help them activate sooner?” asks Magnani. “We used bovine cow specimens to test whether you could use low-dose electricity or inject compounds to achieve this.” Magnani presented his research to lab instructors in the
Haverford community at the annual Research Symposium. “The amount of writing I did at Haverford in both the sciences and humanities – analyzing text, being thoughtful in citing the work, building an argument coherently – prepared me to produce a strong scientific paper,” reflects Magnani. It was this experience that helped solidify Magnani’s pursuit of science and research. “In a classroom experiment, you may not know the answer, but someone does,” he says. “Haverford’s research course was an exciting opportunity to find an answer that no one has yet. Being surprised by the result of an experiment – getting an answer that may not validate your prediction – is often the most interesting part of the process.” After graduating in 2011, Magnani studied chemistry and astrophysics at Harvard University, focusing on primordial chemistry. He was a Harvard College PRISE Fellow and completed his senior honors thesis at the Harvard Smithsonian Center for Astrophysics. Later, at the University of Cambridge, he examined the interaction between light and chemistry. “I looked at how UV light (a high-energy light) could impact nucleotides – the molecules that make up DNA and RNA,” he says. “From there, I considered the role of UV light in the beginning of life and the evolution of our genetic system. I was bringing physics and chemistry together to explore the question of how our genetic material could be related to the environment at the time when life began. We found that the molecules that were chosen by nature to be our genetic material have some special properties that make them more stable in that high-energy environment. That helps give a picture of why all known forms of life share this system with the same nucleotides in their genetic code, as the molecules available to biology had already been pre-selected.” While research topics and methodologies may differ or shift, Magnani believes that the research process is a critical constant. “Identify your question, experiment, see what information you learn, refine the question further, and
Chris Magnani ’11 at Whipple Observatory in Arizona, where he collected data for an astrophysics project.
run the process again,” says Magnani. “Haverford taught me to understand what I was asking, and why I was asking it. Having a good question is critical to producing good research.” As he begins his research, Magnani finds great pleasure in combing through literature and other information sources to see what foundation of knowledge exists. “Science is kind of a big human project; everyone is contributing a tiny piece,” he says. “The sum of all those pieces has gotten us to where we are. It is important for students to understand the current situation in their field and how their interest is going to advance the field.” While he is old enough to remember the time before smartphones, Magnani is young enough that he hasn’t lived a day without technology. “I think the biggest benefit of the information age is you’re able to find material faster,” he says. “But the amount of information can be overwhelming. There are certain search techniques that can save a lot of time, but the real key is learning how to read effectively.” Magnani notes that the more he reads, the more comfortable he becomes with the format of scientific research and the better able he is to determine the validity of the source. “You have to be very critical when you’re reading,” he says. “You have to doubt things until proven otherwise. Deciding at what point you can accept the researcher’s results is a skill of its own.” What’s next for Magnani? “I want to be doing research,” he states. “The process is the constant – it’s figuring out what topic is going to excite me for the next couple of decades. You never know what the next step is going to be or where you’ll end up, so you just need to enjoy the journey.”
Dr. Clifford C. Ando ’87 David B. and Clara E. Stern Professor of Humanities and Professor of Classics, History, and Law; Chair, Department of Classics, University of Chicago Research Fellow, Department of Classics and World Languages, University of South Africa Ph.D., Classical Studies, University of Michigan B.A., Classics, Princeton University
As a professor of classics at the University of Chicago, Cliff Ando studies the Roman Empire – both its history and its relation to our modern-day society. “The work of studying history or the humanities is very much the work of studying how human beings have reacted to each other and to the world, creating the place we live in today,” says Ando. The complexities of current situations around the world are not spontaneous, but rather part of a larger narrative, told and retold through language and arguments “handed to us from prior conversations. We can innovate, adapt, and adjust, but we’re not inventing them anew.” As we come to grips with a present and a past that are evermore complicated to understand, academic advisers play a crucial role in helping us to think about and question
the available information. “An adviser helps to expand the horizons of our imagination and also to render the questions we ask more precise. The process can seem paradoxical,” says Ando. “You need to see more in order to think more acutely; you need to think bigger to think smaller. Advisers, and even fellow students, can offer you not a better – but a different – body of knowledge and experience. These kinds of relationships are part of one’s life as a scholar forever. The role of an adviser can have an official and hierarchical side to it, but I think it’s best understood as a relationship of dialogue, partnership, and exchange.” By expanding their ability to frame and reframe situations, students are better prepared to ask the appropriate question – a pillar of any good research. The evolution of technology, particularly increased access to information, has altered the way we conduct research, and, Ando believes, should also influence the questions we ask. “Let’s say you are doing text-based research,” Ando says. “You now have access to something close to the raw data of textual production of the entirety of human history, certainly in Western languages. The kinds of questions you can ask at an historical and artistic level are utterly transformed. With access to all of this information, why ask the same sort of question you asked in 1980? Maybe we should all be doing historical semantics, where we study the meaning of particular words and clusters of words, because we can now nearly instantly trace the entire history of particular vocabularies. A generation ago, that would have required individuals to pore over texts for years. “In the old days, if you wanted to study something like the meaning of words in the American Bill of Rights, your first port of call would have been a lexicon,” says Ando. “Consider the word “militia” in the Second Amendment – what did it mean in 1790? In English, one would have turned to the Oxford English Dictionary, which gives a few examples of usage in chronological order. Today, you can rapidly harvest uses of the word throughout history. But what do you do with that much data? Having access to the raw information in a mere 10 seconds is both an opportunity and a challenge. That much information, undistilled and undigested, is like facing an unknown Amazonian rainforest.” While research in the quantitative social sciences lend themselves to analysis through mathematical models, which operate via well-known rules, studying the humanities is a bit more open-ended, Ando says. “110 million words of Latin and Greek survive from classical antiquity. No one will ever know them all. Asking any complex question of this material requires making a selection about what counts as evidence for your topic,” he says. “Making a judgment about issues of cause and effect is thus more open-ended. It requires forms of creativity that are more idiosyncratic, I suspect, than what you find in certain social sciences. The humanities nurture a form of imagination that I think is essential.” These judgments and analyses require the ability to
navigate complex narratives and competing information. In addition to reading voraciously on a given subject, Ando suggests students explore multiple discordant views. “If you think about it through a metaphor of photography, the possibility of understanding a landscape depends crucially upon the combination of photos from at least two perspectives rather than a single one,” says Ando. He has long employed this approach with his own research, the most current of which examines the nature and powers of states, including the kinds of affection we direct toward them. “The primary form we use to think about the distribution of people on the earth nowadays is the nation state,” says Ando. “We think of Americans as distinct from Canadians or different from Germans or Italians. In the modern world, there’s a lot of anxiety about what these categories mean, particularly in an age of abundant human mobility, including involuntary displacement and voluntary migration. People are confronting a lot of anxiety about the identity of their community. Once upon a time, your community was at some level a projection of yourself, but it doesn’t seem so easy to say that anymore. “One of the curious features of a number of ancient states – many of which, it is important to note, were empires – is that they functioned through the cultivation and management of difference. The political communities that I tend to study are ones in which diversity, heterogeneity, and difference along a lot of different axes were, if not celebrated, certainly accepted. They didn’t have the means to create and teach a national culture through institutions like schools. That made their aspirations a little bit different. Those differences have lessons to teach us.”
The 2017-18 Haverford School Board of Trustees (Above, front row, from left): William C. Yoh ’89, P’18 ’24, Chairman; Barbara Klock P’23 ’23; John J. Lynch P’10 ’12; Jennifer Paradis P’20; Maurice D. Glavin ’83, P’14 ’16 ’20; Amy T. Petersen P’15, Vice Chair; Christopher J. Maguire P’16 ’19; Ann M. Glavin, P’14 ’16 ’20; H. Laddie Montague ’56; Jennifer N. Pechet P’15 ’17; and Caroline R. De Marco P’20 ’22; (back row) Jason W. Ingle P’22; George C. McFarland Jr. ’77; William T. Harrington P’24 ’24; George B. Lemmon Jr. ’79, P’12 ’19; Joshua R. Levine ’94; John F. Hollway P’18; William C. Hambleton; David B. Ford Jr. ’93, P’24 ’26, Treasurer; Wade L. McDevitt P’28 ’30; Ravindra Reddy ’90; and John A. Nagl, Headmaster; (left, top row, from left) Oray B. Boston Jr. P’17; Randall T. Drain Jr. ’01; Thaddeus J. Fortin ’77, P’09; and Jeffrey F. Lee ’95; (bottom row) Michael S. Lewis ’99; Sharon S. Merhige P’16 ’18, Secretary; Peter A. Rohr P’12 ’13 ’15; and John C. Wilkins Jr. ’95.
The 2017-18 Alumni Executive Council (Front row, from left) Headmaster John Nagl and Alumni Association President Josh Levine ’94; (second row) Rick Garrity ’01, Thomas Lindberg ’07, and Alumni Association Vice President Jack Kirkpatrick ’88; (third row) Alumni Association Secretary Peter Hennessey ’95, Drew Mozino ’58, Greg Murray ’03, and Brant Henderson ’74; (fourth row) George Wood ’75, Mike Reese ’98, Rob Hastings ’86, Henry Faragalli ’86, Geoff Wright ’01, Turk Thacher ’62, Avery Cook ’93, Dy Cameron ’96, Austin Hepburn ’75, Sam Barnett ’65, Nafis Smith ’99, Lathrop Nelson ’93, John Silverthorne ’68, and Grant Phelan ’85; (back row) Harrison Jacobs ’91 and Andrew Bailey ’02.
Alumni Events Regional Receptions
Alumni Regional Receptions Washington, D.C. More than 20 alumni gathered at Old Ebbitt Grill for the annual Washington D.C. reception, held on Oct. 26.
New York City Headmaster John Nagl hosted 75 alumni at Convene in New York City on Oct. 19.
Head of the Schuylkill
Fords crew alumni entered a boat in this year’s Head of the Schuylkill Regatta. Somehow, they tricked Coach Jonathan Stephanik to get in the boat and the group did fairly well with no practice and no training. With over 20 entries in the event, the Fords alumni finished 14th. There’s hope to get more alumni involved next fall and potentially enter multiple boats. If you are interested in competing in 2018, please reach out to Andrew Bailey ’02 or Coach Stephanik. In the boat: (from left) Stephanie Thomas (cox), Coach Stephanik, Brandon Adams ’02, Jason Malumed ’05, Eric Malumed ’10, Alex Rhodes ’11, Matt Scheuritzel ’08, Colin Adams ’14, and Gavin Adams ’14.
Brownlow Society & Young Alumni
Young alumni and the fall athletic coaches gathered at 333 Belrose on Nov. 10, the night before Haverford/EA Day, to celebrate the annual tradition.
Notables Reunion Concert
Nearly 40 past and present Notables gathered on Nov. 22 in Centennial Hall for a reunion a cappella concert. Songs included “And So It Goes,” “Blue Moon,” and “Loch Lomond,” a Scottish air arranged by Ralph Vaughan Williams.
Annual Thanksgiving Breakfast and Sports
Annual Thanksgiving football Young alumni (Maroon Team) capped off a second half comeback, reclaiming the title for the first time in seven years with a final score of 36-28. The Turkey Bowl MVP was awarded to Shomari Watts ’09 for his tenacious play on both ends of the field.
Annual Thanksgiving soccer Goals by David Dubow ’09, Terry Spahr ’84, and a longer-than-half-field boot by Jerry White ’00 over the head of a surprised goalkeeper were the highlights in an unofficial win over the varsity squad. Strong play by Steve Gaffney ’91, three Micoluccis – Dan ’81, Mark ’84, and Matt ’86 – and goalie Piruz Partow ’94 impressed many onlookers, including Coach Joe Tatta, Bob Clothier ’79, Peter Stokes ’75, Reid Blynn ’75, Ken Fleisher ’75, and George Wood ’75.
Annual Thanksgiving breakfast Alumni from the early ’50s to the Class of 2017 gathered on Thanksgiving morning in the Dining Hall for breakfast made by Chef Henry Ruffin.
the team bringing this transformative therapy to market. This is evidence of the rapid changes in patient care over the years. Diagnosis criteria has also evolved, partially due to the advent of MRI, which allows physicians to look at the brain and the spine for lesions or abnormalities that may not manifest themselves clinically.
What are the keys to your success? First, you have to have a passion for what you do. At Genentech, we create and develop medicines that improves people’s lives, and I see the impact of that every day through my conversations with clinicians, physicians, and patient advocacy groups. Second, it’s important to have the ability to connect. One of the things I was taught a long time ago is that you have two ears and one mouth; you should listen more than you talk. I take this approach when trying to understand the challenges that physicians, patients, and caregivers are encountering when it comes to MS.
Bill Caddell ’91 Genentech Bill Caddell ’91 is a clinical specialist in the multiple sclerosis division at Genentech. He has worked in the biotechnology and pharmaceutical industries for 16 years and has been recognized nationally for his sales and leadership performance. Caddell graduated from Wake Forest University with a B.A. in speech communication. He has served on the Haverford Leadership Council (HLC) since 2016.
You have worked in advertising, telecommunications, pharmaceuticals, and biotechnology. What elements of your sales role remain constant despite the shift in industries? Everything is about people and the rest is details. The basis of what I learned around developing connections was cultivated at Haverford – being able to find common ground and being conversant on a wide variety of topics. As I meet new people and new business contacts, I find that investing time to develop genuine relationships is applicable in any industry or situation. What advancements have been made in the field of multiple sclerosis (MS) during your time in the field? The first modifying therapy for MS was introduced in 1993. Before that, people simply became disabled over time – that was the prognosis. When I started working in MS in 2009, there were five approved modifying therapies. Today, there are 15. There is a lot of research, time, and effort being invested in this particular disease area. In March of 2017, Genentech received approval on the first-ever therapy approved for both relapsing forms of MS and primary progressive MS. I am very excited to be a part of
At Haverford, you played football and were a founding member of the Notables. What are the parallels between athletics and the arts? One of the gifts that a Haverford School education gives you is it takes the lid off of your thinking. It encourages you to be multifaceted. Sports and singing both require collaboration and hard work. They require teamwork. They require leadership. They require great coaches who can see where you can be, even if you can’t see it, and who encourage you in that direction. Notables Director Michael Stairs didn’t have a whistle around his neck, but he was a great coach for me. What have you learned during your time on the Haverford Leadership Council? At a recent HLC session, a question was posed to us: How do we teach our boys resilience? I believe that resilience is born out of necessity. One of my initial lessons in resilience was simply the process of being a student commuting on the train every day to school from West Philadelphia to the Main Line. Being on the
“One of the gifts that a Haverford School education gives you is it takes the lid off of your thinking. It encourages you to be multifaceted.” HLC and seeing the initiatives designed to foster the social and emotional well-being of boys – and hearing students talk about how being vulnerable with each other is an important part of their day – demonstrated that Haverford is focusing on building resilience in every boy and making emotional wellbeing a priority. I’ve also seen that Haverford remains an academically rigorous school, turning out graduates who are very special and unique. If you have a Haverford foundation, you’re prepared to do well because you are in an environment that demands your best. The level of instruction that Haverford provides continues to be unsurpassed.
video bundle was God’s gift to many TV networks. Now that consumers have greater choice in what they want to watch and pay for, there is going to be a shake-out in terms of which networks survive and which do not. It appears that the strategic place a network would want to be is in the commercial-free, on-demand, delivery-over-the-Internet place. Fortunately for Showtime, where I have worked for close to 30 years, that is exactly the spot it occupies. The key to survival will be in continuing to deliver a steady stream of worthy content each month so that consumers will find it valuable to hang on to their Showtime subscription regardless of how they want to receive it (via cable TV, satellite, telco, or Internet). We need to constantly invest in and introduce new shows if we are going to thrive in a fiercely competitive market.
What role did Haverford play in making you the man you are today? Shortly after I arrived at Haverford, I found myself lying on the floor of the gymnasium looking up at a tall, athletic, blondhaired man whose squinting blue eyes were sending a message. It wasn’t a particularly welcoming message. “Is that the best you can do, Christie?” he asked. I knew then why my parents sent me to Haverford. After a while I learned, whether it was Mr. Dixon, or Mr. Laserna, or Mr. McBride, or Mr. Jameson or Mr. Brown, that they all shared this trait of looking at you and sending a nonverbal message that penetrated deep into your core. And of course they were right. I could do better. It is because of these men, I did. As I look back on it, I feel like one of the luckiest guys in the world to have attended The Haverford School when these men (and these are just to name a few) were the teachers and coaches there. They helped make me the man I am today. Do any lessons from the 1971 soccer team, newly inducted into the Athletic Hall of Fame, stick with you today? From time to time I have heard it asked why the pain of losing seems to be so much greater than the joy of winning. There is a certain truth in that. The fall ’71 soccer team had a group of athletes who were so good and so confident that from the moment we stepped on the field we just knew we were going to win that day. But strangely the things that I remember best about
“As I look back on it, I feel like one of the luckiest guys in the world to have attended The Haverford School when these men (and these are just to name a few) were the teachers and coaches there. They helped make me the man I am today.” high school sports aren’t memories about being victorious. What I remember most clearly tends to be things like what it felt like to ride the bench. Or what it felt like when the carrying-on went a little too far and you wish you could take back that thing you just said or did as a joke but that person didn’t think it was so funny; or regretting screaming a four-letter word after striking out. But these are the things that help you mature. Learning from mistakes whether on the athletic field, in the classroom, or now in the corporate office, is critical to creating a winning environment. How has technology influenced the television business? The Internet has disrupted every business, and possibly none more so than the media business. The Internet disrupted the music business. It disrupted publishing. Now the Internet is putting some serious hurt on the cable television business. And let’s face it, the cable television business was asking to be disrupted. One Wall Street analyst recently said, “The cable video bundle was God’s gift to ESPN.” The truth is the cable
Tom Christie ’73 Showtime Networks Tom Christie is Chief Operating Officer of Showtime Networks Inc. and has held several roles with the company. Prior to joining Showtime, Christie held an executive role at Sundance Channel. He earned an A.B. from Princeton University, an M.A. in teaching from Brown University, and an MBA from the Tuck School at Dartmouth College.
HAVE YOU HEARD THE NEWS?
As of July 1, 2017, all contributions made through the Pennsylvania EITC and OSTC tax credit programs count towards The Haverford Fund! FOR MORE INFORMATION THE HAVERFORD FUND
Cindy Shaw P’16 ’19 email@example.com 484-417-2788
Matt Nierenberg firstname.lastname@example.org 484-417-2794
A special thanks to our Fiscal Year 17-18 Haverford Fund and EITC/OSTC Volunteers THE HAVERFORD FUND
Jack Kirkpatrick ’88, P’20 Lathrop Nelson ’93
Tim Flatley ’77 Josh Levine ’94 Paul O’Grady ’85, P’18
Parent Co-Chairs Martha Ortiz P’21 Phil Rosenzweig P’25
Parents Alan and Maggie Kaplan P’20 John and Andrea Pettibone P’21 Richard and Melissa Stamps P’20’24
The best moment By Luqman Kolade, Upper School English
As a V Form English teacher, I am asked by many of the students to write college recommendations. With so many recs to write, at times it can be difficult to know where to start when talking about a boy. To remedy this, for the last few years I have added a question to the form the boys must fill out when asking a teacher to write for them: “What’s the best moment you’ve had with Mr. Kolade?” This question, with its broad nature, often elicits some initial confusion.
I wanted to challenge a few of them who were not working as hard they should have been. This young man, who is quite talented and one of our faster athletes, had decided to coast a bit, and he did not think I would notice. As he put it, “As soon as I slowed my turnover and took a deep breath, I heard feet behind me. Before I could even turn around, Mr. Kolade was already past me. I tried in vain to recapture the speed I once
The students tend to reference their best assignment, which they point out is already a question on the sheet, but my prompt seeks something a bit more personal and reflective. My advice to the boys when they start thinking about which teachers to ask is to pick those they have had an experience or conversation with that has nothing to do with the good paper they wrote or a great response during a class discussion. Once a boy figures out a meaningful moment, it becomes much easier for me to talk about him as not only a learner but as a young man. Every now and then, a boy’s best moment is something I would never think is profound enough for him to remember – a throwaway line in a discussion or a story I told the class in passing. Since I have started asking this question, I have been reminded of a long-held belief: the impact we as teachers have on students reaches far past the content we teach. One recent recommendation sheet I received further reinforced this idea when a former student and current athlete referenced a track practice from his freshman year. In my first few years as track coach, I did every workout with the boys. I would go out and set the pace, giving instruction as I ran. As I have gotten a bit older, I am much more judicious with the workouts I do. However, during this practice, I decided to run, maybe because
had on the turn but Kolade slipped farther and farther into the distance. I’d never felt so salty. This old man just smoked me.” Once I got past his misunderstanding of my age, I was struck by how a non-moment I did not remember had resonated with him. He had seen this instance as not just his coach getting in a workout but rather a learning experience. I did not intend to teach right then, but he interpreted my passing him as a commitment to leading by example. He did not choose any of our experiences in the classroom as being the most meaningful, and this “lesson” will stick with him far longer than anything I could have lesson-planned.
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2016-17 ANNUAL REPORT OMISSIONS GIFTS TO RESTRICTED FUNDS
memory of her husband, E. Russell Allen ’72, this fund provides tuition assistance to students of need.
The following funds have not yet met the $100,000 endowment level. Additional gifts are especially welcomed. Donors listed below made a gift to a particular restricted fund during the 2016-17 fiscal year.
Mr. and Mrs. Donald J. McBride Mr. and Mrs. Rodman W. Smith ’72
THE CLASS OF 1964 SCHOLARSHIP FUND
This fund was created by the Class of 1964 in celebration of their 50th Reunion. The purpose of the fund is to enhance the general unrestricted endowment of the School. If the fund reaches the minimum balance of $100,000 within five years, it will be reconstituted as an endowed scholarship. Mr. and Mrs. Phelps T. Riley ’64
THE CLASS OF 1965 SCHOLARSHIP FUND
This fund was created by the Class of 1965 in celebration of their 50th Reunion. The purpose of the fund is to enhance the general unrestricted endowment of the School. If the fund reaches the minimum balance of $100,000 within five years, it will be reconstituted as an endowed scholarship. Mr. Gordon S. Converse ’65 Mr. Nicholas N. Price ’65
THE CLASS OF 1996 RAFAEL LASERNA FUND FOR OUTSTANDING TEACHING
Established by the Class of 1996 in their graduating year to honor outstanding teaching at Haverford and the memory of teacher Rafael Laserna, who served Haverford from 1969 to 1995. The fund’s income supports an annual award to a teacher recommended by student vote, with remaining income allocated to faculty enrichment and graduate study. Mr. and Mrs. R. Allen Purkiss Jr. ’79
THE COMMUNITY PARTNERSHIP ENDOWMENT FUND
The Community Partnership Endowment Fund provides support for leadership, service and community-based partnerships. Mr. Michael S. Lewis ’99 Pepsico Foundation Inc.
THE E. RUSSELL ALLEN JR. ’72 MEMORIAL SCHOLARSHIP FUND
Established in 2010 by Constance J. Allen in
THE HAVERFORD SCHOLARS SUPPLEMENTAL FUND
This fund provides supplemental financial support to assist qualifying Haverford School students with additional needs beyond tuition aid. Supplemental support may include meal plans, transportation, computers, and other school supplies. THE HEADMASTER’S DISCRETIONARY FUND
This fund provides supplemental resources for critical needs in the areas of tuition assistance, academic/arts/athletic programs, and for faculty support and professional development. THE HONOR CODE PROJECT FUND
This fund supports the maintenance and implementation of the Honor Code system at The Haverford School, including organizing an annual Honor Conference with neighboring schools. THE JACK BERRETTINI ’09 SCHOLARSHIP FUND
The Jack Berrettini ’09 Scholarship was established in 2008 in memory of Jack. This fund provides tuition assistance to students of need, with a preference for boys who demonstrate the qualities and values that Jack represented, including kindness to others, a love of life, and community spirit. Mrs. Peter P. Quinn
THE MAGUIRE INDEPENDENT SCHOOL SCHOLARS PROGRAM FUND
The Maguire Scholars Fund provides last dollar scholarship support to four qualified students. The funding is initiated during the III Former year and continues until graduation. THE MICHAEL STAIRS CONCERT SERIES FUND
This fund was established in 2013 to honor Michael Stairs, founding conductor of The Notables, and his 25 years of musical teaching from 1987 to 2012 at Haverford. Mr. and Mrs. Nathaniel R. Cohen LBC Credit Management LP
THE R. STOCKTON “STOCKY” TAYLOR JR. ’63 FUND
Established in 2009 upon the death of Stocky, who suffered a paralyzing injury in a wrestling accident in 1960. In 2008, Stocky received the Athletic Hall of Fame Special Recognition Award for his participation on the Haverford wrestling team. THE RICHARD AND HILARY COOPER FUND FOR SUPPLEMENTAL FINANCIAL ASSISTANCE
Established in 2000 by Richard and Hilary Cooper, this fund allows Haverford to award need based grants for costs over and above tuition needed by students to pursue their Haverford education. THE SERVICE LEARNING FUND
Established in 2000 with a gift from Kathleen and Nicholas Chimicles, parents of Peter J. Chimicles ’04 and Nicholas A. Chimicles ’19, for the purpose of supporting community service learning through the service projects performed by Haverford students. THE SEVERINGHAUS LIBRARY FUND
Created in 2008, this fund supports library operations. THE WILLIAM A. “WILL” COREY ’08 MEMORIAL SCHOLARSHIP FUND
The fund was created in 2004 in memory of Will Corey ’08 to provide a tuition assistance award to a rising VI Former at Haverford. The award recognizes a member of the class who embodies the traits and characteristics that Will personified in his life as a Haverford School boy. The recipient demonstrates kindness, humor and spirit, support of other members of the community, a love of learning, and courage in the face of adversity. Dr. and Mrs. Donald J. Corey
GIFTS IN KIND Mr. and Mrs. Russell C. Ball III ’84 Mr. and Mrs. John C. Bogle Jr. ’77 Mr. and Mrs. Lawrence Borden Mr. and Mrs. Robert T. Hastings ’86 Ms. Murielle McCarthy Mr. and Mrs. Walter J. Mostek Jr. Mr. and Mrs. Thomas N. Ward III ’84
REALIZED BEQUESTS The Estate of Richard S. Ravenscroft ’55 Mrs. Fay M. Stetzer
May 4-5 2018
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HAVERFORD SCHOOL TODAY Education in the Innovation Era
How education at Haverford and in general is changing in the face of innovation. Plus alumni spotlights, snapshots from the classroom, Haver...
Published on Feb 9, 2018
How education at Haverford and in general is changing in the face of innovation. Plus alumni spotlights, snapshots from the classroom, Haver...