June 2022 Index

the index The student voice since 1888

The Haverford School · Haverford, PA 19041 · June 2022 Volume 89, No. 9 · thsindex.org

Farewell, Class of 2022

COMMUNICATIONS

Members of the Class of 2022 at the EA Day football game, November 12, 2022 Mitav Nayak ’22, Ryan Rodak ’22, and Jeffrey yang ’22

A

s the one hundred and seven members of our Class of 2022 cross the stage, receive our coveted diplomas, and look into the sea of friends, family, and teachers in support of us, we will all reflect on our Haverford experiences and the influence that this place and these people have had on our lives. From the teachers and directors who guided us through virtual learning to the administra-

tors who helped the school re-open, we will forever be grateful.

After several years of disruption, our class is thankful for the opportunity to experience a “normal” last four months of our Sixth Form year. We enjoyed watching Something Rotten! in a packed Centennial Hall, cheering on our spring sports teams in their quest for championships, and sliding down the slip and slide on a beautiful Sixth Form

beach day.

There were so many people integral to our class, headlined by our Form Dean Ms. Brooke Kenna, who supported each of us through the past four years and watched us grow as a class.

“Having taught everybody freshman year, and then bookending senior year, it’s just been really cool,” Ms. Kenna said. “You have a freshman sort-of goofiness and imma-

turity here and there; but I’ve had the unique experience of teaching a lot of people freshman year, becoming form dean sophomore year, and then teaching and being a form dean for seniors. It’s just been really awesome to watch you guys grow up and come into your personalities and watch the beginning of your Haverford journey to now, as your con’t. on p. 3

Mr. Stephen Patrylak, life-long teacher Ethan Chan ’23

A

PIERCE LAVERAN ’24

Mr. Stephen Patrylak

Baseball clinches PAISAA title, p. 15

DR. MIKE NANCE

Something Rotten!; Independence Awards, p. 13

MR. JIM ROESE

icornerstone of Haverford’s math department would be an understatement for someone like Mr. Stephen Patrylak. After a twenty-one-year career at Haverford following twenty-eight as a successful actuary, Mr. Patrylak is ready to move on to his next chapter: retirement.

Having taught Geometry, Statistics*, and Calculus, Mr. Patrylak has taught over 1200 students during his time as a mathematics teacher. While analyzing the financial costs of risk would seem to have little connection to teaching upper school math, teaching is inherent to Mr. Patrylak.

“I was always a teacher by profession and by training. But my job as an actu-

Farewell to Mr. Bridge, p. 8

COURTESEY OF MR. NATHAN BRIDGE

“Teaching mathematics was just a natural step for me.”

MR. PATRYLAK ary,” Mr. Patrylak said, “also entails teaching young actuaries that were training to pass the actuarial exams. So, teaching was always a part of my job, and that’s the part I enjoyed the most having left that profession. Teaching mathematics was just a natural step for me.” con’t. on p. 4

Winter sports mural, p.9

PIERCE LAVERAN ‘24

the index · editorial

Page 2

the index 2022–2023 Staff Jingyuan Chen ’23 Editor-in-Chief Joey Kauffman ’23 Editor-in-Chief Connor Pinsk ’23 Editor-in-Chief Ethan Chan ’23 Senior Managing Editor Owen Yu ’23 Senior Managing Editor Ethan Lee ‘24 Managing Editor Adiyan Nayak ’24 Managing Editor Christopher Schwarting ’24 Managing Editor Casey Williams ’24 News Editor

June 2022

editorial

Improving on normalcy

T

he Index has seen consistent improvements in the past years and maintained its quality during the pandemic thanks to the collective efforts of writers, editors, advisors, and the general school community. Returned to normalcy, the 2022-2023 Index staff readies for the next school year with a vision to take the publication one step further. We look forward to delivering engaging news pieces to celebrate the community’s success, raise awareness for on-campus trends, and neutrally present local and larger issues with a unique Haverford perspective in mind.

The Index staff recognizes the qualities of brotherhood embodied by this year’s Sixth Form. Their leadership and virtues influenced rising underclassmen to cultivate the

values of Haverford men. We also recognize the educational curriculum constructed by this year’s departing faculty. Their scholastic and athletic legacy will live on in the students who were inspired by their teachings.

For the next school year, The Index aims to improve in several areas to reflect our community.

We hope to increase the recognition The Index gives to the faculty and staff that play an important role in managing the Haverford student experience. These people, from Mr. Casertano, Mr. Fifer, and Mr. Kolade, to the dining hall staff, deserve more gratitude.

As new staff members, we hope to amplify the voice of The Index through social media, which includes our Instagram and Twitter accounts and our website. As new

staff members, we understand the importance of journalism in this moment in our country’s history. We are committed to creating stories of nuance and truth, and we hope to participate in the democratic process of which journalism is a crucial part.

We also hope to enhance the connection between the Haverford community and The Index. We will make sure that articles from all sections will deliver relevance to members of the Haverford community.

We want not only to return to normalcy, but to evaluate our standards and improve.

The Index looks forward to cooperating with the rest of the Haverford community to improve our journalistic professionalism and coverage of the school com

Arsh Aggarwal ’24 Features Editor Ian Rosenzweig ’25 Academics Editor Tripp Ronon ’24 Neighborhood Editor Connor Simpkins ’25 Campus Opinion Editor Charlie Keidel ’24 Off-Campus Opinions Editor Adiyan Nayak ‘24 Interim Sports Editor Russell Yoh ‘24 Arts Editor

MR. THOMAS STAMBAUGH

2022-23 Editorial Board (from left, Editors-in-Chief Joey Kauffman ‘23, Connor Pinsk ‘23, Jingyuan Chen ‘23)

Pierce Laveran ‘24 Photography Editor 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 89, No. 9 - June 8, 2022

Letter from the student body president Luka Sekulic ’22

S

ummer vacation is only days away, and our student body is finally getting some well-deserved time to

relax.

This year, our community has a lot to be proud of: we’ve enjoyed successful bonding moments as a school, performed exceptional work in the classroom, acquired several Inter-Ac titles, and brought home the Sweater.

Though this year’s achievements are significant, they stand in the past. They will matter to us next year when we win new titles and outperform others because of the knowledge these experiences brought to us. The camaraderie that we’ve built this year will help us shape the future of this school. With the next year standing only four months away, returning Fords will move up in the chain.

They will have more freedom and strength to fight bigger battles.

How are our proud moments from this year going to affect our behavior in school next year? Where will our morals stand?

Next year we are going to treasure our past, commemorate our achievements, and celebrate each other. Haverford is a place of love and compassion for its members.

With that being said, next year we have to treat our school with love as well. Keeping the locker room clean, not leaving your bags and clothes in front of the upper school office, and cleaning up after yourself in the cafeteria. These few actions aren’t only important for next year, but for the future generations. The incoming Third Formers need to learn the ways of the upper school first hand, and the best way to do that is to set good examples throughout the next year.

In the words of Mr. Matthew Rosko, we should be earning everything in our lives and not expecting things to come for granted.

Earn that egg. Don’t be a buster!

Luka Sekulic ‘23

COURTESY OF LUKA SEKULIC ’23

the index · news

Page 3

June 2022

news

PIERCE LAVERAN ‘24

The student fan section cheers on the football team in the Fall

Farewell, Class of 2022, cont. from the first page time comes to an end.”

In addition to Ms. Kenna’s leadership, Head of School Mr. Tyler Casertano guided the Sixth Form through trials and tribulations. But he appreciates how he could look to the grade for direction in his first year here.

“This class will always have a special place in my heart. I will miss the guidance that I get from you all. I’m confident that the class of 2023 can step into that, but I’ve really come to lean on so many of you guys and have asked a lot of you at different times: I’ve turned to you all a lot to understand this place, and you all have always been there to support me and steer me through year one.”

Sixth Former and Student Body President Mitav Nayak reflected on the class’s relationship with Mr. Casertano.

“Because it was Mr. Casertano’s first year, I think our class formed a special relationship with him.s” MITAV NAYAK ’22 “Because it was Mr. Casertano’s first year, I think our class formed a special relationship with him,” Nayak said. “I personally came to see him as a mentor, and I know that a lot of students in our grade feel the same way. Our class looked to him for support and guidance, and his leadership was a major reason why this year was so great.”

When talking to our classmates and reflecting on our time together, the theme that

stands out most is the relationships amongst the students in our class. For Sixth Form student council representative Jahmon Silver, these relationships helped him grow as an individual.

“I love my class. I consider everyone in my class to be my brother. We had a hard journey and we got through it together.”

JAHMON SILVER ’22 “I love my class. I consider everyone in my class to be my brother. We had a hard journey and we got through it together. The impact of my time at Haverford has made me the man I am today. It has shown me the values of being a gentleman and how it affects everyone around you,” Silver said.

Sixth Form student council representative Teddy Malone echoed Silver’s sentiment, emphasizing the brotherhood.

“Haverford was truly life changing for me. It is really a brotherhood, and the relationships I built while here have been amazing,” Malone said.

While the long-lasting relationships comprise an essential part of the brotherhood, we also value the small but unforgettable memories that everyone will remember.

“As much as I enjoyed the big EA Day, I remember feeling really excited when we could do a faculty-student basketball game

again—our masks could come off and it was so cool to see the seniors cheering and having a blast,” Ms. Kenna said. “As much fun as those big things were, it was nice to have those little moments: I always have kids in my classroom, which I’m really flattered about, and getting to know a kid whom I never talked to before and just stopped.

Just sharing more of a personal connection.

Those will always be my favorite moments because they just brought everything together.”

In Mr. Casertano’s eyes, his year’s virtue of the year, “support,” perfectly represented the characteristics of the Class of 2022.

“In the moments of success or achievement that happened over the course of the year, there was always a huge group of your classmates there to celebrate. You could tell that the individuals were always feeding off the energy of the group and the group was feeding off of the energy of the individual,” Mr. Casertano said. “And even in moments where it wasn’t a moment of success, the group was always there to pick the person up. It always felt like your class was there for each other, to celebrate each other, to support each other, to care for each other. While there were plenty of examples of individual accomplishments this year, those accomplishments were driven by the collective support and participation of the class.”

When reflecting on the school year in its entirety, there was one event that stood out above all others for Malone, Nayak, and Silver: EA Day. “My best memory at Haverford has been every EA Day and being able to be a part of something so big,” Silver said. “Win or lose, it’s a great atmosphere and you feel like you’re on top of the world.”

“This year’s EA Day was one of those moments where everyone in the school came together to support each other and reach our common goal of bringing home the sweater,” Nayak said. “Everyone on the field, in the pool, and in the stands had a role to play. It was a moment that will stick with me for the rest of my life.”

“...it was truly special to share that moment with everyone.”

TEDDY MALONE ’22 In their own seasons, playing on the field was also exhilarating.

“My favorite memories at Haverford have been the support at events, whether that’s athletic games or academic events,” Malone said. “My favorite memory was playing in front of my classmates during the last few lacrosse games at the end of the season.

We got so many kids there, and it was truly special to share that moment with everyone.”

This isn’t goodbye, just “so long” for a while.

To the Class of 2022: it’s been a pleasure to share Wilson Hall, the student-section bleachers, and the Centennial Hall rows with every one of you. We wish you nothing but the best in your future endeavors, and we can’t wait until we meet back here again during a reunion and both reflect on these years and all the amazing things we’ve done since.

This isn’t goodbye, just “so long” for a while.

the index · features

Page 4

June 2022

features

ETHAN CHAN ’23

Students in Mr. Patrylak’s Statistics* course engage in a final class, June 6, 2022

Mr. Stephen Patrylak, life-long teacher, cont. from the front page Joining Haverford in 2001 with his fifth-grade son, his earliest school days were marked by world events.

“One of my first recollections of Haverford, unfortunately, was 9/11. When the World Trade Centers were hit by terrorists in airplanes, that really put a damper on my first year, but the Haverford students pulled through. We mustered the courage to get through that and finish the year off very, very strong,” Mr. Patrylak said. “We put that episode behind us, and it happened to be a very good year.”

This event spoke to the determination and character not only of Mr. Patrylak but of the school as a whole. Even during the beginning of his school career, Mr. Patrylak never shied away from lending a hand, an essential element of his personality.

“When I came to Haverford, Mr. Patrylak immediately impressed upon me his willingness to do anything to help his students, and, in my case, a new teacher learning his way at a new school. We have evolved to create a lasting friendship by having co-taught courses and sharing rooms during our time together,” Mathematics Department Chair Mr. Justin Gaudreau said.

Along with his kindness, Mr. Patrylak is remembered for his devotion to his field.

“Mr. Patrylak is a tough, hard-working, kind, and caring person. He truly cares about his students and wants to impart his knowledge to the next generation.”

MITAV NAYAK ’22 “I first met Mr. Patrylak when I was interviewing him for an Index article on the

GameStop saga last year. Right away, I could tell that he was an extremely intelligent individual and someone who is very passionate about his work,” 2021-22 Student Body President Mitav Nayak said. “Mr. Patrylak is a tough, hard-working, kind, and caring person. He truly cares about his students and wants to impart his knowledge to the next generation.”

Seeking more than the status quo, Mr. Patrylak has set a precedent for an initiative for positive change in the community.

“Initially, I do remember that Haverford was not such a welcoming place to all students. There was a faculty member here, Bruce Adams, who started what is now the Diversity Alliance. He asked me to join him to start integrating the Black Student Union into the Diversity Alliance, and we did that very successfully. I think we were able to recruit this diverse body of students. We were meeting once a week, and the meeting once a week started to become twice a week and the membership has grown exponentially,” Mr. Patrylak said.

Since the organization’s initiation, Mr. Patrylak and generations of students have shaped the Diversity Alliance into what it is today. More than ever, his work extended outside the group and there have been radical effects on the entire atmosphere of the upper school.

“I see that the student body has really grown into one unit, and the term ‘brotherhood’ really started to become what it was intended to be at Haverford. I am going to be very sad to have to leave this place, having seen that kind of evolution and positive growth at the school,” Mr. Patrylak remarked.

In and outside the classroom, Mr. Patrylak remains exceptionally understanding and detail-oriented.

“From a collegial perspective, I doubt you could find a teacher at Haverford in any division that hasn’t had a positive interaction with Mr. Patrylak,” Mr. Gaudreau said.

“His congenial and supportive nature has impacted every adult on campus. His ability to remember our children’s names and activities and ask about our families left smiles and happiness in the wake of every conversation.”

You will never find a messy desk, trash, or a speck of dust in his classroom.

“I haven’t met many people who are more organized than him,” Nayak said.

A common phrase most students would hear in one of his classes was that he never felt like he was working. His devotion to educating students speaks for itself.

“I would hope that I instilled in them what it means to be a human being and to treat people the way they want to be treated.”

MR. STEPHEN PATRYLAK For those 21 years, I have never felt that I had a job. It was simply a calling and something that I love to do,” Mr. Patrylak said. “I often joke that I don’t teach. I simply sit in a room and wait for class to come in and then talk about the mathematics that is appropriate to the students that come into the room. And that is not far from the truth.

I just enjoy doing that very much.”

Despite his deep knowledge of mathematics, the most important lesson that he teaches is how to be human. He embodies what it means to prepare boys for life and ultimtely be good people.

“I would hope that I instilled in them what it means to be a human being and to treat people the way they want to be treated.

That’s even more important than the mathematics that I maybe had a hand in teaching

them,” Mr. Patrylak said.

“The mathematics is here for maybe a statistics course that they were taking or a calculus course, but the life lessons are the ones that stay with them forever. I hope that they stick to that and that really is what I’m most proud of.”

The small conversations in class are part of his way of instilling values in every student. From cracking jokes and lectures, there is always something to learn from Mr. Patrylak.

Fifth Former Nate Mirin said, “One thing that will probably stick with me for a long time is, after class one day a large number of us were talking about the future, and he said something like, ‘Back in the 80s, everyone was freaking out about a hole in the ozone layer. Now, no one thinks about it.

People figure things out, and life goes on.’

That idea really encapsulates a lot of who Mr. Patrylak is: someone who trusts others to a fault, and someone who always looks for the positives in both things and people.”

After a storied career, Mr. Patrylak looks to spend more time with his family.

“For the next several years, I want to spend some time with my wife, maybe traveling, maybe visiting our kids, and spend a little bit more time together,” Mr. Patrylak said.

“Be a mensch. That means to be the best human being you can possibly be.”

MR. STEPHEN PATRYLAK In a final message to the community, Mr. Patrylak said, “Be a mensch. That means to be the best human being that you can possibly be.”

the index · features

Page 5

June 2022

Ms. Tracy Nelson says goodbye after 27 years Casey Williams ’24

S

tudents who have been through the middle school know that entering each morning you’ll pass by the office of Ms. Tracy Nelson.

Whether on the right when entering Crosman Hall, or on the left of the entrance to the new middle school building, she’d greet you with a smile, and a friendly “Good morning!”

Even before Haverford, Ms. Nelson made an impact. She graduated from the University of Virginia, and was a four-year Academic All-American in lacrosse, translating her talents from the field to the classrooms.

In 1995, Ms. Nelson joined Haverford’s middle school, and by 2002 she began serving as Middle School Dean of Students.

Other than receiving her “Teaching Excellence Award” which recognized her honorable hard work, it was evident to the community that she cared about what she did, and she was making an impact.

For Middle School Art Teacher Mr. Nathan Pankratz, Ms. Nelson’s legacy will remain at Haverford for a long time.

“She encouraged us to be the better version of ourselves on a daily basis, to be mindful of our choices.”

MR. NATHAN PANKRATZ “Ms. Nelson worked to really get to know each and every middle school student.

She knew them well too, not just their names and surface stuff like their sport or interests,” said Mr. Pankratz. “She encouraged us to be the better version of ourselves on a daily basis, to be mindful of our choices, and ultimately to pay it forward, connecting with

people in a non-judgemental way, encouraging the best from ourselves and others.”

Ms. Nelson transformed and guided Haverford culture in a positive way for the young students trying to find their way throughout middle school.

To First Form Science Teacher Mr. Mario Masso, Ms. Nelson brought structure and guidance for each member of the community.

“In the time I’ve known Ms. Nelson, she brought stability to the middle school,” Mr. Masso said. “You could always go to her and she would help guide you along the way.”

As soon as someone asked her for her help, Ms. Nelson was immediately there for them and treated them with respect and integrity. From the moment new teachers arrived, Ms. Nelson treated them as if they had been there just as long as she had, and brought them up to speed.

“She’s always open to listening to your opinion, your throughts, and willing to work with you.”

MR. MARIO MASSO “Very quickly from the moment I met her, she treated me as an equal. She’s always open to listening to your opinion, your thoughts, and willing to work with you,” Mr. Masso said. “And for most of the faculty, she became a friend very quickly.”

Middle School Spanish Teacher Dr. Gerhard Reich values Ms. Nelson’s character and diligence. “[Ms. Nelson] taught for twenty-seven years and had a great balance [between] being strict in enforcing the rules and listening to the boys’ side of the story,” Dr. Reich said.

“She never gets angry, I’ve never seen her yell

Ms. Tracy Nelson at a Middle School Special Awards Ceremony in 2017

at a kid, and [faculty] knew how much she kept the middle school peace.”

“She’s a very talented golfer, a great mom to a graduating senior at Shipley, and just a fun person to be around!” Dr. Reich added.

Whether it be as an advisor or a teacher, former students understand Ms. Nelson’s impact. To Fourth Former Anthony Valentino, who knew her as a former advisee and golfer, support remains one of the main characteristics that she carried each day.

“She worked very hard and strived to make the middle school golf team fun for all of us.”

ANTHONY VALENTINO ’24 “Every time I would see her, she would ask how I was doing and how my family was,” Valentino said. “She worked very hard and strived to make the middle school golf team fun for all of us.”

The Dean of Students’ role meant having to guide young boys and instruct them to do better, even if it wasn’t how they might perceive it. Ms. Nelson’s couch, outside of her office in Crosman Hall and Virtue Village, was a place where students might sit doing work or reflecting on decisions that they might have made.

“While some students may have been scared by the threats of being sent to Ms. Nelson’s couch, she always saw the best in people and wanted to see every student thrive,” Valentino said. “I ran into Ms. Nelson at the beginning of this year, and I was surprised she still remembered each kid from our advisory. This reminded me of how much of a caring person she is.”

Students who experienced her guidance first-hand recognize her inspiration, even today. For Third Former Ryan Wai, a student in her sixth grade math class, it wasn’t just about getting the job done, it was about getting it done with the idea that students would retain the information. “[Her teaching] wasn’t about remembering how to do things, it was about understanding how to do things,” Wai said. “I learned a lot from her class.”

From the beginning, Haverford meant a lot to Ms. Nelson. It provided her with opportunities for leadership and growth, the main reason that she decided to come to the school.

“When the opportunity presented itself for the Dean of Students job, it just seemed like a perfect match for me. It allowed me to support, interact, and work with the entire middle school. I wanted the opportunity to be able to make a bigger difference,” Ms. Nelson said.

Missing coaching, EA Day, and all the school traditions, Ms. Nelson will spend more time with her family, travel more, and play lots of golf. Ms. Nelson has accomplished a lot throughout her time at Haverford, and she is certainly going to miss it.

“Haverford has been my home and my family for the last 27 years.”

MS. TRACY NELSON “Haverford has been my home and my family for the last 27 years,” Ms. Nelson said.

“I feel so fortunate that I had the opportunity to work with so many fabulous boys and work with the best faculty you could ever find. I consider myself incredibly fortunate that I was able to be a part of the Haverford community.”

COMMUNCATIONS

the index · features

Page 6

June 2022

Grateful Mr. Keefe prepares for co-education Jingyuan Chen ’23

A

fter eleven years, upper school English teacher Mr. Daniel Keefe will leave the school community to teach at Germantown Academy. His final career shift will put co-education as his next frontier.

“I have two daughters, Virginia and Clare, lovely people, not boys,” Mr. Keefe said. “So I have been looking to offer them an opportunity to go to Germantown Academy, which has a tremendous program to which [faculty] can send [their] children.”

As he moves onto the next phase of his education career, Mr. Keefe recalls his decision to join Haverford eleven years ago, when he was determined to commit to English education at an all-boys curriculum.

“Back then I had a choice between Springside Chestnut Hill Academy and Haverford, and I was excited for the prospect

of teaching in all-boys education,” Mr. Keefe said. “It was an exciting venture. And I was impressed by the quality of the Haverford English department, at that time under the direction of Dr. Delia Turner.”

Mr. Keefe became involved in many duties outside the English curriculum. He talks about his experience as the Form Dean for the Class of 2023 and a soccer team coach.

“The Form Dean position gave me the chance to know a whole group of students,” Mr. Keefe said. “And soccer was an interesting evolution. I first started as a coach to JV. Bill Brady eventually asked me to coach varsity with him. When Bill left, Andrew Poolman and I stepped into the role as the head of the program. There are some incredibly rewarding experiences from soccer.”

“I get bored if I get stagnant for an extended period,” Mr. Keefe said. “Haverford

has offered me tons of opportunities for growth, advancement, and change.”

Despite his diverse interests, Mr. Keefe is most invested in English education. Under his guidance, the English IV* program embraced a more diverse curriculum.

“Honors English was initially a British Literature course,” Mr. Keefe said. “We’ve taught Milton, Chaucer, Shakespeare. Over time, the class evolved to become more of an essay-writing course, in which we’re able to bring in a diversity of voices: Ta-Nehisi Coates and Virginia Woolf, to name a few.”

Having taught English IV* program for years, Mr. Keefe explains the challenges and joys of this experience.

PIERCE LAVERAN ’24

Mr. Cory Taylor ’96 bids farewell to his alma mater Arsh Aggarwal ’24

A

fter joining the history department this year to teach Ancient and Modern World History, Mr. Cory Taylor ’96 will pursue his career in education at Friends’ Central School.

After receiving his J.D. at the University of Pennsylvania, Mr. Taylor started his career as a judicial clerk, eventually working his way into a position at a sizable law firm. After years of the constant grind that practicing law demanded, Mr. Taylor returned to his alma mater in a temporary capacity.

his students and forged meaningful relationships.

“Getting to know the students was one of my favorite parts about teaching here.

There are a lot of interesting people who go to school here, and it was a lot of fun getting to know some of them,” Mr. Taylor said.

New to teaching, Mr. Taylor was able to provide students with a unique teaching

“Getting to know the students was one of my favorite parts about teaching here. There are a lot of interesting people who go to school here, and it was a lot of fun getting to know some of them.”

“Haverford has offered me tons of opportunities for growth, advancement, and change.”

MR. DANIEL KEEFE

“Haverford men can become Renaissance men who excel in academics, arts, and athletics. I hope this place continues to foster in this positive direction towards thinking about boys’ education.”

MR. DANIEL KEEFE

Mr. Daniel Keefe

“Haverford is full of hilarious stories.

One time I took a group of seniors to the Spy Museum in Washington, D.C., for the Cinema of Masculinity course. I dropped them off at the door to park the van. When I got into the museum, they had all left to go out to lunch in DC, and I didn’t see them again for four hours,” Mr. Keefe said. “I’m so glad I wasn’t fired.”

“I will say the class was challenging to teach due to students’ expectations of coming into the class,” Mr. Keefe said. “For many of them with dreams of Ivy League education or elite schools on the horizon, grading always ended up being controversial. Despite this, it’s neat to have an experience teaching the kids who most want to achieve at the highest levels of their English curriculum.”

Mr. Keefe recollects his countless entertaining memories at Haverford, inside and outside the class curriculum.

style. During the third and fourth quarters of the school year, Mr. Taylor introduced “Lateral Thinking Puzzles,” which were meant to be a fun, collaborative effort made by the class to solve one riddle each day at the end of class. The puzzles, while fun, served the greater purpose of making students think like historians by making them ask the right questions to get to the bottom of a problem.

Over the course of the year, he also introduced various new types of assignments, assessments, and activities, stretching his students’ abilities to new heights.

Mr. Taylor has left a lasting impact on his students. He taught them to look at things from an inquisitive perspective and to

As he departs, Mr. Keefe is grateful for the relationships he established and the recognition he received at Haverford over the years.

“Winning the Inter-Ac title my first year running the soccer team was a huge highlight; having a poem published that I wrote about Dr. Ehrhart was a huge thrill,” Mr. Keefe said. “It has been a tremendous joy to teach at this place. I have nothing but gratitude for the members of the English department, the soccer coaches, and the larger Haverford faculty. I have friends and relationships in that faculty that will extend far beyond my time coming to a close here.”

In the end, Mr. Keefe extends his best wishes to the students, hoping to see the future growth of the student community.

“I always believed that Haverford men are capable of tremendous things when they exemplify the ideals of brotherhood that we espouse,” Mr. Keefe said. “Haverford men can become Renaissance men who excel in academics, arts, and athletics. I hope this place continues to foster in this positive direction towards thinking about boys’ education.”

ask the right questions.

“While there were of course assignments that we had to complete, there was also a certain liberty within many of those assignments,” Fourth Former Christopher Schwarting said.

“I recall a project where we were asked to create our own DBQ prompt and response under any topic, and I chose to pursue something relating to progressive freedoms in Weimar Republic Germany,” Schwarting continued. “Exploring this niche was awesome for me to relate a personal subject of interest to my coursework, and I haven’t always had opportunities quite like it.”

FIRST LAST ’2#

MR. CORY TAYLOR “This was really a one-year teaching internship,” Mr. Taylor said. “As I mentioned to my classes, I was an attorney looking to switch [professions], so this was essentially just for one year.”

Despite his plan to teach at Haverford only briefly, Mr. Taylor quickly engaged with

Mr. Cory Taylor

PIERCE LAVERAN ’24

the index · features

Page 7

June 2022

CFO Mr. David Gold: The Gold Standard tripp ronon ’24

A

bove the Café lies the business office, the location of Haverford’s Chief Financial Officer Mr. Da-

vid Gold.

After twenty-one years of service, Mr Gold is moving on, and leaving the school operationally sound, and on a strong financial footing.

The journey to CFO for Mr. Gold began after graduating from Penn State with a degree in accounting, and landing his first job in public accounting at Arthur Andersen, a “Big 8” accounting firm. After that, Mr. Gold served in leadership roles in financial management and operations for not-forprofit organizations that grew quickly but lacked systems and robust financial controls, including at the time The Foundation for Architecture and The Philadelphia Education Fund.

“I got involved with education. I built an expertise in turning around financially failing not-for-profits,” Mr. Gold said.

While Haverford was not a failing notfor-profit before Mr. Gold arrived, there were challenges to tackle in its finances and operations.

“People said Haverford was great, but the whole underlying business structure needed improvement. People weren’t being billed correctly, money wasn’t being collected, it wasn’t customer friendly, there were problems with the school store, and many other challenges,” Mr. Gold said. Since then,

“Over the past two decades, the school invested $100 million in capital improvements, including new lower, upper, and middle schools, and Nostrant Pavilion.”

MR. DAVID GOLD

PIERCE LAVERAN ‘24

Mr. David Gold investments in information technology and systems have improved operations and reduced costs.

Mr. Gold has also played an important role in financing and executing plans to improve the campus.

“Over the past two decades, the school invested $100 million in capital improvements, including new lower, upper, and middle schools, and Nostrant Pavilion.”

Mr. Gold emphasized that “we have beautiful facilities, but the people matter.”

Attracting and retaining the best faculty, staff, coaches, and school leadership are all critical to the success of the school. Mr. Gold set up a human resources program that includes competitive compensation to attract talented teachers, as well as an evaluation system to hold teachers accountable to per-

formance benchmarks.

There are a few quantitative measurements to point to when viewing Mr. Gold’s tenure as CFO. Topping the list is the school’s “A” credit rating from Standard and Poors (S&P).

“If you compare the financial condition of the school today against 20 years ago,” Mr. Gold said, “there are different indicators of financial health, including liquidity, the endowment, and credit rating.”

Liquidity is at an all time high: the endowment, which stood at $26 million in 2002, now stands at $115 million.

The A credit rating from S&P is no small feat. The school’s credit rating was upgraded from A- to A in 2019. After this credit upgrade, the school borrowed $31 million at a low fixed rate of 2.5% for a term of 30

years. The improved credit rating saved the school $1 million of interest payments over the 30-year term.

Mr. Gold can point to that $1 million in savings as a contribution to the endowment.

According to S&P, the school’s A credit rating is due to a history of sound operations, a solid and growing endowment, and successful and durable fundraising.

Mr. Gold has not announced his future plans, nor has the school selected a replacement CFO. Mr. Gold points out the school will benefit from the fresh perspective of a new CFO who can test and challenge current operations and practices. When selected, the successor CFO will have to live up to the Gold Standard.

Spanish teacher Dr. Eli Cohen returns to university level Connor pinsk ’23

T

his spring, the school community bids farewell to Dr. Eli Cohen.

After having taught both Spanish III and Spanish V* this year, Dr. Cohen will move close by: to Villanova University, where he will continue teaching Spanish.

While his tenure has been short, Haverford has made its mark on Dr. Cohen.

“There is definitely a strong sense of community here I think both among the faculty, which has been great as a new faculty coming in, but also between the students,” Dr. Cohen said. “There is a pretty decent rapport between faculty and students, and people seem to get along with each other pretty well here.”

Dr. Cohen was grateful to be able to spend time in such a unique and fun environment. He enjoyed small class sizes and close relationships with students.

“At this level, it’s been cool to see students that are having a bit more fun with the material than college students might have,” Dr. Cohen said. “I’ve had good groups of students here. There has been a nice sense of humor, and I feel I’ve connected with that fairly well, and that makes it more fun for the students and for myself.”

Going forward, Cohen’s teaching style will have to change and adapt to Vil-

lanova’s style. “Here I am the only teacher in charge of teaching Spanish III. I decide what to teach and how to study it and learn it. Where I’m going I will be one of many

teachers teaching the same level, so there will be a fixed curriculum.”

Dr. Cohen was at Haverford for just a very short time, but he will leave a lasting

impact on his students as he steps into the next chapter of his life.

“It’s been an enjoyable year, but I’m looking forward to what comes next.”

PIERCE LAVERAN ’24

Dr. Eli Cohen

the index · features

Page 8

June 2022

Mr. Nathan Bridge leaves his mark on math program, larger community Owen yu ’23

W

hether it be his role as a Third Form advisor, his help facilitating IC Day, or his famous (or perhaps infamous) part in instituting ranked-choice voting, math teacher Mr. Nathan Bridge has undoubtedly impacted the school community. As he prepares to leave for a new position at Abington Friends School, Mr. Bridge reflected on his five years spent teaching here.

Having taught Algebra I, Geometry, Calculus I, and Precalculus*, Mr. Bridge has interacted with a significant portion of the community. Through all of his memories, the relationships he has formed remain incredibly important to him.

“I think I’m most proud of the relationships I was able to form here.”

MR. NATHAN BRIDGE Mr. Nathan Bridge “I think I’m most proud of the relationships I was able to form here,” Mr. Bridge said. “And that’s not just a ‘me thing’—that’s like an ‘us thing.’ Like when I walk around the halls and see so many people I feel so close to, whether that be my colleagues or students I taught—it’s a really good feeling to feel so connected in this space.”

In addition to community relationships, Mr. Bridge values the logistical aspects of his teaching position. As a member of the math department, Mr. Bridge has helped shape part of the math curriculum.

“I’m really excited about the new math curriculum that we use,” Mr. Bridge said. “When I first got here and first got signed to teach Algebra I, [the class] didn’t really have a curriculum, and we weren’t quite sure what to do with it. This particular curriculum, which I taught at a previous school, was one that I had in mind to try out with my class, and I think it went pretty well.”

With positive remarks from both students and faculty, the curriculum’s benefits are clear.

“If you talk to students who took that Algebra class with me, you start to get really positive feedback,” Mr. Bridge said.

“So many members of the department have also seen the same things that I have in that

curriculum, and I hope they’re loving their teaching as much as I do when I teach this curriculum. And so I’m really happy to have found a home for that curriculum here at this school.”

In addition to his role as a faculty member, Mr. Bridge has learned quite a bit during his time here. As an all-boys school, Haverford obviously provides a unique teaching experience. For Mr. Bridge, teaching in this environment for five years gave him a nuanced perspective on what it means to teach boys.

“When you come to a single-sex education, what you begin seeing here is that the traits that you normally associate with ‘boy’ become really disrupted and made much more complex,” Mr. Bridge said. “I’ve met so many students who display really beautiful characteristics that society traditionally defined as being feminine, like, for example, maybe being contemplative, reflective, or supportive rather than being affirmative or initiative-taking. That really opened my eyes to this world of teaching boys in a much more nuanced and colorful way.”

Ultimately, Mr. Bridge’s engagement with the community was a great experience for him.

“There’s nothing I’m lacking or missing here in the teaching or learning sense

PIERCE LAVERAN ‘24

“There’s nothing I’m lacking or missing here in the teaching or learning sense that I’m leaving somewhere else to get.”

MR. NATHAN BRIDGE that I’m leaving somewhere else to get,” Mr. Bridge said. “I feel like this has been a pretty sweet gig.”

“Only for personal reasons that I ultimately want to go [to Abington Friends School],” Mr. Bridge said. “I never get a ‘Sunday feeling’ before a week. At the end of every long break, I’m always really excited to just come back into the building and continue working with students.”

As a coed school three blocks away from his house, Abington Friends simply is more convenient for Mr. Bridge.

“Two of the very strong personal reasons I’m going to Abington Friends, in addition to the fact it has a very lovely teaching and learning community, is the fact it is so close to my house, and my daughters can go there,” Mr. Bridge said.

At Abington Friends, Mr. Bridge plans

to teach similar math topics and hopefully bring his unique experiences with him. As his last few days at Haverford go by, Mr. Bridge is working on fine-tuning his contributions to ensure they remain a part of the community.

“What I would hate not to leave behind is something I contributed to modestly here that other people found beneficial, but because I left it is hard to keep going and stops.”

MR. NATHAN BRIDGE “What I would hate not to leave behind is something I contributed to modestly here that other people found beneficial but, because I left, it is hard to keep going and stops,” Mr. Bridge said. “And so to that end, I’m really focused right now in the next couple of days is just making sure that anything anybody wants, whether it be ranked-choice voting or IC Day stuff or something else, gets duplicated and redundancies are built in so this kind of stuff can live on, and so that I can feel like I meaningfully contributed to a project the community had rather than it being ‘my project’.”

As Mr. Bridge departs and the community bids him farewell, he acknowledges the little moments that make Haverford special.

“... what really gives the day vibrancy, ... what makes this space special is the fact you can walk around and make connections on such a personal level.”

MR. NATHAN BRIDGE

Mr. Nathan Bridge teaching students

COURTESY OF MR. NATHAN BRIDGE’S WEBSITE

“I think my favorite Haverford memories as a genre, at least in Wilson Hall, are when I see a student I’m currently teaching or one I taught and they just pop in [my room], and we chat for a little bit,” Mr. Bridge said.

“I think that’s what really gives the day vibrancy. I think what makes this space special is the fact you can walk around and make connections on such a personal level.”

Page 9

the index · features

June 2022

Teacher Louie Brown ’15 pleased “to move the dial” Joey kauffman ’23

A

part from early childhood and four years of college, Teacher Louie Brown ’15 has almost always been around Haverford.

Twenty-five years old, Teacher Louie has spent sixteen of those years at Haverford, as a student for fourteen years, and recently, as a teacher of English I and English III: American Literature for the past two years, and last year, Ancient World History.

“I wanted to be a teacher, and I always had this idea that I would love to come back and teach at Haverford,” Teacher Louie said.

“It’s sort of my dream job.”

After majoring in English at Vassar College while also taking education classes, Teacher Louie wanted to engage with a community that held significance.

“I really like the idea of recommitting to a place,” Teacher Louie said. “I like these kinds of long-term things that help my life feel like it has continuity and consistency.”

In college, Teacher Louie expanded their ideas on education and began to understand the desire to teach at Haverford.

“But throughout College, especially with taking education classes and learning about pedagogy and progressive education and how deep of a craft and a science teaching is, I thought it would be just cool to come back and work here,” Teacher Louie said.

Still, Teacher Louie did not expect to devote years to Haverford so early in a teaching career.

“I really had always thought that I would go out, and I would start my career in other places, and I would come back to Haverford as a very seasoned teacher. And so that was extremely different because I came into Haverford as a complete novice, and I had to do so much learning, and I’m still doing so much learning,” Teacher Louie said.

After returning, Teacher Louie has recognized similarities and differences between past and present versions of the school.

“There was a lot that I was surprised by when I came back, just in terms of how much students knew and were tuned in to

Teacher Louie Brown ’15 issues of social justice and social rights and the language and the vocabulary of those kinds of fields,” Teacher Louie said. “Because when I was here, besides the people in the Diversity Alliance, no one knew anything about that.”

Beyond the increased awareness of social justice, Teacher Louie saw a through line in the quality of education.

“The student body at Haverford is particularly good at following rules and paying attention, I think, or at least they were responsive enough to me,” Teacher Louie said.

Teacher Louie provided a memorable presence on campus, managing to challenge outdated norms and push students to think critically, while remaining a gentle, kind figure.

“One of the areas of personal importance to me in education is in gender and sexuality,” Teacher Louie said. “So it was

PIERCE LAVERAN ’23

kind of an appealing idea for me to be in the center of masculinity and see what it felt like to try and change things or observe things and understand things better and then move the dial a little bit.”

One of Teacher Louie’s most striking ideas about gender is about the existence of Haverford as an all-boys institution.

“I think there will be a big audience for [single-sex education], but I also think it is not very modern—I think it’s a model of a pre-twenty-first century, digital-age society—and things are changing,” Teacher Louie said.

Despite these ideas on education—or more likely because of them—Teacher Louie focused on being the best teacher they could be inside of the classroom.

“I have these big ideas about pedagogy and education and all these issues or things that I perceive that could be different in our education systems. But at the end of the day,

it’s like I’m really one person, and I want to make sure that my space and the thing that I have the most control over is the model of what I want the bigger things to look like.”

For the moment, Teacher Louie plans on staying in the Philadelphia area, taking on some part-time jobs, and working on “life skills” outside of the teaching profession.

After that, Teacher Louie will probably go to graduate school, possibly in Environmental Sciences or Environmental Education.

Still, if there is one thing that Teacher Louie has learned, it is that life surprises.

“Even though I’m here in this same geographical space, it’s like I’m not even close to the person that I thought I would be when I was in high school,” Teacher Louie said.

“And I’m really happy about that, and I’m happy that I’ve lived a life that has surprised me, and that has led me to understand new things about myself and what I care about and what I like.”

Sixth Form students create winter sports mural for graduation project Ethan lee ’24

A

s students roamed the area around the art studios during the last three weeks of school, they may have heard music playing from the Durham Community Room. The sound comes from Sixth Formers Peter Kaplan, Fisher Bond, Judah Cannon, and Ned Cutler, who have been hard at work creating a mural that will reside on the wall next to the outside basketball court.

The mural celebrates the school’s winter sports teams.

“We have all been pretty involved in the arts program at Haverford, and we thought that this was a good way to culminate our experience.”

PETER KAPLAN ’22 “We have all been pretty involved in the arts program at Haverford, and we thought that this was a good way to culminate our experience,” Kaplan said.

Bond echoed this sentiment.

“Out on the lacrosse wall there are already two murals there,” Bond said. “There is a blank panel, and we all love art, so it felt right and felt like a good way to make our impact on the school that will be there for 10-15 years.”

The project began prior to graduation projects. Kaplan had been planning this mural ever since his sophomore year, right before COVID-19 broke out.

“I was playing lacrosse on the wall one day, and I noticed that winter sports were not recognized,” Kaplan said. “I went to Mr. Fox, and he helped me get approval from [then Head of School] Dr. Nagl, Mr. Casertano, and Mr. Murphy.”

Kaplan also had to consult the outdoor design committee of the school. Afterwards, the group began an iterative design process, working through multiple designs of the mural.

“There were a lot of designs when we first started, but we were able to narrow it down to three, then one,” Kaplan said.

“Even now,” Cannon said, “we are still tweaking it as we are finishing it.”

The first thing they did was put together the canvas, made out of a thin, paintable fabric.

“We measured the wall and made sure

the fabric was cut to the appropriate length,” Kaplan said. “It was surprisingly difficult to staple the pieces together on the wall. We had to spend a lot of time making it straight and flat. The painting has gone relatively fast.”

The group projected an image on the wall to aid them in the painting process.

The athletes on the mural are based on students in the graduating Class of 2022.

“The basketball player is Isaiah Boyd, the squash player is Mitav Nayak, the hock-

ey player is Peter Kaplan, and the wrestler is Max Rosenberger,” Cannon said.

“The last figure is a swimmer/diver,” Bond said. “You can’t really see their face in the painting, so it’s kind of a generic guy.”

As they wrap up the painting, the group will take it down from the Community Room and put it up on the basketball court wall. They will finish it with a clear coat to protect it from the weather, allowing future generations to see all three sports seasons represented in a public space.

PIERCE LAVERAN ’24

Fisher Bond ‘22 and Peter Kaplan ‘22 work on sports’ mural

the index · academics

Page 10

June 2022

academics

Year-end projects complement traditional assessments Ian Rosenzweig ’25

T

his school year, students increasingly experienced school activities and traditions in “normal” fashions. Intellectual Curiosity (IC) Day returned from a COVID-induced hiatus, the entire upper school attended in-person assemblies in Centennial Hall, and the Third and Fourth Forms returned to the dining hall for lunch. Still, many students do not experience one trademark upper school experience—final exams.

Instead of formal exams, many teachers have devised interesting projects to culminate the year, assess knowledge, and offer some fun before summer vacation. Many students are gearing up to demonstrate their learning in creative, untraditional ways.

Students in Mr. Ator’s and Mr. Fus’s geometry classes are working in hallways near windows with sightlines of the upper school building. For their project, students measure the volume of Wilson Hall. Although the classes do have a test to end the year, the project is a fun way for students to use all of their new skills.

This project is no easy task because the building’s shape is unique. Mr. Fus and Mr. Ator hope to engage their students in an authentic project that assesses not just their mastery of content but also employs their teamwork, application, and problem-solving skills.

“They have to use all of the skills that they’ve learned… in a unique context,” Mr. Fus said. He stresses students’ innovative thinking and said, “It’s really cool to see [the students] thinking [and coming up with] cool ideas.”

The project also helps the teachers assess thinking processes.

“In the end I am much less interested in each group finding an accurate answer than I am in them demonstrating an ability to make a plan using the skills they learned and executing it to the best of their ability,” Mr. Ator said.

As vacation looms large in students’ minds, Mr. Fus and Mr. Ator hope that this project keeps their students interested.

“We wanted to end the quarter with a

COURTESY OF DR. ANDREW FENTON

Some of Dr. Fenton’s former Latin students preparing for an “animal sacrifice” in 2018 project that still tested the students’ understanding but was a little more interesting than a ‘normal’ test,” Mr. Ator said.

Mr. Fus said, “The end of May into June is a hard time in the year, and this year I noticed my students being fatigued… Part of that is not being used to this pace and rigor.

If I tried to teach the way I usually do, they would not be as enthusiastic and interested as they are with the project.”

Across the building and up one floor,

Dr. Fenton’s Latin II* class took a break from their typical translations, grammar constructs, and Roman graffiti to dive into Roman religion, ritual sacrifice, and augury.

One of the class’s final projects involves researching, organizing, and conducting an authentic Roman sacrifice ceremony (using a stuffed animal). Students must strive for authenticity in composing a prayer and reenacting a sacrifice. Then, they examine the fake entrails of the stuffed animal using a 3-D printed model of a liver to infer which deity is sending them a signal. They compile their results in a written report.

“I always like to say it’s like a lab report…we’re doing [Roman] science here,” Dr. Fenton said.

Although language classes, which build cumulatively, often hold final exams to assess a student’s retention, Dr. Fenton prefers to give projects.

“It’s fun to do something that’s out of your comfort zone. It is absolutely a ridiculous thing to do...but that’s what education is about.”

DR. ANDREW FENTON

JOEY KAUFFMAN ’23

Mr. Ator instructs a group of Calculus I* students during their final project

He said, “Projects are a lot more interesting and engaging. I particularly like projects that require students to integrate the Latin language, history, literature, and mythology, into a larger whole.” Dr. Fenton likes the sacrifice project in particular because it “requires students to compose something in Latin using some of the grammatical constructions that they’ve learned, but it also requires them to show what they learned

about Roman culture, religious practice, and history.”

Dr. Fenton also believes that projects are more engaging and educational.

“It’s fun to do something that’s out of your comfort zone. It is absolutely a ridiculous thing to do to be wearing togas and lighting a fire and singing songs to a Roman deity, but that’s what education is about— pushing yourself to do something that’s new and weird and outside of your comfort zone,” he said.

Sixth Formers in the honors history elective, The History of Science, Sex, and Culture, completed a final project that reflected their understanding of their course while also preparing them for the next phase of their academic careers. In Dr. Gurtler’s quarter-long elective, students study cultural constructs and debates about gender and sexuality. For their final project, the students in this class integrated their learnings into a 21st-century Parenting Manual.

Dr. Gurtler believes that this project encourages students not only to demonstrate their understanding but also to “think about how to talk about these issues, like gender and sexuality, with people of different ages,” a task for which they must have a deep and thoughtful analysis of course content.

She also thinks that the component of the project for which students reflect on their own upbringings is “important for seniors in particular.”

Dr. Gurtler believes that the class, as an elective course, lends itself to a project-based learning model. She also notes that “teachers know that many students lose steam by the end of the year.” In particular, keeping a class of fourth-quarter Sixth Formers interested and engaged can be a challenge. But Dr. Gurtler found that the project is a fun way to end the year and also an “easy-going way to talk about really tough issues.”

Page 11

the index · campus opinions

June 2022

campus opinions The value of opinions Connor simpkins ’25

T

he Campus Opinions section of The Index has touched on many topics this year. Students have passionately articulated their positions on different topics, from Fourth Former Arsh Aggarwal encouraging a more unified upper school community to Sixth Former Colin Stewart highlighting the challenges of the late lunch block. Fifth Former Joey Kauffman advocated for clearer school policies around technology and privacy, while Sixth Former Ryan Rodack raised awareness about the challenges of student parking. Every month students had much to say about life at our school.

We all want to be at a school where we have the agency to write about issues in our commnuity, issues we feel strongly about.

There is no doubt that diversity of opinions is important. We all want to be at a school where we have the agency to write about issues in our community, issues we feel strongly about. And many student voices provide context and perspective; they let us view our community through a wider lens.

Opinion articles can be challenging to write. One must strike a balance between

thoughtful insight and privileged complaint.

At a school as well-resourced as Haverford, it can be hard to justify every complaint. While we should always strive to improve our community, it is equally important to acknowledge what is going well within the walls of the school. And so, as we close out the year, let’s end with gratitude.

In quick and informal conversations with classmates, I asked for opinions about what went well this year and what my classmates were grateful for. I heard a story about a teacher who helped with a late submission for an extra-credit project, an art teacher who came in early so that a project could be finished so an after-school sports practice didn’t get missed, and dining hall staff that let a student buy breakfast even though the dining hall was technically closed.

A librarian helped a student find one vital, yet elusive resource; the office staff held onto a gym bag forgotten in the rounders for a week; a coach gave a key word of encouragement at just the right moment; an English teacher helped with a dreaded public speaking assignment; a security guard, with a nod and a wink, looked the other way so a small group of guys could sneak into a soldout game.

It took little effort to learn about all the small ways things went right this year, all the ways students were grateful for the Haverford school community.

In his September 2021 opinion piece

“We need a more unified upper school this year,” Fourth Former Arsh Aggarwal wrote,

...it is the experiences we had with one another that, in fact, made it a great year.

“We come to school because of the experiences we have with each other—not only as a class but as an entire upper school.”

As we end the year, these words ring especially true; it is the experiences we had with one another that, in fact, made it a great year.

Students study together in the library

JOEY KAUFFMAN ’23

Mr. Brian McBride, The Index thanks you for your love of our school

Mr. Brian McBride

PIERCE LAVERAN ’24

the index · features

Page 12

June 2022

The Index wishes Mr. Mark McConnon the best at his new school INDEX STAFF

Mr. McConnon recieves the Class of ’96 Rafael Laserna Outstanding Teacher Award, June 7, 2019

The Cold Email

Will Rubin ’22

T

he cold email. It’s scary, intimidating, yet exciting. In January, I sat in the library, obsessed with each word I was about to send. I was determined to work at a trading firm for my graduation project. Susquehanna International Group (SIG) was the cream of the crop for that, I had recently learned from Mr. Long. The email was my plea for a seat on their famous poker-inspired trading floor.

Surprisingly, SIG received my signal. In between Chris and John, two away from the famous quantitative analysts, and six away from the company’s CEO, John Zhang,

And if it couldn’t get any cooler: we were working on crypto.

Zach Hoyt, and I were working in the eye of the trading storm. And if it couldn’t get any cooler: we were working on crypto.

The crypto world, known for its memelike stories and Elon Musk tweets, contains a j-curve of knowledge: the more you know, the less you know. John, Zach, and I witnessed this firsthand. On our first day, we likely had an average of 1,000 “lightbulbs” light up; “I think I get it,” Zach said.

We rolled to his desk, and he showed us a graphic. We looked at each other with wide eyes and celebrated our new understanding.

The cycle continued with each of us taking turns demonstrating our competence. Curiosity led us deeper into the rabbit hole, eventually popping out in the wonderland of crypto. The topic of our desk meetings helped us to realize we knew nothing—NFT video games, decentralized exchanges, Uncle Blocks, and much more.

SIG also brought new ideas for a Haverford Blockchain Club. Every day, my conversations with Zach and John were fun and thought-provoking. They revolved around anything crypto-related and usually resulted in heated discussions over what we would do in different protocols.

These great conversations eventually led us to think up a place at Haverford where the same could happen every week.

Through this whole process, I found what it meant to be a Haverford man. While

at times I might have felt lost and stressed, I had two of my brothers sitting next to me.

So make sure to send your cold emails.

Check every word, write a good hook, and take the time to stress over the send button, because you never know where it will lead you.

They were just as confused sometimes, if not more.

Those moments of strife, though, were the times when we came closest together— literally. Huddled around a monitor, squinting to see correctly, we experienced what Mitav and Mr. Casertano have been preaching all year: support.

So make sure to send your cold emails.

Check every word, write a good hook, and take the time to stress over the send button, because you never know where it will lead you.

I expected to find a new love for finance, and instead, I found family.

Susquehanna International Group

WILL RUBIN ’22

Page 13

arts

the index · arts

The cast of Something Rotten! in the closing number of the Centennial Hall run

June 2022

COURTESY OF MR. JIM ROESE

Something Rotten! earns Philly Independence Awards christopher schwarting ’24

A

fter a triumphant return to an inperson musical, the cast and crew behind the Performing Arts Department’s Something Rotten! continued their successes at the Philadelphia Independence Awards. With sixteen nominations, anticipation built for the May 23, 2022 awards ceremony. After live performances and deliberation, Something Rotten! and its performers took home five awards.

The Philadelphia Independence Awards celebrate and recognize exceptional works in musical theater by schools in the Philadelphia region. This year, over one thousand high school students gathered to perform snippets of their shows, receive recognition, and meet other student actors.

Students spent the latter half of the day at the awards. Fourth Former Jai Bonaparte was among the students present.

“We were at the Temple [University] Performing Arts Center,” Bonaparte said.

“We performed the numbers ’Right Hand Man’ and ’Hard to be the Bard.’”

While the awards took up the evening, much preparation was in order, too.

Sixth Former Damian Ferraro said, “We started off by doing a dress rehearsal. So we had to get mic’d, we had to make sure everything was set up backstage, and then we did our dress rehearsal. We had to make sure the program was put in shape.”

Something Rotten! received nominations in many categories, ranging from vocals and acting to lighting and overall best show. Of those won, Fifth Former Thomas Pendergast received Best Supporting Actor, and Grace Morley, a Junior at the Academy of Notre Dame de Namur, was awarded Best Supporting Actress, Best Vocalist, and Best Song. Many were also included in the award for Best Dance Ensemble.

Aria Ferraro, a Radnor High School sophomore who accepted the award for the dance ensemble, recalled the shock of being called to the stage.

“I was surprised because other groups were so good,” she said. “I went on stage and

my mouth was wide open. I was like, ’what’s going on?’ I walked slowly up to the podium and everyone was cheering—it was such a surreal moment.”

Ferraro then gave a speech she prepared, mentioning the cast as she spoke.

She said, “I’m super proud of the dance ensemble.”

“I think it is our program here at Haverford and the importance the arts have gained throughout the time I’ve been here, which would be the thing that goes unnoticed.”

MR. DARREN HENGST Director Mr. Darren Hengst believes a changing arts dynamic contributed to Something Rotten’s success.

“I think it is our program here at Haverford and the importance the arts have gained throughout the time I’ve been here, which would be the thing that goes unnoticed,” Mr. Hengst said.

Mr. Hengst also highlights the many unsung heroes working behind the scenes.

“This show’s success doesn’t happen without Miss Hallman’s productions and classes. She instills confidence in our guys and gets them comfortable on stage and working with each other. And without Mr. and Mrs. Case and Mr. Stroud’s music classes and choirs, our boys don’t come to our shows understanding music and their voice,” Mr. Hengst wrote. “Mr. Hightower working directly with our cast and also the Glee club and Notables [is] the perfect support point.

He is supporting them through his conductor role.”

Mr. Hengst recalls the night not only for its successes but also for its warmth and camaraderie.

“We absolutely had a wonderful night,” Mr. Hengst shared, “but what I’ll remember most about the night is the number of cast and crew members that came out to support each other. Our cast and crew took over the balcony and when every nominee was mentioned, you knew Haverford was in the house by the cheers that came down.”

Fifth Former Harvey Pennington, who played Shakespeare, saw the experience as an encore.

“I loved the experience and it was really cool to do a performance one last time with the guys,” Pennington said. “I was so happy to see some of our guys win and it really summed up the work we put in. I was also lucky enough to do the opening number with Grace Morley and twenty other schools.”

“I was so happy to see some of our guys win and it really summed up the work we put it.”

HARVEY PENNINGTON ’23 Mr. Hengst equates the experience to developing a family, as awards series like the Independence Awards are not purely about competition; instead, they are about enjoying the art of performance and creating bonds with others.

“That’s what theater does,” Mr. Hengst recounted. “It creates lifelong connections.

When I looked at prom pictures and saw our guys going to prom with girls from the cast, or students excited to be back to rehearse a number again for the awards show, it shows the importance and need for this type of activity for our students.”

And it’s not just within the cast and crew of Something Rotten! Connections were made with other groups, too.

“We had dinner with all the other groups—we got to see all the other groups go through during the dress rehearsal. [The cast] met up with some other schools and talked and socialized for a bit,” said actor Damian Ferraro.

This opportunity to watch and see others was the highlight for Ferraro.

“The highlight for me—a really humbling moment for me—was knowing that there are so many other schools that have really good theater programs. The structure of the [Independence Awards] featured a bunch of different ensembles from different musicals, and all of the nominees for the best musical were put on a list and all had one or two songs they performed. There were so many other schools with amazing shows,” he recalled.

With hard work having paid off, there is excitement for next year’s production potential.

“While this show may seem like its own entity, it is years of work and commitment to build a successful production like Something Rotten!,” Mr. Hengst wrote. I look forward to doing it again next year when we produce Les Misérables.

JEFFREY YANG ’22

Actors performing on stage, March 13, 2022

the index · sports

Page 14

June 2022

sports Varsity Quad wins Nationals Adiyan Nayak ’24

I

n the final weeks of a high school team’s season, players and coaches alike try to send off their Sixth Formers on a high note. This year, the Varsity Quad ended their rowing careers on the highest note possible. Sixth Formers Wyatt Johnson, Jake Brewington, Wells Benson, and Chase Herz emerged victorious at Nationals.

Teams came from all around the country, qualifying based on local success. Under extreme pressure and facing the toughest competition, the four dedicated athletes prevailed, winning the event for the first time in decades.

“Every boat we’ve raced has four guys who are trying their very best to win the event as well. What set us apart is that we are willing to go the extra mile.”

JAKE BREWINGTON ’22 “Every boat we’ve raced has four guys who are trying their very best to win the event as well,” Brewington said. “What set us apart is that we were willing to go the extra mile, and we had the coaching to help us along the way.”

It has been a long journey rowing, and for Brewington, it started as a Third Former.

“I joined the team in my freshman year, mainly just because I needed a spring sport,” Brewington said. “I rowed with the summer program that summer, and I really fell in love with what I was doing, and I found success doing it.”

“Every day we all show up, and we’re all there with a common goal: to practice and get better.”

WYATT JOHNSON’22

COURTESY OF THE HAVERFORD CREW INSTAGRAM ACCOUNT

The Varsity Quad (left to right, Jake Brewington ’22, Wells Benson ’22, Wyatt Johnson ’22, and Chase Herz ’22) with Coach Jon Stephanik This spring, the Varsity Quad grew close spending countless hours together.

“We had the opportunity to row all spring with each other, we didn’t have many lineup changes,” Johnson said. “Every day we all show up, and we’re all there with a common goal: to practice and get better, and get to the point where we can win each race we set the boat in the water. I think that’s another reason why we’re all very good friends, and why we were able to put together a successful season.”

Individually, they continued to put in work, which was another factor in their success.

“We had four really gritty guys that we’re coming into practice locked in and ready to go,” Brewington said. “More importantly, when they were on their own, and they had free time, they were putting in the work to get faster themselves. We trusted each other and we all wanted the same result, and when it came time to really go for it at Nationals, we were able to lock in and really do something special.”

The work paid off when the boat crossed first, giving the team a feeling they will never forget.

The work paid off when the boat crossed first, giving the team a feeling they will never forget.

“Crossing that finish line and hearing the buzzer sound that the race was over, and checking to see that we had crossed the finish line first, it was one of the best feelings in the world,” Johnson said. “Just knowing that all the hard work we’ve put in throughout the season has paid off, and that we ended the year on a high note. Being able to celebrate winning nationals was a very special moment that I will remember for the rest of my life.”

As graduating Sixth Formers, the victory was a perfect end to their time at Haverford.

“I’m grateful for all the teammates that have helped along the way, and I’m grateful

for all the coaching I’ve received,” Brewington said. “To be able to win multiple really big, legitimate regattas, that’s the highlight of my Haverford experience.”

“To be able to win multiple really big, legitimate regattas, that’s the highlight of my Haverford experience.”

JAKE BREWINGTON ’22 As they prepare for the future, the Sixth Formers have set an example for future teams to live up to.

“I really do hope the younger guys are able to see what we’ve been able to do this spring,” Brewington said. “I hope they’re ready to follow in our footsteps and do some big things in the upcoming years.”

COURTESY OF THE HAVERFORD CREW INSTAGRAM ACCOUNT

The Varsity Quad (l to r, Chase Herz, Wyatt Johnson, Wells Benson, and Jake Brewington) poses with Coach Stephanik

the index · sports

Page 15

June 2022

Guided by manager Kai Jacobs, baseball clinches PAISAA title CHARLIE KEIDEL ’24

S

ixth Former Kai Jacobs managed the soccer, basketball, and baseball teams for a combined eight seasons before heading into the baseball season this spring. He had not yet won an Inter-Ac or State Championship. On Saturday, May 28, that all changed when the baseball team took down Malvern Prep in the state championship game at Villanova Ballpark.

“I always felt like a lot of teams I worked with had this potential. Everything happens for a reason... all the adversity this team went through made victory even more special.”

KAI JACOBS ‘22 “I always felt like a lot of the teams I worked with had this potential,” Jacobs said.

“But everything happens for a reason, and I feel like all the adversity this team went through made the victory even more special.”

What this team has gone through in just this season makes this triumph even more impressive.

When the group returned to full strength late in the spring, the team began to find its stride. Many of them felt like their home win over Episcopal Academy was a major turning point. Jacobs felt that the win over Episcopal signified something much bigger. “[Episcopal was] competing for the Inter-Ac championship with Malvern.

When we knocked them out of contention, we knew we could compete in the PAISAA tournament,” Jacobs said.

The Fords finished the Inter-Ac season with a record of 3-7 and were seeded seventh in a field of twelve teams who would compete for the PAISAA championship.

“I think we all knew that we were capable of going into the playoffs though, so we wanted to show people.”

MARK QUATRANI ‘23

MIKE NANCE

Haverford beats Malvern Prep at the PAISAA Championship Many players felt the urge to prove that five innings. Due to their low seeding, the they were better than their seeding suggested. Fords were the away team in all but one of “I think we all knew what we were capa- their matchups in the state tournament. ble of going into the playoffs though, so we Their closing pitcher, Kevin Reavey, in both wanted to show people,” Fifth Former Mark the Episcopal and Penn Charter games, Quatrani said. helped shut the door in the final two inJacobs said, “The seven-seed moti- nings, where both Episcopal and Penn Charvated us to work harder and show we were ter had chances to walk it off and send the better than the seed implied.”

Fords home.

The Fords opened the tournament Matched up with Malvern Prep in the with a resounding 5-0 win against Mercers- state championship with both Ian White burg Academy, where Sixth Form leader and Colby McNeely unavailable to start Colby McNeely pitched seven scoreless in- for the Fords, the coaching staff turned to nings en route to a relatively trouble-free Fifth Former Jac Campbell. Jac’s outing in win. They then drew Episcopal Academy the state championship was spectacular. He in the quarter-finals, where sophomores Ian held the high-powered Malvern Prep offense White and Kevin Reavey stepped up, hold- to only one run in seven innings. The ofing the Churchmen to only three runs over fense struggled early but picked it up in the seven innings, while the Fords offense pow- fourth inning to score the two decisive runs. ered to a 6-3 victory. The win proved that The Malvern offense couldn’t seem to pick the Fords could go all the way. up Campbell’s trademark off-speed pitch, as The team then matched up with Penn they continuously flailed at the pitches and Charter, where Colby McNeely again started produced weak contact that the Fords defor the Fords, this time limiting the Penn fense handled without error.

Charter offense to only three runs through The Fords won by a score of 2-1 in one

Follow @haverford_index on Instagram for the latest articles right in your feed!

DR. MIKE NANCE

of the most thrilling contests this year.

“It was not a perfect season by any means, but everyone put the past behind them and started playing for each other.

I’ll remember this team’s resilience, toughness and determination.”

MARK QUATRANI ‘23 “Our win represents overcoming a lot of adversity to get to the top. Everyone stepped into their role on the team, and we all came together to make a playoff run,” Quatrani said. “It was not the perfect season by any means, but everyone put the past behind them and started playing for each other. I’ll remember this team’s resilience, toughness, and determination.”