Farewell, Class of 2025
As the 121 gentlemen in the Class of 2025 step boldly across the stage for our commencement ceremony, we will collect our diplomas while also reflecting on our time here: the echoes of laughter, the strength of friendships, and the challenges and triumphs that shaped our journey.
The Class of 2025, the largest in Haverford upper school history, walked into Wilson Hall wearing masks. It’s an easy detail
to forget, but the COVID pandemic was not yet over, and in our first months in high school, our faces were half-hidden, voices muffled.
As the COVID pandemic waned, we, like the rest of the world, were unsure of what the next day would bring. In that first year of high school, connection took extra effort, and “normal” still felt far away.
But in this final year, the one we have spent preparing to leave Haverford, another
“It started off as an ordinary rainy, wet, cold Thursday,” Fourth Former Will Mullin said.
But Thursday May 22nd was anything but ordinary.
The Fords were gearing up to beat the 11th-ranked team in the country, the Malvern Friars, in an attempt to win the PAISAA Boys Lacrosse Championship.
“You don’t remember many Thursdays in your life,” Fourth Former Connor Reynolds said, “but I don’t think anyone’s gonna forget this one.”
The first quarter started quickly with two loud, rowdy, and damp student sections—Haverford in a blackout theme and Malvern in a polo theme. Both teams came out strong, showcasing their fast pace and of-
fensive capabilities.
Malvern’s Logan Turley scored the first goal right out of the gate. The Fords were quick to fire back and within 8 minutes, were leading 2-1.
“The crowd was booming in the first quarter,” recalled Fourth Former Lucas Crutchlow. “It was one of the best showouts of the year.” Malvern was quick to respond, and the first quarter ended with both teams tied at 3.
con’t on p. 20
shift took place. The masks were long gone, but for the first time in our school lives, our cell phones were locked away.
In hindsight, it feels almost poetic: we began high school trying to stay safe from the world, and we have ended it focused on how to be present in it: face to face, distraction-free. Somewhere between those masked hallways and the Yondr pouches, we found a connection that does not rely on screens but instead depends on being present in the
moment. Over these four years, the world has experienced immense change. AI went from a novelty to a stark reality, transforming education and work-life alike. Social media culture increasingly impacted how people connect and communicate.
con’t on p.3
CHARLIE SCHREIBER ’26
Student fans at the PAISAA Championship
Keith DiMarino ’27
Ian Rosenzweig ’25 and Connor Simpkins ’25
CHARLIE SCHREIBER ’26 Evan Large celebrates
2025–2026 Sta
Ajay Chakraborty ’26
Editor-in-Chief
Ryan Wang ’26
Editor-in-Chief
Nate Gill ’26
Senior Managing Editor
Adam Brown ’27
Managing Editor
Matt Lo ’27
Managing Editor
Ayush Varma ’27
Managing Editor
Ben Qu ’28 News Editor
Edward Cheung ’28
Features Editor
Jayden Thomas ’27 Academics Editor
Byron Yang ’28
Neighborhood Editor
Keith DiMarino ’27 Campus Opinions Editor
Brandyn Luong ’27
O -Campus Opinions Editor
Sahil Manjeshwar ’28
O -Campus Opinions Editor
Peter McConnell ’26 Voices Editor
Will Komada ’28 Arts Editor
James MacColl ’26 Sports Editor
Jonny Wang ’26 Sta Writer
Charlie Schreiber ‘26
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 a airs. The Index presents new ideas and aspires to in uence constructive change.
All opinions and viewpoints expressed herein do not necessarily re ect 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 via email to current Haverford students. Graphic designs are created by Index sta via Canva. Southern Dutchess News prints 200-400 copies of each issue, and its editorial sta 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 sta members.
Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 index@haverford.org
Twitter: @Haverford_Index
Instagram: @Haverford_Index
Volume 92, No. 9 - June 5, 2025
Carry the momentum
Soon, the Class of 2025 will take its last steps on Haverford’s campus as students and begin the next chapter of their lives. Our community will bid its farewells to those 121 students and welcome the class of 2039 to pre-Kindergarten. We will say goodbye to students and faculty members alike who will not be returning for the 2025-26 school year, and welcome the new faces on campus.
When reflecting on this past school
year, we can all feel a great sense of pride in what we as a student body have accomplished. From the immediate sense of camaraderie on our first few days back on campus, our dominant victory on EA Day, our largely successful sports teams and extracurricular activities, to our accrued friendships and relationships with one another.
We urge you all to continue to be great even as the summer passes by. Be persistent in what you’re passionate about, whether
Letter from the student body president editorial
it be an academic matter or a sport. Strive to be the best you can. More importantly, stay in touch with each other these next few months. Have fun, and always rely on each other and support each other. Do not lose the sense of community we work day in and day out to build during the school year. Come back next school year stronger, smarter, and more mature. Make every day special. Own and enjoy every day. Spectacular things are to come.
Boys, this year has been great, and now it is time for a great summer. Summer stands as a time to relax and enjoy life, but most importantly, it is a time to grow.
Keep in mind that this is no time to fall into complacency.
We have been challenged academically and athletically this whole year, and now we can find new ways to challenge ourselves.
In summer, we have the freedom to discover new passions, learn more about ourselves, and work on what we love. So find what you love doing, whether it’s a sport, a
hobby, or a career, and take every chance to perfect your craft.
On another note, we may not be together at Haverford five days a week as we were in the school year, but it is essential for us to find time to spend with each other this summer.
The next three months are a chance to build relationships with your Haverford brothers, so reach out to a friend and make it a goal to enjoy life together.
If there are guys you have not seen or will not get the chance to see, the least you can do is shoot them a text: a little goes a
long way. Have fun this summer, but remember that we are always a representation of this school. Always strive to be the best version of yourself.
Use this time to grow your relationship with yourself, your relationship with Haverford, and your relationships with others, so when September arrives, we come to school with even more pride and excitement than the years before.
In the meantime, enjoy yourselves, have fun, and Go Fords.
Packy Rouse ’26
Editors-in-chief for the 2025-26 school year, Ajay Chakraborty ’26 and Ryan Wang ’26
Global conflicts dominated the headlines; the only constant in the world seems to be its divisions.
Yet the Class of 2025 held on to what mattered. And in that way, we are anomalous.
The Class of 2025 needed to be adaptable, to adjust to the changes around us while still finding ways to thrive.
No matter what was happening, we embraced the change. And the changes were not minor. The Class of 2025 saw four different middle school settings in three years, moving from Crosman Hall to Virtue Village to virtual learning and into the new middle school. In upper school, we experienced the overhaul of our academic schedule from the quarter system to the semester system, the addition of ASB to our daily schedules, the school website redesign, the move from MyBackpack to Veracross, the shift from classroom phone caddies to Yondr pouches, and the advent of Haverford Assembly in our junior year.
Throughout it all, we forged connections and friendships. We cultivated a brotherhood, not a fiction that says we are all best friends, but a truth that says we show up for each other, respect each other, and carry a bond that goes deeper than daily conversations.
Our brotherhood is one where we stand together even while acknowledging we are different. We have each other’s backs, even while allowing for each person’s individuality.
Sixth Former Zac Fulscaldo believes our diversity made the class stronger.
“We have guys that will be professional in their sport, and others that will be professional in art. And then we have people that have the capacity to be both. I think the coolest part [of our class] is that no matter what you do, there will be people to support you,” Fuscaldo said.
Sixth Former Kevin Li also noted the class’s diversity. “I think what makes our class so special is that we embody the essence of
Haverford,” he said. “A community with a wide range of ideas, talents, and abilities.”
Sixth Former Pat Cohen seconds the sense of community. “[Our legacy] is our brotherhood…each guy can talk to anyone. We all support each other,” he said.
Signet Society member and Honor Council representative Gabe Baker spoke about the way guys in the Class of 2025 showed up for each other. “Simply being there and giving something to others reinforced being present, [and contributed] to something important,” Baker said.
We are proud to be the rst class to spend four years under the leadership of Head of School
Mr. Tyler Casertano. He ushered in a new era at Haverford, one where our mental health is as important as our academic and physical health. With Mr. Casertano’s encouragement and permission to be vulnerable, the Class of 2025 grew stronger, together.
We are proud to be the first class to spend four years under the leadership of Head of School Mr. Tyler Casertano. He ushered in a new era at Haverford, one where our mental health is as important as our academic and physical health. With Mr. Casertano’s encouragement and permission to be vulnerable, the Class of 2025 grew stronger, together.
Signet Society member Semaj Lee described this aptly. “Vulnerability builds respect, and respect builds confidence,” Lee said. “It’s not something to be looked down upon, it’s something powerful.”
The Class of 2025 made history by winning the coveted EA Day sweater for four consecutive years. This achievement symbolizes more than just athletic excellence. It represents the unity and resilience that have defined our class.
As we graduate, we carry with us the lasting warmth of the sweater, not just the fabric, but the memories and pride woven into each and every victory. It is a warmth the Episcopal Academy Class of 2025 will never know, and we acknowledge that distinction with humility and joy.
Our success was not limited to the athletic arenas. The theatrical and musical performances across our four years were extraordinary.
From Something Rotten! to Les Misérables to Beauty and the Beast to How to Succeed in Business without Really Trying, members of the Class of 2025 shared their talents over these last four years in ways that enriched the community. Performers like Finn Kelly, Aaron Bonaparte, Josh Williams, and Liam French filled Centennial Hall with laughter in this year’s musical How to Succeed in Business without Really Trying. And the newly formed Music Production Club let us see and celebrate the musical talents of seniors like Alex Rhodes, Tom Saul, and Avery Jones.
We have watched as our classmates have stepped up as leaders. Student body president Josh Williams spent the year encouraging us to take care of each other. In his farewell letter to the school, Williams reminded all, “Keep reaching out your hand to friends that need you. Keep reaching out your hand to pull more people close. Keep reaching out your hand to become more of your true self.”
Signet Society member Milan Varma, president of Food4Philly, editor of Newton’s Notebook, and Managing Editor for The In-
dex, led by example, being present, social, and funny while also focusing on building relationships with classmates.
In Third Form, we saw a two-page feature in The Index of the phenomenal artwork of Alistair Wiedmer, foretelling, perhaps, that Wiedmer would design our senior class banner four years later.
Sixth Former Luca Aloi is especially proud of how the Class of 2025 came together this year. “[Our legacy]...is having a really successful year…a good brotherhood and a good student section for plays and music events.”
Sixth Former Gregor Weisenberger is equally proud of our class. “I think we are the most honorable class to go through Haverford. Unwavering integrity, unity, and commitment allowed us to pass through the school and leave a lasting impact. [We are] leaving the school better than we found it,” Weisenberger said.
Showing up to athletic, arts, and music events may seem inconsequential, but Signet Society member Colin Decker, who spent the year encouraging our class to be present, thinks it shows the core of our brotherhood.
“It’s much more than just watching the sport. It’s about building community and showing athletes support when they need it most,” Decker said.
Fuscaldo also speaks with pride about the class and the way we support each other. “[Guys] will drive an hour to watch you sing or go celebrate with you when you get into college. Our grade is full of people that care about each other, no matter what it is that you do or the talent that you have.”
Sixth Formers at the April 25th retreat with alumni
Farewell, Class of 2025, cont’d from front page
Farewell, Class of 2025, cont’d from front page and p. 3
Signet Society member Conor McDonald thinks the legacy of the Class of 2025 will be strong. “The Class of 2025 will be remembered for its perseverance and continued growth through the ups and downs.”
Our class is defined by our ability to adapt. Our growth was made possible in no small part because of the steady support and unwavering guidance of our Form Deans, Mr. Steve Cloran, Mr. Jeremy Hart, and Mr. Will Leech. Mr. Cloran ushered us into Wilson Hall, standing by us as we worked to incorporate ourselves into a socially distanced environment. Mr. Hart helped us begin to find our footing as a class. With patience and
purpose, he guided us to think about ourselves as a group, a brotherhood. Under his leadership, we started to build the foundation we needed as we moved into our upperclass years.
In the last two years, the formidable Mr. Leech’s candor, humor, and relentless encouragement helped keep us on task. And where would we be now without his neardaily reminder not to park in the Red Lot?
The Class of 2025 lives in a unique moment in history. A part of the largest graduating class in Haverford School history, a part of the largest group of high school seniors in United States history, a part of what is con-
sidered the most competitive college application process in the history of our country.
The number 25 carries a strange weight—not yet ancient but not so young to be naive. The Class of 2025 moves on to the next phase of our lives at this unique quartercentury mark. We have watched the world change before our eyes. We have thrived amid chaos: pandemics, climate change, and cultural reckonings.
We have learned to listen closely, adapt quickly, and proceed optimistically. We’re open-minded, we’re versatile, and we’re flexible. We’re dedicated to our teachers, our brothers, and to what is best for our alma
mater. We want to facilitate the betterment of our community.
As we leave Haverford, we carry with us more than memories; we carry the perspective that our strength comes from support, care, and purpose. We move into the future not just as observers of change but with the ability to contribute.
Because of the support of a community that challenged and championed us, we are ready.
We are not just prepared for what is next.
We are built for it.
Class of 2026 steps up to the plate
Taha Obuz ’27
As finals begin to wrap up, summer starts to creep onto the horizon, and longer sunsets approach. The serene, carefree days—only once counted down to—are finally upon us, beginning to blossom with freedom and ease.
Yet, this marks a new beginning and also the final chapter for the Class of 2026. Sixth Formers—leaders of the school, peers of their classmates, and leaders of their respective sports teams—are departing. There is a feeling of excitement in the air—the break is coming, and people can’t wait.
“It seems crazy to me that we are the oldest and wisest and thus the leaders of the school, yet we’re on the verge of the unknown and the rest of our lives.”
WILL BRADFORD ’26
“It seems crazy to me that we are the oldest and wisest and thus the leaders of the school,” noted Fifth Former and leader of
the Notables Will Bradford, “yet we’re on the verge of the unknown and the rest of our lives.”
But there’s also an expectation that is set for our current Fifth Formers, an expectation that they’ll meet and put in the level of dedication that our Sixth Formers this year have done.
“Especially as a senior, I think there’s going to be a change in responsibilities and in the way that we act,” said Fifth Former and Signet Society member Ranvir Gill.
is year has served as a reminder of the importance of their upcoming task, lling in the shoes of the Sixth Formers who came before them as the role models of the school.
This year has served as a reminder of the importance of their upcoming task, filling in the shoes of the Sixth Formers who came before them as the role models of the school.
“If we can just make sure to always try to be productive, we can do pretty much anything,” Fifth Former and Signet Society member Joseph Kahana comments on the
task ahead of them.
This newfound responsibility will be felt throughout the entire rising Sixth Form, with one group of students embracing it more than the others: the Signet Society.
The Signet Society is a student leadership body composed of Sixth Formers who all embody the key characteristics and virtues of the school. The Signet Society members for the 2025-2026 school year were announced in early May at the Rosettes ceremony.
One way the Signet Society does this is through running the Camp Saginaw trip, a two-day excursion to Chester County with the ird Form at the start of the school year.
One of their many responsibilities is to help prepare underclassmen for their futures as part of the school’s leaders, while also demonstrating the qualities that a student at Haverford should possess, both on and off campus.
One way the Signet Society does this is through running the Camp Saginaw trip, a
two-day excursion to Chester County with the Third Form at the start of the school year.
“ e trip’s going to be cool—I think it’ll be a good way to get to know some of the rising ird Formers, and a lot of the Signet Society members are looking forward to it.”
RANVIR GILL ’26
“The trip’s going to be cool—I think it’ll be a good way to get to know some of the rising Third Formers, and a lot of the Signet Society members are looking forward to it,” remarked Gill.
The rising Sixth Form wishes to accomplish many things as leaders, in the same fashion that the past Sixth Formers at Haverford have.
“It’s gonna be my last and most stressful year of high school—but also the most fun in a way,” said Gill, “I’m looking forward towards stepping into that role and doing my best to improve the Haverford community, and I think the same could be said about my peers.”
Current Fifth Formers studying for a history test
features
Mr. Christopher Fox retires after decades of service to art
For the past four decades, Mr. Christopher Fox has been an integral part of the Haverford arts program and community. Originally taking on a short-term one-year job at the school for the 1981-1982 school year, Mr. Fox has left an indelible mark, teaching thousands of students and shaping how the arts are taught.
As he embarks on his retirement, we must reflect on his immense contributions and the connections he has made over the years.
“It was supposed to be a one-year job. I couldn’t imagine teaching at a Main Line prep boys’ school. I had seen the stereotype of those schools in the movies, but I liked the challenge.”
MR. CHRISTOPHER FOX
When Mr. Fox arrived at Haverford, he had no intentions of settling for long. After attending an art school, Mr. Fox planned only to paint as a career; teaching wasn’t in mind.
“It was supposed to be a one-year job. I couldn’t imagine teaching at a Main Line prep boys’ school. I had seen the stereotype of those schools in the movies, but I liked the challenge,” Mr. Fox said.
Mr. Fox has since tirelessly advocated for the development of the arts program.
“I tend to be pretty opinionated, and I don’t back down in pushing for what I believe in. We started with one 2D and 3D art class, and it has since been expanded to in-
clude digital art, woodworking, theater, and even video production,” Mr. Fox said. “We had video production here at Haverford even before many nearby universities, who then came and visited.”
At the beginning, Mr. Fox was one of just five art teachers.
“I proposed (new courses), and I was the first teacher of many of the new classes before bringing in people who really knew what they were doing to teach them. We now have eleven teachers,” Mr. Fox stated.
“One of the great things about independent schools is that we can, as teachers, propose new ideas and make them happen. We can try out new things.”
Mr. Fox has also enjoyed seeing the cultural change at Haverford over the past four decades.
“It used to be a bit of a sink-or-swim atmosphere. We’ve done a better job of taking care of the boys while still keeping the curriculum rigorous,” Mr. Fox mentioned. “We’ve also come a long way from this pretty narrow student body—everyone, it seemed, lived nearby, went to the same churches, went to Merion Cricket Club. I’ve seen the school grow to become a much more inclusive and interesting place.”
Mr. Fox has taken great pride in having the privilege of teaching for so many years.
“It’s gratifying to hear from former students who have said that I’ve made some sort of impact on their lives. Every teacher wants to make a positive difference on their students. Since proposing and adding video and multimedia to the art curriculum, many students have gone on to be filmmakers, ” Mr. Fox said, “I’ve even taught many children of my previous students. It feels a bit weird, but it’s fun to see.”
Mr. Fox takes great delight in helping students grow.
“It’s the daily small things that have helped me continue to love teaching. For example, seeing the lightbulb go off in students,” Mr. Fox declared. “Teaching is about
helping students have those moments of realization of learning something new. In a way, I enjoy teaching students who have very little prior knowledge more than those who already know a lot. I like to stay eternally optimistic that no matter how difficult the student is, I can help them learn and grow.”
Aside from his work in the classroom, Mr. Fox has also contributed to the track and field team as the pole vault coach.
“I always say, I missed a meeting, during which I was assigned to be the pole vault coach. However, I didn’t actually have any pole vault experience or knowledge,” Mr. Fox said.
“So, I bought some books for pole vaulting and learned the technique, the physics, the motion of it. It was another good challenge. It’s part of the job at an inde-
As Mr. Fox looks ahead to his retirement, he is excited, yet a little nervous.
pendent school. Seeing where you can help the school.”
As Mr. Fox looks ahead to his retirement, he is excited, yet a little nervous.
“I’ve spent two-thirds of my life here. It’s going to be weird not waking up at 5:30 to drive to Lancaster Avenue,” Mr. Fox said.
“I’m probably feeling something similar to what the current seniors are feeling. It will be hard to walk away from something that’s been such a big part of my life. However, I look forward to being able to spend more time with my wife, whom I met here in 1985, being able to travel when I want, and
well, working in my own studio and riding my bike.”
Mr. Fox’s legacy at Haverford is not just one of high artistic or educational achievement, but one of human connection.
“A school is like a living organism. We all participate in it. There is no us or them, there is only an us,” Mr. Fox said. “I’ve had alumni from the 1980s reach out to me and tell me that they felt supported and comforted by me. It warms my heart to see the effects of things I did years ago; to take care of and teach lasting life lessons to so many kids.”
Mr. Fox plans to stay in touch with Haverford.
“I couldn’t possibly distance myself from the school. In fact, I will probably feel some gravitational pull towards Lancaster Avenue in September when the next school year starts.”
MR. CHRISTOPHER FOX
“I couldn’t possibly distance myself from the school. In fact, I will probably feel some gravitational pull towards Lancaster Avenue in September when the next school year starts,” Mr. Fox said.
“What I do know for sure is that I will always be a Ford. Haverford is a part of me, and I will continue to come back for EA Days and more.”
Mr. Christopher Fox takes a moment in his o ce
CHARLIE SCHREIBER ’26
Ryan Wang ’26
Ian
’25
Ian Rosenzweig ’25 leaves a legacy of unwavering dedication
Ajay
A’26
t Haverford, the student body shapes school culture. To do that, the community needs role models, leaders, and visionaries. Sixth Former Ian Rosenzweig has been that man.
Rosenzweig wears many different hats. He has served as a member of the Signet Society, president of Model UN, and EditorIn-Chief of The Index. He values these activities not only because of the work being done, but also the connections being made.
“I have found a home engaging in the number of clubs that I have and using them not just as places to learn things and do work, which is part of what they are, but using them to get to know the people through them,” Rosenzweig said.
“A point that I talked about a little bit in my Reflection back in November is that some of the people that I feel closest to are people with whom I’ve made intellectual connections, whether it’s through The Index, Model UN, or through the experiences that come with that. Similarly to how you can bond through a class, you can bond even better in a smaller setting, whether it’s in Mr. Stambaugh’s room for newspaper formatting or in your hotel room at a Model UN conference.”
Rosenzweig’s academic extracurriculars are not the only place he has left a lasting mark. Throughout his long time here, he has consistently made efforts to be part of the school’s community.
“It’s always been about engaging across the divisions,” Rosenzweig said. “Since third grade, I’ve always returned to my third-grade class when they do a pen pal project with The Timothy School, which is a school for children with autism.”
“Every year I go back before they start
the project, so I can present about autism and this school, showing that we focus on empathy. Things like: how are we going to meet these people, talk to these people, and understand that they’re different from us while recognizing they’re not that different.”
This is among the benefits Haverford reaps for being a K-12 school.
“We have this pre-K to 12 model, and we actually do, at times, use it well. And it’s not just for show,” Rosenzweig said.
Not only does Rosenzweig take the time to build community across the entire student body, but he also extends this time to thefaculty, whom he cares deeply about.
“Building something from the ground up was very impactful. I learned to take the chance and try something, and to have the mindset of: if it doesn’t work out, so what?”
IAN ROSENZWEIG ’25
“I think that we have such a great faculty, and it is important to take advantage of those resources, not just by going to them for help during ASB, but also for more personal things,” Rosenzweig said. “You can find me, especially during the offseason for tennis, in my last-period teacher’s room until after four p.m., just talking. Whether it’s about their
class, an academic subject in general, or even about life.”
Rosenzweig’s passion for making a difference expands beyond the school community, primarily with his non-profit organization, which he founded and heads, the Global Compromise Collective. This organization is dedicated to educating young people in civil political discourse, walking students through real-world scenarios to foster a culture of compromise and understanding.
“It’s something that I put a lot of time into,” Rosenzweig said. “The mission is important to me, as well as everything that we do on a weekly basis.”
Rosenzweig reflected on his experience of creating an organization.
“Building something from the ground up was very impactful,” Rosenzweig said. “I learned to take the chance and try something, and to have the mindset of: if it doesn’t work out, so what? That is the main lesson that I’ve taken out of it. Having the guts to do something even when it’s not easy.”
Rosenzweig stresses the importance of putting in a complete effort.
“When I was first founding GCC, I said that I wouldn’t forgive myself if I didn’t try. Even if things hadn’t taken off the way they did, I would be in a better spot from the experience of developing an organizational structure, culture, and bylaws, among other things,” Rosenzweig said.
As Rosenzweig leaves his second home, he wants to be remembered in a few ways. Firstly, he wants to be defined by his everyday life, not just when he is representing the school and his peers.
“When someone asked me what my philosophy for Signet was, I didn’t have an answer at first. However, as I’ve thought
about it, I do have a philosophy,” Rosenzweig said. “We students are told to show up to key events, such as back-to-school night, to talk to parents and more in an effort to paint a positive image for Haverford—to represent us. While it’s important to do so, what matters is what you’re doing when you’re not told that you’re representing Haverford or your class. It’s about who you are and how you’re recognized as a leader.”
Most importantly, Rosenzweig wants to be remembered for his persistence and perseverance.
“Having a sense of duty for who I am and what I want to do is important. That’s something that I don’t really compromise for anyone,” said Rosenzweig. “It’s important to me that I stay true to who I am.”
Looking at his future beyond Haverford, Rosenzweig is hopeful.
“I’m looking forward to getting a great education in college and having the opportunity to take courses not available to us in high school,” he said.
“As I’m majoring in Public and International Affairs, I will have the chance to do a deep dive into policy and diplomacy in a way that a history class or elective might not allow for.”
Rosenzweig looks forward to the extraordinary people he will meet.
“I’m excited to be surrounded by people who have similar interests. There’s a part of me that kind of wants to do school forever and be in academia,” Rosenzweig said.
“[Public service] will definitely be something that’s always been on my mind, especially foreign service. It’s something that I’ll definitely be considering as a career,” Rosenzweig said. “I feel like I’ll probably end up in DC someday.”
Chakraborty
CHARLIE SCHREIBER ’26
Rosenzweig
The Simpkins standard
At the heart of every great school, students lead by example and mark the paths that transform boys into men.
Within those students, you’ll find a rare one who holds the school together through passion, pure dedication, and a genuine love for what the school stands for.
They lead with quiet confidence, challenge others to rise higher, and offer warmhearted support in moments when it’s needed the most.
In all the years this school has seen, only a handful have carried that role naturally and wholeheartedly—among them is Sixth Former Connor Simpkins.
Even with Simpkins holding the position of Editor-In-Chief of The Index, Honor Council Chairman, Student Council member, and a Signet society member, he stays humble, reflecting on his time here at Haverford as a gift.
“I arrived in eighth grade during the COVID-19 lockdown year. I was in a cohort with [now Sixth Formers] Josh [Williams] and Ian [Rosensweig]. Funnily enough, some of my closest friends came from that cohort.”
Simpkins reflected, “My story is about the power of connection with others and how forging those connections is what leads to success.”
Head of School Mr. Tyler Casertano, who has watched Simpkins grow over the years, remembers his first impression well.
“I first met Connor during his Form III year. My first impression was that he was bright, polite, and positive.” Mr. Casertano continued, “I’ve been fortunate to work with him over the years, especially this year through his role as Honor Council Chairman.”
With Simpkins’ time here coming to an end, he’s realized what he holds close, after four long years of challenges, achievements, late-night laughs, and moments of growth that unfolded when no one was watching.
“What I hold closest are the relationships I’ve built, both with my friends and the adults who have guided me along the way,” Simpkins stated. “I’ve been lucky to find a group of friends who are not only hard-working and driven, but genuinely good people: these are guys who show up, who make you laugh, and who bring out the best in you.”
Simpkins has immersed himself in many different clubs, driven by a desire to build community in every corner of Haverford while also following his passions wherever they lead. Along the way, in each of those pursuits, there have been teachers whose support has left a lasting mark.
“What I love about Haverford is knowing I can walk into the office of a teacher or administrator and be met with real care and honest guidance. That kind of support isn’t just helpful, it’s formative,” Simpkins declared.
“Haverford has shown me what it
means to build a community where people actually look out for one another and help each other be who they strive to be. That’s something I’ll carry with me, and something I hope to offer others in my own way moving forward.”
Simpkins’ effort to build such a community has been acknowledged by certain individuals, including Mr. Casertano.
“I’ve come to admire him greatly. He remains bright, polite, and positive, but I’ve also come to see how deeply thoughtful, selfless, and dedicated he is,” Mr. Casertano conveyed. “Connor loves Haverford and understands who we are at our best. He works tirelessly to help Haverford be that version of itself so that the school can bring out the best in all of us. That isn’t always easy.”
Simpkins doesn’t seek the spotlight, but he holds himself to a personal code that runs deeper than titles or praise.
Whether leading the Honor Council or supporting a friend, he’s guided by a sense of responsibility that doesn’t waver when no one’s watching.
“I’m trying to be the kind of person who does the right thing even when there’s no reward for it. That sounds simple, but it’s actually hard. It means holding myself to an internal standard,” Simpkins expressed.
“It means staying disciplined, even when no one would know if I took a shortcut. It means being kind, not because it gets noticed, but because it matters. I think a lot about integrity—not grandly or heroically,
but in the quiet, everyday choices.”
Simpkins created this standard by asking himself, “Would I stand up for my younger self? Would my future self be proud?”
For Simpkins, it’s about recognizing our shared struggles and knowing that facing them together truly matters.
Being the glue that sticks the school together is fueled by pure passion.
“Being the Honor Council Chairman takes courage. You need to make difficult and, at times, unpopular decisions. And you represent the Honor Code, the Honor Council, and a standard that we all aspire to meet,” Mr. Casertano said. “That can be a heavy load to carry, and Connor has carried it with grace, wisdom, and a constant smile. I will miss him next year, but I am enormously grateful for all that he’s done for Haverford.”
Simpkins leaves us with one final note of advice—a reminder not just from his time at Haverford, but from the mindset that’s guided him through it.
“One of the best pieces of advice I’ve held onto is the reminder to be present, to really show up for my own life instead of always chasing what’s next,” Simpkins claimed.
“It came from my advisor, Mr. Hart. I was probably stressing about college or the future, and he stopped me. He said, ‘No, don’t do that. Don’t wish this time away. Keep your boots on the ground here.’”
Connor Simpkins ’25
CHARLIE SCHREIBER ‘26
Ayush Varma ‘27
Project Circuit: empowering engineering, entrepreneurship, and education
Edward Cheung ’28
Phones, laptops, and technology are everywhere at school and almost everywhere in the United States. However, in some parts of the world, technology is not as ubiquitous.
Fifth Former Ranvir Gill and Fourth Former Anantivir Othie experienced this reality on their recent summer trip to India.
“Anantivir and I went to our village in India last summer, and they had a computer lab, yet no one was allowed to use it,” Gill said. “And when I took out my computer and explained to the local children what I do with it and how I use it, they were astonished. Simple things like making PowerPoint presentations amazed them.”
This pivotal trip to India gave Gill new insight into the education and resource disparities in the world.
Dismayed by what he saw in India, Gill created Project Circuit, an interactive way to introduce technology and the core fundamentals of technological engineering across Philadelphia.
“Our main goals with Project Circuit were to introduce the basic concepts of engineering as well as incorporating business and entrepreneurial elements while still being fun and engaging to middle school students,” Othie said.
Using Raspberry Pi computers as his teaching source, a simple, easy-to-build, and versatile computer, Gill and Othie hope to use it to spark interest in basic engineering for students in Philadelphia.
“The Raspberry Pi is simple enough so I can teach it, and easy enough so the average person can build it. Anything more complicated would be too messy to do,” Gill continued. “Students can build it and then play games on it. It would be cool and fun for most kids who haven’t been acclimated to engineering. ”
Working alongside Fifth Former Jack Chisholm, Othie, Fourth Former Keith Di-
Marino, and Fourth Former Brandyn Luong, Gill initiated Project Circuit.
“I reached out to Brandyn and asked if he wanted to work with me on it. He said yes. He also got through our interview process and achieved the position,” Othie declared. “For Keith, I always knew him as the marketing guy from his work on the service board and other organizations. So he got the marketing position.”
Furthermore, Gill also believes that having a strong team and utilizing Haverford’s community and brotherhood will be important for the club’s growth, collaboration, and long-term success.
“I organized an executive team. Everyone is from Haverford, so our communication is very coordinated and efficient,” Gill expressed. “We took inspiration from other successful non-profits such as Food4Philly, utilizing Haverford’s tight-knit community, which helps us take initiative faster and be more productive.”
The Project Circuit executive team has been hard at work for the past year. They have established key relationships with other schools, created a website at projectcircuit. com, and developed an engaging curriculum.
The majority of the teaching and learning will take place over the summer, when the Project Circuit team will go to different schools and teach kids with Raspberry Pi.
Gill will be busy over the summer, with many meetings and partnerships set up.
“Over the summer, we will partner with local schools in Philadelphia. We have sevento-eight camps set up. We work through the process of building the Raspberry Pi,” Gill continued. “We will also be incorporating an entrepreneurial aspect to the program through a business pitch competition, where our students can pitch to the whole class about any entrepreneurial ideas they have, as it adds a business aspect to our initiative.”
However, the Project Circuit team
does not plan on using the same curriculum over and over. Othie explains that different schools might have to tailor it to the needs of different students.
“Depending on the school and how fast we can build and teach the Raspberry Pi elements, our curriculum will probably change every time. For example, we might not always have the business pitch competition. Sometimes we might teach basic financialliteracy or something else productive,” said Othie. “If we have time, we will teach them to build a RetroPie, which is like a gaming console. It’s really fun to play on since it was designed for gaming. ”
“My vision for Project Circuit within the next two years is to make it completely autonomous,” Gill said. “I’m going to be going to college by then, and I want to make sure our program can run smoothly without me or any of the founders.”
However, with Gill and Chisholm becoming Sixth Formers next year, applications to be on the executive team will open up, and applications will be considered.
“We are going to be opening up positions for co-presidents, along with some director positions towards the end of next year,” Othie said.
Project Circuit Logo
Ranvir Gill ’26 teaching technical skills to students in India, inspiring Project Circuit
Dr. Amy Rottura emphasizes relationships in her departure
Edward Cheung ’28
For many high school students, the name Dr. Rottura may not ring a bell. However, to current Third Formers, as well as the middle school, Dr. Rottura has made a deeply influential impact on everyone she worked with over her three years of teaching.
“Dr. Rottura was really kind. If there were any problems I had, I could always go to her for issues or problems that arose,” Third Former Benjamin Qu said. “In history class, she was informative and was very resourceful.”
Before working at Haverford, Dr. Rottura worked in financial planning. To her, making an impact on someone’s life was genuinely important.
“I did state and financial planning before I had kids. I loved working in that field, being able to help people make the right decision was what I enjoyed doing,” Dr. Rottura said.
Her fluency in helping people translated smoothly to her position as the Dean of Middle School. From working with students, teachers, or other adults, Dr. Rottura has always focused on building strong relationships and helping others grow. Being able to see what specific people need has always been a strong suit for Dr. Rottura.
“It was always about service,” she said. “Helping people understand what works for them, why they might want to consider a certain path—that’s what drew me into education. There’s always more to learn. I believe I’m a lifelong student at heart.”
Her collection of five different degrees, including a J.D. in law and a Ph.D. in educational leadership, displays her love of learning.
She stepped in as the Dean of the Middle School when the community was emerging from the effects of the pandemic. Education was getting reshaped by cell-phone policies and the rise of AI.
Her focus was clear: to help students rebuild meaningful relationships and to support their academic and social growth.
“After all the distancing from the pandemic, we’ve finally reached a place where we can build [relationships] again,” said Dr. Rottura. “Seeing students reconnect with
each other—without their phones—has been one of the best parts.”
Additionally, working with the middle school faculty, she worked to implement the cell-phone policy, not because she wants to deprive students of their devices, but so the students don’t deprive themselves of forming long-lasting relationships.
“It all comes back to relationships,” she said. “That’s where real learning and growth happen. My goal with these programs was to bring students together.”
Because of the long commute for Dr. Rottura, and her wanting to be closer to her family, Dr. Rottura has decided to bid farewell to Haverford at the end of the 2024-
2025 school year.
“I wanted to be closer to my home in Delaware, it’s over an hour-long drive to get here. Also, I want to spend more time with my kids,” Dr. Rottura said. “Being Dean is one of the most rewarding positions I think I’ve ever had. It has allowed me to connect with families and students and make a positive impact on their lives.”
Before her career in law and investment, Dr. Rottura was a teacher for twelve years at an all-boys Catholic school in Wilmington, Delaware.
Comparing the communities from both, Dr. Rottura felt closer to and happier at Haverford.
“While Haverford technically has more people and is a bigger community than my old place in Delaware, I feel the community is closer knit together. I feel more at home here,” Dr. Rottura said.
Moving on to her next chapter in life, which revolves around more family time with her three boys, Dr. Rottura will continue to learn with her passion for education, as well as continuing to help people, but most importantly, staying connected.
“I’m certainly going to stay connected with all of the friends that I have made here,” Dr. Rottura said. “Everyone here that I have worked with was some of the nicest people I’ve met.”
Mrs. Andrea Drinkwine leaves mark on Haverford’s technology
Ryan Wang ’26
Mrs. Andrea Drinkwine accepted a position as Software Support and Database Specialist at Haverford in July 2013. However, her journey at the school started even before then.
“Before I started working here, I already knew what a special place this was, as my son is a Haverford graduate,” Mrs. Drinkwine said.
Before Haverford, Mrs. Drinkwine taught and worked in technology in different public and private schools. After working as the Software Support and Database Specialist for one year, she became the Director of Information and Instructional Technology.
Mrs. Drinkwine’s main responsibility was to implement Haverford’s Master Educational Technology Plan, which involved overseeing all aspects of the school’s technology—planning, coordinating, and managing infrastructure and software systems, supporting teaching and learning, and facilitating day-to-day school operations. With such a large role, each day offered a unique experience.
“No two days were ever the same, which I really enjoyed,” Mrs. Drinkwine said. “One
moment I might be troubleshooting a system issue, the next I could be researching new edtech tools or developing long-term strategic plans.”
Her work required both creative and technical skills.
“There were two sides: the big-picture vision and the hands-on problem solving,” she said.
Throughout her tenure, Mrs. Drinkwine was involved in a wide range of initiatives that affected nearly every aspect of the school, many of which are used daily by students and faculty alike.
con’t on p. 10
Dr. Amy Ro ura, right, recognizes Ben Qu ‘28 at middle school closing last year
Mrs. Andrea Drinkwine
Mrs. Andrea
Drinkwine,
cont’d from
page
9
“I was involved in launching the Bring Your Own Device (BYOD) program to the upper school; rolling out the Canvas Learning Management System, Grade Guardian, and Clevertouch interactive panels; the adoption of educational tools like Microsoft 365, Adobe Creative Cloud, Kami, Padlet, Minecraft and more; and the adoption and school-wide implementation of the Veracross Student Information System this past school year,” Mrs. Drinkwine said.
She was also involved in more complex campus-wide technology improvements.
“I managed the upgrade of the campuswide network infrastructure—including underground fiber, new switches, wireless access points, and modern management systems— as well as the implementation of a new Voice over Internet Protocol (VoIP) phone system, a digital signage solution, updated paging and security systems, and installation of new security cameras,” Mrs. Drinkwine said.
Mrs. Drinkwine, working with her colleagues in the IT department, has helped modernize Haverford’s technology infrastructure and set it up for the future.
“I feel like we’ve positioned Haverford’s technology infrastructure to support a technology-enabled educational environment well into the future,” Mrs. Drinkwine said. “We also established Haverford’s Instructional Technology Plan, Digital Literacy
Standards, and more.”
Together with her team, she has built a scalable and reliable technology infrastructure that enhances communication and collaboration, streamlines operations and data management, and fosters innovation in teaching and learning–effectively preparing students for success in a rapidly changing technological world.
“This infrastructure also played a major part in allowing the school to sustain teaching and operations during the peak of COVID-19,” she said.
Mrs. Drinkwine enjoys the challenges and lessons that come with her job.
“Working closely with faculty, staff and students, my team and I have understood their needs and have solved countless problems,” Mrs. Drinkwine said. “While it has been very challenging due to the constant learning and dynamic nature of driving innovation through technology, it has taught me the value of skills like patience, flexibility, and listening. Every challenge is a new opportunity to grow.”
She also takes great satisfaction in seeing students and faculty benefit from using technology.
“Some of my most meaningful moments of my time here have been watching how technology can truly transform the learning experience. I especially remember
times when a teacher tried a new tool for the first time, or when students would dive into a tech-based project and become completely immersed,” Mrs. Drinkwine said. “Those ‘a-ha’ moments in which someone discovers a new way to teach, learn, or connect, truly made the work feel worthwhile.”
Reflecting on her retirement, Mrs. Drinkwine believes she will miss the people at Haverford most.
“While I will miss the daily challenges, what I’ll miss most are the people. The relationships I’ve built and the strong sense of community here have been truly special,” she said.
Mrs. Drinkwine looks forward to the freedoms that follow retirement, but also hopes to continue staying connected with technological developments.
“I’m excited for some well-deserved rest and travel, and especially excited to be able to spend more time with my five grandchildren,” she said. “Since educational technology and data management have always been passions of mine, I may also do some consulting work—just enough to stay engaged in the field.”
Ms. Emily Harnett’s departing words: “Learning is how you flourish as a human being”
This June, the Haverford community says goodbye to a one-of-akind English teacher.
Arriving at Haverford in 2019, Ms. Harnett has served the community for the past six school years. Ms. Harnett is a faculty advisor for the Honor Council and an upper school English teacher.
Every student who has encountered her acknowledges that she is a great writer. You don’t often find people who write for The Atlantic, Harper’s Magazine, and more.
“You don’t get in those magazines unless you’re a heavy hitter,” History Department Chair Ms. Hannah Turlish said. “We’re all replaceable, but sometimes when I say that, I feel like some people aren’t, and I feel like Ms. Harnett is one of those people.”
“So
many forces in the world have instrumentalized education, have kept education from being about learning and made it about your future job, your earning potential.”
MS. EMILY HARNETT
In addition to her writing talents, Ms. Harnett comes in every morning with a smile on her face, ready to inspire many high school boys.
She has a passion for educating young people, as she aims to ensure all her students never stop wanting to learn.
“There are just so many forces in the world that have conspired to make education less about learning but about these arbitrary metrics of success,” Ms. Harnett said. “So many forces in the world have instrumentalized education, have kept education from being about learning and made it about your future job, your earning potential.”
That’s not what Ms. Harnett taught her students.
“If there’s one thing that I try emphasizing to [my] students is the idea that you should learn not to make money one day, not to get a college degree, but to learn because learning is how you flourish as a human being,” Ms. Harnett asserted. “Learning makes you a more interesting person, and that makes life more interesting as a result… You should want to learn so that you don’t spend your life being bored. Loving learning for its own sake is the only way to avoid that consequence.”
Recalling on the memories of “the camaraderie of a boys school, the shenanigans that you encounter in a boys classroom,” and the community’s past mischief, Ms. Harnett said, “Of course there’s things that you have to curve, that you have to corral, [that] you have to keep them from disrupting the learning environment. But, I think if all of a sudden students out of nowhere stop bursting balloons in class, or at least having the impulse to burst water balloons in class, I’d be alarmed.”
Ms. Harnett said, “Learning should be fun, or the highest form of fun that could possibly be had. I do see to some degree it’s a good sign that students are having fun in the classroom even if they are having fun in the ‘wrong way.’”
She loves teasing the students and dunking on them and giving them a hard time.
Ms. Harnett also mentioned that while she loves “teasing the students and dunking on them and giving them a hard time,” she is ultimately “impressed by their resilience.”
“We’re able to set high expectations for students here,” Ms. Harnett said. “While students may grumble about it, ultimately, they just put their heads down and do their best. I’m not sure that you can find that at every school.”
Ms. Emily Harne will teach at Friends Central next year
Peter McConell ’26
academics
Next season’s VEX Robotics game released
During the climax of the world championship, VEX Robotics announced the next season’s 2025-2026 game: Push Back.
Push Back is played on a twelve-foot square field, featuring four long, horizontal goals. Each robot starts with one preloaded three-inch-wide block. There are a total of 88 blocks, with 44 for each alliance: red and blue.
Every new VEX game has a unique set of rules and strategies. Robotics teams across the world then work vigorously to adapt to a landscape of strategy and design, facing challenges along the way.
For the first time in VEX Robotics, there will be no possession limits, meaning robots can carry as many blocks as possible.
Fourth Form Robotics member Brandyn Luong believes that a lack of possession limits will make robotics less fun.
“Without a limit, you’re going to find a robot that takes up all your blocks, so you can’t do anything in the game,”Luong said. “It’s just going to make matches look very boring because the other alliance won’t be able to do anything.”
Push Back’s game pieces bring discussion about both the robots and the goals. There are four goals on the field: two on the sides and two stacked in the middle. plastic rectangular sleeves, the blocks can be easily pushed in and out of them. Luong believes that this will cause a problem.
“I think the fact that there are two long goals is an issue because there’ll be one person camping one goal and one person camping the other goal. I don’t think there’s going to be much activity in the game unless you’re really down and you have to do something,” Luong said. “The goals are like a Newton’s cradle where if you hit one ball, all the other balls end up falling out,
Jayden Thomas ’27 drafting a robot for the upcoming season
so some people would say it’s a design flaw from the VEX Game Design Committee, but I think that it was partly intentional.”
Push Back seems to be a game that may become stale, similar to some previous games, in which everybody follows one premier strategy.
“I don’t think we’ll really be able to do anything in this game,” Luong said. “De-scoring is kind of an issue, but if you’re on one side, you can’t de-score the balls out. They have to go somewhere, so
you can have your robot block it. I think most matches will be pretty predictable.”
For the endgame, VEX Robotics has taken a feature similar to a previous game, Spin Up, of the 2022-2023 season. They have brought the ‘parking’ mechanic as a way of gaining a few points in the final seconds of the game; if both robots of an alliance are parked in the alliance’s spot, more points can be scored. This, however, leaves the goals unattended.
“It’s another game object they’ve pulled
from Spin Up. It’s a pretty big space, so I think bots will be able to park, but the issue is getting two bots parked at once. You would need a bot archetype to have another bot parked on it, and it’s difficult because you would need a really flat bot,” Luong said. With a new game announced and strategies already emerging, only the early competitions—and time—will tell what becomes the “meta.” Only once Push Back pushes its way to Worlds will we know what this new game shapes up to be.
Fifth Formers compete at Temple’s OWLympiad
On May 19, four Haverford Fifth Formers—Harrison Cross, Jack Ford, Jonny Wang, and Nicholas Zafiriou—took home third place at Temple University’s OWLympiad Math Competition.
Hosted by the Fox School of Business since 2010, the competition consists of a written exam portion and a game called “24,” where the premise is to add, subtract, multiply, and divide four random numbers to get the number 24.
Concepts such as geometry, algebra, probability, and calculus were tested in the written portion—these fields of mathematics are all integral in many real-world applications, such as actuarial science.
“Actuaries are involved with assessing risk, so they work for insurance companies, the government, and for other contractors,” math teacher Mr. Jeremy Fus said. “Because the actuarial science department runs the competition, it’s kind of like a recruiting pitch…to get kids thinking about actuarial science.”
Working as a team, our four students tackled a variety of questions on the written exam, further applying the concepts learned in the classroom in a competitive context.
“The math competition itself was fun since the problems were easy enough that you could kind of just talk with your teammate while taking it, but not so easy as to be uninteresting,” Zafiriou said.
Echoing this sentiment, Ford said, “I thought the multiple choice and short an-
swer part of the competition was very fair. It was a broad range of topics, like geometry and algebra, but then we were also doing advanced calculus. No matter what kind of math student you were, there was a place for you in this competition.”
However, students had mixed opinions on the “24” aspect of the competition, which counted towards the final scoring in determining the winners of the competition.
“ ey had us play this game at the end as a mixer, but it counted towards the competition, which is weird because it was basically just testing how fast you can add or subtract, which isn’t a math skill in itself”
JACK FORD ’26
“My least favorite part of the competition was the game of 24,” Ford said. “They had us play this game at the end as a mixer, but it counted towards the competition, which is weird because it was basically just
testing how fast you can add or subtract, which isn’t a math skill in itself.”
On the other hand, some found the game to be entertaining.
“The best part of the competition was definitely during the 24 game portion of the competition, since I got paired with three people who were very chill, and we had a great time,” Wang said.
Looking past the controversy with the
format of the competition, the experience as a whole proved valuable in not only reinforcing mathematical skills but also having fun.
“Honestly, just being in the city with the guys was my favorite part, as it was enjoyable being around them and participating in this novel thing,” Ford said. “It was a good competition overall, and I’m very happy we did it since it was such a fun experience.”
Adam Brown ’27
Matt Lo ’27
Jonny Wang ’26, Nicholas Zafiriou ’26, Harrison Cross ’26, and Jack Ford ’26 at the Temple OWLympiad competition
neighborhood
brings Korean BBQ and Hot Pot local
In 2023, the King of Prussia Mall announced new store and restaurant openings, one of which was especially exciting for Korean cuisine enthusiasts: KPOT. One year later, the mall announced the opening of KPOT once again.
However, the 2024-2025 school year is coming to a close, but KPOT has not opened in the mall yet.
KPOT is an all-you-can-eat combination of Korean barbeque (K-BBQ) and hot pot. With over 100 restaurants open, KPOT markets itself as a unique dining experience.
“What sets KPOT Korean BBQ & Hot Pot apart?” the KPOT website rhetorically asks. “It’s more than just a meal; it’s an experience where YOU become the chef.”
Instead of walking from station to station, piling your plate with pre-cooked food buffet-style, you cook the food at your table, whether you’re grilling the marinated cuts of meats or stirring your noodles and veggies in a bubbling broth. Besides the pre-made chicken wings, spring rolls, and kimchi at the appetizer bar, you and your friends or family are the cooks.
Starting at $20.99 for lunch and $31.99 for dinner, you can choose between K-BBQ, hot pot, or both for an extra charge. K-BBQ offers over 30 meats, seafood, and vegetables, including Korean classics such as bulgogi and galbi short ribs, and there are “millions of possibilities” of combinations of dipping sauces, as proclaimed by its website.
For hot pot, your table chooses between one of eight soup bases, including Korean seafood tofu, Japanese miso, Thai tom yum, and gluten-free options. It offers over 60 meats, veggies, and noodles, including pho,
e idea of cooking your food and the number of options available might be scary to newcomers
The idea of cooking your food and the number of options available might be scary to newcomers, but enjoying your first KBBQ or hot pot is pretty straightforward. The meats are thinly sliced, so cooking times are short. Even if you are someone who prefers your steak well done, your first plate shouldn’t take more than a minute or two to be ready to eat. Additionally, KPOT’s website provides a handy how-to guide to make the process even easier.
Haverford students and faculty have expressed interest in KPOT.
“I’m super excited to go, since I now have to go all the way to Franklin Mills to get hot pot, which is 45 minutes away. I’m excited to drive ten minutes to eat at one of my favorite restaurants,” Third Former Dean Han, self-proclaimed KPOT master, said.
Math teacher Mr. Samuel Walters is also excited.
“Who knows [if it will open], since it’s been up in the air for two years, but I’d go if my kids wanted to go,” Mr. Walters said.
I, for one, am excited. I’ve been to similar restaurants, like Top Pot, which is a 30-minute drive located in North Wales, so KPOT being in King of Prussia ten minutes
away would be significantly more convenient.
Both Mr. Walters and Han have recommendations for hotpot.
“I’ve had [hotpot] before with friends in Hong Kong, where it was pretty authentic. Some of the items there were pretty intimidating, but I have good recommendations,” Mr. Walters said.
“Korean culture is exploding, and people are starting to adventure into other cultures and are starting to see that Korean food is very avorful.”
DEAN HAN ’28
Han also had strong opinions about KBBQ and hot pot based on his experiences across the U.S. and in Korea.
“Well, I’ve had a lot of K-BBQ in LA and in Korea, which is the best. In Korea, the experience was great, 100% Korean—nothing was influenced by American culture. The grill was just pure charcoal and 1000x better than any in the USA,” Han said.
“My favorite thing to get is the Kobe [wagyu] beef, which is a dinner special,” Han said. “Then, it’s the thinly sliced prime rib beef. My third favorite option is shumai [a pork-and-shrimp-filled dumpling].”
Han and Mr. Walters have opinions about the sudden rise in interest in Korean cuisine.
“Korean culture is exploding, and people are starting to adventure into other cultures and are starting to see that Korean food is very flavorful,” Han said. “Also, K-pop bands like BTS have become very popular, which has been a big factor in why Korean culture and food are exploding onto the scene and getting popular.”
Mr. Walters believes it’s part of the generational cycle.
“I think it’s one of these new trends and potentially will fade with all these new things being introduced and gaining popularity with each generation,” Mr. Walters said.
It remains to be seen if KPOT will open this year, but KOP Mall seems to be pushing hard on opening new stores and restaurants that offer unique, one-of-a-kind experiences. KPOT, which offers a unique way to try your favorite Korean dishes, fits right in with KOP Mall’s vision.
ramen, and vermicelli noodles.
KPot Korean BBQ in King of Prussia
BYRON YANG ’28 KPOT
Byron Yang ’28
Sixth Formers complete graduation projects
Sahil Manjeshwar ‘28
On May 12, members of the Class of 2025 began their graduation projects. These projects allow Sixth Formers to explore their interests through hands-on experiences across three weeks. Students have engaged in a large variety of projects: internships, research, and creative and technical endeavors.
Some Sixth Formers are working in groups, with larger groups such as the Casertano’s Culinary Crew project consisting of Sixth Formers Finn Kelly, Michael Crutchlow, Josh Williams, and Elliot Lee, and smaller groups like that of Sixth Formers Aaron Bonaparte and Luke Ganley who are producing a documentary in the development of the OBSESSED magazine.
Math teacher Mr. Matt Ator has been the project facilitator for the past two years.
“Projects should be an opportunity for students to explore an interest.”
MR. MATT ATOR
“Projects should be an opportunity for students to explore an interest, whether it’s something they enjoy doing as a hobby or
something they want to do professionally,” Mr. Ator said. “They are taking a three-week period to focus intensely on something that hopefully is something they are passionate about.”
Graduation projects offer a unique opportunity to step beyond the classroom and gain real-world experience in fields that interest them. Students can shape their own paths and immerse themselves in something they are passionate about.
“It’s easy to pick something that seems fun, but you are putting a lot of time into
it, so you really need to get to know it,” Mr. Ator said. “If your project is something that you just want to try, then it won’t work very well. If it is something that you know well and are able to continue to enjoy doing 30 hours a week, then it is a good choice.”
The three weeks allow students to dedicate themselves to an interest rarely available in traditional academic settings. Sixth Former Milan Varma is interning at a private equity firm called Hullson Partners, which is run by a Haverford alumnus. Varma has been able to learn much about the field and
has deeply enjoyed the experience.
“This has been a great exposure for me,” Varma said. “I’ve been able to listen in on a few calls, review their work, ask them questions, and study up on finance and accounting overall.”
Varma believes that internships are out there and available to students.
“An internship is only an email away. Never hesitate to reach out to Haverford graduates or even kids from your grade or beyond,” Varma said. “Reach out, be genuine, and something will come about.”
AJAY CHAKRABORTY ’26
Finn Kelly ’25 cooks on the Casertano Culinary Crew show
campus opinions
As the year comes to a close, one thing becomes clear in everyone’s mind: finals. What is the best class to study for? Most likely, your answer is going to be history.
Some classes are not as intuitive. Langugae, history, and English concepts might make less intuitive sense.
Generally, most STEM classes do not require an intense study process. For example, after learning about how to solve a derivative problem with the chain rule, you are not going to magically forget how to do it when finals come around. This usually applies to the sciences as well, as most of the concepts that you learn make intuitive sense; once you learn them, it shouldn’t take that long to remember why things happen again.
Some classes are not as intuitive. Language, history, and English concepts might make less intuitive sense.
English does have the upside that the final is grading you on how well you write, which is a skill that you can cultivate throughout the school year. As a result, it is pretty hard to “study” for English, since you
History is the best use of your time while studying for finals
aren’t judged on skills that are specific to the current year, but skills that have been used throughout every year of school.
at leaves us with two options: a language and a history class.
That leaves us with two options: a language or a history class. A language class does require some memorization, as you need to remember new grammar forms and words, but it also has elements that have been re-
inforced at previous levels of the language. Furthermore, the words and grammar forms that you learn throughout the year are reinforced as you integrate them into your work in each class. Thus, language is probably the second most important class to study for.
This leaves history as the best use of your time.
Not only are the facts that you learned in previous classes less useful for the final, but the class is almost entirely based on memorization.
If you don’t study for history, you are going to fail, as there is no way that you are going to remember what the Glass-Steagall Act did or what the Supreme Court ruling of U.S. v. Wong Kim Ark established.
If you only had time to study for one thing, history should be the subject you
2024-2025 finals schedule
Jonanthan Wang ’26
INDEX STAFF
off-campus opinions
On May 21, 2025, two Israeli embassy staff members were murdered as they were leaving an event at the Capital Jewish Museum in Washington, DC. Yaron Lischinsky and Sarah Lynn Milgram were a young Jewish couple soon to be engaged. The shooter, 31-year-old Elias Rodriguez, shouted “Free, free Palestine” after he was arrested.
Merriam-Webster defines terrorism as the following: “the unlawful use or threat of violence especially against the state or the public as a politically motivated means of attack.” Rodriguez’s actions were an act of terrorism and represent the militarization of the radical left.
One would expect extreme criticism of a man responsible for such a heinous act. However, this is not the case. Several social media influencers and new anchors have even made public statements defending Rodriguez’s actions, forcing scrutiny of the proPalestine movement.
Average Palestinians have struggled in the region’s ongoing war with Israel. In Gaza, Israel’s ongoing bombardment and blockade have displaced nearly the entire population, destroyed critical infrastructure and severely limited access to food, water, and medical supplies.
However, war is war. Hamas, the terrorist organization largely in charge of Palestine, is responsible for numerous antisemitic and anti-Israel atrocities. Most notable of these was the attack on southern Israel on October 7th, 2023. Militants crossed the border, killing around 1,200 people—many of them civilians—and taking over 200 hostages.
However, Israel’s actions of war, many
Many terms popular among Gen-Z originate from social media. Recently, a new phrase has emerged: “F-Students are the inventors.”
Emerging on platforms like Instagram and TikTok, the viral videos made by social media influencer and “entrepreneur” Ben Azoulay connects occupational roles to students’ grades: A-students being perfect employees, C-students being business owners, and F-students being inventors.
Azoulay seems to create content in a “hustler” style similar to other online influencers. He notes that F-students are inventors, because they’re creative. They see that what their teachers say is false.
While the video is seemingly satirical, the interpretation has taken a turn for the
The DC killings represent the radicalization of a more violent far left
of which are in direct response to Hamas’s attacks, cannot justify terrorism on United States soil against innocent people.
The defense of Rodriguez’s actions shows that a portion of the pro-Palestine movement does not have the goal of freeing innocent Palestinians, but rather perpetuating anti-Jewish violence and antisemitism.
The irony in the shooting was that the conference taking place at the museum was aiming to provide more humanitarian aid for Gaza. Clearly, there is a good side and an evil side in this situation.
Putting these killings into a broader scope, this terrorist attack demonstrates the rampant increase of political polarization and militarization, especially amongst the far left.
President Donald J. Trump posted on Truth Social about the situation, stating, “These horrific D.C. killings, based obviously on antisemitism, must end, NOW! Hatred and Radicalism have no place in the USA.”
Trump is right. Not only did he make clear that violence against innocent Jewish Americans is antisemitic rather than proPalestine, but he also addressed America’s dramatic increase in radical ideologies.
Authorities are investigating a manifesto titled “Escalate For Gaza, Bring The War Home,” allegedly authored by Rodriguez. The most worrisome part of this piece is the premise that in order for Rodriguez’s plans to be realized, resistance movements need to be violently escalated on American soil.
Not only does this manifesto criticize Israeli actions in Gaza, but it also suggests several other far-left ideas, such as non-dem-
worse. Instead of “inventing,” many students have taken the video’s audio and posted themselves doing destructive activities, like sticking paperclips in Chromebooks and outlets, ripping apart bathroom stalls, and more.
ocratic communism. The adoption of these agendas could threaten free markets and democracy.
This incident reflects a broader trend where extreme political ideologies can lead to acts of violence. Studies have shown that while far-right violence has been more prevalent historically, there has been an increase in far-left politically motivated homicides in recent years.
Young men, the backbone of Haverford’s community, are incredibly susceptible to extreme ideologies that promise identity, purpose, and agency. In a time of economic instability, social fragmentation, and political distrust, the promise of being part of a revolutionary cause offers a sense of clarity. Militant rhetoric can be extremely appealing,
meaning that radical groups can easily indoctrinate young people into violent ways of thinking. Online communities reward performative outrage and reinforce the idea that “moral righteousness” justi es violent means. is is not just about partisan views; it is about the emotional and psychological state of our community. e same forces that push some young men toward right-wing extremism—feelings of powerlessness, a hunger for community, disconnection from traditional institutions—also apply to those radicalized on the le e result is the same: a glori cation of con ict, a dehumanization of perceived enemies, and ultimately, the use of violence as a tool for political expression.
The “F-Student are the inventors” trend sets a dangerous precedent
These actions are not very wise and likely cost more than whatever brief dopamine rush these people get. This may seem quite funny to some, but what if this caused significant damage? It is fine to do goofy stuff once in a while, but it should be done safely so that it does not hurt anybody.
Such students should have more discipline during school and learn, so that they are not at a disadvantage educationally. It is also important to note the consequences that schools could impose on such actions, such as having to replace computers and excluding students from school events.
Despite its viral presence on social media videos, most students are unlikely to be easily swayed by such actions. At Haverford, strict repercussions, such as detentions, are usually enforced, and the school property will likely need to be replaced.
These destructive trends originate from videos that “blew up” online. While it may
be fun to take a laugh at such content, one shouldn’t participate in it.
Sarah Milgrim and Yaron Lischinsky
Ajay Chakraborty ’26
Ben Qu ’28
Animation, a medium of art that can bring static images to life, boasts a long and layered history. Its origins can be traced to the Han Dynasty, where Ting Huan’s invention of the Chao Hua Chich Kuan utilized translucent paper in a circular arrangement to bring images to life.
Imagine drawing twelve unique drawings for each second of lm, creating the rst animated movie.
Fast-forwarding centuries, the dedication of these animators is simply extraordinary.
Imagine drawing twelve unique drawings for each second of film, creating the first animated movie. In 1917, this labor culminated in a 70-minute film called The Apostle It required over 100,000 frames to create. Despite daunting obstacles, pioneers laid the foundation of modern-day animation.
Walt Disney created Snow White and the Seven Dwarfs in 1937, the full-length animated feature film and largest undertak-
Artificial Intelligence will not replace animators in the foreseeable future
ing of its kind. 750 artists created nearly two million separate paintings to complete the project.
Nearly 60 years later, Pixar’s 1995 Toy Story was the first feature film that was entirely computer-animated and the first animated film nominated for an Academy Award.
Now, just 30 years later, the AI revolution has shifted the focus of the creative community, introducing the use of generative image and video models.
Artificial intelligence may worry animators, but these tools are currently too inconsistent to automatically create professionalquality films.
Currently, AI is a tool to help an artist, not as a replacement for them.
Studios are changing to coexist with AI, as researchers are using deep learning to better render 3D scenes. They have even started turning live footage into editable and animated 3D scenes.
The main interest of these researchers is time and cost savings. Compared to Snow White taking three years and Toy Story taking four years to make, modern-day animated movies are even more time-consuming.
As technology has advanced, modern animation involves higher levels of image detail and 3D design. This forces animators to depend on the painstakingly slow computer processing of animated scenes. AI can rapidly increase the efficiency of computing, for example, by generating light rays on 3D objects to create more realistic images.
A major limitation for AI is the influence it encounters from its provided training content, making it harder for AI to produce creative and original content. In addition, AI cannot fully generate films due to limits in its emotional and creative depth.
For animators, the AI revolution is still years away. Whilst we have to embrace the enhancements and efficiencies that AI can bring to animating, it cannot truly replace
the creativity and effort needed to create something original.
As animator Norman McLaren once said, “Animation is not the art of drawings that move but the art of movements that are
Trump’s immigration policy puts American identity at risk
Following the second inauguration of President Donald Trump, his administration rolled out several executive orders related to immigration policy. Among these orders, two stand out: the militarization of the southern border and proposals to deny birthright citizenship. If enforced, these policies could challenge the very freedoms and principles on which the United States was built.
The Supreme Court permitted the Trump administration to temporarily revoke legal status for over half a million migrants, an action that sparked controversy. The recent ruling on May 30th allowed the administration to remove these temporary protections, leaving many migrants at risk of deportation. In particular, Venezuelans, Cubans, Haitians, and Nicaraguans are greatly affected.
Aggressive uses of executive power, especially Trump’s recent attempts to invoke the Alien Enemies Act, raise concerns about immigrant rights.
Enacted in 1798, the Alien Enemies Act is a relic from America’s founding years. It grants the president authority to detain and deport nationals of enemy nations.
Previously invoked in World War II,
Trump plans to use this statute to eliminate the presence of foreign gangs and criminal networks. However, this is a major departure from its original intent, as the U.S. is not responding to a wartime threat.
In summation, all of the president’s actions conflict with the immigration-based identity of the U.S.
The biggest strategy used by the Trump administration is deportation flights. These government-sponsored removal flights, sometimes voluntary, are the only somewhat feasible way of reaching a quota of one million deportations per year. Yet despite efforts in the past month, Trump is still far from his goal.
Moreover, according to Homeland Security, “the average cost to arrest, detain, and remove an illegal alien is $17,121.” To reach a quota of a million deportations annually, it would cost billions of dollars to complete these one-time deportations.
Disillusionment of people with the judicial system has grown rampant, as these forced removals contradict due process. Expedited deportations also disrupt families emotionally and financially.
As border policies tighten and legal protections disappear, even immigrants with green cards or visas can find themselves at risk of losing their residency.
On one end, the sentiment being echoed is that undocumented immigrants are criminals taking American jobs, and on the other, refugees and asylum seekers are fleeing conditions that we are fortunate not to be in.
Many of these people are not drug dealers or murderers. They are escaping violence, political persecution, or economic hardship. The root problem of the immigration issue is
how Trump plans to invoke laws such as the Alien Enemies Act to justify rapid deportations.
Equally contentious is the rollback of birthright citizenship, a key aspect of American identity since the Civil War. Efforts to deny citizenship based on parents’ legal status have been made, complicating the idea of what it means to be considered American.
While the government has to enforce border security, the current approach is overly aggressive. The reinterpretation of long-standing laws risks undermining the immigrant-founded values upon which the U.S. was built.
Immigration policies don’t just affect numbers; they challenge U.S. fundamentals.
Jayden Thomas ’27
Brandyn Luong ’27
President Donald Trump speaking at CPAC in 2025
voices
“He tried it again and it was the same. So he thought… I will try it once again.” -The Old Man in The Sea
When was the last time you heard of a young teen befriending a middle-aged man while bodysurfing in the ocean?
A few summers ago (and every summer since then), I spent my days bodysurfing. Eventually, I noticed a pattern. A suntanned, gray-haired man would appear in the break every afternoon. Day after day, the pattern continued—same time and same place, no matter the wave conditions. I, in my signature red Birdwell bathing suit. He, in his retro, navy blue swim shorts, not unlike my similarly old-school Birdwell. We both wore suits that allowed us to catch better waves.
When I first began to notice this waveworn man—the only other regular at my beach—I tried to match his long rides. He usually said nothing to me, so I did likewise. After a few weeks, he told me “Good ride” after I caught a particularly good wave, but we never shared more than a few words that summer.
I do not recall any form of “goodbye” or “farewell” or even “see you next year” at the end of summer 2021.
However, the greeting he gave me at the beginning of the following summer was remarkable.
For my first two weeks back in the surf that summer, I did not see him. But then, one afternoon, he appeared, making his way out through the white water.
As soon as he got out to the break, he
called to me, “I’ve been looking for you.”
“Have you gotten any good rides so far this year?” I asked.
“Well, the waves have been really crappy to start this summer,” he replied, sounding a little bummed, although still maintaining his typical jovial voice.
“I know! Truly bad. The sandbars haven’t formed yet. Hopefully, we’ll get a storm to push the sand around,” I replied, with a tint of hopefulness before we each turned back to face the ocean, searching for our next ride.
There was something more about my fellow wave rider that gave him the wisdom to only pick the correct waves that took him all the way to the beach. I wanted to know how he did it.
After long enough, when we were both waiting for a wave to catch, I introduced myself:
“My name’s Peter.”
“Jim,” he replied simply.
The Hemingway classic The Old Man in the Sea comes to mind when I think of my bodysurfing friend.
The protagonist Santiago tests his luck on his 87-day fishing quest. Santiago shows his wisdom, knowing that his luck would come soon and that he must persevere. Hemingway wrote of Santiago, “He tried it again and it was the same. So he thought… I will try it once again.”
When you can find someone in your life who embodies this type of behavior, it proves the importance of a lesson that could otherwise seem too metaphorical because it’s out of a book.
Jim never gives up when he is body-
surfing. If one day he cannot catch a single wave, he knows to come back the next day and tries just as hard. There was a similarity between Jim and Santiago: in order to catch a great fish or a great wave, you must never stop trying.
At Haverford, our community aspires to find other people to learn from through our shared passions. While Jim is evidently not my age, and I did not connect with him through school, I have found that Haverford still offers a similar experience to me. I have found people I otherwise would not have connected with, all because of activities and enjoyments I share with them.
Since meeting Jim, most days during the summer, I am sure to be in the water by three o’clock, when Jim arrives for his daily wave riding.
Jim and I share waves and conversation each afternoon. Four years later, Jim and I still look forward to this same routine.
When I ran into him a few weeks ago, not in the surf but on land, he asked, “Have you been in the water yet?”
“No,” I replied, laughing a little, considering it was only early May.
Jim was sarcastically horrified. When I asked him if he had been in the water, he said, “Of course!”
This conversation left us both excited to meet each other in the break again.
In my first conversations with Jim that second summer, still with his blue swim trunks and ocean-weathered hair, he shared with me the bodysurfer’s definition of a high-quality ride.
“A good wave is only when my shorts
are filled with sand from making it all the way to the beach,” he said.
Before meeting Jim, I would think, “If the wave took me pretty far, then it must be good.”
Until I became friends with Jim, I guess I must have gotten a lot of crappy waves and not enough good ones.
From that summer onward, while trying to catch a breath amidst waiting for another ride, Jim and I enjoyed conversing about the condition of the waves—oftentimes lamenting that they don’t fill our shorts with sand— complaining that the lifeguards won’t let us to the good waves, suggesting food on the island, and pointing out wildlife and other summer activities in Stone Harbor.
Unlike the first summer, at the end of every bodysurfing session, we always have something to say to each other.
The most common farewell we both say to one another is, “See you tomorrow!” My favorite is when he says, “Keep on riding!”
There’s something remarkable about sharing a passion with another person.
In Stone Harbor, that is particularly special: people of all ages can create a friendship, even intergenerational ones, through shore activities like fishing, sailing in the local fleet, surfing at Nun’s Beach, or simply bodysurfing at the end of your street.
You can apply this concept here at Haverford.
Go out and find someone through a club, extracurricular, or other activity— through something you enjoy—to share that passion with them. It’s a lot easier than you think.
A portrait of Peter McConnell ’26 outside room 150
Jim, the sea, and me
Peter McConnell ’26
A life goal: learning for learning’s sake
In a world of over eight billion people, it seems harder to stand out with each passing year.
Every test, every extracurricular, and every accolade is measured against a constantly expanding benchmark that does not celebrate growth, but a mold of achievements that colleges want in an applicant. I often feel adrift in an endless sea of ambition, reaching for stars that are out of reach because of unrealistic expectations.
The pressure to mold every ounce of passion into something marketable overshadows genuine discovery. I am reminded by my failures that I’m not doing nearly enough.
This struggle is compounded by the
weight of the American Dream—something we young Americans associate deeply with, yet barely understand. My parents’ goal for me was simply to do better than they did.
My parents asked of me one simple task: to study well as a means of a better life.
My parents asked of me one simple task: to study well as a means to a better life. Yet on the countless nights spent attempting to be productive or cramming at the last minute, I find myself questioning whose
dream I’m chasing. Is it truly mine, or just an inherited aspiration?
As accolades transform into checkboxes on an ever-growing list, the more I achieve, the more it feels like I’m losing myself in the process.
High school is supposed to be a time for self-discovery, yet it has become a crucible where we’re forced to decide our life trajectory in just four years. Amid this intense pressure to stand out to colleges, I find myself comparing my progress to my peers, leading me to an overwhelming sense of mediocrity.
Each test I take and every acknowledgement I earn become fleeting markers: tiny milestones in the vast landscape of my life.
The persistent whispers of self-doubt
diminish even my most significant achievements, insisting that I’m not enough. This internal burden only deepens my imposter syndrome, making every step forward seem trivial.
I share this reflection not as a guide to overcoming these feelings, but to articulate how constant comparison can rob you of joy. Instead of sacrificing our passions for the sake of external validation, we should pursue what truly inspires us, even if it means straying away from what has been successful for students in the past.
My goal is to reclaim the pleasure of learning for the sake of learning. I hope to challenge a system that values numbers and recognition over passion and self-discovery.
Brandyn Luong ‘27
Brandyn Luong ’27
Sixth formers design new senior flag
As the school year comes to an end, a group of Sixth Formers have volunteered to create the senior flag, which represents the graduating class and encapsulates the overall feeling of the school year.
Sixth Former Alistair Wiedmer said, “The senior flag helps to highlight students’ artistic capabilities and symbolizes the class.”
In it, students are able to reflect each of their own unique, artistic ideas on it, while displaying teamwork, creativity, and commitment.
Art Department Chair Mr. Christopher Fox, who has been teaching art at Haverford since 1981, considers this creative project to be a vital part of the art program: it teaches
students how to collaborate with one another, especially with students who they may not know well.
“The senior flag project is a brain-child of Head of School, Mr. Tyler Casertano,” Mr. Fox said. “It’s all about finding a way for the seniors to leave a lasting mark at the school. Other schools have variations on this idea with flags, banners, and other mementos of the class and even individual students.”
This project is important to the Sixth Formers because it is a way for them to express their creativity in a way that can be shown to future Sixth Formers and other faculty around the school.
Mr. Fox believes that students who lean into this project will gain invaluable learning
experience and will be able to better comprehend what goes into a complicated piece of artwork, similar to this flag.
“I think there are two learning experiences involved. One being the act of thinking deeply about one’s experience here at Haverford and finding a way to visually symbolize that experience is in and of itself an act of reflection,” Mr. Fox said. “Secondly, I think the opportunity to collaborate on the flag might bring together students who might not ordinarily be together. There are certainly talented artists here, but anyone can and should contribute to the brainstorming and idea development. I hope that will happen.”
While Mr. Fox believes there are many learning opportunities from this project, he
also believes there is room to further deepen student engagement.
“As soon as we get a few more years into the project, it will seem like it’s a tradition and I think interest will build. People who do not consider themselves artists can always contribute to the development of the idea,” Mr. Fox said.
One does not need to be a skilled artist in order to contribute to the senior flag project. The main point of the project is to build relationships and to learn to cooperate with others.
Once completed, the flag will be hung by the baseball field, where it will stand as an enduring and cherished memento of the time spent together at Haverford.
Senior flag design for the Class of 2025
COURTESY OF ALISTAIR
Will Komada ’28
sports
Laxmen win PAISAA
championship, cont’d from front page
The second quarter stayed in theme with the first, with both teams broadcasting their impressive offensive capabilities. The Fords began having trouble on both offense and defense.
Long possessions and a team disconnect led to Malvern scoring two in a row, making the game 5-4.
“It looked like the o ense was forcing plays that didn;t need to happen. e possessions were too long. ey looked stuck and didn’t know how to get unstuck.”
LUCAS CRUTCHLOW ’27
“It looked like the offense was forcing plays that didn’t need to happen,” Crutclow said. “The possessions were too long. They looked stuck and didn’t know how to get unstuck.”
Despite these struggles, Haverford kept Malvern’s aggressive offense at bay and scored three goals, ending the half at 6-6.
Fourth Former Conor Morsell, who scored three goals, said, “The upperclassmen really helped us stay confident, and kept us from getting discouraged during the game.”
The third quarter was a struggle for the Fords, as they went down 9-6. “The crowd
went hush,” Reynolds says, “We were uncertain as to how the game was going to play out.”
On a timeout during the rough stretch, they were still confident.
“We were just thinking, there’s still plenty of time left in the game, and we have to take it one goal at a time,” Morsell said.
Suddenly, Fourth Former Danny Kinnard scored a crucial goal to allow the crowd a deep breath. That spark ignited the Fords, who went on a 3-0 run, making the score at the end of the third quarter 9-9.
“We were just thinking, there’s still plenty of time left in the game, and we have to take it one goal at a time.”
CONOR MORSELL ’27
The Fords’ run continued into the fourth quarter, bringing the score to 12-9 with little time left.
“That goal helped kick-start the team and student section,” Fourth Former Topher Jodz said. “We all started to realize what we had known all along, that we were still in it.”
Credit must be given to the Fords’ defense, who went on lockdown, not letting Malvern score for 20 minutes.
Sixth Former and Williams Collegecommit goalie Colin Decker saved eight goals throughout the game.
“When I get scored on, I think to myself, ‘Why did that goal go in?’ and then try to correct for next time,” Decker said.
“My main thing is that you just have to forget the past. You can’t dwell on the goals you let in.”
The Fords were sitting pretty, up 12-9 with six minutes to go. Malvern demonstrated some resilience, chipping down the lead to one point.
The score was an uncomfortable 12-11.
“When they started coming back, I started getting very nervous,” Fourth Former Kaeden Jacobs said. “The Fords are not very good with momentum changes.”
Malvern called a timeout.
They needed to tie the game with 45 seconds left.
“Walking out of the huddle with 45 seconds left,” Decker said, “my defense and I knew we had to be prepared to make one more stop. Malvern was able to cause a turnover, and once they passed the ball to [Malvern player Jake Bickel], I knew that he was going to get a shot off. The way he brought his hands back, I could tell he was shooting low stick side, and I was able to react to it and make a save.”
“We were just thinking, there’s still plenty of time left in the game, and we have to take it one goal at a time.”
COLIN DECKER ’25
And Decker did just that, saving the game-winning goal.
“The save of his life!!” said the game’s announcer Alejandro Alvarez.
“We all started going crazy—it was the best thing I have ever seen,” Jacobs said.
“Winning this championship was asuch a big accomplishment for this team. It fells great to win my last high school game, especially in this environment, and I’m really happpy we accomplshed our goal this year.”
COLIN DECKER ’25
“Winning this championship was such a big accomplishment for this team. It feels great to win my last high school game, especially in that environment, and I’m really happy we accomplished our goal this year,” Decker said.
Morcell reminisces on the bus ride home after winning the PAISAA Championships.
“[It] was amazing, we were yelling and hugging each other,” Morsell said.
“Everyone was just so happy.”
Finn French ’25 warms up before the PAISAA chamionship on May 22, 2025
CHARLIE SCHREIBER ’26
Keith DiMarino ’27
Freshman quad wins national championship
After months of relentless training, rowing machine tests, and many early morning Saturday practices, the crew team wrapped up its 2025 season with a win at the SRAA National Championships.
Nationals started on May 23rd. e rst event was the Freshmen Quad. Haverford’s team, consisting of ird Formers Cli Wang, Cormac Lissack, Weston Messner, and Connor Smith, was looking to start their heat strong.
On the morning of their race, the quad barely made third place, almost unable to advance to the semi- nals.
“Getting third was a wake-up call; it made us realize that it wasn’t going to be an easy win for us,” Messner said, “ at really motivated us to push harder for the next round.”
Trailing behind Malvern’s numberone crew motivated the quad members to pull harder for their next race. e freshmen developed a new strategy, increasing their strokes per minute in the middle of the race for more speed.
ey pushed even harder in the seminals, booking themselves a spot in the nal. After a tight race, the freshmen took home a gold medal.
“It felt surreal to win. It was only ve minutes, and it was a dog ght between us and Malvern towards the end,” Messner said. “But we wanted it more, and we got the win.”
e SRAA nationals weren’t the only title the freshmen quad had won; they also achieved rst place in City-Championships at the start of May, and the Stotesbury Cup the week prior.
Meanwhile, the JV Four, composed of Fourth Formers Ethan Qiang and Andrew Walker, and Fifth Formers Nate Gill and Luke Maguire, were also looking to replicate the success they had at previous races.
Despite achieving fourth place at the Stotesbury Cup, they had won the City-Championships earlier at the beginning of May and were looking for a Nationals title.
“I think there is a lot of excitement, and we were mad at how the Stotesbury Cup
turned out, so we thought Nationals would be our chance to give it our all,” Walker said.
e JV Four swept the competition in their opening two races, achieving rst and second place. However, in their nal, the JV Four fought hard, but due to rough conditions in the river and erce competition, they fell to fourth place.
“Our boat’s set was a bit o , and because of it, we tipped a few times,” Qiang said. “ ere was also a lot of wind, and the water was quite choppy.”
Walker had some positive takeaways.
“It wasn’t the best performance, but at the end of the day, we did our best, and that’s a win in my book,” Walker said.
e team’s Varsity boats were also hungry for a national title. e Varsity 4, led by Sixth Former Eddie Grant and composed of collegiate rowers: Sixth Formers Noah Kanefsky, Michael Bartholdson, Grey Benson, and Quinn Sullivan, were looking to earn one more title before their graduation. Having won the Stotesbury Cup before nationals, they felt good.
“ e team was building momentum throughout the season and was on track to
peak at Nationals,” Kanefsky said. “ e culture and atmosphere in the boathouse were the best it has ever been during my time on the team.”
After a tough head-to-head dogfight on the river, the Varsity 4 attained second place, barely losing to Northville by 0.2 seconds.
“It was super disappointing for the guys because it was our last dance, but we’re proud of the season we had,” Kanefsky said.
The final Haverford crew to make the final was the Varsity Lightweight four. The boat was coxed by Third Former William Komada, and consisted of Fourth Former Patch Hope, Fifth Former Peter McElhone, and Sixth Formers Will Suter and Sabby Gillis.
“Our boat was unique in that it was a Varsity boat that included two seniors, a junior, a sophomore, and a freshman,” Komada said. “We had only been together for two months, but we quickly bonded.”
Dominating their opening rounds, they won first place in their heat and booked their spot in the Nationals final.
During the last sprints of the race, the lightweights were tested with a tough battle
against St John’s College High School. The Fords powered past them, earning themselves a bronze medal, beating them by 0.8 seconds.
“We finished third, ending our season on a rather high note. Medaling in Nationals was a testament to our team’s training, coaching, and brotherhood,” Komada said.
The spring season earned over a dozen medals from all crews, and everyone improved their rowing abilities and fitness.
“I think we saw a lot of improvement with the erg scores, especially with the freshmen,” Fourth Former Benas Antanavicius said. “Everyone got faster, despite not everyone winning. With the seniors leaving, we need more people to fill their shoes.”
Like the crew promotion posters promotional posters promised, many of the new rowers did, in fact, become national chamions.
“I think we had a really good season,“ Messner said. “Besides the second Manny Flick race, where I crashed the boat, everyone pushed each other to be the best they could be. All the preparation nand long hours paid off.“
Edward Cheung ’28
Michael Bartholdson ’25, Noah Kanefsky ’25, Grey Benson ’25, and Quinn Sullivan ’25 at SRAA nationals
Cli Wang ‘28, Cormac Lissack ‘28, Weston Messner ‘28, and Connor Smith ‘28 win SRAA nationals
Tennis wins independent-school state championship
James MacColl ’26
The Fords’ tennis team began its journey through the PAISAA tournament two weeks ago, beating Shipley and Friends Central to advance to the final round.
The Fords made it to the PAISAA championship last year, where they suffered a loss. This year, the Fords beat Germantown Friends School 6-1, bringing home a victory plaque to the athletic center.
Third Former Grant MacColl and Second Former Shaya Khojasteh clinched the victory for the team with a tight third-set win at fourth doubles.
“I blocked out all the noise around me and played like we were in practice,” MacColl said. “From there, I didn’t miss a shot and knew we w
ere points away from winning PAISAA.”
Coach Tracy Tooke often reminds players to stay calm during a match’s final games.
“The attitude you have in those final points separates winners and losers,” Tooke said.
MacColl and Khojasteh displayed qualities of the former on Thursday, helping secure a new Haverford title.
“I felt very emotional playing Germantown Friends because it was a revenge match for us.”
KAISER
ZHAO ’26
Fifth Former Kaiser Zhao enjoyed a spectacular win over Germantown Friends’ number-one singles, boasting a strong 16-4
season record.
“I felt very emotional playing Germantown Friends because it was a revenge match for us. I knew it was gonna be a tough one for us as a team, but I knew we could persevere.
Once I found out our team had already clinched the win, I was super happy and began playing looser and stronger than before,”
Zhao said.
Zhao’s attitude during his match’s last set was the attitude that the team had throughout the entire season. The boys would not have come this far without staying positive in some of the toughest moments of the sport.
The team will lose Sixth Formers Ian Rosenzweig, Phineas Manogue, Eli Leader,
and Gabriel Crowder, all of whom have been four-year contributors, as well as Finn Kelly, Milan Varma, and Evan Tsiaras. Losing them on the roster next season will certainly be a burden to bear, but it will be just one more challenge for the team to overcome in their hopes of maintaining the title of state champions.
Track and field wraps up promising season
Vijay Khanna ’28
As the Fords’ track and field season wrapped up, the team competed in three major meets: Penn Relays, PAISAA Championships, and InterAc Championship. The Fords displayed strength, determination, and improvement throughout all of these meets.
Leadership played a big role.
“I was honored to step into a leadership role,” Sixth Form team captain Matthew Yerger said. “I’ve spent every day of high school with these guys from 3:30 to 6, so it’s meant a lot to me to be named captain.”
“ is team will win PAISAA. I am just sad that I will not be around to witness it.”
MATTHEW YERGER
’25
Along with Coach James Hawkins, Yerger and the other captains helped athletes hit personal records and achieve team goals.
The young team has serious potential. The standout 4x400 relay team, consisting of Fourth Former Haven Hoilett, Third Former J.R. Hawkins, Fourth Former Isaiah Bland, and Fifth Former Ahijah Goins. This lineup won the race at multiple meets.
“I am really proud of the team. We have a lot of potential,” Yerger said. “There is not a single senior on our 4x400 relay team who broke the PAISAA records this year. We have the best hurdler in the Inter-Ac, who’s only a freshman. This team will win PAISAA. I am just sad that I will not be around to witness it.”
Other young talents have stepped up.
Third Form high jumper Nathan Sofish said, “A lot of our top players are freshmen and sophomores. J.R. is winning meets as a freshman. I am excited to see us improve over the next few years.”
Another athlete with standout performances this season is Fourth Former Charles Beifeld, who placed in the top-three in his events at several meets.
The team finished third overall in both the Inter-Ac and PAISAA Championships.
“I am definitely proud of the way the season went,” Yerger said. “Third in PAISAA is nothing to sneeze at, especially when you look at the competition this year. I felt like someone had set a new personal record in every event. It felt like we were really building momentum going into Inter-Ac and PAISAA, and although we didn’t get the outcome we hoped for, I am really proud of the team.”
The Fords excelled in short-distance events, while other events proved more challenging.
“We didn’t win PAISAA and the Inter-Ac simply because of our distance and throwing events. As a distance runner, I’m intimately familiar with just how good distance running is in the Inter-Ac,” Yerger said.
At the Inter-Ac meet on May 10, Hawkins won both the 110m and 300m hurdles, Beifeld placed second in the 100m, and Hoilett came in sixth.
This season isn’t quite over. The team is signed up for the New Balance Nationals Outdoor meet, held at Franklin Field at the University of Pennsylvania from June 19 to June 22.
Tennis team poses after winning the independent-school state championship
COURTESY OF IAN ROSENZWEIG ’25
RIYADH ROLLS ’26
Ahijah Goins ’26 passes the baton to J.R. Hawkins ’28
Baseball team grows throughout season
Will Komada ’28
The baseball team finished off the season with a 4-10 record, placing sixth in the Pennsylvania Independent Schools Athletic Association (PAISAA) conference. Despite their record, the team grew together, laying the foundation for future seasons.
“ e team demonstrated a great deal of teamwork as the season progressed.”
COACH JACK MCCANN
“ e team performed well. It was a di cult situation with some key losses from last year’s team, along with an entirely new coaching sta . A lot of young players stepped up and performed very well,” Head Coach Jack McCann said. “ e team demonstrated a great deal of teamwork as the season progressed.”
e team enjoyed some major wins throughout the season. “A rst-round playo win against Friends Central, who beat us earlier in the year, was a major highlight for the team. One team achievement I was proud of was the way the group rallied together towards the end of the year to clinch a playo spot and win the rst playo game they played,” Coach McCann said. “Overall, it was a di cult year, but they stayed in it and worked hard every game.”
Fuscaldo is proud of how the team nished the season.
“From where we started out early in the season to where we ended, I believe we did
a little slow, having to adjust to a completely new coaching sta . As the weeks went on, the team began to mesh very well. Both with one another as players, but also with the coaches,” Fuscaldo said. “Our record could have looked very di erent, as there were many games that came down to the last inning.”
a great job.”
ZAC FUSCALDO ’25
“Our performance this year was better than our record showed. We started out
Jack Rischitelli ’26 receives the Kip Taviano Award
James MacColl ’26
At the end of each school year, Haverford student-athletes are recognized in Centennial Hall for their athletic achievements. Every individual from each team goes on stage for team photos and applause, and some are recognized for their noteworthy contributions to the team, both in and out of games.
Each team presents students with awards specific to that team, as many are named after alumni and faculty members who have made significant contributions to that particular sport.
The May 21st ceremony was energetic and supportive. Many students and parents
came to the event to support each other.
“It felt like people truly cared that their friends were getting the attention they deserved.”
AVERY PAUL ’26
“T he vibe in Centennial was awesome,” Fifth Former Avery Paul said. “People were making noise for everyone, and it felt like
Fuscaldo fels that the coaches have made a positive impact on the team.
“We came up short of our ultimate goal, but from where we started out early in the season to where we ended, I believe that we did a great job,” he said.
Fuscaldo feels that the coaches have made a positive impact on the team.
“[ e coaches] truly wanted to get to know us as people,” Fuscaldo said. “When the coaches of a team actually know the people that they are coaching, and not just their name and position, [it] helps the whole team operate and build camaraderie.”
Teams gather for spring sports awards
people truly cared that their friends were getting the attention they deserved for their hard work.”
One of the most prestigious awards of the night went to Sixth Former Alex Dardarian.
Dardarian has been a three-season runner for his entire high school career, receiving the Iron Man award for completing all three sports seasons during his four years in the upper school.
“It felt great to receive the Athletic Director Award because it made me realize that all of the hard work I had put in for the past four years had an impact on my peers.”
ALEX DARDARIAN ’25
More importantly, he was the recipient of the Athletic Director Award. This prestigious award is presented to one three-sport athlete from each Inter-Ac school who upholds the ideals of the Inter-Ac and displays exceptional sportsmanship.
“It felt great to receive the Athletic Director Award because it made me realize that all of the hard work I had put in for the
past four years had an impact on my peers,” Dardarian said.
e Kip Taviano Award is given to the athlete who best embodies the hard work and dedication that Taviano displayed on and o the eld. Last year, this award was given to Sixth Former Kellen Gardner, who passed it to this year’s recipient, Fifth Former Jack Rischitelli.
“I was more excited to know that my hard work helped better my friends more than it bettered myself.”
The Kip Taviano Award is given to the athlete who best embodies the hard work and dedication that Taviano displayed on and off the field. Last year, this award was given to Sixth Former Kellen Gardner, who passed it to this year’s recipient, Fifth Former Jack Richitelli. Richitelli will wear the number 10 next year in honor of Taviano.
The sports awards ceremony continues to serve as a Haverford tradition where young men can be recognized in front of all community members: students, faculty, parents, and alumni.
Sixth Former Zac Fuscaldo believes the team’s record doesn’t tell the full story.
CHARLIE SCHREIBER ‘26
Zac Fuscaldo ’25 in action