January 2024 Index

the index The student voice since 1888

The Haverford School · Haverford, PA 19041 · January 2024 · Volume 91, No. 4 · thsindex.org

Adiyan Nayak ’24

F

ords Basketball is young and hungry, but the team is also contending with injuries to two key players, Fifth Former Duke Cloran and Fourth Former Emmanuel Butts. With Inter-Ac play set to kick off on January 5, the team hopes to figure out its identity without two of its stars.

In the wake of these injuries, other players will have to step into a larger role on the floor.

“I think they’re doing a good job,” Head Coach Mr. Bernie Rogers said. “It kind of changes who you are as a team a little bit, so we’re trying to find different roles for guys, and trying to figure out what’s the best way to play for the guys who are healthy. It’ll probably be a learning process through the preseason to figure it out.”

Two players who will help carry the load are Fifth Formers Jacob and Leo Becker, who transferred to the school this year.

“They’re really unselfish; they’re great guys,” Coach Rogers said. “We’re just kind of throwing a lot at them, and I think they will get better and better as the season goes on.”

The Beckers are talented players in their own right, but their experience of playing together provides valuable on-court chemistry. con’t on p. 14

Fords hope to ignite banged-up basketball team PIERCE LAVERAN ’24

Connor Scanlan ’24 in a 59-50 win over Hun, November 30, 2023

Service at Haverford... and beyond

Milan Varma ’25

S

ervice is known as a noble cause, taken up by many to improve major aspects of our world. But service can take the smallest of forms, attainable by small efforts that compound into massive effects. Service is a way of giving back to the universe that has given us so much, serving not only our surroundings but ourselves.

It is well known that the holiday season is the season of giving, with celebrations such as Thanksgiving, Christmas, Hanukkah, Diwali, and many more.

One less well-known celebration is that of GivingTuesday, which is, according to GivingTuesday.org, a “global generosity movement unleashing the power of people and organizations to transform their communities and the world.”

On campus, service comes alive during this season. From the Can Drive to the Turkey Drive, the entire school works together to do their part for the community.

Though Haverford does not have a service-hour requirement, it emphasizes service learning.

One of the main methods of giving back to the community is the Can Drive, run by the service board, which is headed by Director of Service Learning Ms. Jini Loos.

The Service Board’s holiday donation collection ran in the lobby through December 15, 2023

Seward’s massive catch, p. 5

COURTESY OF HENRY SEWARD ’24

Robotics, p. 4

COURTESY OF MILAN VARMA ’24

Swimming, pg. 15

con’t on p. 3

PIERCE LAVERAN ’24

COMMUNICATIONS

Hockey, pg. 14

PIERCE LAVERAN ’24

the index · editorial

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the index 2023–2024 Staff Ethan Lee ’24 Editor-in-Chief Adiyan Nayak ’24 Editor-in-Chief Christopher Schwarting ’24 Editor-in-Chief Arsh Aggarwal ’24 Senior Managing Editor Casey Williams ’24 Senior Managing Editor Ian Rosenzweig ’25 Managing Editor Connor Simpkins ’25 Managing Editor

January 2024

editorial Finding warmth

T

he holidays were a time for connection: families gathered by the fireplace, unwrapped gifts, and expressed their love. And despite the wintry chill, this time also abounds with heat.

From incoming college decisions to global conflicts, students may find themselves irritable or exhausted by the turn of the new year.

That’s natural.

But in this movement forward, we encourage you to take a moment to reflect—

just as we have in our first issue of 2024.

In examining our relationship to service on campus, we find our drive to give back to our community. Through Spotify Wrapped, we recall the music—beauty—that carries us through late-night study sessions and library hangouts. By striving for unity even when we disagree, we overcome the bounds that threaten our tight-knit camaraderie.

In the two weeks you spent with your family, we hope you chekced in on your friends. Your Haverford brothers are a family

of their own, after all, and they will support you even when you’re not here. Reach out, be vulnerable.

We hear all the time how valuable Peer Counseling is to the student body, and how much we crave that warmth. Let’s make this year about creating similar spaces, even when we aren’t all huddled together in Pechet Conference room.

We hope you enjoyed a holiday full of warmth, and we look forward to seeing you this the new year.

Milan Varma ’25 News Editor Tate Conklin ’24 Features Editor Elliot Lee ’25 Academics Editor Tripp Ronon ’24 Neighborhood Editor Luke Ganley ’25 Campus Opinions Editor Abdullah Kanchwala ’25 Campus Opinions Editor Grayson Morgan ’26 Junior Campus Opinions Editor Talan Maury ’26 Off-Campus Opinions Editor Tommy Saul ’26 Off-Campus Opinions Editor Russell Yoh ’24 Arts Editor Liam French ’25 Junior Arts Editor Charlie Keidel ’24 Sports Editor

2023-24 Editors-in-Chief (left to right, Adiyan Nayak ’24, Ethan Lee ’24, and Christopher Schwarting ’24)

INDEX STAFF

Letter from the student body president

Quinn Sullivan ’25 Junior Sports Editor Pierce Laveran ’24 Senior Photography Editor Riyadh Rolls ’26 Junior Photography Editor Luca Aloi ’25 Sean Ngo ’24 Sam Pennington ’26 Staff Writers Ms. Emily Harnett Faculty Advisor Mr. Thomas Stambaugh Faculty Advisor

The Index is a student-run publication of the Haverford School that does more than bring news: it provides the diverse perspectives of the Haverford student body. It is an outlet for student writers to take stands on issues they deem important.

It chronicles the daily struggles and accomplishments of the Haverford community. The Index also provides a forum for discussion of pertinent issues, such as student culture, academic policy, and Haverford’s place in world affairs. The Index presents new ideas and aspires to influence constructive change.

All opinions and viewpoints expressed herein do not necessarily reflect those of The Index or the school. The Index is designed and produced digitally. Photographs may be retouched. Submissions and letters to the editors regarding any and all articles are welcomed at index@haverford.org.

The Index, a member of the Columbia Scholastic Press Association, is composed using the applications of Google Suite and Adobe Creative Cloud. Its surveys are conducted via Google Forms and are advertised on email to current Haverford students. Graphic designs are created by Index staff via Canva.

Southern Dutchess News prints 200-400 copies of each issue, and its editorial staff distributes them in the Upper School on the day of release. The Index serves the needs of a total school population of 1152 community members, consisting of 952 students and 200 faculty and staff members.

Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 index@haverford.org Twitter: @Haverford_Index Instagram: @Haverford_Index Volume 91, No. 4 - January 2, 2024

PIERCE LAVERAN ’24

Asa Winikur ’24

G

oing into winter break opens the door to many opportunities.

Now’s the time to catch up with friends and family you may not get to see often. What I would argue is most valuable about winter break is the opportunity to reflect. The first semester is not over, but the two-week break leaves a great chance to look back on how the year has gone so far. As a community, I am happy to see what we have accomplished. We kept the sweater where it rightfully belongs, the fall play was a success, and I believe the upper school culture is in a good place. The Sixth Form has done a great

job at setting an example for the younger forms to follow.

I am proud of how our students have been supporting each other throughout the year as well. The student fan section has had great show outs varying from football games all the way to squash matches. Moments like the Brunswick squash match make this brotherhood so special. There aren’t many places where each year, you can count on an EA Day-like environment for a squash match.

Let’s keep this year in the direction it has been going. I would like to give a special

thank you to the Sixth Formers. We’ve created a welcoming vibe this year, and there is a special camaraderie between students, no matter what grade you’re in. This group of upper school students has carried on a culture that can hopefully be continued for years to come. As a group, we have brought out the best qualities of this school.

Let’s continue the roll we have been on.

Remember though that none of this is possible without the ones that have come before us. As we aim to continue this great tradition of brotherhood, remember that the legacy is not ours, but ours to uphold.

the index · news

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January 2024

news Service at Haverford... beyond, cont. from front page “We’ve been doing the Can Drive for over 35 years,” Ms. Loos said. “We used to do it in partnership with Episcopal Academy, and it used to be a huge competition and so on. We would bring in easily 10,000 to 13,000 cans.”

Unfortunately, this year’s turnout was lackluster.

“This year was a light year. So we’re going to look at the way in which we present it to the community. We had a meeting to brainstorm different ideas and ways that we can get that message to the community to get them a little more enthusiastic,” Ms. Loos said.

“I know that kids like dress-down days and pizza parties, and I appreciate that, but I struggle a little bit with the whole idea that people need incentives to do something good.”

This idea that service is a transaction may be something hindering students’ ability to give back to the community.

“I think students need to be mindful of what it is that we’re trying to do,” Ms. Loos said. “It’s not about the competition, it’s about all the people we’re feeding.”

Ms. Loos and the service board have a plan for this year surrounding hunger and poverty.

“The idea is that this year we are working on a theme of bringing funds and awareness to issues of hunger and poverty and homelessness, which will culminate with our Empty Bowls event in the spring,” Ms. Loos said. “And the money that we raise for that will go to our hunger partners, and the Can Drive kicks that off as well.”

The school does build service into the learning system, starting in lower school, to establish a mindset of giving and awareness.

“In the lower school, they do graphing

and sorting, and so they build it into their math program, which is service learning, putting their learning into action,” Ms. Loos said. “You have the student council running it in the middle school. This was a lighter year for them as well, but, you know, every bit we get is appreciated, and I got great responses from the people who donated.”

Sometimes, it helps students to know the people and organizations their donations are directly benefiting.

“The middle school donated their cans to Saint Barnabas Mission for homeless mothers and their children, and their cupboard was completely bare,” Ms. Loos said.

“Our guys filled their cupboard, so that’s a great feeling for everyone.”

The Can Drive is not the only large service event during this time.

“The Turkey Drive will donate to Project Home, which provides Thanksgiving dinners to the homeless, for about 2500 people. We feel the more people that are involved, the better a response we get,” Ms. Loos said.

Fifth Form Service Board Co-President Ian Rosenzweig explains how the message of the Can Drive is communicated to the student body.

“We have the big upper school assembly, which is the first day of EA Week and also the Can Drive kickoff, so what we really try to do with that is to spread the message of why what we’re doing with the Can Drive is important. We share statistics about hunger, we share information about the impact that we’ve had in the past, and we talk about our partners,” Rosenzweig said.

“I also tried to tie it into the EA Week spirit. The Can Drive is also something that EA does or has done in the past, so it’s something that we’re all doing together even in a

time of rivalry,” Rosenzweig said.

Despite the unfortunate turnout of cans, the Service Board feels like they can modify a few strategies for this event.

“For the kids who can only bring in one or two cans, they feel like ‘why bother?’”

MS. JINI LOOS

“The student body at Haverford at that time was not as inclined to donate cans,” Rosenzweig said. “A possibility could be that the incentives offered are not incentivizing enough, and another thing we’ve talked about is that it’s possible that our kickoff gets lost in the EA Week fanfare, so we’ve discussed moving the kickoff to a week earlier.”

One factor may be that not all students see service in the same light. Often, smaller donations can be overshadowed by larger ones, a phenomenon that Ms. Loos has seen firsthand.

“Kids would see that and then you would think, ‘Oh, that’s so great because of how many people it feeds,’ but for the kids who can only bring in one or two cans, they feel like ‘why bother?’” Ms. Loos said. “We try to thank everybody because a can of soup feeds a family of four in some communities.”

Ms. Loos also offers a variety of anecdotes that could help change the stigma around service, especially at Haverford.

“The lacrosse team does holiday bags for the Ardmore House, which is a low-

income senior center. When I say to kids that hunger and poverty and those struggles are more local than we realize, that’s exactly what I mean,” Ms. Loos said. “I’m a strong believer in breaking that ‘us and them’ mentality, and when people say it’s a hand up or a hand down, I say it’s hands together, supporting each other.’”

Service has a ripple effect. While it may not seem like small donations do much for the greater cause, these donations often bring hope or joy to a few people in need, and can sometimes spark ideas in others to make long-lasting change.

“A couple of years ago, I took a group of students to New Mexico to present at the National Service-Learning conference. We had a relationship we had built up for about six years with this school in Uganda, and we sent all kinds of things to them from sports equipment to books. It was all student-driven too,” Ms. Loos said. “There was a woman who kept raising her hand, asking all kinds of questions, and at the end she asked the students if they would sit down with her and brainstorm a little bit. She had this idea for this project about water she wanted to do but she didn’t know if it was viable.

“The next year I went to the conference again, and she was there, and was setting up an exhibit,” Ms. Loos said. “The exhibit was for a project called H2O for Life. So I went up to her and said, ‘It’s so great to see you!

You might not remember me, but my name is Jini Loos and I attended this conference with my students last year.’ And she said, ‘remember you?’ This program exists because of you and your students! Your student gave me the confidence to believe this could happen.’ They formed this program, H2O for Life, and it’s now in 125 schools worldwide.”

Community responds to 2023 EA Day Video Charlie Keidel ’24

E

ach year, the school community finds itself once again wrapped up in the fever of EA Week. From the daily dress-downs to the form competitions, so much of EA Day is what happens before the main day of competition. Perhaps the mostloved tradition is the EA Day video created by a group of Sixth Form students. The video offers a rallying cry for students across all forms.

It’s no secret that EA Day videos have sparked controversy. In 2021, Jeffery Yang ’22 wrote an article for The Index detailing the community’s ongoing struggle with the topics of gender and sexuality amid the release of that year’s EA Day video. Former College Counselor Ms. Heather Stinson remarked in the article that she found the video “very much read into the portrayal of the EA student as being stereotypically homosexual. With the skipping, the dramatic actions, and the fastidious nature of wearing masks.”

However, many students saw the jokes as just that.

“Our goal was to bring people together as a community, and we would not have put anything in the video unless it was meant to do that,” said a Sixth Former quoted in the article.

Other faculty members shared their concerns about the video’s messaging on permissible jokes “At the end of the day, what we’re really concerned about is how it’s going to make the boys feel, and what goes through the minds of the boys who see it as funny

or don’t see what’s wrong about it,” History Department Chair Ms. Hannah Turlish said in Yang’s article.

“We wanted to provide an experience that would deepen our brothers’ connection to the school.”

JACK CIMINO ’24

While it wasn’t the first time concerns were raised about the video, it was clear from the article that faculty members voiced that they were uncomfortable with what the video had become. Faculty members began to go “in [to Centennial Hall] with my guard up,” as Ms. Stinson put it.

This year, the Sixth Formers tasked with creating the video had a mission statement.

“We wanted to provide an experience that would deepen our brothers’ connection to the school,” Sixth Former Jack Cimino said, “and I think we did that.”

The largest portion of the video featured Sixth Form impressions of administrators and faculty. From Connor Nolen’s impression of Head of School Mr. Tyler Casertano, Asa Winikur’s impression of Upper School Dean of Students Mr. Luqman Kolade, and Brady O’Kane’s impression of English Department Chair Mr. Thomas Stambaugh—it felt like the playful jokes about the nature of

trusted adults in our community were something everyone could buy in to.

The scene including interviews of EA students strayed from the previously oft-used jokes about EA boys.

“I think kids know what they’re implying when they show gay or less masculine boys as comedy. I think that was part of what faculty were responding to in prior years. I think it’s the easiest joke to make amongst a young group of boys,” English teacher Dr. Micah Del Rosario said. “This year, I didn’t feel that way.”

The contrast in reaction amongst the faculty from years past reached Mr. Kolade.

“The things that are funniest are internal to our community,” Mr. Kolade said.

“Jokes amongst our community are what bring us together.”

Mr. Kolade commented on Student Body President Asa Winikur’s filmed encounter with an EA student at the EA-Hill football game. The EA student asked Winikur to leave, and Winikur responded by satirically rattling off some of Haverford’s virtues.

“Obviously, that’s playing on the Haverford virtues, that’s where the joke lies—not in anything about them,” Mr. Kolade said.

Still, Mr. Kolade highlighted how the process of verifying the video is strenuous.

“I’d probably watched the video about six times before it was ever shown to the broader student body, Mr. Kolade said. “Regardless of what kids initially make, it has to run through a rigorous process, so even if they were making [inappropriate] ‘jokes’ like

that, it’d be cut out.”

Increased supervision of what is shown to the upper school has perhaps changed the conversations in the wake of the video’s presentation.

“I feel like the video still plays on some typical Haverford sterotypes.”

ANONYMOUS SIXTH FORMER Still, faculty and students feel that the video could become more inclusive towards the entirety of the student body, with an anonymous Sixth Former saying: “I feel like the video still played on some of the typical Haverford stereotypes of Avalon and consumption of alcohol.”

The student was not alone, as Dr. Del Rosario was left believing the video played too much into the jokes of the Sixth Formers who created it.

“Some parts of the video seemed like inside jokes,” he said.

Inside jokes are inherently exclusionary, meant only to amuse those “in on the joke.”

Mr. Kolade said, “I told [the guys making the videos], it’s not just for your group of friends—it’s for 400 or some kids—so try to make it where everyone is in on it.”

No matter how students felt about the EA Day video, few in our community felt it created damage in the way past years’ videos had. A welcome change.

the index · news

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January 2024

Robotics sends two teams to Signature Event in Massachusetts COURTESY OF MILAN VARMA ‘25

169A prepares to play a qualification match, November 30, 2023 Milan Varma ’25

S

ince the competition has existed, the robotics team has traveled to the town of Worcester, Massachusetts, for the signature event called the WAVE, at Worcester Polytechnic Institute (WPI). The team has found a variety of outcomes as the program evolved.

This year, The Cavalry returned home to the shop with mixed feelings. Haverford sent two teams to this year’s event, 169A and 169E. Both school teams entered the competition with high expectations.

The 169A team consists of Sixth Form driver Max Zhang, Fifth Form drive box members Elliot Lee and Conor McDonald, Sixth Form builder Michael Wylie, and Third Form coder Jack Ford.

WPI’s signature competition raises high stakes for all teams who attend.

“WPI is a signature tournament, which means that teams from all over the country come to compete. If you win, you get a direct qualification for the World Tournament,” Zhang said. “Historically, 169 has gone to WPI and won, but this year was a different story.”

from this competition.

“Last year we had a lot of experienced seniors who graduated, so this year we had to fill in those roles,” Zhang said. “I think we did a pretty good job with it. It’s just that the lack of experience in match situations hurt us.”

169E, a relatively new team in comparison to the seasoned 169A, is comprised of Fifth Form driver Milan Varma, Fifth Formers Kevin Covington and Eli Leader, and coders Finn Kelly ’25 and David Stewart ’24.

169E also attended WPI last year. This year, Fifth Former Eli Leader thinks it served as a learning opportunity for the team to succeed even more in the near future.

“We did better than I thought we would do going into the tournament,” Leader said.

“I think if we had performed a bit better the second day, we could have easily made eliminations and would have been much more competitive.”

Leader has seen firsthand how this tournament will affect strategy for the future.

“This has made us start on our second rebuild of the robot, based on modifications we can make after playing against some of

the best teams in the nation,” Leader said.

“We want a six-bar, which is a mechanism that raises our catapult so that other robots can’t block it.”

“We never lay down expectations that students should be winning.”

MR. WILL LEECH Robotics coaches Mr. Adam Myers and Mr. Will Leech have run the program for many years, and know the importance of this event as an early signature event to the team.

“Most of our tourney awards have come away from this event,” Mr. Leech said. “So we have had a very successful record with WPI. I think it’s a very well-run competition, and we have a good relationship with the organization that runs it and the teams [that] regularly show up.”

The team’s performance this year does not shift the coaching perspective.

“I still feel that both of the teams we took were very competitive and had very strong robots.”

MR. WILL LEECH “The expectation is always for our students to bring competitive robots and perform to the best of their ability. We never lay down expectations that students should be winning. Our priority is always for the well-being of the robotics team and the robotics program,” Mr. Leech said. “Although in terms of the results of the competition, which weren’t particularly high-scoring for some of our teams, I still feel that both of the teams we took were very competitive and had very strong robots. Most importantly, they had fun. That, for me, is one thing that’s always important in terms of the team dynamic.”

“This year, we had a very good bot going in and felt confident, but matches didn’t go our way, and we didn’t make the elimination round.”

MAX ZHANG ’24 Haverford has developed a reputation in the robotics world not only for the team’s performance on the world stage but also at the early-season WPI. “As a sophomore, we went into it with pretty low expectations, and the bots in the program were good that year, but we ended up going 7-3 and making the elimination round,” Zhang said. “Last year we also went 7-3 and also made the elimination round.

We had a very low-quality bot and no expectations going in, but we ended up doing well. This year, we had a very good bot going in and felt confident, but matches didn’t go our way, and we didn’t make the elimination round.”

Their performance still had value, however, as the team feels it has a lot to learn

169E wait for the results of their match, December 1, 2023

COURTESY OF MILAN VARMA ’25

the index · features

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January 2024

features Going phoneless for a week Arsh Aggarwal ’24

I

love my phone. It goes beyond just texting and connecting with the world, though. I can use my phone to avoid talking to people in the halls, or as a way to make myself look busy and engaged in something needing my full attention. I can use it as a fidget, tapping and swiping randomly to my heart’s content.

A few weeks ago, as I was using my phone, I randomly thought about what the phone was really made for. In 2007, when the first iPhone came out, it seemed revolutionary. And it was. Never before had humans been able to communicate using their thumbs. Never before had humans been able to access the world’s information from their pockets.

But what has ensued since the smartphone’s release is a declining cycle of personal interaction; slowly, people have put more and more of their lives into their phones.

Phones were never intended to be used as ways to avoid talking with people in person, or to pretend like you’re doing something important. But, that’s what they’ve become.

I thought it would be interesting to see what would happen if I went phoneless for one week. After letting my battery die and shutting off my phone, I embarked on this challenge with little to no preparation. The challenge went beyond just my phone. On any of my devices, I blocked all social media apps and websites including YouTube and Netflix. My only method of communication was through texting on my laptop or FaceTiming people.

With that, the challenge began.

The big difficulties were evident from the beginning—like no media consump-

tion—but the hardest part was getting over all the minor inconveniences. As I went to bed after shutting my phone off at night, I realized that I didn’t own an alarm clock to wake up. I had been relying on my phone to do that for years.

“After painstaking deliberation, I remembered that I could simply go outside to see if it was cold.”

ARSH AGGARWAL ’24 The next morning, after getting ready and about to head out for the day, I wasn’t sure if I needed a jacket or not. My laptop was packed, so it would be inconvenient to take it out and check the weather, so I stood by my door for about thirty seconds just thinking about what I could do to see if I needed a jacket.

After painstaking deliberation, I remembered that I could simply go outside to see if it was cold.

Throughout the first day, I found myself constantly making these silly realizations of how to do basic things without my phone.

Things like listening to music in the car— which I could just do through the radio— put into perspective just how much I had forgotten to do things without my phone.

A few hours later in school, I suddenly got my first real craving for my phone. I kept reaching for my pocket every few minutes,

hoping it would be there. On my computer, I would try searching up YouTube or Instagram without even thinking about what I was typing, like it was ingrained into my muscle memory to go to these websites when I’d lost attention in the task at hand. It’s difficult to describe the feeling, but it was like I needed to consume some form of media to make the jittering go away. Funnily enough, I opened up The New York Times and read a few articles, which satiated that first craving.

Making it through the rest of the school day was tough, but coming home was even harder. I didn’t really have anything to do other than my homework. Instead of putting it off for a couple of hours, I started working on it right away, since I genuinely had nothing else to do. I finished much earlier than ever before this year. The extra time felt refreshing, and I could finally catch up on other things like college essays, independent projects, and just have time to myself to relax and think. I could sleep at a better time, ensuring at least eight hours of sleep, which hadn’t been a norm for me since freshman year.

As the next few days went by, I felt like I needed my phone and access to media in general less frequently, and any need decreased each day. I noticed how I felt more engaged in the things I did and stopped thinking about who just texted or snapped me or who might have just posted something interesting on their story. The only people I could talk to and whose lives I had “access” to were my classmates, friends, and family, and I found myself engaging more with them without the distractions that came with having instant access to the lives of people I

might have never even met before.

Despite feeling countless benefits, there was one immediate and irrefutable downside to it all: I didn’t feel as connected. While less connection was mostly a good thing, it also left me feeling like I was missing out on important moments. There are so many group chats in places like Snapchat, where I just wouldn’t get that information promptly because I didn’t have my phone. When my classmates’ college decisions were starting to roll out, I would have to find out through word of mouth, which made me feel less connected to the joy of those moments. The fear of missing out seems like an unwelcome but unavoidable thought in the back of your mind when trying to go without your phone.

Coming up on the end of this challenge, I’m left with a lot to think about. This week has genuinely been one of the happiest of my life, and I’ve felt a noticeable change in my mental clarity and overall level of happiness.

However, the lingering fear of missing moments from the outside world, whether it be things with my friends or even just people on social media, is strong. I haven’t been able to overcome it yet.

Nevertheless, I encourage everyone to attempt this experience. Going phoneless isn’t just about disconnecting from technology; it’s about re-establishing connections with yourself and the immediate world. It tests willpower and unveils the potential for personal growth amid digital dependency.

In a world inundated with notifications, maybe the occasional silence is what we truly need to hear our own thoughts and engage more deeply with the tangible moments that surround us.

Henry Seward’s massive catch Ethan Lee ’24

I

n the midst of bleak, stormy skies, surrounded by pounding waves off the New Jersey coast, Sixth Former Henry Seward achieved the catch of a lifetime: a remarkable 160-pound, 59-inch bluefin tuna.

“There was a bunch of bluefin tuna off of the beach [in Atlantic City] really close in,” Seward said. “We got out there, there were like six-foot waves. My dad was not happy, but we stayed out there when all the other boats went back to the docks.”

“I hooked into one and [thought] this is really a fish of a lifetime.”

HENRY SEWARD ’24 They stayed determined and continued their search for the school of tuna.

“We got lucky and found them,” Seward said. “I hooked into one and [thought] this is really a fish of a lifetime.”

Finding the fish was not the most dif-

Henry Seward poses with his 160-lb. tuna ficult part. Tuna are known for being strong fighters and especially difficult to reel in without breaking the line. “[The fight] took over three hours,” Seward said. “That fish worked me, I was completely gassed afterward. The tuna did probably 80 circles about 40 feet down, so it was tough. My reel broke halfway through.”

Seward was able to reel the fish in after an exhausting battle, persevering through exhaustion and the broken reel.

“We got back to the dock, fileted it,” Seward said, “and now I have a bunch of tuna in my fridge.”

Some may perceive fishing as a mere recreational pursuit, but for Seward, it en-

COURTESY OF HENRY SEWARD ‘24

compasses much more—from passion to family.

“The search and getting out there, and not catching anything just makes actually finding the fish that much more special,” Seward said. “Most importantly, it was a great time with my family.”

the index · academics

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January 2024

academics The Case Method enlivens history classes Connor simpkins ’25

T

he first thing that indicates Mr. Timothy Lengel’s U.S. History* class is not a typical teaching space is the chairs, all arranged in a circle.

For several years, Mr. Lengel has been using Harvard’s U.S. History Case Method to teach his U.S. History classes. But what is the Case Method and how is it different from a traditional class at Haverford?

In 2013, Harvard Business School Professor David Moss developed a case method class called History of American Democracy, where students were presented with a series of stories about pivotal moments in U.S. History. That class became one of the highest-rated classes at Harvard.

Professor Moss was soon approached by high school teachers wanting a way to use his cases in high school history classes. From this, The Case Method Project initiative was formed.

The goal of the Case Method Project is to facilitate case-method teaching in high schools around the country. The project trains high school teachers in the use of the case method and provides access to 22 cases that explore key decisions in U.S. history.

Mr. Lengel became aware of the Case Method Project through a former Haverford classmate who had attended Harvard Business School. Mr. Lengel was an early adopter and is currently one of only 40 teachers in Pennsylvania trained to teach Harvard’s U.S. History case method.

Cases range in subject matter and complexity. One case explores the period between the American Revolution and the Constitutional Convention when the country’s early leaders were debating the idea of a Federal Negative and how problems with the Articles of Confederation impacted the development of the U.S. Constitution.

Another case presents the question of a national bank and explores the debate around Congressional powers that are not explicitly defined in the Constitution. For each case, students must complete the reading before class and then discuss the case and the decision.

The Case Method Project website describes the process: “Each case reflects the information available to decision-makers at the time, and builds to a particular decision point, but without revealing what decision was actually made. For each class, students are asked to read the case and to put themselves in the shoes of the actual decisionmakers to consider what they themselves would have done given the information available at the time.”

“[The cases] do a good job of helping students experience history in the present tense.”

MR. TIMOTHY LENGEL Mr. Lengel believes that the cases help students explore history in the present. “[The cases] do a good job of helping students experience history in the present tense,” Mr. Lengel said.

Unlike a textbook, which looks back on history, the case method is different.

“What I like about the case method is that the cases are specifically written to let the story unfold, they don’t tell you the outcome of the dispute. That is valuable to students of history because it makes them wrestle with facts in the moment as opposed

Milan Varma ’25 reviews a case study ahead of history class to looking back,” Mr. Lengel said.

Fifth Formers Michael Crutchlow and Milan Varma agree.

“Instead of going to class and taking notes, like most other history classes, we spend class time discussing. The cases make us form opinions, which I really like,” Crutchlow said.

“The discussions are geared towards student understanding,” Varma said. “It prioritizes our learning.”

According to Mr. Lengel, the discussion is the point. The case method approach “makes you think actively about history in a way that goes beyond memorizing facts— although you must have those facts memorized—it goes beyond that.”

“The way we sit in a circle and have a student-led discussion creates a room where

CONNOR SIMPKINS ’25

it becomes a team effort,” Mr. Lengel said.

“It involves students in an active way on the intellectual journey.”

In an era where history class curriculum is highly controversial and debated and several states have or are trying to dictate the content of history curriculum, the Case Method approach may be a way forward.

The class is not about debate or polarized sides; it is about discussion of the past, how decisions were made and the impact of those decisions.

“The value of a discussion-based class is, in part, that it is not debate, it is the free exchange of ideas,” Mr. Lengel said. “How to disagree, kindly, firmly, but respectfully is a skill, a skill that we as a school work on with students, in large part because of the way debate has devolved in our culture.”

Why Honors English starts later than other disciplines Elliot lee ’25

“W

hy does Honors English start so late?” prospective and current students at Haverford ask. Unlike other academic disciplines at Haverford, such as the sciences or mathematics, English does not divide classes between honors classes, standard classes, and electives until Sixth Form.

“There are several common Haverford experiences,” English Department Chair Mr. Thomas Stambaugh said. “Think EA Day, assemblies, Reflections. English is one of those experiences.”

Mr. Stambaugh believes common experiences bring the student body together.

“Every Haverford student has read Lord of the Flies,” Mr. Stambaugh said. “In the humanities, there needs to be a common experience for Haverford students because it [unites] students and alums. English is often about important ideas like the humanity of our students and big questions in life, like mortality.”

Fifth Former Finn Kelly agrees.

“In a lot of aspects around the school there is a sharp divide between kids who take honors classes versus standard classes,” Kelly said. “The fact that all English classes read the same books is something that takes away some of that division.”

Mr. Stambaugh believes separating students as early as their Third Form year does not necessarily benefit all students, at least in English. “[In other disciplines] students have

been divided by ability before they even come into the upper school,” Mr. Stambaugh said. “English and the humanities are unique in that they benefit from wide, diverse collections of students. In an Honors Algebra I class, for example, the broad humanity of the student pool is a little less essential to a class than in a discussion about character motivations in a work of literature.”

English II and III teacher Mr. Anthony Pariano also pointed out that grades are not a single determinant of prowess in English.

“There are some guys that may have not always been the best students but are extraordinarily insightful students,” Mr. Pariano said. “Being a valuable member of an English discussion isn’t about crossing your T’s and dotting the I’s. Some of the guys that are the best may not have the highest grades, but they move discussions forward.”

Mr. Stambaugh believes that the current curriculum for English II and English III prepares students for further study in English and related fields.

“We hope that any Haverford kid, even if they did not take [English IV*], could choose to major in English, [and would] be prepared to analyze, and be prepared to participate in a discussion,” Mr. Stambaugh said.

Kelly also believes that the English II and English III curricula is more than indepth.

“I don’t think Honors English needs to

start any earlier than it does because English II and III still cover things like how to write well, which is something everybody needs to have in their curriculum, not only honors students,” Kelly said.

Mr. Stambaugh believes that students should not want an honors English course earlier solely because they want to strengthen a college application.

“If the prime motivation is for the resume, that’s not interesting to me,” Mr. Stambaugh said.

Mr. Pariano agrees.

“I think an Honors student is one that is genuinely interested in searching for ways to better their written products,” Mr. Pariano said. “It’s more about making something work that they delight in.”

Sixth Former Ryan Brewington, who is currently taking English IV*, agrees.

“The reason I took Honors English is for the emphasis on deeply diving into minute, yet vital details of literature,” Brewington said.

Mr. Stambaugh points younger students interested in pushing their reading and writing further to the variety of literary groups around the school, like the Classics or Creative Writing Clubs, advised respectively

by Dr. Fenton or Dr. Ward.

“There are plenty of marquee clubs around the school to show off your literary prowess,” Mr. Stambaugh said. “If you are looking for your group of people, you can find them on The Index or Pegasus staffs.”

MILAN VARMA ’25

Various selections of reading on display in an upper school English class

the index · academics

Page 7

January 2024

Are teachers allowed to assign homework over break?

Nate Gill ’26

S

hould teachers assign homework over break? This question has confronted many teachers and students who have found themselves with just a few hours of break left and much work to do.

If homework is assigned, students tend to not forget as much of what they have done before the break. As a result, teachers do not have to spend the first week of school getting the students back up to speed.

There is also the concern that students will not read and will spend all their time on their electronic devices.

“It’s not a worry, I know it’s going to happen,” English Teacher Mr. Keith Belson said.

According to a study from the National Assessment of Educational Progress (NAEP), thirty-one percent of students never or hardly ever read for fun. That number has gone down three percentage points since 2020.

Students have a different perspective.

“I believe that assigning homework defeats the point of a break, and it degrades the moments we have with family,” Fourth Former Brooks Brewington said.

According to a 2014 Stanford University study of over 4000 California high schoolers, fifty-six percent of students said homework was a leading cause of stress.

Sixth Former Nolan McCloskey agreed.

“The work is constantly on my mind,” McCloskey said.

Mr. Belson acknowledges that work assigned over break is not as strong as work

submitted during school weeks.

“The work that I receive is of a lower quality,” Mr. Belson said.

The poor quality of work is because teachers plan for homework to be dispersed throughout the break. However, McCloskey believes that this system does not work.

“Either I will do all the work at the start of the break or all the work at the end of break.”

NOLAN MCCLOSKEY ’24

“Either I will do all the work at the start of the break or all the work at the end of the break,” McCloskey said. “If the assignment is more substantial than normal homework, my work would be of lower quality because, ironically, there isn’t enough time.”

Homework assigned over break keeps students more in the loop, and they do not regress as much. Even so, the potential stress of homework affects how students can relax with family, contradicting the main point of a break according to school policy.

“We want students to have a break,” said Mr. Mark Fifer, Head of Upper School, “students need to rest.”

PIERCE LAVERAN ’24

A student’s binder contains rushed work after a holiday break

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the index ·neighborhood

Page 8

January 2024

neighborhood

Roberts Road echoes EA’s campus opportunity Adam Brown ’27

T

oday when we think of our rival school, The Episcopal Academy, we think of concrete and glass structures in an expansive rural landscape, surrounded by ample parking.

But that has not always been the case for EA. In 2008, EA had the opportunity to move its Merion Station campus to its current location in Newtown Square. Fifteen years later, The Haverford School is now presented with an eerily similar opportunity.

The Episcopal Academy has a long and storied history with its location. It was founded in 1785, a full 99 years before The Haverford School, by Second and Market

“The shift in location marked a pivotal moment in Episcopal’s history, as it abandoned all of its buildings and history in Center City.”

MS. JINI LOOS Streets in Philadelphia. The school opened a new building near Independence Hall two years later.

The school moved four more times within the city; in 1790 to Third and Pear, 1816 to Locust Street, 1847 to Ninth and Market, and 1850 to Juniper and Locust.

Because of the rising price of land in Philadelphia, it then made its most impactful move to date. It relocated from the city to the suburb of Merion Station in 1921.

This shift in location marked a pivotal period in Episcopal’s history, as it abandoned all of its buildings and history in Center

City. It moved into a former mansion called “Yorklynne” where it held classes for half a century. Years after that, they bought a plot in Devon in 1973 for its lower school.

In 2008, all divisions of Episcopal Academy relocated to one property in Newtown Square.

Their recent move, combined with our recent addition of a new property on South Roberts Road, raises a tempting question among both students and faculty at Haverford.

Should we also move our campus?

Richard Brown, CEO of a local Havertown company Shaffer Desouza-Brown can help answer this question.

Shaffer Desouza-Brown manufactures sound panels and specializes in sound remediation. In addition to working at such places as the Kimmel Center, the Academy of Music, and the NFL Films building, they also worked on Episcopal Academy’s new campus. More specifically, they installed soundproofing in their indoor pool, tennis courts, and lunch room.

Brown thinks EA’s Newtown Square campus is far superior to the old one in Merion Station, at least from a soundproofing perspective.

Regarding their modern acoustics in the pool and tennis courts especially, Brown said, “They have recognized the need for comfort and noise.”

Brown thinks Haverford has a nice campus, and the school should instead focus on upgrading and improving its current physical plant, as the school has with its construction of the new Middle School in 2020.

Head of Middle School Dr. Jay Greytok has spent almost all of his career on campus, graduating in 1983 and returning just five years later to teach.

Dr. Greytok said that the Episcopal Academy move came with all positive news, as EA had been looking to expand for a long time, and uniting all of their campuses was the perfect opportunity. He said Haverford and Episcopal used to have transit access in common. Many students and faculty at The Haverford School use SEPTA to get to and from school every day. This access would be severely lacking if we moved to Roberts Road.

Although Dr. Greytok did mention that the Norristown High Speed Line is only about a half-mile away from our Roberts Road property, he also made note that there are no sidewalks from the station to the property. Additionally, the NHSL only runs to 69th Street Transportation Center, not to Center City, where many who ride SEPTA to school board. This would be just one of the significant drawbacks to moving the school to another campus.

In addition to there being a heavy upfront cost to relocating, something shown by Episcopal in 2007, Haverford would need to build much more new infrastructure around the new property.

Furthermore, the new space gained from moving away from Haverford’s current location may not be worth it. In comparison to EA’s new property of around 120 acres, our new one is about a third of that size, at only 42 acres. Moving from our current site of 30 acres is just not worth it.

Although Dr. Greytok said that Episcopal is now stronger after their move, we at The Haverford School do not face the same issues that EA did. We are already on one connected campus, and we have much more modern infrastructure compared to EA’s Merion property.

So will The Haverford School follow in our rival’s footsteps and move our campus?

Only time will tell.

The mansion on the new Roberts Road property

JINGYUAN CHEN ’23

How students celebrate the holidays Peter McConnell ’26

A

s the leaves fall, for some, the lights come up. For others, the light is already being celebrated.

One special aspect of the school community is the differences between one another, and how they weave into who we are and what we stand for. We celebrate a variety of

holidays throughout the year, just to name a few: Diwali, Hanukkah, and Christmas.

Haverford students have varying holiday celebrations. Fourth Former Seth Virmani says he “does not celebrate the holidays as much as my peers,” explaining how he and his family “set up a tree and exchange…

Snow falling over the west side of Haverford’s campus

PIERCE LAVERAN ’24

small gifts” for Christmas. While he may not celebrate Christmas or Hanukkah, he does celebrate Diwali.

According to Virmani, Diwali is “the festival of lights, an equivalent of Christmas, celebrating good over evil.” Diwali is an important religious holiday in Indian culture that occurs on the darkest day of the year (always in the fall). This year, it occurred on Sunday, November 12.

Virmani still enjoys watching Home Alone, but when he starts a family of his own, unless his wife celebrates Christmas, he “will not celebrate at all with his children” because he does not feel that it is “applicable to my life,” Virmani said.

Many students also celebrate Hanukkah. According to Third Former Adam Brown, Hanukkah means “gathering withfamily and…having peace together.”

One of the most prominent symbols of Hanukkah is the menorah.

“We have had a menorah in our family for as long as I can remember,” describes Brown, revealing the family tradition that comes with Hanukkah. Every day, one candle is lit for eight days, until “plus another candle in the middle.”

In Brown’s family’s tradition, each night, “we give out a gift and have some family over for some nights.” If he is in a place where he can’t really have fire, “we’ll bring an LED Menorah.” In addition to celebrating Hanukkah, he also “decorates the house… a general winter theme,” such as creating a winter village.

Tradition is a significant portion of the holiday season, regardless of what you celebrate.

Many other students celebrate Christmas. Christmas is prepared for several weeks, through a season of waiting, known as Advent. There are various ways in which people pass the time of waiting: caroling, attending winter concerts, decorating indoors and outdoors, and so much more.

The school runs various collection drives for the less fortunate during the holiday season, especially within the music department.

“The Christmas Village is always one of my favorite concerts to attend.”

RENDER FORD ’24 Recently, the Notables visited the Church of the Redeemer for a Christmas Village event. According to Sixth Form Notables Co-President Render Ford, “The Christmas Village is always one of my favorite concerts to attend; it is usually our first holiday set,” Ford said. “The church community is always super helpful and grateful for us.”

Whichever way students celebrate the holidays, many enjoy time spent with loved ones celebrating their family’s values.

Page 9

the index · campus opinions

January 2024

campus opinions Has technology replaced books? luca aloi ’25

T

he 21st century, often referred to as the golden age of technology, is known for its technological advancements and discoveries.

These advancements are crucial for today’s society, but they’re affecting students, the future of America. While many students, parents, and teachers are eager to explore how technology can improve the classroom and learning environment, others prefer the more traditional approach: paper and pencil.

Students learn in many ways: computers are used in many science courses for interactive learning modules and online textbooks.

Other courses found in the history or English departments are taught more traditionally, taking notes on paper or reading books and packets.

Fifth Former Milan Varma, speaking about Ms. Harnett’s English class, said: “We [don’t] use computers as much as other classes; I like this style of learning because [...] it feels like students’ discussions are changed because students are not hiding behind computer screens and you form more genuine connections in the class.”

Similarly, Mr. Tim Lengel’s U.S. history class is all about open discussion and reading printed texts. Fifth Former Unnav Sharma, reflecting on that class said, “I like this style we work with right now because I feel like if students were to be on computers, then they would be distracted and they wouldn’t be engaged in the conversation.”

Mr. Lengel’s U.S. history class is “a group of students working hard together to get to the nuances of a difficult text. I think the best way to do that is to remove all distractions except for the text and the men in the class,” Mr. Lengel said. “During discussion I feel like the key thing is for us to be focused on each other.”

With his methods, Mr. Lengel proves that reading physical texts and having open discussion is still a viable, or even preferred, strategy.

However, there are some classes where it’s just more efficient to use technology in place of analog learning. Students taking biology said that it’s easier to organize their work, and that the use of online textbooks is more efficient than using paper copies.

Many students use the popular website Quizlet for quick memorization of material.

The site is used almost every day in language classes due to its simple flashcards and fun games. Fifth Former Robby Busser said that without Quizlet, “You’d have less of a vocabulary and it would make [class] harder.

[Online resources] make it easier to learn.”

Language classes also require online dictionaries and fast ways to translate words to facilitate student learning. While these sites and services could be replaced by flashcards and paper dictionaries, the speed at which you use them isn’t comparable to their online counterparts.

Haverford implements both ways of

PIERCE LAVERAN ’24

Books inside Severinghaus Library learning into the curriculum: the modern, technological approach, and the traditional textbook route. However, there is still no definite answer to which method is preferred and which is more effective as different classes require different methods of operation.

In my opinion, we should balance both; we should not forget about old-fashioned note-taking, reading, and discussion, but we also have to evolve and adapt to learn in the most effective ways possible.

For some classes, this entails physical

copies of textbooks and reducing the use of electronics, and for other classes, computers are necessary and help students learn faster, more effectively, and more enjoyably.

Math classes and English classes should be taught using paper and pencil, books, and discussion, rarely making use of computers.

Language and science classes should rely on eReaders and digital text as opposed to physical copies and lectures, forcing students to memorize facts offered verbally by teachers.

Haverford should use VR technology jack ford ’26

S

oon, you could walk down the street with a high-tech fishbowl strapped around your noggin. At least, that is the hope of one of the world’s largest tech giants: Meta.

This company has recently invested heavily in the future of virtual reality (VR) and plans to make those investments worthwhile. The release of Meta’s consumer-focused, mixed-reality headset, the Quest 3, highlights recent advancements in the field and hints towards an optimistic future for the technology.

Given these advancements, Haverford should adopt VR technology in the classroom.

During Meta’s annual Connect Conference in October of 2021, Meta announced plans for a revolutionary new digital landscape. Coined “the metaverse,” this landscape promises to be a centralized virtual space for users.

Mark Zuckerburg stated in a letter announcing the company’s plans: “In this future, you will be able to teleport instantly as a hologram to be at the office without a commute, at a concert with friends, or in your parents’ living room to catch up.”

Meta’s ideal version of the metaverse features an aspect of augmented reality, where virtual objects are digitally transposed

over video capture of real life. While this was seemingly idealistic at the time, Meta took the first step towards this future with the release of Meta Quest 3, featuring two 4-megabyte RGB cameras, the Quest 3 boasts something that few headsets can offer: high-resolution full-color passthrough.

This means Quest 3 can project a realtime video of the physical world inside the headset, allowing people to view their surroundings without taking off the device.

More excitingly, a LiDAR depth sensor, paired with these RGB cameras, allows virtual items to interact with physical objects, sensing furniture and walls. However, a 3D scan of the room is automatically done at setup.

This advancement alone has massive implications for the education space. Not only can teachers explain a topic, but they can also use mixed reality to visualize events in ways never seen before.

Imagine learning about a Roman battle while watching a miniature version play out right before you or using the headset’s VR capabilities to explore a town in dynastic China.

While it could be a long time until this reality is possible, advancements are bringing the future closer to reality. However, how practical would this integration be?

The Meta Quest 3 has a base price of $500,

considerably cheaper than other popular VR solutions (the Valve Index, another popular headset, costs $1000). In addition, the price of electronics decreases as their popularity increases. For example, the first Macintosh computer cost roughly $2500 in 1984

The Meta Quest 3

($6000 in today’s dollars), while the newest Macbook Pro costs only $1500.

While still in its early stages, VR technology holds massive educational potential that can revolutionize how we learn and improve student engagement.

ROY COHEN VIA WIKIMEDIA COMMONS

the index · campus opinions

Page 10

January 2024

Is campus food overpriced?

Tate Conklin ’24

L

ast week, Sixth Former Brady Stallkamp stormed into his E Block Calculus class with a furrowed brow. A distraught expression covered his face as he threw himself down into his chair.

“I can’t believe this is happening,” Stallkamp snapped.

“They doubled the price of pretzels.

They’re now two dollars instead of one.

This cost me six dollars.”

BRADY STALLKAMP ’24 Those who know Stallkamp know that this resentful attitude is rare. He reached into his backpack and flung out three soft pretzels, splaying them across his desk. His head slowly rose, showing sharp, narrow eyes. These eyes not only expressed a palpable rage, but a subtle sense of despair.

“They doubled the price of the pretzels.

They’re now two dollars instead of one.” He paused and lowered his gaze again. “This cost me six dollars. Six dollars.”

Stallkamp is a swimmer; he spends two-thirds of the school year submerged in chlorine. With his vigorous morning swims and hefty academic workload, he needs an equally hefty amount of sustenance to get through the day. To compensate, Stallkamp often buys three or four soft pretzels in the morning, which he eats throughout the day.

Doing this a couple of times a week amounts to a high number of pretzels.

Still reeling from the shock, Stallkamp continued to assert his passionate opinion.

“I don’t get why everything has to be so overpriced in the dining hall.”

Stallkamp’s Federal Pretzel breakdown made me wonder if others shared similar opinions about the pricing of food in the dining hall.

On the healthier side of the cafeteria— the salad bar—science teacher Mr. Chris DiBello weighed in. “For eating a healthy meal, I should not be paying that much for a salad,” Mr. DiBello said.

Mr. DiBello also brought up an interesting point: the toppings you choose can severely affect the price, ultimately affecting how much you’re inclined to put on your salad.

“If you put a cucumber on it, that’s increasing the price by a significant amount, while if you just put a bunch lighter toppings, it’ll be much cheaper,” Mr. DiBello said.

Out of every station in the dining hall, the salad bar is definitely the least utilized by students. Expensive prices paired with a student’s natural tendency toward a blackjack burger or chicken-finger wrap are just more reasons for them to avoid the salad bar.

In a part of the cafeteria that already sees little engagement from students, especially in comparison to the hot food lines, perhaps a change in pricing would encourage more student activity in the salad bar.

Even in the hot food lines that extend all the way to the back wall just five minutes into any given lunch block, many students are unsatisfied with the pricing.

“I bought two chicken parms the other day, and it cost me ten dollars!” Sixth Former

Tripp Ronon exclaimed. “I didn’t even get them with buns. Just two pieces of chicken.”

Sixth Former Reilly Pryma, overhearing the exclamation, added: “It’s the dining hall.

Of course it’s overpriced.”

I began to wonder if students could think of any other ways besides simply lowering prices to combat the problem.

“I think that the food we buy in the cafeteria should be covered by the tuition.”

CHRISTOS PATTERSON ’25

Fifth Former Christos Patterson said, “I think that the food we buy in the cafeteria should be covered by the tuition.”

Patterson also has the meal plan, a form that you fill out and pay for before the school year begins that allows you to prepay for food purchases.

Many students have the meal plan, which could prevent them from being aware of how much everything costs. Even for those who don’t, with the quick swipe of an ID, it’s hard to even tell how much what you’re paying for costs.

This explains why, although students clearly have strong opinions about the pricing, nobody outwardly addresses it. You might notice the price sticker on the fountain drinks or catch a glance at the text flying across the screen at check out, but it feels like the bulk of what you’re spending in the cafeteria is a mystery until you near insuf-

ficient funds.

Returning to the case of Stallkamp, many students—especially athletes—need more than just lunch to get through the day.

There’s a reason why the café has a line going out the door during ASB; students don’t want to wait until 1:10 to eat.

This argument about pricing goes beyond lunch hours. If snacks double in price, students will definitely be encouraged to purchase them less and ultimately eat less throughout the day.

How we perform in school, sports, and extracurriculars is determined by the food we eat throughout the day.

So next time you buy lunch or some snacks, try to catch a glance at the price and ask yourself if what you’re eating is worth that number.

I, like many others, am a victim of not fully paying attention to the pricing, but talking about the matter with others has made me more aware of how much I’m spending in the cafeteria and café.

How we perform in school, sports, and extracurriculars is determined by the food we eat throughout the day.

No student should have to mind-game their salad bar toppings or ultimately worry that the food they’re buying to keep their brains functioning is too expensive.

EA Day should shift seasons each year Grayson Morgan ’26

H

averford-EA Day, an adrenaline-packed tradition in which Haverford competes against The Episcopal Academy, is cherished by both current and former students and studentathletes.

But what about the athletes who participate in winter and spring sports? These athletes work just as hard, and invest no less than the athletes participating in fall sports.

For onlookers, it is a chance to be a part of something greater than oneself—to support peers who have been entrusted with a great responsibility in representing the school, and for the athletes, it is an opportunity to continue a decades-old legacy. These

athletes invest all they have into their sports, and to be able to showcase their hard work and represent their school is truly an honor.

But what about the athletes who participate in winter and spring sports? These athletes work just as hard, and invest no less than the athletes participating in fall sports.

Do they not deserve the same opportunity to represent their peers, faculty, and alumni?

“Competing in EA Day is something that an athlete will never forget. For athletes who compete in a non-fall sport like myself, I find myself often wishing to one day have a similar opportunity.”

JAMIE STAIT ’25 According to Fifth Form varsity athlete Jamie Stait, “Competing in EA Day is some-

thing that an athlete will never forget. For athletes who compete in a non-fall sport like myself, I find myself often wishing to one day have a similar opportunity. I understand that to alter the format of EA Day would be a change to a tradition, but I think it is a change that would be embraced schoolwide.”

By changing the season of each EA Day... all seasons would be equally rotated through during a student’s high school career.

By changing the season of each EA Day, not only would winter and spring athletes have a chance to compete, but all seasons would be equally rotated through during a student’s high school career.

Every athlete, from every sport, would have the opportunity to take the field, court, pool, or mat, surrounded by hundreds of

their friends, families, and teachers. EA Day, a cherished tradition, would be expanded beyond only a third of the school’s athletes, leaving more students with a memory to last them a lifetime.

Haverford is known for the positive experiences that students take beyond these walls and into the world. Rotating the season of EA Day would only further these memories.

Page 11

the index · off-campus opinions

January 2024

off-campus opinions Striving for unity amidst polarization Ian Rosenzweig ’25

G

eneration Z is inheriting a fraught political and social climate. Politics define every aspect of life, including personal relationships.

According to Pew Research Center, 51% of Republicans and 52% of Democrats say members of the other party are less intelligent. Larger majorities of both parties also say their opponents are immoral, dishonest, and closed-minded.

Although specific political differences may initiate divides, this polarization is a result of dehumanization. Opposing perspectives are viewed as inherently evil, and we are defined by our differences rather than our similarities. Overarching agreement between individuals appears to be disregarded if just one differing viewpoint is deemed reprehensible. Political “others” no longer prioritize coexistence or coalition over individual agendas.

E pluribus unum could become a remnant of the past.

Goodwill, the benefit of the doubt, and openness seem to have given way to impulsive reactions. Failing to recognize the humanity of people with whom you disagree, closing off possibilities of working with them, and decrying them as “deplorable” or “vermin”—both terms used by presidential candidates describing other parties’ supporters in 2016 and 2023—creates divisions that will destroy the fabric of free society.

Disagreement is good; it builds everything from a thriving intellectual community to a functioning democracy.

Disagreement is good; it builds everything from a thriving intellectual community to a functioning democracy. However, disagreement only works when it is kept civil and of pure motivations, and democracy only works when we work together to overcome our differences rather than fight to allow one-sided domination. We learn and grow from civil discourse and open-mindedness.

Fifth Formers entering U.S. History* read Farah Stockman’s American Made.

Stockman, a New York Times reporter/editorial board member and daughter of academics, opens with the shock that pervaded her community when Donald Trump was elected president over Hillary Clinton in 2016.

No one in Stockman’s world conceptualized how the United States elected Trump. While reporting at Wellesley College, Clinton’s alma mater, Stockman even heard someone remark, “F*** you, middle part of the country.”

But then Stockman travels to a manufacturing community in Indianapolis, Indiana, where a factory is closing and jobs are leaving the United States. There, as she gathers information for her article, she forms strong connections with workers. One worker, John Feltner, is a union organizer and Trump voter who decries establishment

and power systems with a Confederate flag, which he calls a symbol of his Kentuckybased family’s pride and a “rebel flag.”

Late in the book, Stockman, a woman of color, has a long conversation with Feltner about the meaning of the flag. While Felter admits that he was never taught much about slavery, he also explains to Stockman that he doesn’t see the world through race or as defined by racism. “I think most people are sitting here having a conversation just like you and I,” Feltner says. “You are different from me, but I love you. I respect you. You are in my home, and we’re having a conversation.

Most people can do that.”

Feltner’s belief, while seemingly refuted

by Pew statistics, is indicative of the power of open-mindedness. The same way Stockman doesn’t lash out at Feltner for displaying a Confederate flag, Feltner doesn’t lash out at Stockman for questioning his decisions.

They listen to each other and learn.

Just before the Civil War broke out in 1861, North-South sectional divides and partisan political divides plagued the United States. Republicans commanded a majority in the North and hadn’t even expanded South, and Democrats held power in the Confederate States-to-be. South Carolina seceded for fear of future anti-slavery Republican legislation. At that time, division between the two parties was much more justified than it is today. It seems that war needed to be fought to destroy the racist and immoral institution of slavery.

Today, we don’t see the same sectional lines dividing America, but the nation is arguably reaching the same levels of political polarization that fractured it 162 years ago.

Only this time, it’s a symptom of closedminded politicians and recklessly biased media pundits shaping public opinion, not of the disgraceful, dehumanizing enslavement of African Americans.

The United States is one of few international democracies with just two prominent political parties represented in its legislature. Thirteen parties are represented in the United Kingdom’s parliament. Canada has six parties represented. Israel has more than twelve.

America’s two-party system pigeon-holes people into voting one way or the other: yes or no; red or blue.

America’s two-party system pigeonholes people into voting one way or the other: yes or no; red or blue. For many, there is no chance to find a leader who truly represents their views.

While this system is not inherently problematic (and it is certainly better than just one party!), extremes dominate our two parties. As our elected officials sow seeds of polarization, we see division manifested as vitriol and politically-influenced hatred in our communities. Hatred that, to some degree, resembles the disdain for “otherness”

and diverse perspectives that is the basis of both far-right and far-left authoritarianism.

However, the presence of extreme elements on either side of the spectrum is not the issue in and of itself. “Radical” views are allowed—bold ideas spur innovation and improvement. The issue is that these extremes refuse to work together.

In recent years, major congressional

people. The media has immense power to shape public opinion. Social media seems to have claimed the minds of Generation Z with its algorithms and prevalent misinformation; the rest of the nation has fallen victim to similar problems in print, online, and even television news.

News media does not present solely facts. Every source comes with bias—even

NEW AMERICA VIA WIKIMEDIA COMMONS

Author Farah Stockman presents at the New America Foundation, 2009 votes have become split down party lines. In 1986, the Senate confirmed the conservative Ronald Reagan-nominee Antonin Scalia to the Supreme Court with 100% approval.

In 1993, the Senate confirmed the liberal Bill Clinton-nominee Ruth Bader Ginsburg to the Supreme Court with 97% approval.

Congress used to be able to evaluate individuals based on merit rather than political affiliation. But the Senate hasn’t confirmed a Justice with a majority vote from both parties since 1994.

Furthering their apparent disregard for collaboration, House Democrats supported just eight Republicans to oust House Speaker Kevin McCarthy in October, allowing extreme elements of the Republican party to foment chaos rather than working with 95% of Republicans to maintain stability. House Republicans, for their own part, couldn’t even reach an internal agreement for McCarthy’s replacement for three weeks, let alone find a nominee whom Democrats could support.

As citizens allow their elected officials to bicker without any inclination to compromise or work together, they become identified with that same stubbornness— sometimes subconsciously. People identify themselves with their parties. It is a defining characteristic for many, and political positions are often tied to religion, family history, and personal experiences.

But as people equate themselves with parties, and parties become intolerant of each other, citizens do as well. Politicians then have no choice but to fan the flames of division. They have to play to their bases to maintain support.

While politicians themselves do contribute to this dynamic, they are not the only force acting on the minds of the American

if that bias is one toward centrism or bipartisanship. Headlines and articles sensationalize content, obfuscate information, and promote specific agendas. Talking heads on cable news networks shape public opinion with their selectively filtered facts, leaving both sides with different truths. When even facts are a point of contention, civil discourse is impossible.

Indeed, instead of setting an example of formal debate defined by shared truths and mutual respect, our politicians call each other offensive names, tear up each other’s speeches, heckle, and even pursue personal attacks.

Soon, fewer and fewer voters will remember a time of good-natured collaboration between the two parties. You and I are becoming desensitized to an untenable political climate. The bigger problem? Many don’t see anything wrong with the state of the union today. What will it take to show that disunity, intolerance, and closed-mindedness lead to destruction?

We, the youth, have the power to be truly productive citizens and define where our future leads us. Rather than buying into and perpetuating polarization, we can reintroduce unity into our nation’s ethos.

What does unity look like? It’s civility.

It’s cordiality. It’s open-mindedness. It’s the willingness to learn, grow, and adapt. It’s respect. And it takes courage.

Preparing boys for productive citizenship is key to “Preparing Boys for Life.” If we truly buy into the Haverford brotherhood, we must commit ourselves, not just in name but also in practice, to our virtues.

The basic decency and nuances of character that our virtues command lay the groundwork for the preservation of unity in the United States.

the index · off-campus opinions

Page 12

January 2024

It’s time for an age limit on politicians holding offices Elliot Lee ’25

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pproaching the 2024 Presidential Election, concerns about both current forerunning candidates’ age and mental capabilities have never been higher.

According to a poll from The New York Times, 71% of people surveyed believe President Joe Biden is too old to be President.

39% say the same about Former President Donald Trump. Both are vast increases since 2020, when a poll found 34% and 18%, respectively.

82-year-old President Biden will be the oldest United States President in history at the time of the 2024 election, while Trump will be 78.

The age of politicians in Congress currently is also extremely high. Pew Research states that the median age of the Senate is 65.3, and the median age of the House of Representatives is 57.9. Comparatively, the average age of the British House of Commons is 51, according to the House of Commons Library.

Approximately 43% of members of Congress are currently older than sixty.

Think about that—nearly half of the people making legislation that dictates our livelihoods are nearing or past the average age of retirement in the United States (61), per a 2022 Gallup Survey.

It has become increasingly clear that many members of the current Congress are getting too old to do their jobs effectively.

Reading stories in The New York Times about how Senate Minority Leader Mitch McCon-

THE WHITE HOUSE VIA WIKIMEDIA COMMONS

Senate Minority Leader Mitch McConnell and President Joe Biden shake hands in Covington, Kentucky, January 4, 2023 nell froze, suddenly during news conferences—not once, but twice—just this past year is beyond worrying.

Even if his health is not in jeopardy, incidents like these are embarrassing on an international scale. What kind of message does it send that the most powerful Republican in the Senate cannot get through a news conference without incident?

Even more terrifying is a comment from Mike Kim, a pharmacist in Washington D.C. who prepares treatments for members of Congress. In an interview with PBS, he spoke about prescribing medication for conditions like Alzheimer’s, also known as senile dementia.

Should the most powerful jobs in the country, with votes that hold the ability to

pass life-changing legislation and are also required to make amendments to the Constitution, really be in the hands of people who may not even remember what happened just the day before?

I am not alone in this opinion. Pew Research also explains that 79% of Americans support maximum age limits for elected officials in Washington D.C., with overwhelming bipartisan support (82% Republicans and 76% Democrats).

Undoubtedly, many of the senior Congressmen and Congresswomen today have had exceptional careers and made American history with their legislation and government speeches. However, it is time to let the younger generations of Americans make their history.

It is time to enact an age limit on Congressional officials. If there is a limit on how young one can be, why is there no limit on how old one can be?

Shouldn’t the responsibility of solving today’s problems be placed on younger generations?

The generations who will need to live in the aftermath of these next few, pivotal decades in history?

As we, especially upperclassmen, begin looking forward to our future beyond Haverford, we should consider these things when casting our votes.

It is time to let the younger generations dictate our future. As John F. Kennedy once said, “[It is time] to pass the torch to a new generation of Americans.”

sial topics.

students, many of whom are either first-time or soon-to-be first-time voters, as political misinformation can have far-reaching consequences.

Addressing this multifaceted threat is crucial to prevent erosion of trust, increased polarization, potential damage to democratic processes, social unrest, and global ramifications. The consequences extend beyond politics, impacting public health, international relations, and societal cohesion, too. Combating misinformation requires a collective effort, including individuals critically evaluating information, digital learning initiatives, and measures by governments and tech organizations to curb false narratives.

is vital to consult sources from both ends of the political spectrum, aligning with the high school newspaper’s goal of maintaining impartiality.

Fifth Former Ian Rosenzweig, a managing editor of The Index, emphasized the importance of unbiased and accurate information from a writer’s standpoint. Rosenzweig said, “News that is biased toward one side or another is more likely to obfuscate facts, so I try to use more unbiased or fact-based sources. I also read stories from various sources on the same topics to achieve a more complete understanding.”

Choose The Index over typical social media platforms, as the staff intends to provide an unbiased base of information for the Haverford student body.

In navigating the tumultuous seas of digital information, the prevalence of social media as a primary news source for high school students underscores the urgent need for media literacy. Index staff members’ dedication to seeking credible and impartial sources becomes increasingly vital, considering the impact the articles wield in shaping the perspectives of the student body.

This commitment is not merely a journalistic ethos but a crucial defense against the potential ramifications of distorted narratives, empowering the Fords to engage with the truth (armed with accurate and unbiased information).

In the real world, where the impact of misinformation can be profound, we must emphasize the broader societal importance of cultivating discerning media consumers and fostering a collective commitment to sincerity.

Inform yourselves and others with real information. It is time to combat the scrolling era.

Students need quality news sources Discerning between accurate and inaccurate information poses a challenge.

Tom Saul ’25

W

hile the digital age offers an unprecedented array of channels for accessing trustworthy information—from reputable news websites to curated newsletters and podcasts—high school students receive and digest their news in an era dominated by the “scrolling thumb” and the incessant ping of notifications. At what cost?

Social media platforms have become both the primary source and a troubling echo chamber of information produced by a toxic algorithm, raising critical questions about the platforms’ impact on the worldview and civic engagement of the average Generation Z-er. This is particularly significant given these school students’ apparent inability to navigate a landscape rife with misinformation and content filters that saturate their lives. The increasingly polarized world we live in also increases the likelihood of misinformation.

To the contrary, it holds much importance for Index staff, in particular, to seek out credible and impartial sources of information. This is crucial not only because we consume news for our own awareness but also because we produce articles that may shape the perspectives of the entire student body and influence their views on controver-

In the broader context of the school community, social media is widely regarded as a reliable information hub. Platforms like Instagram, Facebook, X, and yes, even TikTok, offer a plethora of accurate content.

However, discerning between accurate and inaccurate information poses a challenge, with the distinctions sometimes being minuscule, but the subsequent negative effects are immense.

Fifth Former Gabriel Crowder acknowledged, “I don’t check the news all too much, but mostly, I probably get it from social media.”

However, Crowder still expressed concerns about social media content. “Anyone can post anything, so [relying heavily on social media for news] is still very concerning,” he said.

Compounding the challenge is the lack of fact-checking by users, as leaving the app to verify information on Google disrupts the seamless “scrolling” euphoric experience.

Furthermore, even if the information is accurate, another layer of danger lies in the platform’s algorithm, as discussed in my February 2023 article on the hazards of TikTok. This algorithm shapes narratives that it wants its users to see (not necessarily what they actually want to see), potentially distorting opinions and molding them to fit a specific story. This is especially perilous for

In the real world, where the impact of misinformation can be profound, we must emphasize the importance of cultivating discerning media consumers and fostering a collective commitment to sincerity.

While the majority of the student population relies on social media for news, it is imperative that Index staff utilize esteemed and credible sources, considering the influence their articles and opinions have on the rest of the student body. The Index serves as a neutralizer to the acidic misinformation prevalent on platforms like Instagram, Facebook, X, and TikTok. Additionally, it

the index · arts

Page 13

January 2024

arts

Upper school Winter Concert features a new band and strong vocal groups Liam French ’25

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his year, the school’s annual Winter Concert, which took place on December 5, was a success. It saw a huge improvement in the Glee Club and even introduced a new rock band. The performance also introduced two new directors to the community: Glee Club and Notables director Mr. Donald Holdren and Director of the Orchestra Mr. David Brown.

The night kicked off with The Macroband, a Third Form-led band. Director of The Conservatory Mr. Kyle Struve is the band’s mentor who plays bass with them as well.

Next, Third Form band The afFORDables took the stage and had a blast during their performance. The student section— Glee Club members sitting in the front row—immersed themselves in the performance, bursting into bouts of noise whenever singer and performer Alex Sharpf grooved across the stage. The afFORDables include Third Formers Thomas Lentz, Topher Jodz, Cliff Wang, and Scharpf. Unfortunately, Wang, the group’s drummer, was unable to perform at the concert. Jodz killed it on the guitar, riffing away on Lynyrd Skynyrd’s “Sweet Home Alabama” and Journey’s “Separate Ways.” Lentz, who plays the keyboard, said, “It used to feel overwhelming performing, but [now] having performed for three years in a row it feels more natural.”

The final rock band, The Homecoming, led by Sixth Form duo Anthony Valentino and Matty Jones, has a new head singer this year: Sixth Former Render Ford.

Ford said, “We named our band The Homecoming because we played at the homecoming dance this fall.”

Sixth Former Will Walker plays the bass for the band, and Fifth Former Alex Rhodes lends help anywhere he can, playing the rhythm guitar or piano. In their performance, the group was short a bassist, so Jones stepped up. The band plays a variety of music: pop, rock, and a bit of indie.

The band has expansive plans for the rest of the year.

Ford said, “We’re planning on writing our own music soon and performing at some venues outside of school.”

“Mr. G., who runs the Jazz Band, said it was the best concert in years.”

QUIN BONGIOVANNI ’24

The Jazz Band was the final band to perform.

Sixth Former Quin Bongiovanni was pleased with the performance.

“I think it went very well,” Bongiovanni said. Mr. G, [Mr. Phil Giordano], who runs the Jazz Band, said it was the best concert in years. We only did two songs, but I think we did them both pretty well.”

For a relatively small band, they sure did pack heat.

“I couldn’t be happier with the result.”

MR. DON HOLDREN

Jazz was followed by a slew of holiday music. Under new leadership, the Glee Club and Notables have undergone a metamorphosis, letting go of old traditions and establishing new ones. This year, the Glee Club sang “Riu Riu Chiu,” “Bashana Haba’a,” and “The Twelve Days After Christmas.”

Mr. Holdren said, “I went with music that I like and that would be fun and interesting to perform, music that I thought would be a little bit challenging.”

As a new director this year, there w a s a lot on Mr. Holdren’s plate. “I didn’t know the students who were performing. I didn’t have a good idea of what our preparation time would be like, rehearsal schedule would entail,” Mr. Holdren said.

“A lot of people didn’t like “The 12 Days of Christmas” because we did it every year, so we changed it.”

MR. DARREN HENGST Even though Mr. Holdren went into this program blind, he came out with all eyes on him. He was happy with the Glee Club’s performance.

“I couldn’t be happier with the result.

I feel like the guys in the Glee Club rose to the challenge, singing in English, Spanish, and Hebrew. It was a testament to the hard work and dedication that they brought to the group.”

Sixth Form Glee Club member Aus-

COURTESY OF CHRISTOPHER SCHWARTING ’24

Soloist Ryan Brewington ’24 performs “I’ll Be Home for Christmas” with The Notables at the 2023 Winter Concert tan Hengst was similarly impressed with chestra, but the rest of the guys are supportthe choir’s performance this year. “This year ive and help me out. This goes to show what I think was a big difference for Glee Club a brotherhood Haverford is.” because everyone had their music memorized—I don’t think that’s happened in “It was wonderful years,” he said. “I think Mr. Holdren’s directing with not only the Notables but the Glee to see so many boys Club this year was phenomenal.” shining in so many The Notables followed Glee Club but different ways.” switched up their usual Winter Concert lineup. Instead of singing the usual “12 MR. DARREN HENGST Days of Christmas” medley, they sang a new gag version of “Jingle Bells.” However, this caused some controversy. Hengst explained the decision saying, “We have Jingle Bells The Orchestra had a promising pernow, which is the replacement for the ‘12 formance under the new leadership of Mr. Days’/‘Africa’ medley. A lot of people didn’t Brown. The crowd was impressed by the solike “The 12 Days of Christmas” because we loists in Vivaldi’s Four Seasons. Fifth Former did it every year, so we changed it.”

Ian Rosenzweig and Fourth Former Brooks “That song only really works every four Brewington captivated the crowd with their years. You don’t want people to know it be- violin skills. Third Former Matthew Lo had fore you start singing it,” Performing Arts a wonderful cello solo on the second moveDepartment Chair Mr. Darren Hengst said. ment of “Winter.”

“The gag is funnier when it comes as a surOverall, Mr. Hengst was thrilled with prise.” the concert. He thought the ensembles were Another unique thing about the No- excellent under new leadership and work tables is that during rehearsal there is a lot ethic. of member input. Hengst said, “Notables Mr. Hengst said, “It was wonderful to practice every Wednesday from 6 to 8. Our see so many boys shining in so many differperformances on stage are student-led and ent ways”. the choreography for each song is made up He was especially inspired by the brothby the members during rehearsal.” erhood within the arts community at HaverAfter the choirs, the final group to ford. perform was the String Orchestra, and they “One thing that was great—well wasn’t sounded fantastic. Comprised of members great—was that we had some injuries to our from middle and upper school, the group musicians. I believe three of them were out performed a “Klezmer Hanukkah”—an and couldn’t perform.” Mr. Hengst said. original composition of the group’s conduc- “The way that their brothers stepped in and tor—Scottish Christmas carol “Suantraí,” picked up for them shows how much the and “Winter” from Vivaldi’s “Four Seasons.” boys care about each other and the program, Fifth Former Martin Okonkwo recently how talented they are that they can switch joined the Orchestra and plays the cello. He instruments to pick up when someone is remarked, “I’ve had some difficulties in or- out.”

Spotify Wrapped sums up student listening preferences Russell Yoh ’24

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t the end of each year, Spotify’s 574 million users anticipate their Spotify Wrapped, a feature of the music streaming service that reveals each user’s listening habits of the past year. This becomes a large talking point on social media every December, as users post their own Wrapped summaries.

The feature reveals the top five genres, artists, and songs of each user, along with the number of minutes of music they listened to in that year. It also shows other unique features such as whether the user was in the top 1% of listeners of their favorite artists, or

what city their music taste most resembles.

This year’s top artist was Taylor Swift, with 26.1 billion global streams, which didn’t come as a surprise to most considering her monumental year. Following Swift were Bad Bunny, The Weeknd, Drake, and Peso Pluma, in that order. This year’s top song was “Flowers” by Miley Cyrus, with 1.6 billion global streams, followed by SZA’s “Kill Bill,” Harry Styles’ “As It Was,” JungKook’s “Seven (feat. Latto),” and Eslabon Armado & Peso Pluma’s “Ella Baile Sola.”

In terms of albums, the top spot went to Bad Bunny’s Un Verano Sin Ti, which gar-

nered 4.5 billion streams globally.

Following that were Taylor Swift’s Midnights, SZA’s SOS, The Weeknd’s Starboy, and KAROL G’s MAÑANA SERÁ BONITO. Spotify stated in their official 2023 Wrapped Article that, based on identified trends, this year was seemingly “defined by the return of major female pop stars, sonic diversity that topped the charts, and a global music atmosphere that gave rise to powerful genres.”

So, what’s in store next year?

Well, only time will tell.

the index · sports

Page 14

January 2024

sports Fords icemen gliding into next season Christopher Schwarting ’24

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s the first snow flurries glide onto the grass-laden Quad, you can’t miss the Fords icemen forging to their next training session or game. Gear slung across the shoulders, game faces carved in, their composure sets their tone for the year: calm, collected, and ambitious.

So far, hockey has demonstrated their hunger for victory with strong results. With

a 2-1 record, they hold victories over the Academy of the New Church and Cherokee High School.

Sixth Former and Team Captain Ryan Moran is excited.

“I feel the season has gotten off to a strong start,” Moran said. “We lost a game to the Hun School, but outside of that our season-opening win [against] Cherokee HS

was a great way to start the season against some strong competition. We dominated ANC (Academy of the New Church) in our first league game and are really looking to keep winning as we get into the bulk of the season.”

Hockey has a team with strengths across the roster. Six Sixth Formers bring forth a brotherhood, camaraderie, and in-game experience, while passionate underclassmen also weigh in with a fervor for each game.

With this balance, the team has been practicing extensively to maximize performance on the ice.

“We started practicing a bit before fall sports ended for anyone who could make it.”

RYAN MORAN ’24

PIERCE LAVERAN ’24

Reece Childs ’25 takes the ice

“We started practicing a bit before fall sports ended for anyone who could make it. We also had some morning workouts throughout the fall,” Moran said.

Now that the season is fully underway, the practice schedule is even more rigorous.

“Right now we have three on-ice practices per week and workouts on the other days. A lot of guys also play for a club team and are on the ice five-to-seven days a week,” Moran said. “We got the team conditioned pretty early on and have been drilling in schemes ever since.”

With the intensive training and experi-

ence, the team sets its sights on the league championship and high success on the rink.

“For the team this year, we see winning the league championship as the bare minimum.”

RYAN MORAN ’24 “For the team this year, we see winning the league championship as the bare minimum. For myself and the other [Sixth Formers], our top goal is to beat an APAC (Atlantic Prep Athletic Conference) team like Saint Joe’s Prep or Holy Ghost,” Moran said.

The team currently plays across two divisions. Making a big headway into the APAC is a goal shared by the rest of the team.

“Our season has been going pretty well.

[We want] to win a few games in the APAC,” Sixth Former Andrew Bradley said.

The relationships the team has forged will serve them as they carve their way into the rest of the league contests.

“The upperclassmen feel really connected over the last few years and are all on the same page,” Moran shared. “[Our] really talented underclassmen will definitely play a big role for us this year as well.”

Looking beyond the season, that strong underclassmen representation will contribute to the future of the program.

“Next year we hope to leave the IHL and play solely in the APAC—which is at a higher level of competition,” Bradley said.

Basketball,

cont. from front page “We’re not always on the floor at the same time, but when we are, I feel like there’s a sort of connection.”

LEO BECKER ’25 “I think we’ve always had that chemistry on the floor, knowing where the other is,” Leo Becker said. “We’re not always on the floor at the same time, but when we are, I feel like there’s a sort of connection—if I grab the rebound, I know where he is, I know where to look up, I know where to get him the ball.”

“I feel like so far, the team’s been very accepting.”

JACOB BECKER ’25 The Beckers know they play well together. They have also clicked with their new teammates and coaches.

“I feel like so far, the team’s been very accepting,” Jacob Becker said. “The coaches have been very helpful in learning the of-

PIERCE LAVERAN ’24

The team talks it over in a 44-40 loss to McDonough School fense, defense, all the parts to being in the team, and I feel like they’ve really put us in a great spot to excel and have been very supportive throughout the whole process.”

“We’ve definetly formed more relatinoships with many people in the school through basketball.”

JACOB BECKER ’25 As the winter sports season hits its

stride, the community will get to see more of the two new stars on the floor.

“We’ve definitely formed more relationships with many people in the school through basketball,” Jacob said.

The team has set high expectations for the season, but they are still trying to approach the process day by day.

“Obviously, the end goal is to win the Inter-Ac and eventually the state championship, but we’re just in the gym every day trying to get better,” Leo said. “There’s definitely some tough competition in the Inter-Ac, but we’ve just got to go game by game and work towards the championship.”

The future is bright for Fords basket-

ball. Despite their youth, the group is determined to win.

“We want to see what we can do with the talent we have now.”

JACOB BECKER ’25

“As we know, we have a lot of potential for next year too,” Jacob Becker said, “but we want to see what we can do with the talent we have now.”

the index · sports

Page 15

January 2024

Coach Pariano steers a calm course for the wrestling program Elliot Lee ’25

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lthough it has been a long time since Mr. Anthony Pariano last stepped off the wrestling mat himself, he has found a way to use his experience to support the wrestling program.

Just recently, Mr. Pariano stepped up as the Interim Director of the Wrestling Program.

Mr. Pariano has had a multitude of experiences off and on the mat that influence his coaching style.

“I have competed at high levels of wrestling and in very intense situations,” Mr. Pariano said. “I think I have those moments of realizations when things are really intense in my coaching life where I’m like, ‘this doesn’t phase or unnerve me,’ and I hope that calm, that perspective, is something that carries over into how my athletes perform.”

Mr. Pariano recalls techniques used by his coaches and combines the most impactful in his coaching style.

“One coach I had on the Ohio Junior National team, Dave Riggs, was always in my corner and super positive even if things weren’t going well. He reminded me of what was good and foundational in a given match, and always had a calmness about him. He was always one hundred percent engaged in what I was doing,” Mr. Pariano said. “That’s the kind of coach I want to be.”

Mr. Pariano directs the program differently than in recent years, emphasizing calm and injury prevention.

“In other years we did more of a traditional warmup for wrestling that included running, tumbling, and calisthenics at a sort of high pace,” veteran Sixth Former Andrew Lyon said. “Coach Pariano has been focused on getting our bodies warm and ready for

practice in a way he feels is the best to have the least amount of injuries. I go into drilling more calmly and relaxed and warm enough to be able to drill at a high pace.”

Mr. Pariano also wants to build relationships and strength within the team.

“My experience has also taught me that one of the most important things is the rela-

tionships you build with other people,” Mr. Pariano said. “You can have as much success as you could imagine, but it doesn’t mean very much if you don’t have teammates to share it with.”

Lyon agrees with the sentiment, hoping to cultivate a brotherhood on the team.

“With being a senior and one of the

leaders on the team beside Daniel Kaiser, we look to be sure to push the values that we have been taught over the last couple of years,” Lyon said. “I have an expectation that the team will be a close-knit community and that everyone can come into the room and automatically be in a good mood from being around their teammates and brothers.”

Andrew Lyon ’24 tightens the screws on his Buckley Duals opponent, January 14, 2023

COMMUNICATIONS

Swimming and diving maintains winning culture Quinn Sullivan ’25

I

n the aquatic world, swimming and diving come out on top as the pinnacle of human agility and grace.

Whether streamlining through the water or executing balletic dives from the diving board, these athletes are at the top when it comes to Aerobic work. At Haverford, swimming has had a long history of dominance, aided by the strength of the water polo team and Head Coach and Aquatics Director, Sean Hansen. Coach Hansen has had a historic run at the mantle with a record of 10633 and Inter-Ac championships galore.

Swimming for many at Haverford has been more than a sports credit. It builds a lifestyle of self-regimentation and grit, in-

stilled through their grueling morning and after-school swims.

“From the moment I first joined the team freshman year, I felt like I have been surrounded by people who will support me.”

MASON MILLARD ’25

“Being a member of the swim team has been one of my favorite high school experiences,” Fifth Former Mason Millard said.

“From the moment I first joined the team freshman year, I felt like I have been surrounded by people who will support me.

The team makes a difficult sport fun. The coaching staff always has the door open for the team to come talk with them about anything. I am extremely grateful to be a member of the swim team.”

The constant, physically draining practices can provide challenges though: as those competing are students first, above anything else. It can be a real skill when knowing how to effectively manage both lives in a prosperous way, and for many, it can take years to learn.

Fifth Former Ben McDade offers his way of structuring his time.

“I balance everything by becoming good at using my time effectively.”

BEN MCDADE ’25

The start of a race last year against GA

COMMUNICATIONS

“I balance everything by becoming good at using my time efficiently,” McDade said.

“What helps me is doing as much homework as possible in my free periods and during school, so I have time for my other athletic commitments after school. One challenge is sleep, which I never feel like I get enough of during the school year, but winter break should help with that.”

It would be safe to say that McDade is not alone in his feelings and strategies in maximizing his time to get work done. The swimmers’ commitment to the sport is one of the strongest at the school because they all share a common goal.

Sixth Former Eddie Kohn, a leader in and out of the pool for the team, outlined the team’s intentions.

“This year, the InterAc is about revenge and taking back what is ours.”

EDDIE KOHN ’24 “Our goal is to win,” Kohn said. “We want to win the Inter-Ac and win Easterns.

Haverford has won the Inter-Ac twice and Easterns once. This year, the Inter-Ac is about revenge and taking back what is ours.

The boys we got this year are grinders. Eight practices a week is not easy, but we go in every day with that underdog mentality and truly the sky’s the limit this year. Overall, we’re gonna handle business and trust the process.”

The team has something to prove this year, as they do every year, even if they are the champs, there is a mindset in these guys that would be hard to find elsewhere on campus. There is an underlying determination within each of these young men that they carry with them in and out of the pool every day, that is what Haverford swimming and diving is all about.

the index · sports

Page 16

January 2024

Squash off to fast start with big wins against St. Andrews and Brunswick COURTESY OF PRESTON WU ’24

The squash team huddles after their 4-3 upset against Brunswick School, Saturday, December 9 Matthew Lo ’27

T

hrough the years, the squash team has consistently shown itself more than capable of dominating on the courts as a group of supportive, hardworking, and confident young men. This season is no different, with this year’s varsity team consisting of some of the most talented and dedicated players.

The team proved their resolve and determination to win in two underdog matches against St. Andrews and the Brunswick School, two of the top teams in the nation, ending both matches in stunning 4-3 victories.

we’ve all worked so hard off-season together—doing Wednesday morning workouts, practices all throughout the fall and even the summer, which I think no other team in the country does. I think that’s what really made the difference this weekend.”

All of this dedication is required to meet the team’s goals.

“Our goal always is to win the Inter-Ac … [but] not really looking at outcome goals too much, we want to just keep the intensity of training and the team spirit going,” Coach Stait said. “If we do that, we’ll get some good results.”

Glaser agreed, emphasizing the impor-

tance of focusing on the training process.

“I think the wins show us that if we train like we’ve been training... we can beat any team.”

DREW GLASER ’24 “The goal is just to keep training really hard, not take these wins for granted, and use these wins as motivation to train harder

and be better, and I think the wins show us that if we train like we’ve been training … we can beat any team, so we just have to keep training, and beat EA,” Glaser said.

Though much of the team’s success at the start of the season is due to its rigorous training, the support from spectators also provided the team with a crucial boost of morale. With the outcomes as close as they were, the crowd may have made the difference.

“All of the support we got for this weekend’s matches,” Coach Stait said, “really took us over the edge and made a bit of a fortress for us.”

“The team’s consistently high performance is reflected in their practice, where they prepare for tough matches such as [St. Andrews and Brunswick].”

COACH ALEX STAIT “On paper, we were really not expecting to win, but the boys just played [incredibly] all weekend,” Varsity Coach Alex Stait said.

“The team’s consistently high performance is reflected in their practice, where they prepare for tough matches such as these.”

Team practices occur nearly every day after school, consisting of different workouts, drills, and match play. Practice starts with a light warmup, followed by a mixture of intense workouts to build up strength and endurance, drills that focus on different aspects of the game, and match play to apply everything. After around an hour and a half of hard work, practice usually concludes with a team stretch and five minutes of core.

Sticking to such a consistent routine has helped the team create a strong chemistry.

“I think that the reason we won the matches this weekend was because of how close we are as a team,” Captain and Sixth Former Andrew Glaser said, “and I think

Graeme Herbert ’24 strikes the ball against a McCallie School player, Saturday, December 9

COURTESY OF PRESTON WU ’24