the index The student voice since 1888
The Haverford School · Haverford, PA 19041 · March 2022· Volume 89, No. 6 · thsindex.org
Jeffrey Yang ’22
J
azz: the source of most of the music you listen to every day: hip hop, pop, rock, and R&B. All these musical roads lead to one lively city: New Orleans, Louisiana. Yet the story of jazz, just as much of American society today, lies fastened to a history of enslavement and racial discrimination. For the eighteen students who traveled to New Orleans over Presidents’ Day Weekend, the vivacious atmosphere of the city was expected; but more, perhaps folded under more layers of nerves and pain, glared the city’s bloodstains. Sixth Former Jahmon Silver was appalled by how the city remains, in many aspects, segregated, desensitized, or ignorant of the past—especially considering the role that Black people had in forming the city’s identity. “I feel like the Black culture created this city and its entertainment, and the whole name of New Orleans as the city of jazz,” Silver said. “There’s not as much appreciation for [the Black population and culture] as there should be.” But more than just jazz, the entire culture of the city has its roots in the Black culture that persisted and adapted through enslavement. Echoing Silver, Fifth Former Love McCune recalled a moment on the trip that tied the city’s history to the present.
Black students confront enslavement’s trauma in New Orleans
and reflect on Haverford’s racial realities MS. ANGELA OCHOA
Students listen to Ms. Denise Augustine, a seventh generation Creole griot—a West African term for culture bearers and storytellers—on a tour of New Orleans with Our Scared Stories
cont. on 5
Something Rotten! revives Centennial Hall musicals Mitav Nayak ’22
O
JEFFREY YANG ’22
Harvey Pennington, playing William Shakespeare in Something Rotten, commands the stage on March 13, 2022
Lacrosse, p. 20
JEFFREY YANG ’22
WIKIMEDIA COMMONS
Lunar New Year should be a school holiday, p. 11
n March 12, 2020, the final day in person schooling before an extended hiatus, students— unsure of when they would be together again—gathered in Centennial Hall to watch the dress rehearsal of Carousel. Exactly two years later, Something Rotten! brought Haverford musicals back in the best way possible: a spectacular production fraught with comedy, excitement, color, and delight. The show follows Nick Bottom (Sixth Former Will Rubin) and his brother Nigel (Fifth Former Julian Caesar), as they struggle to compete with the star of their time, William Shakespeare (Fifth Former Harvey Pennington). This past weekend, Centennial was packed, and the cast and crew delivered. Rubin said,“This show really started coming together right on our first run, which is really, really amazing to see and normally does not happen. It’s generally a mess hall in the first run. And so the night that happened and I felt this great energy, I was like, ‘this is going to be a great show.’ And I knew it then.” Director Mr. Darren Hengst explained his thought process behind choosing this
WIKIMEDIA COMMONS
Community reactions to the Russia-Ukraine conflict, p. 3
particular show. “I first saw the show on Broadway with a middle school theater class, and I had a friend in it,” Mr. Hengst said. “I remember we sat in the fourth row Orchestra, the curtain went up, and we laughed the entire time—start to finish. So this year, it was important for us to do comedies because we were dark last year. I wanted to uplift the group and the community, and this is the funniest show I know.” Fifth Former Harvery Pennington, who plays Shakespeare, explained the process of preparing for the show. “We first worked a lot with the Ensemble and tried to nail that down,” Pennington said. “We spent a lot of time on those big numbers, which was really worth it. We made sure to get all of our work done outside of school, so when we came in, it was an easy process. I’ve never seen a show come together so quickly at the level it did: on Sunday, we had a clean run, and by Wednesday it was spectacular.” In order to reach this level, the cast and crew spent time perfecting their roles. cont. on 17
Baseball, p. 19
JEFFREY YANG ’22
the index · editorial
Page 2
the index 2021–2022 Staff Mitav Nayak ’22 Editor-in-Chief Ryan Rodack ’22 Editor-in-Chief Jeffrey Yang ’22 Editor-in-Chief Austin Zhuang ’22 Senior Managing Editor Senior Design Editor Jingyuan Chen ’23 Managing Editor Joey Kauffman ’23 Managing Editor Connor Pinsk ’23 Managing Editor
March 2022
editorial
Engage in current events discourse
O
ver the course of the last couple years, students interested in science, medicine, and global health have been able to explore their interests on a day to day basis. Since the emergence of COVID-19, many students have participated in educational discussions and studied the statistics related to COVID-19 on a daily basis. Now, with the conflict taking place between Russia and Ukraine, we encourage everyone to stay informed and learn about the atrocities taking place overseas. In an Index poll sent out to upper
school students with one hundred responses, 66% of students indicated that they are “somewhat” following the Russian-Ukraine conflict and another 12% of students are not following the conflict at all. On the other hand, 22% of students are “very closely” invested in the conflict. While we do not want to steer any of you to engage in a subject that does not interest you, we do want you to know that there are plenty of opportunities to stay informed at Haverford. Mr. Lengel has and continues to host lunch events where students can openly dis-
cuss the Russia-Ukraine situation with peers. Whether you are an expert on current events or if you are eager to understand what is happening and why, we encourage you to attend Mr. Lengel’s open discussions. Additionally, we have several history teachers who are willing to have one on one conversations with students to help them gain new perspectives and a better understanding of the current events in our world. Fords, take advantage of the opportunities we have on campus to enhance your knowledge.
Quinn Luong ’22 Senior News Editor Ethan Lee ’24 Assistant News Editor Owen Yu ’23 Features Editor Adiyan Nayak ’24 Academics Editor Ethan Chan ’23 Neighborhood Editor Arsh Aggarwal ’24 Campus Opinions Editor Bowen Deng ’22 Off-Campus Opinions Editor Colin Stewart ’22 Off-Campus Opinions Editor Christopher Schwarting ’24 Arts Editor Jake LaRocca ’22 Sports Editor Pierce Laveran ’23 Staff Photographer Mr. Thomas Stambaugh Faculty Advisor Ms. Emily Harnett Faculty Advisor
The Index is a student-run publication of the Haverford School that does more than bring news: it provides the diverse perspectives of the Haverford student body. It is an outlet for student writers to take stands on issues they deem important. It chronicles the daily struggles and accomplishments of the Haverford community. The Index also provides a forum for discussion of pertinent issues, such as student culture, academic policy, and Haverford’s place in world affairs. The Index presents new ideas and aspires to influence constructive change. All opinions and viewpoints expressed herein do not necessarily reflect those of The Index or the school. The Index is designed and produced digitally. Photographs may be retouched. Submissions and letters to the editors regarding any and all articles are welcomed at index@haverford.org. The Index, a member of the Columbia Scholastic Press Association, is composed using the applications of Google Suite and Adobe Creative Cloud. Its surveys are conducted via Google Forms and are advertised via email to current Haverford students. Graphic designs are created by Index staff via Canva. Southern Dutchess News prints 200-400 copies of each issue, and its editorial staff distributes them in the upper school on the day of release. The Index serves the needs of a total school population of 1160 community members, consisting of 960 students and 200 faculty and staff members. Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 thsindex.org index@haverford.org Twitter: @Haverford_Index Instagram: @Haverford_Index Volume 89, No. 6 - March 16, 2021
2021-22 Editors-in-Chief (clockwise from the left, Ryan Rodack ‘22, Mitav Nayak ‘22, and Jeffrey Yang ‘22)
CONNOR PINSK ‘23
Letter from the student body president Mitav Nayak ‘22
D
ear Fords,
Spring has sprung. It’s the start of the spring sports season—the time of year when one day it’s 25 degrees and snowing and the next it’s 70 degrees and clear skies. It’s the busiest time of the third quarter, when you find it all the more difficult to roll out of bed as you acclimate to the daylight savings time change. So far, one of my highlights of the season was watching the musical last Friday. I remembered back to almost exactly two years ago, when the last ever school event we had was the Thursday night dress rehearsal of Carousel; the students did not disappoint, bringing a massive crowd for that final event. Last Friday, just a few weeks after all restrictions had been lifted, the students showed up again in full force for the musical; it felt like we had come full circle. As I turned around and looked in the row behind me, I saw a large group of baseball players, all still in their uniforms from their 10-0 win over Hill that afternoon. That image stuck in my mind: the entire baseball team coming together directly after their game to support the cast of the musical. We often speak about the brotherhood at this school, and in that moment, I felt it. Of course, the cast and crew did not disappoint. The show was fantastic, uplifting,
COURTESY OF MITAV NAYAK ’22
Mitav Nayak ’22 and hilarious—the perfect closing to our two year process of returning to normalcy. This spring, let’s have more of these moments. Let’s continue to come together, now that we can do so. With our newfound appreciation for the simplest things at this school—like eating in the dining hall with
more than four at a table or taking a sip of water in the library—let’s make this spring one to remember. Sincerely, Mitav Nayak
the index · news
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March 2022
news
Community members decide whether to remain masked Ryan Rodack ‘22
7
89 days stood between March 12, 2020, and February 28, 2022, a period of time in which school was held virtually, classes were taught in trailers with students spaced six feet apart, sanitation wipes were used to clean desks, and lunch was eaten from the comfort of advisory locations. After a chaotic two years, Haverford is almost back to normal and masks are optional. For some students, the mask-optional announcement required little to no consideration as to whether or not they would remove their masks in school. “Personally, I believe that it is much better that we have an option to wear a mask rather than it being mandated,” Sixth Former Samir Pernell said. “Because COVID has been going on for such a long time, I would say the fear of COVID has been drifting away from the community. It feels like we have more freedom and control over what we can do with our own bodies and what happens to us. But, because we have more
Are you currently opting to wear a mask in class? 85.3% No
14.7% Yes
Google Forms poll of 105 respondents, Between March 13-14, 2022
Students gather in the dining hall maskless control, we are more susceptible to the con- next week I’m probably not going to wear sequences.” it anymore.” Sixth Former Sam Tryon has also chosen to attend school maskless. “Especially if I’m in “I’m triple vaxxed, so I’m not too afraid a close space, I prefer of catching COVID and, if I do, it hopefully won’t be that bad,” Tryon said. “Wearing a to have [a mask] on mask for so long has been really annoying so that I don’t get and uncomfortable. I just wanted to return infected and other to how school was before the pandemic, and people don’t get inso far it’s been great.” While a high percentage of the student fected.” body has chosen to abandon their masks, others are not ready just yet. DANIEL HOU ‘22 “Right now, I am choosing to keep my mask on because I don’t feel super comfortable taking it off yet,” said Third Former Other students pick and choose the Milan Varma. “I have some people at risk situations as to when they remain masked. at home and people who visit often, like my “I don’t wear a mask all the time at grandparents, so I don’t want to take that school, but I just have one in my pocket to risk just yet. And, I’m kind of used to it, so I use,” Sixth Former Daniel Hou said. “Espedon’t mind [wearing a mask]... But, I always cially if I’m in a close space, I prefer to have take it off outside now, and I’m thinking it on so that I don’t get infected and other
RYAN RODACK ’22
people don’t get infected.” “I don’t wear a mask all the time. If I am doing exercise or something like that I usually take it off. But it doesn’t really get in the way most of the time. It’s nice to protect people,” Sixth Former Bobby Parillo said. “As far as I can tell, wearing a mask helps: not only protecting others and yourself from viruses and bacteria, but it also helps you not touch your face… I’m also immunocompromised, so I want to stay safe.” The mask-optional policy has also brought on some difficult decisions for faculty and staff. Math Department Chair Mr. Justin Gaudreau situationally elects when to mask up. “To me, it was a family decision. I have a daughter who is underage and unable to get vaccinated. Depending on what space I’m in, I’ll respect the other person’s viewpoint and what they want to do,” Mr. Gaudreau said.
Ukraine-Russian conflict fires community interest in global politics Casey Williams ‘24
O
n February 24, 2022, Russia launched a full-scale invasion of Ukraine. Russian President Vladimir Putin’s “special military operation” led to a million refugees fleeing Ukraine in just seven days. Ukrainian citizens have evacuated their homes, and Ukrainian president Volodymyr Zelenskyy has called upon men between the ages of 18 and 60 years old to fight for their country. The event, which history classes will discuss decades down the line, has buzzed around the school. But how much does the Haverford community actually know about the invasion? The majority of students agree that the conflict is unprovoked and unnecessary, but as to why Russia invaded, opinions in the community are mixed. “It seems like the invasion is a result of Russia attempting to be dominant in Europe again after being dormant for so long,” Fourth Former Luke Fesnak said. Fourth Former Noah Trexler said, “I think that with Putin being an ex-KGB agent he wants to see the old glory the USSR once had.” The invasion has understandably led to conversations in history classrooms, but as for classes other than that, the subject remains undiscussed. “In my classes, I have talked about [the conflict] almost zero,” Trexler said. “All my talking has either been with my friends out-
side of class.” Some students kept up with the conflict, even before the initial invasion on February 24th, and have been knowledgeable since then.
“I have been impressed by ... [my students’] abilities to connect to larger concepts from class.”
Haverford students have a wide variety of sources of information, which can lead to different perspectives. “Other than my Model UN conferences and meetings, my main source of information is usually The New York Times,” Lee said. Mr. Hart is confident in the sensitivity and awareness of his students.
“Call me overconfident, but I have faith that my CIR and MWH guys have a grasp on what’s going on. I have been impressed by the amount of information many have heard outside of class and their abilities to connect to larger concepts from class,” Mr. Hart said.
MR. JEREMY HART Fourth Form Model UN club member Ethan Lee has paid much attention to the subject. “I knew something was going to happen… I have been paying attention to it ever since that [a Model UN conference discussing the issue],” Lee said. History teacher Mr. Jeremy Hart said, “Last quarter, my [Contemporary International Relations] class actually used UkraineRussia as a case study in examining how to analyze conflicts from the international, state, and individual levels. We missed the actual start of the conflict by a few months, but I have really enjoyed seeing those CIR students in the hallways to analyze the dayto-day of the invasion.”
MINISTRY OF INTERNAL AFFAIRS OF UKRAINE VIA WIKIMEDIA COMMONS
Russian military weapons destroyed and seized by the Armed Forces of Ukraine on March 1, 2022
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the index · news
March 2022
Prom committee works to revive key event Colin Stewart ’22
I
t seems so long ago. White Christmas lights, wooden stands holding balsam and douglas firs, sappy school clothes, sappier hands, and, most importantly, a group of Fifth and Sixth Form Fords ready to sell you the best tree of the lot—the Haverford Christmas Tree Sale fundraiser was only the first step in the months-long process of planning a prom. Since then, the prom committee, composed of five Sixth Form students—Max Rosenberger, Stephen Walker, Bram Schork, Charles Witmer, and Pranav Dixit—has been hard at work. Here’s what they have put together: The prom is set to take place on May 7, 2022, at the Adventure Aquarium ballroom in Camden, New Jersey. Fifth and Sixth Formers, along with their dates, will meet at the quad and board a fleet of buses to the aquarium. The prerequisite to boarding the buses: every student participates in the timehonored tradition of introducing their dates to the Head of School. At the dance, promgoers will choose from a menu with vegetarian, kosher, and gluten-free options. At the end of the prom, each Sixth Former will receive a senior gift. In discussing their vision for this year’s
big dance, prom committee members have shared setbacks, discovered many small details, and found themselves disagreeing. A unique setback for the prom committee arose due to the COVID-19 pandemic: whilst past committees had their FifthForm prom experience to base plans on, the pandemic prevented Fifth and Sixth Form proms from taking place. Although there was a prom last year, it was planned by Sixth Form parents solely for that class; thus none of the current committee members have attended a Haverford prom. The committee believes this offers some creative potential. “We are not basing this year’s prom off of any other. We want to create a prom specifically for the Classes of 2022 and 2023,” Schork said. Dixit echoed Schork’s sentiment. “We want to take it in a different direction,” Dixit said. While the committee had no say in certain decisions, like holding the prom at Adventure Aquarium—the school still holds the deposit for the Class of 2020’s didnot-happen prom—it has still a significant amount of autonomy. Sra. Lambour and Mrs. Lewis, the faculty advisors to the committee, offer insight into and help with the
financial aspects of planning, but little more. So, for better or for worse, the committee’s decision to take the prom in a “different direction” will have weighty implications. In planning this year’s prom, the committee has also discovered the sheer number of details that go into planning such an event.
“There’s a lot to think about, more than you might expect. We think about everything from the color of the tablecloths to the food on the menu to the songs the DJ wil play.” BRAM SCHORK ’22
“There’s a lot to think about, more than you might expect,” said Schork, “We think about everything from the color of the table-
cloths to the food on the menu to the songs the DJ will play.” Decisions balancing the ambiance and the cost of the event have been at the center of the committee’s discussions. Want purple tablecloths because it fits the mood? Well, due to purple dye’s relative rarity, they will cost more. Want steak on the menu? First, you’d have to decide the grade of beef, but, no matter the grade, it will be more expensive, meaning less food overall. What doneness will it be cooked to? Will students get to request a certain doneness? These are all questions that the committee might consider. Another consideration is the music. The prom will have a DJ in attendance, but deciding what songs to play has been a difficult task. “We decided to crowd-source the music this year. Of the requested songs, we’ll take thirty of them, give them to the DJ, and then he will put together a playlist with some of his own choices,” Schork said. While there are some “no-brainers” like “Pump It Up” by Danzel, which, of the twelve request forms submitted, has appeared eight times, Schork admits that pleasing everyone will be a hard task. To make the committee’s job easier, Schork requests that more students submit music requests,
While four members want a “pirate” themed prom—an apt theme for its location, some say— Schork called his dissent “a hill [he] is willing to die on.”
COMMUNICATIONS
Matt Pante ’23 and Thomas Barr ’25 help out in the tree sale funding prom last December
so long as they are non-explicit and not offensive. The committee has also found itself in quite contentious discussions, the most notable being the prom’s theme. While four members want a “pirate” themed prom—an apt theme for its location, some say—Schork called his dissent “a hill [he] is willing to die on.” While the consequence of this disagreement may be no theme at all, Dixit said, “If you decide to wear an eye-patch to the prom, no one is going to stop you.”
Underclassmen challenge new schedule Kevin Li ’25
T
he school has made drastic changes over the past few years to help combat COVID-19 in the community. One significant change was implementation of the quarter system. Students again face change as the school prepares for a new schedule of continuous classes next year. Students have mixed feelings about these changes. Third Former James Dean said, “I do not like it, as I feel that the quarter system gives me less time for homework and more homework all around.” The amount of work students get varies, depending on their classes and ultimately themselves. However, balancing six continuous classes throughout a whole year is certainly intimidating for people, especially underclassmen, who have not experienced such a schedule in the upper school before. “I prefer the old schedule over the new one, as it will be more work and more stress,” Third Former Patrick White said. The current schedule allows students to
only focus on three classes per quarter, which ensures adequate time to finish their work. Going back to a continuous schedule may lead to more homework and seemingly less time for the increased work. Fourth Former Brady Miles also brought up another popular opinion. He said, “I am worried about higher stress levels with the new schedules which could affect my work.” Many believe that the increased amount of classes will lead to more homework and ultimately lead to more stress on the student. Over the last two years, students have been accustomed to having more time for their work and other activities. But with the new schedule and possibly more work, the amount of free time a student gets especially after extracurriculars is in question. Mr. Fifer has only recently confirmed the new schedule, but a common opinion that the administration can expect from younger students is that they prefer the quarter system rather than the new one.
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Wednesday
Office Hours
Office Hours
Office Hours
Office Hours
Office Hours
Office Hours
Office Hours
A
E
B
F
C
G
D
Faculty Meeting
8:30-9:45
8:30-9:45
8:30-9:45
8:30-9:45
8:30-9:45
8:30-9:45
8:30-9:45
Community Time 9:50 – 10:15
Community Time 9:50 – 10:15
Community Time 9:50 – 10:15
Community Time 9:50 – 10:15
Community Time 9:50 – 10:15
Community Time 9:50 – 10:15
Community Time 9:50 – 10:15
9:00 – 10:15
Academic Support – A 10:20 – 10:50
Academic Support – E 10:20 – 10:50
Academic Support – B 10:20 – 10:50
Academic Support – F 10:20 – 10:50
Academic Support – C 10:20 – 10:50
Academic Support – G 10:20 – 10:50
Academic Support – D 10:20 – 10:50
Academic Support – 1 10:20 – 10:50
B
10:55-12:10 A Lunch 12:15-12:50
C
12:15-1:15
C
B Lunch 1:20-1:55
12:55-1:55
D
2:00 – 3:15
F
10:55-12:10 A Lunch 12:15-12:50
G
12:15-1:15
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B Lunch 1:20-1:55
12:55-1:55
A
2:00 – 3:15
C
10:55-12:10 A Lunch 12:15-12:50
D
12:15-1:15
D
B Lunch 1:20-1:55
12:55-1:55
E
2:00 – 3:15
Proposed 2022-23 Schedule
G
10:55-12:10 A Lunch 12:15-12:50
A
12:15-1:15
A
B Lunch 1:20-1:55
12:55-1:55
B
2:00 – 3:15
D
10:55-12:10 A Lunch 12:15-12:50
E
12:15-1:15
E
B Lunch 1:20-1:55
12:55-1:55
F
2:00 – 3:15
A
10:55-12:10 A Lunch 12:15-12:50
B
12:15-1:15
B
B Lunch 1:20-1:55
12:55-1:55
C
2:00 – 3:15
E
10:55-12:10 A Lunch 12:15-12:50
F
12:15-1:15
F
B Lunch 1:20-1:55
12:55-1:55
G
2:00 – 3:15
1
2
10:55-12:10 A Lunch 12:15-12:35
3
12:15-1:15
3
B Lunch 1:20-1:55
12:55-1:55
4
2:00 – 3:15
COURTESY OF MR. MARK FIFER
the index · news
Page 5
March 2022
Black students reflect on New Orleans, cont. from front page
ANTHONY CARTER ’23
A sculpture at Louis Armstrong Park of Black musicians playing brass instruments “What we learned, especially when we took a tour of the city with a guide, was a lot of how New Orleans uses African American culture heavily but doesn’t appreciate the people that created it. The lack of appreciation of Black people—and [even stemming] from [the lack of any recognition for] the enslaved people in the past—[Black people] impacted the city like no other,” McCune said. Some recurring symbols around the city troubled everyone on the trip. For one, New Orleans’ logo, the fleur de lis—found everywhere in the French Quarter district on street signs, restaurants, and even fence posts—once branded captured fugitive enslaved people when France ruled the city. And this practice was not just sparingly used, but rather codified in the inhumane lines of the French code for the enslaved, the Code Noir. Statues also heroize President Andrew Jackson, who supported and profited off of enslavement.
“It’s triggering to see these symbols. It makes you feel that even though you’re free, you’re not really free. It makes you feel like they want you to feel lesser.” JAHMON SILVER ’26 Silver said, “They still had things like the signs of ‘slave exchange’ up—just without the ‘slave,’ and just left ‘change’ there. It’s triggering to see these symbols. It makes you feel that even though you’re free, you’re not really free. It makes you feel like they want you to feel lesser. In times like Mardi Gras or all the celebrations that go on—without us, those types of things wouldn’t be as lively as they are.” And as the trip occurred during Mardi Gras season, students witnessed a cornerstone of the city’s vibrant spirit. But even in the festivals, segregation was evident. “There were two different Mardi Gras that we went to. The first one, you saw all the Black people: they had all the Black girls dancing, they had all Black people on the parade [floats]. On the next day, [the second parade] was just all white people: you saw the kings and princesses, or whatever. Even the crowd was all white,” Fourth Former Musa Jabateh said. In fact, as Third Former Semaj Lee explained, entirely separate festival traditions
exist. “My dad was telling me about Black Mardi Gras, which is during fall. It’s called the Bayou Classic, where Grambling State and Southern University—two HBCUs— have a football game. But there are parades, similar to Mardi Gras, where there are allBlack festivals,” Lee said. From the demographics alone, despite the city’s celebrated diversity, remnants of historic and current discrimination flow through New Orleans’ canals and rivers.
“That segregation really never changed.” MUSA JABATEH
ing me and all the Black kids I had around me being there and dealing with that on a day-to-day basis. I couldn’t imagine. I had a conversation with my father afterward and asked him, ‘What would we do?’ My dad… he couldn’t give me any answer other than suicide,” Lee said. The museum exposed the sexual abuse of both Black women and men that perpetuated the institution of enslavement. Especially after the U.S. ended trans-Atlantic trade in the enslaved in 1808, inhumane forced breeding—as though Black people were livestock—maintained the population of an enslaved labor force. This particular piece of the narrative struck McCune terribly. “Anytime, in terms of slavery, I don’t really like talking about the sexual assault because I love all the Black women around me, especially my family, and I couldn’t imagine this happening to them,” McCune said. “It hurts my heart.” Despite knowing some facts about forced reproduction, the level to which it occurred and the horrors associated with the system still shocked McCune.
“... how they treated Black women and men—how some ... died from [violent sexual assault]. Like they would be oversexualized to the point of exhaustion. It’s crazy, I didn’t even know that that was possible.” LOVE MCCUNE ’23 “When I walked in, I was trying to avoid those parts; but then I read something about how they treated Black women and
men—how some of them even died from [violent sexual assault]. Like they would be oversexualized to the point of exhaustion,” McCune said. “It’s crazy, I didn’t even know that that was possible.” Like Lee, McCune could almost see himself, his Black friends, and the Black women in his life in this system of sexual abuse—and such a thought chilled him. “[On] my mom’s side of the family, all the women are light-skinned. And it just hits so hard because they used to call the lightskinned [women] ‘fancies,’ and [white men] treated them like objects, to the point of [rape],” McCune said. “That could’ve been my aunt, that could’ve been my sister, my cousin, my aunt, my mom, whoever. That could’ve been all of us [African American people],” he continued. “That’s where these conversations get so rough because there’s so much empathy to what they went through that it feels like it happened to you.” At another point on the plantation’s selfguided tour stood a memorial to the German Coast Uprising of 1811—the largest enslaved people’s revolt in the United States, which occurred in present-day New Orleans. Of the enslaved people who died in the uprising, those captured were decapitated; their heads were then placed on pikes along the Mississippi River to terrorize others. The memorial recaptured the scene with rows of the heads of young Black men on poles: some held their mouths ajar—like they were gasping for a final breath of air— others tilted their heads toward the sky with their eyes shut—jarringly at peace. Silver recalled the vivid image’s impact. “At first, I didn’t even believe the memorial, like I understood the idea and the background behind it, but just the sight of it made me uncomfortable. You had to sit there and look at it for a second just to know how painful it really was,” Silver said. cont. on 6
“That segregation really never changed, because there are certain areas of the city that are all white people, and certain areas of the city that are all Black,” Jabateh said. One of the most transformative moments on the trip was a visit to the Whitney Plantation—a plantation once owned by German emigrant Ambroise Heidel, producing indigo, then sugar, and now a museum focused on the lives of enslaved people that sustained crop production. “I told my dad we were arriving at the plantation, and he sent me pictures of our family plantation, just so I could make connections. It was almost the same: a tall white house—two stories tall—an overseer’s house,” Lee said. “[Despite the movies, TV shows, and textbooks,] that’s the first time I heard about an overseer. You would typically see that master beating the slaves, but it was really the overseer’s job. You saw the kitchen, the cabins, and everything.” And more, with the similarity of the Whitney Plantation to that of his ancestors—only a few generations past—Lee sensed their agony.
“I had a conversation with my father afterward and asked him, ‘What would we do?’ My dad… he couldn’t give me any answer other than suicide.” SEMAJ LEE ’25 MASON WIEGAND ’25
“It made me put myself in their shoes. The whole time I was there, I was imagin-
The German Coast Uprising Memorial, portraying the decapitated heads of captured enslaved people, at the Whitney Plantation
Page 6
the index · news
March 2022
Black students reflect on New Orleans, cont. from p. 5 recognition, Silver explained, it is limited.
“Like even if you’re a Black kid that does a lot in this school— like you could be a part of student council, you could be a part of this and that—you’re still looked at as an athlete.” JAHMON SILVER ’22
MR. BEN GULLE
Students visited GrowDat, a youth farm initiative run on the land of an old plantation by Black women, redefining farming for Black youth He thought of the suffering of these men’s families and communities.
“You couldn’t even imagine ... to walk past the river and see their dad, husband, or brother’s head on the pike with blood dripping and their eyes and everything. ... How could someone be so evil?” JAHMON SILVER ’22
“I remember I was at a party: I wasn’t doing anything, but they had kicked me out for some reason. And I’m waiting for my Uber, and then I end up getting pulled over and arrested for loitering. And I was like, ‘Come on, you’re arresting me for what? I didn’t even do nothing.’ And [the police officer] was real hype, he tried to pull the gun out on me. It’s like, ‘What are you doing?’ We are still affected by the aftermath of [enslavement] today.” At Haverford, the conversation about racial discrimination is not new. Community members discussed discrimination against Black students in March 2018 in the Index article “Upper School hopes to heal racial rifts,” and tension emerged once again in February 2019, examined in the article “A
house divided: racial tensions fester.” And in the September 2020 article “Students join local Black Lives Matter marches,” students recounted their experience protesting as part of a larger movement that grew after the police killing of multiple Black Americans. For some members of the current generation of Black students to pass through Wilson Hall, New Orleans connected today’s descrimination to that of the past. “[Segregation] resonated with me because it showed [what happens] even though [people] might find you entertaining or they might enjoy what you do. I think that applies to our community. Our Black student body does a lot here, and sometimes that recognition isn’t what it should be,” McCune said. And even when Black students receive
“Here, I feel like as an athlete and a student, we don’t get that recognition. Like even if you’re a Black kid that does a lot in this school—like you could be a part of student council, you could be a part of this and that—you’re still looked at as an athlete. You’re not given that full student-athlete look. And I think that’s really what needs to change,” Silver said. Jabateh elaborated that this discrimination goes beyond stereotypes, into biased treatment. “Us Black kids, I feel like, we’re not treated fairly at this school. Obviously, we get the same education and stuff, but it’s the little things. I feel like some white kids are able to slide in certain things when a Black kid can’t,” Jabateh said. The three other Black students echoed this sentiment. “It happens every day. That happened to me in middle school, and you can’t even say anything because you don’t have any authority, and [at that time] there was no Black representation in the middle school in the teachers—who didn’t even understand what I was saying, so they handled it how they saw fit,” McCune said. Lee recounted a similar incident this year in which a student made light of enslavement. The resolution, Lee thought, was not productive; the administration was incont. on 7
“You couldn’t even imagine how the sons and wives of the men who rebelled would see [the decapitated heads]—or the brothers, uncles—just to walk past the river and see their dad, husband, or brother’s head on the pike with blood dripping and their eyes and everything. Even now, it just gives me chills. How could someone be so evil?” For Jabateh, his reaction to touring the plantation was different, yet still deeply personal and linked to a larger issue of racial discrimination. “I didn’t really feel the deep connection, just because I knew that none of my people were on a plantation,” Jabateh said. “I do feel a bit of hatred because we are still affected by the aftermath of it—like systematic racism.” And, along this line, students identified the same frustration and hurt that the trip to New Orleans as a whole invigorated upon returning home. Jabateh described a glimpse of the discrimination he experiences.
“And [the police officer] was real hype, he tried to pull the gun out on me. It’s like, ‘What are you doing?’ We are still affected by the aftermath of [enslavement] today.” MUSA JABATEH ’24
MR. JONATHAN BACON
Students peer around the historic Preservation Hall, which has held music sessions to perserve traditional New Orleans’ jazz since 1961
the index · news
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cont. from 6 volved, though not as much as he wished. Lee said, “I brought the case to the administration and … they couldn’t put any consequences on the student because the other people that were there didn’t recall the incident, but all the people that were there were his friends.” But even at a meeting to resolve the issue, Lee perceived that the goal was to guide the student toward an apology—a forced apology. “I just received a lackluster apology. [I felt that] he didn’t really feel the need to apologize, or didn’t feel the courage to,” Lee said. And the conversation became more frustrating for Lee as it shifted to building a mutual understanding.
“And I’m thinking, ‘If I’m the victim of the situation, why do I have to look at both sides? Why do I have to look at his view of ... of why it may have been hard for him to apologize?’” SEMAJ LEE ’25 “The focus of that conversation was to look at both sides. And I’m thinking, ‘If I’m the victim of the situation, why do I have to look at both sides? Why do I have to look at his view of why he said that or why it may have been hard for him to apologize?’” Lee said.
“So I feel like, no matter what happens to us, we are not treated equally.” SEMAJ LEE ’25 The community’s reaction to this incident upset Lee. “So I feel like, no matter what happens to us, we are not treated equally,” Lee said.
March 2022
The trip to New Orleans, besides emphasizing the connection of U.S. enslavement to present-day experiences, inspired students with the resistance the city’s Black population has shown. “As a whole, New Orleans’ history is very empowering because you can take it two different ways. You can take it as tragedy and loss. But you can also see how resilient our people are, and how that still carries on today,” Lee said. “That mindset is how we carry ourselves and the goals that we have, despite that the odds are against us.” “How we all persevere through all of that to beat the odds. How [my ancestors] perserved through all that torture and punishment,” Lee said. “My dad and I—I’d rather kill myself than sit there for entire years in my life.” Silver further described how New Orleans and the plantation did, on one hand, show him the progress that has been made.
“If they saw us right now, they wouldn’t believe their eyes— how free we are now.” JAHMON SILVER ’22 “It really showed me how we are way freer than they were. Because that’s really what they worked for. If they saw us right now, they wouldn’t believe their eyes—how free we are now. And it just made me really grateful, it showed me that sometimes you need a reminder for how much you really have,” Silver said. Thus, for him, the trip offered him some optimism. “You can get caught up in the daily life thinking that you need this and that, but stuff like [enslavement] really show you [how] much you have now, and what your ancestors did to put you in this position, you wouldn’t have to go through what they went through,” Silver said. “That was the most unsettling thing for me, but I feel like I needed that to cherish what I have now.” But optimism does not solve a systematic issue like racism—it is more a mindset with which to store in the back of their minds as they work for equality. The reality that they see, especially considering every
SEMAJ LEE ’25
The original remaining letters of a former exchange market of enslaved peoples “They fought so hard and did so thing that their ancestors have already done, much—and yeah, we’re in a better situation, is, well, sad. but it’s still not enough. Like we’ve still got to continue to fight the battles, and we’ve still got to continue to be the new voices so that “We’ve still got to the next generation can suffer less,” Jabateh said. continue to fight the And with the knowledge that they’ve battles, and we’ve still gained about the past from New Orleans, got to continue to these students look to create this change.
be the new voices so that the next generation can suffer less.” MUSA JABATEH ’24
“... my people in my family have gone through way too much for me to just let that slide. They had to fight for their freedom, and I’m just going to let that [disrespect] slide now?” SEMAJ LEE ’25 “To see those connections to what my family had to go through, just connecting all the dots—it was really empowering… When I came back, I thought, ‘I’m not taking any disrespect anymore,’ because my people in my family have gone through way too much for me to just let that slide,” Lee said. “They had to fight for their freedom, and I’m just going to let that [disrespect] slide now?”
“I’ve got to face their hatred with knowledge. Knowledge is power.” SEMAJ LEE ’25
MR. JONATHAN BACON
Students listen to Ms. Denise on the tour of New Orleans at a stop memorializing the Atlantic Slave Trade
“I’m going to use the knowledge I’ve gained from New Orleans and what my father has told me over the years to rebrand the culture at this school and hold people accountable. I’ve got to face their hatred with knowledge,” Lee said. “Knowledge is power.”
the index · features
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March 2022
features
Two teams compete in the Math Modeling Challenge Jingyuan Chen ’23
O
n Friday, February 25, two Haverford teams consisting of five Fifth Formers and five Sixth Formers participated in the MathWorks Modeling Challenge. Arranged by math teachers Mr. Jeremy Fus and Mr. Nathan Bridge, the two teams spent fourteen hours in secluded rooms producing a paper in response to three questions under this year’s challenge theme: virtual jobs. Last year, Haverford’s teams also partook in the competition but unfortunately did not qualify for the semifinals.
amya Aggarwal, Elijah Lee, and Daniel Hou, eye this year’s semifinal. “The challenge is composed of three questions. Since the third question is built on the basis of the first two questions, we chose not to split the work,” Sixth Former Julius Huang said. “Within the context of each question, we assigned tasks to team members. Daniel, Adamya, and I worked on the major theories and frameworks; Elijah did an excellent job with the coding; Jeffrey beautifully compiled and wrote the paper.” A 2020 semifinalist for the renowned S.T. Yau High School Science Award, Huang
MR. JEREMY FUS
Haverford teams compete at the Modeling Challenge, February 25, 2022 Mr. Fus believes this year’s teams may achieve more promising results. “Aside from math club meetings, many Sixth Formers signed up for advanced modeling electives this year, so I felt that they’ve had much more relevant preparations this time,” Mr. Fus said. Team 1, composed of Sixth Form mathematicians Julius Huang, Jeffrey Yang, Ad-
“The overall quality of our work should still get us to the semifinals.” JULIUS HUANG ’22
took the math department’s modeling course and independently studied statistics and coding for this challenge. He predicts that the team has a fair chance at qualifying for the semifinals. “In terms of theories and frameworks, I consider our work comparable to that of the champion’s. Unfortunately, due to time allocation issues and disagreements in our approach, our data sets were not as comprehensive as they could have been,” Huang said. “While these issues may have weakened our models, the overall quality of our work should still get us to the semifinals.” The results of the challenge are expected to be announced in late March. Sponsored by the company MathWorks, semifinalists will receive a prize of $1,000-1,500, while finalists and champions of the challenge will receive up to $20,000. Team 2, with Fifth Formers Colin Kelly, Ethan Chan, Nathan Mirin, Megh Tank, and Jingyuan Chen, also performed well for their first attempt. “Before the challenge, I talked with students that participated last year, and they told me a good bit about the challenge,” Fifth Former Colin Kelly said. “At first, I was a bit intimidated. So in clubs periods, we began practicing with previous challenge topics, and that’s where I built confidence.” Although Team 2 didn’t have a particular plan before the competition, members collaborated and supported each other, achieving a satisfactory result for their first attempt at the competition. “We didn’t know what the problem would be leading up to the competition, so we decided that whoever took a lead in a problem would end up being the primary leader for that problem,” Kelly said. “I’d say it worked out very nicely. Because we got all the problems done.” Kelly applauded the team’s work and reflected on ways to improve next year. “I think we did an incredible job for our first try and handled those fourteen
hours really well. We managed the workload properly,” Kelly said. “Given more time, we would have made our arguments clearer and focused on the writing aspect to demonstrate why our method works.” Fifth Former Ethan Chan also lauded the team’s effort. “In the beginning, I worked with Megh to obtain statistics of particular cities in the problem. Towards the end of the fourteen hours, we just congregated and worked on all the parts together.” Chan said. “Given the time constraints, I think we did pretty well, and I had fun.” Despite the intensity of the challenge, Kelly and Chan both enjoyed the process. “We went and got ice cream at Hope’s Cookies after the challenge. We talked about how it went,” Kelly said. “All agreed that it was a very fun experience The challenge will continue next year. Huang encourages all interested incoming
“The MathWorks Modeling Challenge isn’t exclusively demanding... If you enjoy math and you want to apply it to real world problems, just go for it.” JULIUS HUANG ’22 upperclassmen to give it a try next year. “In terms of prerequisites, the MathWorks Modeling Challenge isn’t exclusively demanding. Unlike the International Mathematical Olympiad, efforts can outweigh talents in this sort of competition,” Huang said. “If you enjoy maths and you want to apply it to real world problems, just go for it.”
Students reflect on the two-year anniversary of COVID Connor Simpkins ’25
“I
n accordance with the guidance issued this afternoon by Governor Wolf due to the increased risk of community transmission of coronavirus, The Haverford School will be closed Monday, March 16 and Tuesday, March 17 as the faculty prepares to implement ‘Virtual Haverford’ on Wednesday, March 18 and Thursday, March 19. We will then go on spring break and hope to resume classes as usual on Monday, March 30. All extracurricular activities are canceled March 13-30.” These hopeful words began a letter to the Haverford community two years ago this month. At that time, understanding COVID-19’s impact was still developing, and it is easy to forget that the move to virtual school Students in line at the Dining Hall was intended to be brief—a few weeks—and first weeks of virtual school were great, but then back to life as usual. As all now know all then everything became a blur, the same too well, the two-week quarantine morphed thing, day after day after day.” into almost two years of modified school life. In 2020-2021, the upper school came Haverford, like other schools around back to in-person learning but with restricthe country, remained virtual for the remain- tive routines. The upper-school administrader of the 2020 school year. At first, virtual tion implemented a quarter-system schedschool felt like a novel break. ule to help reduce class size and maintain “The first week was amazing, I was pro- social distance, teachers set desks six feet ductive and got so much done, but by the apart, community members conducted daily second week I was bored out of my mind,” symptom screening through an online app, Fifth Former Ronan Wood said. all wore mandatory masks, and frequent Sixth Former Fisher Bond said, “The handwashing was encouraged. The dining
PIERCE LAVERAN ’22
hall closed and students ate boxed or bringfrom-home lunches in advisory. Sports and extracurricular activities were severely curtailed, many canceled altogether. While it was good to be in school, it was not a normal school year. This year has brought a more hybrid experience. For the first half of the year, many COVID-19 related restrictions remained in place: the quarter schedule, masks, and social distancing. But glimmers of hope appeared, especially because sports and extracurricular activities returned. School felt more normal,
but COVID’s impact persisted. “For the first half of this year, we watched assemblies over Zoom, and we were still not allowed to eat in the cafeteria,” Third Former Alex Krey noted. This month, two years after first moving to virtual learning, students feel a sense of relief as COVID-19 case numbers remain low and restrictions further scale back. Now, students are not required to wear masks, Third Formers have been welcomed into assemblies in Centennial Hall and are allowed to eat in the cafeteria. Spectators can return to sporting events, and dances and school trips are planned. Campus has a lighter feel, almost as if we are breathing a collective sigh of relief. There is no question that Haverford is a place of resource and privilege. Everyone here has a COVID story, and many felt the pandemic’s impact. But unlike many schools, Haverford was fortunate to be in-person for most of the last two years: learning continued, teachers were accessible, and even when not totally “normal” the community found ways to engage in clubs, sports, and friendships. “I’m looking forward to a return to normalcy,” Bond said, “but living through a pandemic since my sophomore year taught me that, while you can’t know what will be thrown at you in life, you can always work hard to make the best of any situation.”
the index · academics
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March 2022
academics
MR. THOMAS STAMBAGUH
Students review self-reflective comments in advisory, March 14, 2022
Students shift to writing their own, self-reflective comments Ethan Lee ’24
W
ith the third quarter winding down, the upper school administration has experimented with a new style of feedback to families. “We thought that this would bring a more authentic voice to comments,” Head of Upper School Mr. Mark Fifer said. “We tried to give students some more ownership over reflecting on their learning.” Still, some students do not feel this way. “I don’t think that the comments made me come to a conclusion that I had already not arrived at,” Fourth Former Luke Fesnak said. “I think my parents and I value the teachers’ opinions a little bit more than mine. I understand self-reflection is important, but a teacher has something to say that I don’t.” Other students have different opinions. “Overall I think it is a good idea, and I think that it can work,” Sixth Former Bowen Deng said. “It gives me an opportunity to see my strengths and weaknesses in class, and it is an opportunity to be honest with myself.”
Was the self-reflective comment process effective for you?
84% No
16% Yes
Google Forms poll of 105 respondents, Between March 13-14, 2022
A worry that students have had are the biases that might be reflected in a self reflective comment. “[A teacher] is able to tell me how I am actually doing in class, rather than my biased outlook,” Fesnak said. Deng voiced the same concerns. He said, “One main problem is that I can’t offer any comments on my engagement to the teacher and what the teacher wants to tell me. I cannot write a comment to the level that a teacher would, and what I am writing does not feel like it is detailed enough.” A similar issue was the effort put into the comments. “In the beginning I was putting more effort into the comments, but after writing comments for a few classes, my effort diminished,” Fesnak said. “I had more pressing assignments that were actually worth points. If a comment with poor punctuation gets to my parents, I don’t really care about that as much as losing points on an actual assignment.” English teacher Dr. Micah Del Rosario did not share the same worry after seeing the comments his class produced. “I am not going to say that every single one of my sophomores produced a comment that was really thorough, honest, and robust,” Dr. Del Rosario said. “However, I would say that over 90% of students did create a comment that was about as long as the paragraphs I wrote last quarter, which is pretty substantial.” Teachers are still involved as an essential part of this drafting process. “Every now and then I had to leave a note about adding a sentence here and there about a different skill, which was not alarming to me,” Dr. Del Rosario said. “In the revisions, people did add those things. I don’t feel that, looking at this process, people just phoned it in or lied.” Mr. Fifer echoes this idea. “What we had teachers do is guide students through this reflection process. It wasn’t an openended reflection, but a scaffolded one, in the
sense that the comment was grounded in the student’s development of course goals and skill in the class.” Some community members voiced another concern: class time away from learning. “We took a portion out of class time to write these comments instead of going over materials that will be on a test,” Fesnak said. “I think that taking away review and time to learn material is more harmful than the comments helpful.”
“I am perhaps slighly biased as an English teacher, where writing is part of what we do in class, so there is logic behind having class time to write these comments.” DR. DEL ROSARIO Dr. Del Rosario said, “I am not sure how other teachers are doing these comments, but generally speaking, I don’t think that these comments really need to take up that much class time if the teacher structures this in a way that is efficient.” Dr. Del Rosario gave his students the concrete learning objectives of the class and took about 20 minutes a period for a few days to have students reflect on how they were improving with these objectives. “I am perhaps slightly biased as an English teacher, where writing is part of what we do in class, so there is logic behind having class time to write these comments. It feeds into what [students] should be learning in my class anyway: writing complete and co-
herent sentences and grammar,” Dr. Del Rosario said. “I also just think that it is nice to have an activity to break up the monotony of class every day.” Another benefit of these student-written comments are for teachers. “Comments are a lot of work for teachers,” Dr. Del Rosario stated. “On top of all the lesson planning and stuff, we need to write 30 comments each quarter, which is a lot. Comment season has a really heavy workload.” The self-reflective comments have eased teacher workloads while still providing a way for the school and students to communicate with parents about progress in different classes. An additional hope for self-reflective comments was to provide an opportunity for a more honest dialogue between students and teachers during conferences. “Another reason we went to this model is that we thought it would provide an authentic entry point for dialogue in parentteacher conferences,” Mr. Fifer said. “If a student wrote and owned the comment, it would lead to more investment in that conversation.” Finally, a more important idea of selfreflective comments is that students can see how their self view has developed. “When we think holistically about a student’s experience, having the opportunity to look back on a comment that you wrote as a freshman as a senior might be a powerful way for a student to see the arc of their development,” Mr. Fifer reasoned. It is important to keep in mind that this was an experiment. “We felt that this was a good time to do this and experiment, given that students are only taking three concurrent classes,” Mr. Fifer explained. “Like anything we do, we are going to take some time to reflect and find any tweaks that we need to make to make it a more valuable exercise.”
the index · neighborhood
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March 2022
neighborhood The efforts of Philadelphia’s Ukrainian Community Chase Shatzman ’24
Ukranian Catholic Cathedral of the Immaculate Conception at 830 North Franklin Street, Philadelphia
The world is well aware of the RussianUkrainian War by now, and while our community has been highly educated on the conflict,many have not learned how our society can help. Many students have asked themselves, why should I help the victims of a war that is happening thousands of miles away from me? Russian President, Vladimir Putin is notorious for not only wanting to make a statement to the world of Russia’s power but
to make that statement loud and clear. Although this war may not directly affect many students right now, in a couple of months— or even a couple of weeks—Russian soldiers could deploy their nuclear weapons in countries across the globe, causing a third world war. Ukrainian communities in Philadelphia, such as the Ukrainian Evangelical Baptist Church in Northeast Philadelphia, have rallied together to show their support for Ukraine and to demand more action on
Ukraine under attack on March 3, 2022
FLICKR
America’s end to help end the war. Their peaceful protests at historic monuments have lasted hours a day. Local Ukrainian churches also extended their hours for community worship to pray for their family and friends who still are living in the warzone of Ukraine. Students do not have to know anyone involved in the war to want to help, because regardless of who they are, they are still people, and since prayer is free, there is no loss in praying for Ukraine. Church communities have stated that the best way to help this cause is to directly donate to organizations like the United Ukrainian American relief community. This specific community accepts donations of basic everyday necessities such as baby wipes, dry food, and batteries. Although many in our school community use objects such as these without any consideration, citizens of Ukraine have to constantly think to themselves if their dry food will last until spring. This community also accepts cash donations, which they directly use money to buy military and medical resources for the civilians of Ukraine. Even if the donation seems like an insignificant amount, it could make up the small portion of someone’s life being saved. Our school has contributed to this cause in numerous events, including a plaid dressdown day where students gave five dollars or more to be donated to Ukraine, as well as accepting donations at school events such as the upper school spring musical. The school has also educated the students and faculty on the history and present conflict of the war in the classroom setting. Students in a recent lunch conversation shared an open-ended discussion of the future of the war and how it could affect them.
DAVIDT8 VIA WIKIMEDIA COMMONS
Math teacher Mr. Stephen Patrylak who has family in the Ukraine says “I’ve had open-ended discussions in the classroom, but I deliberately avoided sharing my views on the conflict in order for the students to form their own opinions.” While these actions are helping the Russian-Ukrainian conflict, some wonder if there is more than our school can do. Efforts to help Ukraine during times of crisis have been by our local community, but we must continue to fight for Ukrainians not only for them but for the protection of ourselves.
“Knowing the history of the RussianUkraine conflict is so valuable, since some sources are a Russiansupplied version of history.” MR. STEPHEN PATRYLAK “Knowing the history of the RussianUkraine conflict is so valuable, since some sources are a Russian-supplied version of history.” Mr Patrylak said. It is not acceptable for the school to bring this war to our attention just because it gives off the appearance that the school cares about this issue since it is “on trend,” but rather, it is more important that our school is doing this for the right reasons.
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the index · campus opinions
March 2022
campus opinions Lunar New Year should be a schoolwide holiday Dylan Kao ’23
I
magine this: your family is celebrating the largest holiday in your culture, and you’re about to reunite with family you haven’t seen for a while. You plan to celebrate by eating lots of food and socializing with your family; but you can’t because you have a 20-page history reading, a six-page English essay, and you have to study for a biology test, all of which are due tomorrow. Though this scenario is exaggerated a bit, nothing leaves more of a bitter taste in your mouth than doing loads of homework while the rest of your household is celebrating. This is how it is for Asian students in America, Lunar New Year, sometimes called Chinese New Year, is not a federally recognized holiday in the United States, nor is it recognized here at The Haverford School. Lunar New Year is celebrated by over one billion people worldwide. It’s the most important holiday in Chinese culture. The New Year is based on the Chinese lunar calendar, or more simply, the final new moon of January. Lunar New Year celebrations occur for fifteen days, from the new moon to the full moon. Lunar New Year is a big deal in China, as nearly every business is shut down for these fifteen days in order for everyone to spend time with family. Typical festivities include eating food, exchanging money, and wishing for a year of prosperity. The Lunar New Year is also celebrated in South Korea and Vietnam with their own respective celebrations. To the Chinese, the Lunar New Year celebration is an integral part of Chinese culture and identity; it holds the value of any other major cultural holiday, like if Thanksgiving, Christmas, and New Year were all put together in one holiday. I’m going to be honest: when I first saw the 2022-2023 academic calendar and gazed upon the calendar between the end of January and the middle of February, I felt disappointed. Many times students and even faculty have tried to talk to the school in an attempt to get a day off for Chinese/Lunar New Year, and still, year after year, no day off is warranted. I’ve been celebrating Lunar New Year for my entire life, and every year when it comes to this time, I wonder to myself: why don’t we have a day off from school? Doesn’t this seem a bit absurd? Or: should I skip class today? I’ve always thought to myself that surely the Asian-American demographic can’t be such a minuscule speck on the population of America to the point where our largest holiday is overlooked, right? Well, Asian-American demographic statistics are small, but not insignificant, making up approximately 7% of the current U.S. population, and two-thirds of East Asians celebrate Lunar New Year, and even more people of mixed Asian descent not included in the previous demographic also celebrate this holiday. Asian-American population concentrations vary by region, but the areas in which the Haverford School and students reside are most definitely not one with a lower concentration, with Philadelphia having a 7.8% Asian-American population (there is also a Chinatown here, which happens to be
very lively and popular spot for celebrating Lunar New Year); Montgomery County is 8.1% Asian-American; and Chester County is 5.9% Asian-American. These demographics also exclude Asians of mixed descent. Though the Asian population in America is only around 7%, or around 20 million people, it is the fastest growing demographic in the United States, and this population is projected to quadruple by the year 2060. By that date, about 28% of Americans will be of Asian descent.
Ignoring Lunar New Year in an increasingly white population only ruins one’s perception of individuality and culture. Granting a day off for Lunar New Year will also preserve student cultural diversity and pride. Ignoring Lunar New Year in an increasingly white population only ruins one’s perception of individuality and culture. The United States is a melting pot where different people come together by sharing and valuing each other’s cultures and traditions, not where everyone conforms to the socially accepted white standard. Such assimilation isn’t some super scary possibility that could happen in the future that can be
prevented, this is a reality for many, not just with Asian-Americans. Some young people of color disassociate themselves with their heritage because they don’t feel like they are valued. They feel like their heritage is just a burden, and many even feel embarrassed about it; because when ignorance and downright disrespect is shown towards your culture, you simply feel like you’re not welcome in society. If Haverford were to sanction a day off, it would send the message to Asian students that an integral part of their culture is recognized by the student body as well as all faculty and board members.
If Haverford were to sanction a day off, it would send the message to Asian students that an integral part of their culture is recognized by the student body as well as all faculty and board members. Humans, by nature, want to fit in. And how do most people who don’t meet the social standard fit in? They change, and typically when change happens, something is left behind, and in this case, it’s pride in one’s
culture and heritage. This year, on Lunar New Year, while I was walking to class I saw that on one of the TVs in the hallway, that it said “Happy Lunar New Year” and, honestly, as glad as I am to see that it’s being recognized, I couldn’t help but feel like it was a slap in the face. At the Haverford School there are no shortages of days off. We have days off when public schools don’t and have breaks longer than most other schools, yet these same schools that have fewer days off than we do, still have Lunar New Year off. Haverford accepts students of all religions and ethnicities, which means they have no reason not to warrant a day off. All school districts in New York, and many schools in Iowa, Maryland, and even Pennsylvania have received a day off from school this year regarding Lunar New Year and other cultural holidays. Schools such as Conestoga and Philadelphia High School—which are very close to us— have given students and faculty a day off for Lunar New Year. The New Year also occurs at the time where many students have midterms exams. During this period of time between mid-January and mid-February, there never seems to be a day off, and it has been like this for the five years I have attended Haverford. Continuing working without a break is mentally draining, and this is where having a day off for Lunar New Year can benefit the entirety of the Haverford community.
FRANCISCO ANZOLA VIA WIKIMEDIA COMMONS
Philadelphia’s Chinatown celebrates Lunar New Year with firecrackers and dancers in lion costumes
the index · campus opinions
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March 2022
The dining hall is too crowded Ian Rosenzweig ’25
T
the COVID-19 pandemic forced many limitations upon our community. When we returned to school in fall 2020, we were masked and distanced, our schedules had been adjusted, and lunch locations were scattered across the school. First, we ate in advisories. Then, in the first semester of the 2021-22 school year, Forms V and VI ate in the dining hall while Forms III and IV ate outside in the quad. As the weather worsened, Forms III and IV moved inside to the Community Room. Many of us lost the sense of community that Haverford has always provided.
Our rejuvenated ability to come together as a community has been positive; however, it has also shed light on a problem. The dining hall lacks space. As COVID-19 limitations have been eased, community life has started to return to normal. We’re unmasked, Form III is back
in Centennial Hall for assemblies, and, most importantly, we are all eating together in the dining hall. Our rejuvenated ability to come together as a community has been positive; however, it has also shed light on a problem. The dining hall lacks space.
COVID-19 altered many people’s outlook on hygiene ... we became increasingly aware of the space between ourselves and others. COVID-19 altered many people’s outlook on hygiene and sanitation. We started to consciously wash our hands for 20 seconds, we sanitized as we left rooms, and we became increasingly aware of the space between ourselves and others. When we moved out of our social distancing policies, one of the most consistent of which had been the “every other seat” rule in the auditoriums, I wondered whether I had previously sat so close to people in assemblies before. I became aware of people rubbing against my elbows on the armrests and I heard people breathing next to me. That weird feeling, a
Students enjoying their lunch in the dining hall
distant memory, pales by comparison to the tight, limited space of the dining hall.
I wondered whether I had previously sat so close to people in assemblies before. I became aware of people rubbing against my elbows on the armrests and I heard people breathing next to me. On my first day eating in the dining hall since seventh grade, I had B lunch. Leaving Mr. Fifer’s Ancient World History class, I was excited to finally eat lunch without trekking from the cafeteria to the Community Room. That journey almost always involved a spilled drink or a dropped fork. I even anticipated the short lines and easy maneuverability that B lunch typically promised. As I reached the doors to the dining hall, though, I was sorely disappointed. Before I had even reached the line, almost all of the tables were filled. I searched for my friends, finally finding a gap into which I
could wedge between them. Then I needed to scan the room for a chair, which I thankfully located. This overcrowding is a pattern as we have returned to the dining hall. Chairs are scarce. There is little room to move, and we are so unaccustomed to physical nearness that it feels like there is no clean air to breathe. Although many of us are now comfortable with being unmasked at school, we often choose to keep our distance. In the dining hall, however, it is almost impossible to maintain some level of distance.
Although many of us are now comfortable with being unmasked at school, we often choose to keep our distance. The lack of space in the dining hall goes beyond concerns regarding COVID-19. The pandemic instigated a new sensibility in many of us who now have heightened awareness of personal space and hygiene, and the lack of space in the cafeteria—to move, to eat, and to simply breathe freely—is not conducive to this new way of the world.
PIERCE LAVERAN ’24
Page 13
the index · campus opinions
March 2022
We must remember the past: a reflection on a visit to New Orleans Mason Weigand ’25
A cabin of the enslaved people at the Whitney Plantation; at the front, a kettle used for boiling sugarcane
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ver Presidents’ Day Weekend, I traveled to New Orleans with a group of Haverford students. One aspect of our experiences there will remain with me forever. The Whitney Plantation sits just an hour drive outside of New Orleans yet rarely gets the same attention of the lights and sounds of “The Big Easy.” Despite this, what the people there had to tell about their history was captivating. Our time at the plantation started with us rolling out of the bus and scanning the surroundings. Unassuming fields filled with grass and marshes butted up at their edges. What I had not yet grasped was what happened on this land. After walking in and getting our headsets for the guided tour, we stepped into the first component of our experience. The first room held images and stories about the general history of enslavement in the U.S. along with dashes of the history of the plantation we were standing on. There was some history on revolts and women and children in the slave trade. On the floor was a map of the French Quarter from the early 1800s that noted the locations of different slave markets. This was the same French Quarter we had just stood in and slept in prior to coming here. The same place with the lights, smells, and sounds that intoxicate tourists traveling to New Orleans to have a good time. Those people that walk into hotels to sleep could be resting just yards away from where families were irreparably broken as their loved ones were sold away.
Hanging from the ceiling adjacent to this room hung a canvas consisting of an image of the Louisiana law book from the time of enslavement. The laws talked about how the enslaved would be treated. One at the very bottom hit me and many others there the hardest: it described how people of any age or mental state can transfer or inherit land, but the enslaved could not. This would prevent enslaved families from gaining wealth from business passed down through generations. That law is just one in a line of many examples of gratuitous oppression the enslaved would be forced to confront.
Eighteen of the rebellion’s most prominent figures’ heads were lopped off and placed on pikes lining the most trafficked road leading to New Orleans—the same road we had justdriven down to get to where we were. Later in our tour we passed through the German East Coast Slave Revolt Memorial. It described the perils of the largest enslaved revolt in American history and what happened to the uprising’s leaders. After
MR. JONATHAN BACON
the revolt was suppressed, eighteen of the rebellion’s most prominent figures’ heads were lopped off and placed on pikes lining the most trafficked road leading into New Orleans—the same road we had just driven down to get to where we were. After this came the Children’s Memorial and the Field of Angels. The Children’s Memorial consisted of the name of every child that died in the nearby St. John the Baptist Church. The church sits adjacent to the plantation and served both as a place of forced worship and pain for the enslaved. 2,200 children were murdered in the Church between the years 1820 and 1860. That number averages out to a child every six-and-a-half days. We saw pictures of these children and a central statue of an angel holding a newborn child.
these people are the names that they didn’t even want. Neighboring these names were quotes from some of the enslaved that compiled over time. The one that stood out to me was one of a young boy recounting a time when another adolescent enslaved person who had escaped was recaptured in Mobile, Alabama, tied to the back of a horse, and dragged back to his plantation in Louisiana only to be buried alive. This was not the most horrific story described.
Any somber emotions we held started to spill out into tears.
We should never forget the sheer brutality these people endured due to the color of their skin. The experience is something that will be etched into the brains of the people on that trip and hopefully will remain with you too. This aspect of our past should not be forgotten, but that is no guarantee. These memories are mere afterthoughts to the tourists and residents of New Orleans, yet the scars of enslavement still remain today. So much has changed since then and will change after today, but we need to be the driving force in both remembering the past and directing the future in a better direction to prevent this magnitude of suffering from ever happening again.
Any somber emotions we held started to spill out into tears. The Field of Angels built off these feelings with even more names. 107,000 different individuals’ names were etched on the walls of the memorial: the names of all the enslaved known in the history of the Louisiana slave trade. They were the names given by their masters because the ones handed to them at birth did not sound American enough, which means all we know about
We should never forget the sheer brutality these people endured due to the color of their skin.
the index · off-campus opinions
Page 14
March 2022
off-campus opinions Why you should care about redistricting
Bowen Deng ’22
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ach decade, the federal government completes a census cycle to determine the distribution of the 435 seats in the United States House of Representatives. Faster growing states will gain seats, while slower-growing or declining states will lose seats. Afterward, the onus falls on state governments to redraw their Congressional Districts, and, with the 2022 midterm elections approaching, states are just wrapping up. Ideally, adjusting or redrawing seats should accurately represent growth and decline in particular areas of each state; using Pennsylvania as an example, the State Supreme Court merged two central Pennsylvania districts–the 9th and the 12th–to reflect the stagnation of rural Pennsylvania (and Pennsylvania’s loss of one House seat), while largely maintaining the shapes of the districts around densely populated Philadelphia and its suburbs. Each state’s congressional districts should also reflect its voting pattern; in a swing state with eighteen districts, for example, it makes no sense to have thirteen districts that favor one party.
The Republicancontrolled Texas state legislature did draw a new, heavilyDemocratic majorityminority district centered in Austin. However, this is where the redistricting process turns ugly. State legislatures draw the new maps, which the governor approves or vetoes afterward. Certain laws must be followed (such as Section 2 the Voting Rights Act preventing dilution of minority voters and the Constitution preventing districts with disproportionate populations), but, when one party controls all three branches of
the state legislature, partisanship often comes into play. Gerrymandering, state legislatures redrawing Congressional Districts to favor their interests, is all but too common; after an ugly 2010 redistricting cycle involving heavy gerrymandering, 2022 is looking to be no different. Following the most recent census, Texas gained two congressional districts on account of massive population growth in the urban areas of Dallas-Fort Worth, Austin, San Antonio, and Houston; minority communities have accounted for 95% of this growth in areas that traditionally favor Democrats. The Republican-controlled Texas state legislature did draw a new, heavily-Democratic majority-minority district centered in Austin. Their new Houston-based district, however, is much uglier, connecting portions of center-city Houston with its more conservative suburbs, creating a majority-white, heavilyRepublican district. Despite the aforementioned growth, minority communities only got one Congressional district in Texas. In redrawing their existing districts, Texas Republicans employed defensive gerrymanders. Certain suburban communities around Dallas and Houston have moved away from the GOP, allowing Democrats to flip two previously Republican seats in 2018. Texas Republicans redrew these two seats to include more urban areas–essentially a concession–allowing them to shore up other potentially vulnerable suburban Republican incumbents. Texas has long been one of the most gerrymandered states, and this redistricting cycle only reinforced that. Despite 46 percent of Texas’s electorate voting Democratic in 2020, Texas will have, at most, fourteen Democratic seats out of thirty-eight total. On the flip side, New York State Democrats redrew their maps in an aggressive gerrymander, attempting to oust incumbent Republican seats, resulting in ugly districts winding through New York City boroughs
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to flip a Staten Island seat blue. Of the two Long Island seats, one was drawn into a Republican vote sink to make the other one Democratic. Simultaneously, they altered Upstate New York districts to shore up Democratic incumbents. 38 percent of New York State voters voted Republican in 2020, yet the new map would only net them four seats out of 26. Ultimately, Texas and New York represent two sides of the same coin: partisan gerrymanders that make elections less competitive. Under the new maps of Texas and New York, there are only two competitive districts in each state, with Texas’s competitive districts favoring Republicans and New York’s favoring Democrats. Similar efforts have happened in other states, with state legislatures drawing districts favoring their party instead of districts that represent their electorate. Competitive districts have disappeared all across the country; The Cook Political Report indicates there are only 68 Competitive Districts for the 2022 midterms, a massive decrease from the 2010 midterm elections. Factor in in-
cumbency advantage, political climate, and demographic shifts, that number shrinks even further. On account of a 2019 Supreme Court ruling, federal legislation preventing gerrymandering is unlikely for the foreseeable future. Still, there are other potential solutions. Colorado, Virginia, and California have adopted Independent Redistricting Commissions intended to take partisanship out of play. Some State Supreme Courts also have the power to redraw and veto gerrymanders; the North Carolina Supreme Court overturned a gerrymander and replaced it with their own, fairly drawn map. Regardless, we all should be concerned about the partisanship involved in redistricting. While Pennsylvania’s map is fair, it only came about on account of a deadlock between the Republican state legislature and Democratic governor; both parties could not agree on district boundaries, eventually relinquishing control of the process to the State Supreme Court. We may not live in a gerrymandered district now, but that may not be the case in the future.
Pennsylvania’s Fifth Congressional District
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the index · off-campus opinions
Page 15
March 2022
Olympians are humans too
Christopher Schwarting ‘24
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hat is the price to pay for being an athlete? Of course, there is the training, the equipment, the lessons—as one progresses, then arises the travel and the physical strain. How often, though, do we consider the mental side of sports? The 2022 Beijing Winter Olympics concluded on February 20, 2022, amid some controversial events. In a gathering of the world’s elite athletes, there was no escaping the tension of a diplomatic boycot of the Olympics by U.S. officials amid a still-pressing pandemic. With the weight of national pressure on athletes’ shoulders, nerves and mental stress infiltrate the conscience. This proved true at the 2022 Winter Olympics.
While many embraced the two, rejection by some Americans criticized a betrayal to their country of birth. Amid headlines for the games were eighteen-year-old skier Eileen Gu and nine-
The opening ceremony of the 2022 Beijing Winter Olympics teen-year-old figure skater Zhu Yi (Beverly). Both Californian natives, the duo were part of several American-born athletes competing for China. While many embraced them, some Americans criticized the two for what they saw as a betrayal to their birth country. Chinese reception was also mixed. After winning two gold medals, Gu was transported to
Kamila Valieva skates in the 2019 Junior Grand Prix Final
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worldwide—and greater Chinese—stardom. Zhu, however, failed to land jumps in the women’s singles short program. Following her mistake, the hashtag #ZhuYiFellDown began trending on the Chinese media platform Weibo. Chinese criticism largely silenced support for the figure skater. According to Reuters, Zhu reflected on her competition by saying, “I guess I felt a lot of pressure because I know everybody in China was pretty surprised with the selection for ladies’ singles and I just really wanted to show them what I was able to do, but unfortunately I didn’t.” Not only did Zhu have to reconcile internal pressure during and after the competition, but she also had to deal with hatred and criticism. It’s likely this factored into her performance. The contrast between her reception and that of Gu reveals a clear double-standard in the reception of athletes based on their success and their ability to bring victory for their delegation. The Russian Olympic Committee’s doping scandal that surrounded fifteen-yearold figure skater Kamila Valieva brought further controversy. Considered by some to be the best the sport has ever seen, she was the frontrunner in the women’s singles event. Her effortless attempts at quads, high-scoring hand positioning, and perfect execution were expected as she exited the women’s short program in the lead. However, after leading the Russian Olympic Committee to victory in the team event, she tested positive for a banned heart drug. Attributing the positive test to accidentally consuming her grandfather’s medication, a stance disputed by many, she was suspended by the Russian Anti-Doping Agency before having the suspension canceled. The Court of Arbitration of Sport (CAS) permitted her participation in the women’s singles event, but the International Olympic Committee (IOC) expressed its stance by threatening to postpone the medal ceremony if she placed. In her final skate program, Valieva fell multiple times, dropping out of contention for a medal. She left the ice distraught and the world in shock. At only fifteen years old, the test shifted attention to the adults surrounding Valieva. Eteri Tutberidze, her coach, is also the coach of the gold and silver medalists in the singles event. While celebrated for her success, Tut-
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beridze’s skaters are also known for shortened career spans and enduring abuses. It’s unlikely a fifteen-year-old willingly took drugs without the encouragement of her support team. And despite being supported by Russians upon her return home, some believe Tutberidze yelled at Valieva as she left the ice during her failed routine. Valieva was supposed to do it all: to win, to push boundaries, to set records. But the hunger for success from those around her left her with a torn mental state as a result of her final event. All this is not to say there were no successes at the Winter Olympic games this year. The Olympics celebrate sportsmanship and athleticism—they define sport. They allow the best to assemble, push boundaries, compete, and break records. American figure skater Nathan Chen redeemed his lack of placement in 2018 to win gold in the men’s singles event while speed skater Erin Jackson became the first Black woman to win a Winter Olympic gold in speed skating. Despite three-time gold medalist and snowboarder Shaun White not leaving with the medal he wanted, he too celebrated the accomplishments of his career before retiring at the end of the games.
They make mistakes, feel pressure, and experience criticism from coaches and the general public. What it does mean, however, is that the athletes we view on any stage—those that we root for, bet on, and hopefully will bring home the gold for our teams—are not just competitors: they are people. They make mistakes, feel pressure, and experience criticism from coaches and the general public. To suffer the mental strain of public humiliation, in addition to the already taxing nature of being a professional athlete, is unfair to the athletes who push their limits each day. Zhu and Valieva were evaluated based on if they won gold, and when they came under the pressure of others—whether it be fans or their teams—they messed up. It’s time we prioritize the mental health of the person who is often forgotten in every athlete.
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the index · off-campus opinions
March 2022
Nuclear war is the greatest threat to our generation Adiyan Nayak ’24
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The American flag flies from a vessel in the foreground as the nuclear-powered guided missile cruiser USS SOUTH CAROLINA (CGN-37) returns to port from deployment in the Persian Gulf
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n August 6, 1945, the U.S. dropped the first nuclear weapon on Hiroshima, Japan. The impact alone killed at least 70,000 people, with the subsequent radiation taking another 70,000 lives. The scale of destruction was unlike anything the world had ever seen, prompting Japan to surrender shortly after the second nuclear attack. The atomic bomb was considered a miracle creation and remarkable scientific achievement, ending a deadly war and temporarily bringing peace to the international stage. Nearly eighty years later, the possibility of nuclear warfare poses the most significant threat to the human race. In 1945, the United States possessed the only two nuclear warheads in the world. Today, there are an estimated 13,080 nuclear warheads on the planet. To say the consequences of nuclear warfare would be disastrous is an understatement; some nuclear weapons today are over 3,000 times more powerful than the atomic bomb dropped on Hiroshima. Several studies have simulated the effects of nuclear explosions, and scientists agree that in the event of a full-scale nuclear war, the majority of the human population would perish. Nuclear winter would cause massive fallout and extreme climate change, and a global famine would eradicate the survivors. A small percentage of the species may survive to repopulate the Earth, but a nuclear war would mean the demise of the vast majority of this generation. The possibility of imminent nuclear conflict is higher than it may seem. The two countries with the most nuclear warheads, Russia (6,257) and the United States (5,550), are currently in an antagonistic relationship; tensions have only been heightened since Russia invaded Ukraine. Russian President Vladimir Putin threatened that if any country interfered, they would face consequences “unlike anything the world has ever seen.” On March 7, the Russian government approved a list of “unfriendly countries” which included the United States, signaling a possibility of an attack. Nobody can know Putin’s psyche, but it is not unreasonable to assume that in a dire situation, he would re-
sort to an unrestricted nuclear attack. Regardless of whether the current conflict is resolved without nuclear weapons, the threat will remain; the future will only hold more conflict, and these weapons’ sheer power will continue to grow. This raises the subject of nuclear disarmament, the reduction or elimination of nuclear weapons. Total denuclearization is the only way to ensure the safety of humanity. In theory, all the nations of the world would agree to eliminate nuclear weapons as both an offensive and defensive measure. While an optimistic goal, the notion of
While an optimistic goal, the notion of total denuclearization is simply not realistic, as the nations of the world are too divided to come to such an agreement. total denuclearization is simply not realistic, as the nations of the world are too divided to
The Atomic Bond Dome in Hiroshima
come to such an agreement. Despite numerous efforts by the United Nations, there are currently zero nuclear disarmament negotiations taking place. There is no way to truly determine the probability of a nuclear war, as there are too many unpredictable variables that factor into the equation. However, the threat is real, and it should be treated as such. Two things are certain: this is the highest nuclear tension has been since the Cold War, and an international nuclear war is the greatest threat to our generation.
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the index · arts
Page 17
March 2022
arts
JEFFREY YANG ’22
Will Rubin as Nick Bottom during the show on March 13, 2022
Something Rotten! cont. from the front page “I think the one thing that’s tough about this show, especially for Rubin, is that he has to do everything: he’s got to sing, act, and dance,” Mr. Hengst said. “Usually the leads have the songs in the scenes and the ensemble is acting, but in this one he kind of has to be a triple threat.” Rubin reflected on the character of Nick Bottom.
“Nick has this laser focus on being a major success, and he’ll do anything to get it, which is why he makes the decisions he ends up making in the show.” WILL RUBIN ’22 “The character is very focused,” Rubin said. “Nick has this laser focus on being a major success, and he’ll do anything to get it, which is why he makes the decisions he ends
Did you attend the spring musical? 40.2% no
59.8% Yes
Google Forms poll of 105 respondents, Between March 13-14, 2022
up making in the show. That straightforwardness, those blinders that I put on over the character, it almost punches him up.” Rubin made specific choices with his gestures and movements to step into this role. “There’s physicality to it,” Rubin said. “I like using my arms a lot and making them very straight. And I point them out because I think it shows his rigidness. Everything about him is very, very pointed. And I stayed that way off stage as well. This was the first time I tried to stay in my character off stage and get in that method acting mindset.” Pennington also studied his role as Shakespeare deeply.
his friends, who has seen all of the Haverford shows for the past 30 or so years,” Pennington said. “And this friend told Mr. Hengst that of all the shows, this one in particular stands out as one of the best.”
“It’s been great to get back in the process,” Mr. Hengst said. “And to watch students really take off in their roles and in the show and tell a story.”
“The way I went about it was to be 100% confident. If the actor is awkward, the audience feels awkward.” HARVEY PENNINGTON ’23 “Shakespeare in this show is based on people like Freddy Mercury, Elvis Presley, and Michael Jackson—kind of a rockstar,” Pennington said. “The way I went about it was to be 100% confident. If the actor is awkward, the audience feels awkward. In our rehearsals I would play around with different interpretations to nail the character. Shakespeare really conducts the stage; he’s belittling and manipulating but he does it in a funny way. For me, it was about owning it.” Mr. Hengst described the preparations for the show as challenging but rewarding. “The process was intense,” Mr. Hengst said. “Production numbers are scenes where the entire cast is involved, and this show had the most production numbers I’ve ever done, so there was a lot of work.” The work paid off. “Mr. Hengst told us a story about one of
JEFFREY YANG ’22
Julian Caeser ’23 and Notre Dame’s Julia Youakim during the show on March 13, 2022
the index · sports
Page 18
March 2022
sports Netmen trust in fitness to conquer Inter-Ac foes Joey Kauffman ’23
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he tennis team knows a thing or two about winning. Coming off of eleven straight Inter-Ac titles, the team is filled with talented underclassmen. They are ready to compete. “I’d love to win another Inter-Ac title. Make it twelve in a row. That’s my main goal, especially as a senior about to graduate high school,” Sixth Form co-captain Damian Ferraro said. Still, Ferraro wants to win another title for the right reasons. “But my biggest thing is to have a team with amazing chemistry and make that chemistry be the reason why we won our twelfth Inter-Ac,” Ferraro said. “Just have a great group of guys that I can look to whenever I need to beyond just tennis.”
“Last year we had a very close team and we had a lot of close chemistry. So at this point we’re kind of just building on that chemistry and bringing in the other kids.” DAMIAN FERRARO Fostering team culture is of utmost importance to the team, which has a great number of talented underclassmen and even a Second Former playing for the team. “We just have a lot of talent coming in from the underclassmen. Everyone’s really committed, and everyone really seems to love playing tennis,” Sixth Former Will Rubin said. To create that team atmosphere, Ferraro focuses on bringing underclassmen into the team culture. “Last year we had a very close team and we had a lot of close chemistry. So at this point we’re kind of just building on that chemistry and bringing in the other kids,” Ferraro said. The upperclassmen make distinct efforts to integrate the younger kids. “I remember last year when I was a junior, I would always try and go out of my way to include the sophomores, and the seniors above me would try to do the same with me,” Rubin said. “I just think it promotes a really really great team culture.” This effort appears to be working, as team members report a high level of cama-
COMMUNICATIONS
Adamya Aggarwal ’22 in a match against the Lawrenceville School raderie. “We’re all just boys, you know what I’m saying? We’re all mates,” Fifth Former Arnav Sardesai said.
“Coach [Antonio] Fink makes sure that we’re the fittest team in the Inter-Ac.” ARNAV SARDESAI
At one practice, the team was about to start playing matches, but it started raining, and they couldn’t use the courts. Not knowing whether or not to go back to Haverford or stay at the courts because of the rain, the team decided to start doing pull-ups on the tennis gate. “So everyone just started designating people to do pull-ups,” Ferraro said. “By the time we decided we were going to condition on the wet courts, most of the kids had done
a couple pull-ups.” It may be the excitement and levity with which the players approach working out that will allow the team to achieve their goal of being “the fittest team in the Inter-Ac.” “We’re just a really well-connected team, and Coach [Antonio] Fink makes sure that we’re the fittest team in the Inter-Ac. So, that’s really important,” Sardesai said. Fitness can be the factor that makes or breaks a match for some players. “It’s important for us, especially singles players, just to get that fitness down, that endurance, because once you get to the third set, the final tie break, it’s not even about your technique at that point, it’s really about your mental strength and how fit you are, if you can last on the court. So whoever can last as long as possible essentially wins,” Fifth Former Ethan Chan said. Team members also focus on the mental aspect of the game. “I think sometimes I can let the game get the best of me, and I can really just fall into a place where I’m playing matches where I’m just not my best,” Fifth Former Joaquin Arias said. “I think that’s one of my main focuses as well—just get stronger mentally.”
COURTESY OF JACK MASSE ’22
Coach Fink breaks down the huddle prior to the Fords Inter-Ac Championship victory
around the corner
March
17
Varsity baseball plays a home game against Germantown Friends’ School at 4:00 p.m.
20
JV and Varsity Crew spend all day at Boathouse Row on Kelly drive for the first race of the season, Many Flick 1
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Varsity lacrosse plays against St. Sebastian’s at the second home game of the lacrosse season at 4:00 p.m.
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Spring break begins and will last for 11 days. GO FORDS!
the index · sports
Page 19
March 2022
Baseball team inexperienced, but hungry Adiyan Nayak ’24
A
s the spring season begins, the 2022 Fords Baseball team is full of new faces. The team lost several key players from last year’s squad, and they now have to deal with a tough schedule including multiple matchups with Malvern Prep. Sixth Former Ryan Reed believes the turnover from last year is the team’s biggest challenge. “We lost nine starters last year, so we’ve had to replace almost every person in our starting lineup,” Reed said. “We’re just really inexperienced and young.” The Fords will turn to the leadership
from its oldest players. Among those leaders is Sixth Former Colby McNeely, who has emphasized focused practices as the team prepares. “I think we have a good group of seniors who keep everyone on task,” McNeely said. “Nobody’s messing around during practice, and everyone’s locked in.” The Sixth Formers try to provide a model for the young players to follow. “We’ve got a really young team, so I just try to go out there every day and lead by example,” Sixth Former Jimmy Davey said. “The practices have been really good, with a lot of good energy.” JEFFREY YANG ’22
Colby McNeely ’22 awaits a pitch from the Hill School on Friday March 11, 2022
Ian White ‘24 pitches to the Hill School on Friday March 11, 2022
JEFFREY YANG ’22
The coaches have also had an especially large role as they try to mold the young team. “I think the coaches are really good this year,” McNeely said. “They always are, but they’re really into it this year because we have a lot of inexperienced guys. They have to get them into the varsity mindset, not taking any games for granted.” Despite the new team, the culture from previous remains intact, characterized by intense preparation and teamwork. “(The energy is) not too different from past years,” Reed said. “We just try to focus every practice and keep the energy high and positive.” For the Fords, practice and preparation extends beyond the baseball field. The team attends routine film sessions and scout meetings to develop a game plan. The players,
this year more than any other, draw motivation from external sources, feeling slighted by the assumptions of others. “A lot of the local news, they don’t really expect much out of us this year and don’t really think we’re going to do that well,” Reed said. “I think we have a chance to prove a lot of guys wrong.” To this point, the formula has proven successful, and the players feel well-prepared as the season gets underway. On March 11, the Fords won their season opener 10-0 against the Hill School. They expect to continue their success and prove the doubters wrong. “We’ve been having really good practices and film sessions,” McNeely said. “Everybody’s really embracing that underdog role, and we all want to win.”
the index · sports
Page 20
March 2022
Sixth Form rowing leaders seek success Austin Zhuang ’22
A
s spring arrives and athletes anticipate a season free from restrictions, a large crew team’s strong Sixth Form—and eager underclassmen— look to excel and win medals. For Head Coach Mr. Jonathan Stephanik, regaining a sense of normalcy has started the season on a good note. “I’m really looking forward to just getting back on the river,” Coach Stephanik said. “Our season was cut short last year due to COVID, and [the school] limited the amount of races we were able to do and travel [to], so getting out there and just having the seniors and juniors get an opportunity to compete at a high level [is great].” With sixty athletes on the team this year and a shortage of boats due to the effects of Hurricane Ida, Coach Stephanik and his staff have to juggle their time and efforts between novices and veterans. But the challenges in practice are minor compared to the positives of having a large team and the culture that comes with it.
“We have a really well-rounded group.. it definitely adds to the culture.” COACH JON STEPHANIK “We have a really well-rounded group,” Coach Stephanik said. “We have seven or eight guys in the play, we have four or five guys that traveled this past week to go do robotics, couple guys that are in mock trial, and then we also have a few guys doing Honor Council and a few different clubs, so I think just being so well-rounded, it definitely adds to the culture.”
The team builds camaraderie through yearly events like paintball and baseball games, bringing the rowers closer and making the team stronger. And with hopes of medal-winning performances on the biggest stages, a strong team sets expectations high. “We have a really, really, really strong and deep senior class,” Sixth Form Captain Wells Benson said. “I think there’s no reason why we shouldn’t have a chance to medal in our varsity quad and varsity four. I feel like our team culture has been the best it’s been in a long time.” The crew team competes in regional races known as “Manny Flicks” in Philadelphia throughout the season to prepare for the three biggest races at the end: the Philadelphia City Championships, the Stotesbury Regatta, and the Scholastic Rowing Association of America National Championships Regatta. At each one, Sixth Formers hope to go out with a bang. “I hope, whatever boat I’m in, whether it’s the quad or four or double, I hope to win Cities, States and Nationals,” Benson said. “That’s been [the Sixth Formers’] goal since we got to experience all three of those races when we were freshmen.” Despite going for gold, the captains plan on enjoying their final season. “The goal is to win as many races and get as many medals as we can and advance as far into the season as possible,” Sixth Form Captain Wyatt Johnson said. “And then, all at the same time, go out there and have fun and do what we like the most, which is to win.” The Sixth Form rowers also hope to leave their mark on the team and its reputation in the school community. For some, that means focusing the culture on hard work and a desire to win. “The biggest thing for me is just making
sure to teach the younger guys that when you get out on the water, you do your best,” Sixth Form Captain Conrad Reller said. “You don’t show up to practice just because you need a sports credit or you have to—you show up to practice because you want to win.” Bringing medals back to Haverford is the way the team leaders look to pave the path forward.
“This program has given a lot to me and other seniors on the team, and I really want to spread that among as many people as possible,” Sixth Form Captain Jake Brewington said. “If I can go out and I can do well this spring, then other people can see that and, hopefully, that’ll inspire younger guys to want to put effort into it too.”
COURTESY OF MR. JON STEPHANIK
Conrad Reller ‘22 and Jake Brewington ‘22 row in the Head of the Charles Regatta on October 23, 2021
Lacrosse competes against the region’s best
Jake LaRocca ’22
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fter spending off-season preparing, the lacrosse team is ready to dive into an action-packed, competitive schedule. “We had morning conditioning workouts, which were very challenging, but we all knew they were going to help prepare us for the season,” Sixth Former Avi Mehl said. “We also practice in the mornings doing wall ball and shooting. The team comes first, but every individual needs to be at their best for the team to reach its greatest potential.” Even with the season starting, the work-
outs, conditioning, and high intensity programs will continue for Fords’ lacrosse. “Coach [Brendan] Dawson gave us the opportunity to have a practice with a Navy SEAL that gave us perspective on what it means to work hard and work as a team. Ever since then, we look at having challenging practices in a different light,” Mehl said. “Our practices are hard but very fun. We do a lot of defensive and offensive drills that get very competitive. How we practice is going to define how we play.” In another significant addition, the
coaching staff added Grant Ament ’15, who played collegiately at Penn State University and currently plays professionally. “Grant Ament is one of the best players in the world. He has been great in giving the players confidence,” Mehl said. “It is nice to have a coach that is currently playing the game so he understands what is going on.” Coming into the season, the team has high expectations. Sixth Form Captain Teddy Malone knows the entire roster needs to contribute. “I’d say the team is evenly distributed,”
Malone said. “We certainly have many seniors who are going to contribute this year, but we also have some younger guys who will be needing to step up into larger roles.” As leaders of the team, the Sixth Formers have ambitious goals. “Obviously, we want to have the best season we can this year. The goal is always to go undefeated and to win the Inter-Ac championship,” Malone said. “However, being a senior, we want to leave Haverford lacrosse better than we found it, which goes well beyond the field.” The East Coast will always be competitive in terms of lacrosse, and Haverford is in the mix of the best high school teams. Malone singled out a few opponents as the biggest games of the year.
“Some games we will have circled this season are definitely Loyola Blakefield, McDonogh, and Malvern. They are all good teams that we often play every year. We’ll be ready, though.” TEDDY MALONE ’22
The lacrosse team practicing on Sabol Field, March 14, 2022
JEFFREY YANG ’22
“Some games we will have circled this season are definitely Loyola Blakefield, McDonogh, and Malvern,” Malone said. “They are all good teams that we often play every year. We’ll be ready, though.”