May 2024 Index

On Thursday, May 2nd, The Haverford School and Malvern Prep clashed for potentially a final time this year in the most storied Philadelphia-area high school lacrosse rivalry. The tension in the air was palpable, and both teams knew what was at stake: an Inter-Ac league title.

Haverford and Malvern came out hot, with nine goals scored in the first quarter. Haverford ended with a 6-3 lead due to Sixth Form goalie Brody Murphy’s effective play. With save after save, the future Richmond Spider stole Malvern’s chances in the first half.

Sixth Former Jack Long, a Michigan Wolverines signee, opened the lightningpaced first quarter with a laser top-right shot.

“That got us going,” Sixth Form backup goalie Banks Young said. “The bench got up when we got the first goal. The first goal is the most important one in every game.”

During the first quarter, the Fords were in control, never once losing the lead. Sixth Form Duke lacrosse signee Connor Nolen’s impressive play further lifted the team’s spirit. After a powerful hit in the defensive half of the field, Nolen drew a penalty, then swiftly moved from one end of the field to the other, scoring a bounce shot that put Haverford ahead 3-1.

Fords defeat Friars in a clash of lacrosse titans

Amidst tensions on college campuses, Haverford alumni and students discuss pro-Palestine protests

On April 17, 2024, a group of students attending Columbia University established the Gaza Solidarity Encampment—a site consisting of approximately fifty tents—demanding a ceasefire in the Israel-Hamas war in Gaza and asking Columbia University to disclose its financial information and divest from corporations profiting from the conflict.

Over the past weeks, encampments have appeared on dozens of other college campuses across the United States with the same message: disclose, divest.

Like other students, Haverford alumni pursuing their education at the collegiate level have been living, learning, and adapting amidst the tension. Owen Yu ’23 described the encampments at Princeton University as a “huge presence” on campus.

“Thursday [April 25th] was when the encampments began for us,” Yu said. “When classes ended, you would walk by [McCosh courtyard] and you would see the protests.

There’s definitely like this huge sort of gravity towards it, in which a lot of students were kind of stopped by.”

The Israel-Hamas war, which began after the Hamas attack on Israel last October, has been a source of controversy and tension in the world of higher education. On numerous college campuses, many of which have seen both pro-Palestine and pro-Israel protests in recent weeks, the tension is palpable. At the Massachusetts Institute of Technology (MIT), Haverford alumnus Mitav Nayak ’22 has noticed the tension between students both online and in-person.

“There’s an email list that goes out to the whole school, and there has been sort of spamming back and forth between Israel and Palestine supporters,” Nayak said. “I don’t think it’s gotten violent yet, and I haven’t seen any physical violence, but there’s definitely been some pretty harsh words exchanged.”

con’t on p. 3

PIERCE LAVERAN ’24

Andrew Lyon ’24 reflects during the National Anthem prior to the May 2 Malvern game

Elliot Lee ’25

con’t on p. 20

John Rouse ’24

An encampment outside of Kresge Auditorium at MIT

The

2023–2024 Staff

Ethan Lee ’24

Editor-in-Chief

Adiyan Nayak ’24

Editor-in-Chief

Christopher Schwarting ’24 Editor-in-Chief

Ian Rosenzweig ’25 Managing Editor

Connor Simpkins ’25 Managing Editor

Milan Varma ’25 News Editor

Tate Conklin ’24 Features Editor

Elliot Lee ’25 Academics Editor

Tripp Ronon ’24 Neighborhood Editor

Luke Ganley ’25 Campus Opinions Editor

Abdullah Kanchwala ’25 Campus Opinions Editor

Grayson Morgan ’26 Junior Campus Opinions Editor

Tommy Saul ’26 Off-Campus Opinions Editor

Russell Yoh ’24 Arts Editor

Liam French ’25 Junior Arts Editor

Quinn Sullivan ’25

Junior Sports Editor

Pierce Laveran ’24

Senior Photography Editor

Riyadh Rolls ’26

Junior Photography Editor

Luca Aloi ’25

Sean Ngo ’24

Sam Pennington ’26 Staff Writers

Ms. Emily Harnett Faculty Advisor

Mr. Thomas Stambaugh Faculty Advisor

On metamorphosis editorial

In May, we collectively take our proverbial exhale. Around us, spring air sings on the leaves of the Quad while rays blush the bricks to their most inviting hue. As students across campus cherish the outdoor season, we realize our time is finite. Springtime is as permanent as it is impermanent: it’s here now and will return next year.

While campus warms with this tradition, we also stand at the crux of renewal.

The Rosettes Ceremony celebrates the transition from old to new—the cycle of upper school leadership changing with the weather. Soon, the Senior Banquets and Student Council elections give way to the final stage,

and onward to new campuses, stages, and people.

Sixth Formers, we encourage you to reflect on the hours spent cramming in the library, the moments held in the ranks of Centennial Hall, and the seconds suspended before each tennis serve or lacrosse goal. The seasons change, but we suspect you have grown with them. The Class of 2024 entered high school after virtual eighth grade—we’ve covered vast distances together.

The cycling of our time here seems small when compared to the new world we soon will enter: our next chapter will not be spent together. We encourage you to hold these final moments firmly in your fingers

and remember how we made this class distinctly ’24.

With that said, we certainly hope you embrace what lies ahead. You can preserve your favorite pastimes and discover new ones, join new friends with longtime buddies. Metamorphosis undeniably offers us an offering: change. We are excited about our continued growth, our continued becoming.

Rising Sixth Formers, know you are on the verge of change. Now, leading these halls will be your responsibility. You might not know what that looks like yet, but dive straight in. Leadership is a continuous process of trying on shoes and keeping the ones that fit.

Letter from the student body president

and aspires

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

The Index, a member of the Columbia Scholastic Press Association, is composed using the applications of Google Suite and Adobe Creative Cloud. Its surveys are conducted via Google Forms and are advertised on email to current Haverford students. Graphic designs are created by Index staff via Canva. Southern Dutchess News prints 200-400 copies of each issue, and its editorial staff distributes them in the Upper School on the day of release. The Index serves the needs of a total school population of 1152 community members, consisting of 952 students and 200 faculty and staff members.

Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 index@haverford.org

Twitter: @Haverford_Index

Instagram: @Haverford_Index Volume 91, No. 8 - May 8, 2024

Gentlemen,

It is crazy to think that we have already reached the end of our journey together.

By the time you are reading this letter, the Sixth Form will have officially finished classes and the Fifth Formers will be oldest on campus. The changing of leadership brings many new and unique opportunities for the community.

To the class of 2025, now is your time.

It is now your time to step up to the plate and lead this school. As you know, with great power comes great responsibility. Think about what the 2024 class did well and think about things you would do differently. Your actions matter like they never have before and your words carry weight like they never have before. Do not lose who you are during this time. Remember that only a few years ago, you were that intimidated Third Former walking the halls.

I would also like to take this time to

thank you all for trusting me with the position as student body president. As a lifer of the school, this opportunity felt like the perfect way to end my Haverford career.

I appreciate you all more than you could imagine and I am so proud and blessed to belong to this brotherhood.

To the Haverford brothers that will come after me, never forget, the legacy is not yours but yours to uphold. Thank you all again, and, for the last time ever… Godspeed.

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

Asa Winikur ’24 PIERCE LAVERAN ’24

Tensions on college campuses,

At the University of Pennsylvania, Haverford alumnus Austin Zhuang ’22 echoed Nayak’s observations.

“I haven’t noticed any outright conflict,” Zhuang said.

Zhuang, however, still felt as though the encampments were meant to be physically intimidating.

“They’re just there,” Zhuang said. “They have a lot of tents and they have a lot of signs and they’re making their presence very known without actually saying anything, so there’s definitely a noticeable tension between the Palestine encampments and Israel protests.”

At Columbia University, protests have impeded Harvey Pennington ’23’s ability to move freely about the college campus.

“I was walking on Amsterdam Ave], which is one of the streets that sandwiches Columbia, and I couldn’t even really get past the protest,” Pennington said. “There were those in support of Israel on one side of the street, and those in support of Palestine on the other side of Amsterdam.”

Despite the existence of opposing viewpoints, Pennington feels that there has been a lack of discourse between students in disagreement.

“I mean, just naturally, each side of the protest is in disagreement with each other,” Pennington said. “I guess the main problem in my eyes is just the lack of conversation. With all these protests going on, it’s not really a space where it’s easy to share dialogue with one another.”

According to Yu and Zhuang, the majority of protests have been peaceful. Haverford alumnus James Wang ’21, who is currently enrolled at the University of Southern California (USC), says that students in the encampments spend most of their time studying.

“It literally feels like people having a picnic on a lawn at times.”

JAMES WANG ’21

“Every time I see it on the news, [the encampments] just seem like the most rowdy things,” Wang said. “It feels like people are just chilling on campus. It literally feels like people having a picnic on a lawn at times.”

Zhuang also noticed students spending the majority of their time doing academic work in the encampments.

“Most of the time, it’s just people doing their homework or something,” Zhuang said. “Like I said before, the encampments are more of a show of protests rather than any active or aggressive shouting.”

Zhuang also agreed that media coverage of the protests seemed to sensationalize the nature of protests on Penn’s campus.

“It hasn’t been as rowdy or as shouty as the news has made it out to be,” Zhuang said. “I guess it’s a limited frame of view, and [the media are] obviously only broadcasting interesting things.”

Different colleges have seen different reactions to the protests. Administrators at USC chose to temporarily close the campus and cancel traditional commencement and graduation ceremonies, citing safety concerns. In an announcement, USC declared that due to the “new safety measures,” the “time needed to process the large number of guests coming to campus will increase sub-

stantially,” and, as a result, they were unable to host the traditional ceremony.

Wang said that many of the senior class have been “upset” over the announcement.

“Since they are the COVID generation, they didn’t have a high school graduation, and now they’re not having a college graduation,” Wang said.

Wang noted that USC’s decision to deny their Muslim valedictorian the opportunity to speak at commencement because of safety concerns also sparked intense discussions.

“The general sentiment [at campus] has been that USC hasn’t handled the whole situation amazingly well, because they chose a valedictorian whose minor is literally centered around conflicts in the Middle East,” Wang said.

Instead of closing campus, many colleges have opted instead to use police enforcement to clear encampments on campus grounds. According to Associated Press News, over 2,100 students have been arrested at more than thirty schools, which has generated even more debate about the ethical and moral ramifications of using physical force to clear out the protests. Zhuang, who witnessed police clear out encampments after demonstrators refused to move at Penn, worries about suppression of free speech.

“It becomes an issue when you call the police in an obvious attempt to intimidate the students and remove their message.”

AUSTIN ZHUANG ’22

“I think on the surface, if you’re not prohibiting their right to protest, it’s not wrong [to use police to move encampments]; it becomes an issue when you call the police in an obvious attempt to intimidate the students and remove their message,” Zhuang said. “In my opinion, it’s their right to protest and the right to display their opinions through peaceful protest.”

At Princeton, police were called in to sort out encampments. According to The Daily Princetonian, fifteen students were arrested and barred from campus following short occupations of university buildings. Following the arrests, the University wrote a letter that condemned “police heavy-handedness” used on students.

“I think physical force in general is just a difficult thing to do,” Yu said. “One, because it’s contentious, and two, people can get hurt, which obviously I don’t like.”

Yu also commented on the situation at Columbia, based on what he had read in the news.

“I remember hearing about a group of students getting hurt at Columbia, so I honestly don’t think physical force is a great thing to do, especially for these types of peaceful protests,” Yu said.

In a major escalation on April 30th, protesters broke into a Columbia University building—Hamilton Hall—and set up an encampment inside. During the takeover, university property was vandalized, windows and doors were broken, and entrances were blockaded. Two days following the takeover of Hamilton Hall, Columbia University once more called on the New York Police Department to clear the building, arresting 112 of the encamped protesters.

cont. from front page

“Some people believe that Columbia militarized the police because of what the protests are protesting for,” Pennington said. “I don’t think this is the case. Laws were broken. That is why police were brought onto campus. Whether it is a good thing or bad thing to bring three hundred-plus police officers to campus is not for me to say. But I believe that was the thought process behind the decision.”

In a letter addressed to the student body, the Columbia University administration wrote, “We regret that protesters have chosen to escalate the situation through their actions. Our top priority is safety and order on campus. We made it very clear yesterday that the work of the University cannot be endlessly interrupted by protesters who violate the rules.”

In addition to the protesters’ increased physical presence, Pennington also noticed an increased sense of antisemitism on campus.

“I think anti-war protest is a good thing and is valid, but some language used has crossed the line.”

HARVEY PENNINGTON ’23

“There’s been rhetoric and signage that consists of ‘globalize the intifada’, ‘from the river to the sea,’ among others,” Pennington said. “This is militant language. Protests claim to be anti-war, but when language like this is used, it does not present itself as entirely anti-war. I think anti-war protest is a good thing and is valid, but some language used has crossed the line.”

Pennington feels that the protests have begun to impact his education.

“[Columbia University] has closed down all libraries, all dining halls, and some of the buildings,” Pennington said. “It’s actually been pretty wild. It’s definitely hindered my ability to prepare for finals.”

According to New York Police Department Commissioner of Intelligence and Counterterrorism Rebecca Weiner, the protests had been infiltrated by thirty-two individuals not affiliated with Columbia University.

“The university’s just become this epicenter of protesting and it just makes me kind of nervous because you’re not really sure who’s affiliated with Columbia and who’s not,” Pennington said. “I guess some of the anxiety comes from just being unsure of what some people may do because people have super strong feelings about the conversation surrounding Israel and Palestine.”

The presence of outside individuals in

encampments has not been isolated to the protests at Columbia University. At Princeton University, Yu has noticed that outsiders have been playing a role in the encampments.

“I know there’s been some outsiders coming into the encampments to be speakers,” Yu said. “They’re here to talk to the protesters about their mission.”

Nayak also noticed outsiders at the encampments at MIT.

“It’s kind of hard to regulate the presence of outsiders,” Nayak said. “Just because of how big [the encampments] are.”

The protests have caused nervousness in Sixth Formers preparing to graduate and about to move on to college.

“So

I fear coming face-to-face with things that I haven’t had to face at Haverford, to be quite honest.”

DANIEL KAISER ’24

Sixth Former Justin Fan is nervous about the social aspect of college changing because of the protests.

“Instead of fearing the protesters, I’m more concerned about the attack on students’ right to free speech,” Fan said. “I think the current conflict in Gaza will create a lot of continuous tension between students with divergent opinions and religious affinities.”

Sixth Former Daniel Kaiser, who will be matriculating to USC, is worried about the physical presence of the protests.

“Being blocked from walking on your own campus, for which you pay tuition simply because you’re Jewish—and Zionist by association in their eyes—makes me nervous,” Kaiser said.

However, Wang feels as though incoming students have nothing to worry about.

“I don’t think [the protests] will heavily affect, when it’s limited to students, the way the school is run,” Wang said. “It’s really not that different from a large crowd in a city.”

Kaiser is still worried.

“I’ve felt extremely privileged in my time at Haverford to not really have to deal with people who I think are going to give me problems simply for believing in what I believe in, which is being myself, being a Jewish person, being a Zionist,” Kaiser said. “So I fear coming face-to-face with things that I haven’t had to face at Haverford, to be quite honest.”

Note: This is an ongoing story and things may have changed on college campuses across the U.S./ as demonstrators and colleges seek compromise by the time of publishing.

Graduation projects set to begin in mid-May

Milan Varma ’25

As May 10th approaches, Sixth Formers count down the days until they take a three-week leave to complete their graduation projects. The projects culminate a student’s time at Haverford, allowing them to take their first step into the real post-high-school world.

The focus of graduation projects has long been a wide array of topics, a result of students delving into their own unique passions and turning them into a reality. Sixth Form students often choose to pursue projects that align with their interests in further education, such as their major in college.

This trend can lead to fewer projects fueled by passion but more which set students up for long-term success, a tradeoff that may prove beneficial.

Graduation projects are organized by math teacher Mr. Matt Ator, who recently took over this mantle of management from Mr. Timothy Lengel.

“The senior project should be a culmination of students’ Haverford experience,” Mr. Ator said. “It should take the interests they have built academically and in extracurriculars and turn them into an extended three-week project.”

As suggested by the name, graduation projects occur at the end of the Sixth Form year. However, “this is often when seniors begin to think about their projects as well,” Mr. Ator says. “This can create a difficult situation for some students, as time constraints put a rush on creativity and impede the success of their projects.”

“I feel like most students start planning right before the initial proposal is due. It’s an idea that they know of and is out there prior to this time, but they aren’t really given any opportunity to put thought into them until they are first told ‘you need to come up with something.’”

Mr. Ator sees a simple solution, saying, “I plan to meet with freshman seminars to help them reflect on the year and let them start turning that into a project.”

The biggest change coming to graduation projects, which has undoubtedly affected the program, is the new presentation format.

This year, rather than students presenting to their own advisory, projects will be shown in four gallery-type formats. Of course, this new system brings advantages and challenges.

“Everything was so hyper contained when it was done in advisory,” Mr. Ator said. “You only saw two-to-five seniors and what they did with their projects, and depend-

ing on their interests, you might not realize the diversity of things that are happening. I wanted to make all of the projects more visible, and I also think that will help future seniors come up with more project ideas when they can see what everybody did.”

“The senior project should be a culmination of students’ Haverford experience.”

MR. MATT ATOR

Mr. Ator further thinks the new gallery format will allow a wider breadth of presentations.

“There’s the poster section, which is basically taking the PowerPoints you see in advisory and translating them into a big walkthrough in the dining hall,” Mr. Ator said. “The second is an art gallery, which Mr. Fox is helping to put together. In the community room, anyone who makes an artistic project can have their work displayed. Though it’ll only be a one-day thing, we can show the work they did during their project.”

“We’re going to do a film festival in Ball Auditorium on June 5th, and instead of watching a three-minute clip of a movie in advisory, here, we can show the whole movie,” explained Mr. Ator. “This also puts a little more pressure on the guys making the movie, as it needs to be good! Lastly, there’s a kind of flex category, which will be done via presentations in Ball. This is for some of the projects that don’t lend themselves as well to a poster, like poetry.”

The management side of graduation projects is but one side of the story. Sixth Formers are currently in the process of planning their projects, and this year has more variety than ever.

Coach Thomas Lindbergh, coach of varsity ice hockey, is sponsoring five students—Sixth Formers Will Kelley, Jack Long, Asa Winikur, Conor Scanlan, and Banks Young—to intern at various financial institutions nearby. In addition, students are undertaking projects relating to the arts, sciences, and films.

Sixth Former Michael Wylie looks to intern at a glioblastoma research lab to grow cells and extract mRNA, all to sequence that mRNA to determine cell expression.

Wylie chose this topic because he “worked in their lab last summer and com-

municated with the lab lead, who came up with this project,” Wylie said.

Sixth Former Jai Bonaparte has a completely unique project, one building on a whim he began to pursue long ago.

“I’m building a scale model of Centennial Hall,” Bonaparte explains. “It’ll be used in Mr. Hengst’s Theater I class when he teaches scenic design, and our technical people in Centennial Hall will use it when designing sets for the musical.”

Despite having started his project a year early, Wylie is still very late to the party compared to Bonaparte.

“Freshman year, it was my job to design a set for the middle school show, and I began to create this model,” says Bonaparte. “But the end of the year came too quickly, and I was never able to finish it. This is finishing what I started.”

Sixth Former A’mir Ibrahim has yet another unique project—three weeks of independent journalism.

“I’m shooting for two articles a week, which will fill my 30-hour-a-week quota,” says Ibrahim. “I just hope to learn more about my community, meet some new people, discover new businesses, or hopefully find some new hobbies or places to hang out.”

“People don’t get enough recognition. It’s a bit selfish, but it’s just a lot of personal curiosity.”

A’MIR IBRAHIM ’24

Ibrahim recognizes the innate curiosity he holds that fuels his project, and many others like his.

“People don’t get enough recognition. It’s a bit selfish, but it’s a lot of just personal curiosity. I always walk by things and wonder, ‘what is that?’, but I’ve never had an excuse to go explore them.”

Ibrahim also normalizes the trial-anderror format that project ideas can take.

“My first idea was to play chess to see how good I could get,” Ibrahim says. “But that got shut down.”

Still, Ibrahim pushed on, deciding to pursue an interest he developed in Mr. Tom Stambaugh’s journalism class, finding success with his project idea there.

Lastly, Sixth Former Tripp Ronon is an example of a student who has put extensive

time, effort, and planning into making their project happen.

“I’m

taking my senior project very seriously. This will be my 9-5.”

TRIPP RONON ’24

“I’m taking my senior project very seriously,” Ronon says. “This will be my 9-5. I am thinking about it constantly. I pace around pondering my project.”

Ronon looks to have a more abstract focus, highlighting art of all kinds.

“I am making art, but not just any art. I can’t just make a lamp or a dog. If I were to make a lamp, I would have to challenge what it means to be a lamp. I have been meeting with artists and professors, constantly thinking and adding theory, depth, and nuance to my art.”

A common theme in these projects is that students choose to focus on something they look to utilize in college.

“I’m doing bioengineering in college, so working with CAR T cells is very useful, and it’s what I’m interested in, which helps,” Wylie says.

Bonaparte echoes this sentiment, agreeing that this project will contribute to his greater college theme.

However, chemistry teacher Mr. Will Leech feels that a senior project should be something that you greatly enjoy, not simply a college add-on.

“Whatever you do will make no difference for your senior year, college applications, or summer internships,” Mr. Leech argues. “So why not just do something you enjoy, not something you think will contribute to your greater narrative of college?”

Nonetheless, senior projects are a testament to the skills and effort put in by project-makers. The new gallery format is a welcome change, recognized by many as an enhancement to these already great projects.

“I think it’s more of a celebration of the topics. I feel like last year in the advisory format, it was all kind of throwaway, and you didn’t get any recognition for your projects,” Wylie says. “What Mr. Ator is doing now, he’s doing very well.”

“Knowing that there will be more eyes on my project definitely changed things,” Ibrahim said. “I feel like people will be critical about it, which is good for me, and I know I’ll be putting a little more effort into it.”

James Gates ’24

The Michael Stairs Memorial Concert is unique. It began in 2018 in remembrance of Michael Stairs’ longtime service to the school as an outstanding music teacher and director of both the Glee Club and Notables.

Since then, the school has invited a tal-

ented musician yearly to come to perform their art for the entire community, particularly for musically inclined students. The primary goal is to find a musician who is talented and passionate about teaching the younger generation about the joy of music, just as Mr. Stairs once did.

Stairs Memorial Concert and marimba masterclass

Haverford hosted award-winning percussionist and marimba player Ji Su Jung for a performance and masterclass this year. From an early age, Jung expressed an unrelenting interest in classical music. Her parents had encouraged her to play piano and violin, but neither of those instruments sparked a passion for playing in her.

“I’m a strong believer in the saying, ‘practice makes perfect.’”

MS. JI SU JUNG

“The piano and violin were always instruments my family wanted me to play. I learned both from an early age, but they never interested me. After getting my first marimba, I was hooked, and I’ve loved it ever since,” Jung said.

Jung’s generational talent caught the interest of many. At just the age of three, she started performing in concertos and soloist groups, bolstering her future career in the percussionist realm of music.

Jung hosted a masterclass later in the afternoon of her visit. She displayed a variety of music pieces and answered students’ questions.

One student asked, “How long did it take you to become so talented, and what did you do to influence your improvement?”

Jung responded by saying, “I’m a strong believer in the saying, ‘practice makes perfect.’ I like to think of music as a sport. It takes countless hours to become good at, and that’s the fun behind it. Sometimes, it requires trapping yourself in your room and practicing for half the day. It’s lonely at points, but the rewarding feeling that comes with it is unmatchable.”

Ms. Ji Su Jung performs for the upper school in advance of event for the community, April 19, 2024

Robotics team competes at World Championships, looks to rebuild for future seasons

Elliot Lee ’25

Throughout the winter, the school’s VEX (VRC) robotics team, also known as the Cavalry, enjoyed a successful season, with several tournament wins and the victory of the Eastern Pennsylvania state championship for the first time in recent years.

In late April, the team sent team 169A, consisting of Sixth Former Max Zhang, Fifth Formers Conor McDonald and Elliot Lee, and Fourth Former Jack Ford, to the VRC World Championships.

At World’s, around 800 qualified teams from across the globe competed for three days at the Kay Bailey Hutchison Convention Center in Dallas, Texas.

The teams, divided randomly into ten divisions, play each other in hopes of becoming the next world champion.

169A looked to test their skill against the best teams in the world.

“The goal going into Worlds was to make eliminations and hopefully win a division,” Fifth Former Conor McDonald said.

Each match consists of a fifteen-second autonomous period and a minute and fortyfive-second driver period. In the autonomous period, robots move based entirely on code, and in the driver period, students control their robots.

After ten qualification matches, which rank teams based on their success in the autonomous period and in the driver period, 169A ranked seventeenth out of eighty-two teams in the Science division.

“Our qualifications weren’t the best,” Fourth Former Jack Ford said. “We made a ton of mistakes while playing against some really good teams.”

The team relied on their autonomous

period to rise higher in the ranking.

Ford, despite being a first-year robotics member, played a large part in the team’s success by writing the robot’s code.

“It’s a lot of pressure to have a super important part of the competition all be on you,” Ford said. “It was super cool to see our [autonomous period] be super consistent.”

The team finished with a record of 6-4 and entered the elimination rounds as the fifteenth seed out of sixteen.

“We were pretty happy with making eliminations even as a low seed,” McDonald said. “Making the top sixteen at Worlds is a pretty big achievement, considering that every team at Worlds is competitive.”

“It’s pretty frustrating to not win anything at Worlds, but it’s not the end of the world.”

CONOR MCDONALD ’25

The team lost in the elimination round, knocking them out of the tournament.

“I think we lost because we just spent too much time working on the wrong stuff,” McDonald said. “We probably could have done a different robot design as well.”

However, they still see the season as a success.

“Our goal at the beginning of the season was to win States, which we did,” McDonald said. “It’s pretty frustrating to not win anything at Worlds, but it’s not the end of the

world. There’s always next season.”

Both McDonald and Ford are already thinking about ways of improving the whole team for the next season. Ford is looking to expand his coding repertoire to help the team as a whole.

“I’m going to try and figure out how to code stuff for more complicated things like odometry and maybe make a library from scratch for the whole team, not just for [169A], to use,” Ford said. “It’ll make using more complex code a lot more accessible, especially for new teams.”

McDonald also looks to create resources

to keep building the team.

“We’re thinking about making some guides about some commonly used mechanisms,” McDonald said. “Lifts and intakes, for example, so teams have examples to follow when they build their first robots next season.”

McDonald is also planning ahead, knowing that next season is his last year in VRC.

“Next year’s our last year,” McDonald said, “so we need to be helping the team so it continues to do well after we’re gone.”

Cum Laude induction celebrates academic excellence

Ian Rosenzweig ’25

The Cum Laude Society is a national organization recognizing intellectual achievement with a focus on “Areté, Diké, and Timé”—Greek for excellence, justice, and honor. According to the society’s website, “the presence of a Cum Laude chapter at a secondary school is an indication that superior scholastic achievement is honored.”

Each year, the school inducts ten Sixth Formers and ten Fifth Formers into its chapter. The induction celebrates Haverford’s intellectual life and recognizes those who have excelled in academic spaces.

Inductees are selected by the school’s Cum Laude Committee, which comprises

faculty members who are part of the Cum Laude Society themselves. The committee’s selections are based on weighted grade-point averages, which are calculated based on grades, with an additional 0.2-point boost for honors classes.

According to Head of School Mr. Tyler Casertano, the induction committee at Haverford uses GPAs as an initial guide, but it also considers school citizenship and morality.

The inductees are recognized in front of the upper school in an assembly, in which an alumnus also returns to Haverford to, according to Mr. Casertano, “talk about how…scholarship has allowed them to find

success in life.”

This year’s speaker, Andrew Helber ’12, is a graduate of Princeton University and a resident in Emergency Medicine at the Perelman School of Medicine at the University of Pennsylvania.

The celebration of academic life that the ceremony and speaker emphasize is a school priority. Mr. Casertano feels that the induction, as well as the opportunity to hear from a successful alumnus, is a reminder of the educational values the school looks to instill in the student body.

“We are trying to teach you all a process of engagement and that process is grounded in scholarship and collecting, analyzing, and synthesizing information in search of truth,” Mr. Casertano said. “I think that we can and should always be thinking about ways to enhance that process, and part of that is celebrating that process through opportunities for you all to share how that process has impacted your time here at Haverford but also through having other people come to us and talk about how that process has allowed them to live lives of meaning and consequence.”

In this way, the Cum Laude Society induction is not simply a recognition of 20 students, but rather an opportunity for introspection regarding the ways in which every student plays a role in every aspect of the community.

Two years ago, the virtue of the year was Support. Beyond embracing the interpersonal vulnerability that has become a core piece of the Haverford brotherhood, the community focused on celebrating each facet of school life.

Former Student Body President Mi-

tav Nayak ’22 emphasized the importance of supporting the performing arts, athletic teams, and academic extracurriculars with equal verve.

“We are trying to teach you all a process of engagement and that process is grounded in scholarship...”

MR. TYLER CASERTANO

“Loyalty and support we have for each other is what separates Haverford from other schools,” he wrote in a December 2021 letter to the student body. “Everyone at Haverford has an ‘event.’ I encourage you to find your event and ask for support.”

Mr. Casertano echoed Nayak’s sentiment. “I hope that every boy at Haverford, as part of his Haverford experience, feels publicly separated and seen. And I think this is an important moment for certain students to be celebrated and recognized.”

Further reiterating the importance of support at Haverford, Mr. Casertano added, “I do believe… that when one is honored, all of us are honored, and that we are, as a community, inextricably tied to each other. While [some students] might not necessarily be [inducted], they probably played some role in supporting the people on that stage. It’s a nice way for them to celebrate their brothers who deserve celebration.”

Students prepare for a qualification match at Worlds

Justin Fan ’24 receives his Cum Laude medal, May 6, 2024

The planning behind the prom

Quinn Sullivan ’25

High school proms, with their blend of anticipation and elegance, conjure a unique ambiance that captivates attendees from the moment they step through the venue’s doors. Adorned in resplendent attire, students are enveloped in an atmosphere pulsating with excitement and the promise of an unforgettable evening. Against a backdrop of music and laughter, prom night signifies a cherished adolescent milestone.

The mastermind behind the prom is upper school science teacher Ms. Tashia Lewis. She is assisted by upper school Spanish teacher Ms. Susana Lambour who said, “Without her, nothing would be possible.”

“The planning happens well in advance of prom--at least a year ahead of time,” Ms. Lewis said.

Many behind the scene steps may go unnoticed to the common eye, but are actually crucial to the final goal.

One of these things is determining the date.

“We coordinate that with our sister schools to make sure we don’t overlap since a lot of Haverford students also attend their proms. We also have to make sure the date

doesn’t overlap with any other Haverford events, alumni weekend, etc. Once the date is selected, we can finalize a venue location,” Ms. Lewis said.

The venue must fit within the budget, which was a good deal this year due to the massive success of the Christmas tree sale.

According to Ms. Lewis, “Ms. Lambour and I take feedback from students, but ultimately contract the venue each year, since there are limitations on where we can have the event due to cost, party size, etc.”

The next steps are up to the prom committee: food, decorations, and the DJ.

Ms. Lewis responded to some emailed questions, writing, “We leave a lot of the selection process for most things up to the prom committee (individuals selected from an application process). For some of the things we don’t have as much choice (i.e.-caterers usually come with the venue, but we can choose the menu). A lot of vendor selections also have to be based on availability. We do give the prom committee some guidelines. Most venues require that the vendors be licensed and insured so it is our job to check that when we reach out. There are also a lot of stipulations on decor that is allowed

(no open flames, no confetti, etc).”

Overall, the prom stands as a testament to planning and teamwork. From the careful selection of the date to the coordination of vendors and venue, every aspect is orchestrated with precision to ensure a memorable evening.

Phone-caddy policy reexamined

At the start of this academic year, the then-new phone caddy initiative disappointed many students, as they would have less access to their phones. Head of Upper School Mr. Mark Fifer described the concept as simply asking students to put their phones in the caddy during class in order to “draw cleaner lines in classroom and academic spaces to govern the use of cellphones.”

Mr. Fifer further explained, “external research, as well as some internal data points, most specifically the survey the students did last year, established a level of correlation between engagement and connection and the use of the cell phones.”

According to Mr. Fifer, many schools are cracking down on this issue, and limiting access to phones, “broadly, to support their engagement in class and their ability to connect with one another.”

“A lot of schools are putting certain restrictions on cell phones in their academic spaces.”

MR. MARK FIFER

However, another future concern is the lack of engagement from student to student outside of the classroom. Looking around the lunchroom, countless students can be observed staring at their phones.

This doesn’t necessarily block all conversations completely, but it does hinder the ability to have a face-to-face conversation.

“In community spaces, students are allowed to use those phones… I do notice students’ on their phones, and that’s something that we are looking at,”’ Mr. Fifer said.

“If our broad goal is for us to be present with one another and connect with one another, the use of cellphones in community spaces can sometimes be antithetical to that objective. While we have drawn clean lines for the classroom spaces, we have yet to move to a policy where students are not able to have phones in those community spaces… That’s something we are going to be looking at.”

This notion seems to be a trend across the nation.

“A lot of schools are putting certain restrictions on cell phones in their academic spaces and also just in schools, and so we are going to reflect on what our existing policy is, think about what our broad objectives are, which again are to create an environment of connection and engagement and determine whether the current approach is serving that objective,” Mr. Fifer said.

Some students get away with keeping their phones on them, in part because of their lack of willingness to put them in the caddies, but also because teachers’ lack of consistency regarding phone caddies.

Before spring break, English Teacher Ms. Emily Harnett warned her students that she would be giving detentions if phones were seen upon return from break, but she said did not strongly enforce the policy. Still, if she taught Third Formers, she would be more forceful with the caddy, “developmentally, ninth graders truly don’t have the selfcontrol to stay off the phone,” Ms. Harnett said.

Ms. Harnett’s philosophy, for all classes, is that “if [she] sees it, it will be an immediate detention [because] “there are two moments of defiance which are revealed by having your phone in class. The first moment of defiance would be not putting your phone in the caddy, to begin with, and the second is taking it out in class,” Ms. Harnett said.“If I see it, detention, no questions asked, no mercy, no forgiveness.”

Spanish teacher Mrs. Javon Reinoso continuously uses the caddy to better the learning environment in her classroom. Mrs. Reinoso likes the caddy because it “minimizes distractions from the students.”

Mrs. Reinoso does note some problems with students’ fondness for their phones. Sometimes, students put their phone cases in the caddy and keep the phone. If she notices that she will ask for the phone, or, if necessary, “I’ll threaten them by saying I’ll minus a point,” she says.

However, it becomes frustrating for her as to why she has to threaten them and “waste the first two or three minutes, Mrs. Reinoso said. “[It should be] part of the routine.”

Mrs. Reinoso thinks it would be easier to have phones taken for the day, “what was Haverford’s mission: community… we want you guys to engage in conversation.” According to Mrs. Reinoso, if Haverford takes

Through the efforts of Ms. Lewis, Ms. Lambour, and the prom committee, the prom upholds its tradition of elegance and unforgettable memories for generations.

“Our goal is always to make sure that we provide a safe environment for you all to have a great time,” Ms. Lewis said.

students’ phones for the day, they probably won’t like it, but they will get more engagement.

Adam Grant, Psychology Professor at the University of Pennsylvania explains the importance of people being off their phones, and from my understanding, connects to the use of technology as a whole. If Grant’s theory based off an experiment is true, “four months after decreasing smartphone use by one hr/day, people were happier, less depressed & anxious, and led healthier lifestyles,” then wouldn’t we be better off having students’ phones taken for the whole day? This would reduce screentime, which would hopefully result in the results displayed by Grant.

Even in the event of an emergency, students have no reason why they should have their phones on them because there are plenty of resources to communicate with students.

While it appears that the current phone caddy policy could be aiding in the objective of focusing on engagement in the classroom, it could be worth reevaluating for the broader campus. While this doesn’t appear to be something which could likely please students, it would benefit the memories made from the little things and emphasize the importance of meaningful connection from student to student.

English III students work after depositing their phones in a caddy

Peter McConnell ’26

Sixth Form Signet members pose with Form Dean Ms. Brooke Kenna

COURTESY OF PIERCE LAVERAN ’24

Hephaestus Society honors extracurricular excellence

Connor Simpkins ’25

In Greek mythology, Hephaestus is the God of fire and the patron of craftsmen. The aptly named Hephaestus Society is the school’s honor society dedicated to recognizing excellence in academically focused, competitive extracurricular activities.

Every year the faculty nominates students who are engaged in extracurriculars including The Index, The Haligoluk, Mock Trial, Speech and Debate, Pegasus, Robotics, and others.

The honor society was founded in 2014 and, according to Speech and Debate coach, Spanish teacher, and Hephaestus liaison Mr. Javier Lluch, “We wanted to give students who were competing in extracurricular activities the same recognition that students were getting for doing a sport.”

During the annual ceremony, inducted students receive a pin and have the opportunity to hear a guest speaker while they enjoy a dinner with faculty and peers.

This year’s speaker was Haverford alumnus Eli Wachs ’16. Mr. Wachs is the CEO and founder of Footprint, a company that helps other companies onboard new users with streamlined technology. He also started Tech Fights Dobbs (TFD), a group of privacy and women’s health companies using technology to help protect women. Mr. Wachs attended Stanford University, where he studied economics and history.

In addition to recognizing students who

The

of Coach Sean Hansen

When an athlete enters the office of Director of Aquatics, Assistant Athletic Director, Head Swim Coach, and Assistant Water Polo Coach Sean Hansen, they will meet two comments. The first comment, without failure, is a clever shot at the athlete’s current appearance or mood. The second comment, also without failure, is a caring question about how the athlete is doing and if he can do anything for them.

Although “Sean”— as Coach Hansen is known to most swimmers — is obviously quite busy throughout the school day, he makes time for his swimming and water polo team members whenever they stop by his office. Which, by the way, is quite often.

On any given day, at almost any given time, if you were to stop into Sean’s office off the side of the pool deck in the McQuillen Pool, you would find several athletes entrenched in deep conversation.

While Sean’s willingness to spend time with his swimmers is a great gesture, it is not what makes time in his office special. His ability to connect with his athletes stands alone.

The aforementioned “shots” that Sean takes at his athletes may at first seem slightly cruel to an unfamiliar face, but every swimmer knows that his quips come from a place of love.

The sarcastic atmosphere he creates in the office is carried on by swimmers elsewhere. When offering a “nice” comment, Sixth Form water polo player Luke Fesnak responded, “Something nice? Give me a week to think.”

Fielding a similar question about Sean’s

Students recognized for extracurricular involement in academic clubs earn a Hephaestus Society pin

contribute to the school through their activities, one Sixth Former is named Hephaestus Megistos, the boy who most embodies the intellectual life of the school.

This year’s Hephaestus Magistos was awarded to Christopher Schwarting.

In his speech at the ceremony, Schwartiing reflected on the value of the Haephestus society. “By taking on the inherent risk of a Hephaestonian, you not only care about your own pathways but leave yourself open to new ones,” Schwarting said.

Concluding, Schwarting offered advice to every young Haephestonian, “When you find something you love, hold it - let it transpose you with happiness, excitement. Know that feeling of being transfixed and own it.”

influence on his students, Sixth Former swimmer and water polo player Alec DeLuca said, “Sean has given me some of my favorite one liners, while at the same time making each interaction beneficial to my development as a person.”

Although Sean is most frequently sarcastic, he knows when it is important to help an athlete out with a life lesson. If a group of athletes is sitting in his office, and he notices an important opportunity to step in with some wisdom, Sean won’t hesitate to shut his laptop, spin his chair around, and put his feet up on his desk in order to drop some knowledge.

Conversations with Sean circle back to one main message: “Life is all about how you treat people. If you give them respect, kindness, and keep the mood light, they will want to do the same for you.”

A couple of months ago at The Easterns Swimming and Diving Championships, the swim team had just arrived at the Franklin and Marshall pool, preparing to hop in and warm up. As a swimmer was struggling to pull his tight race suit up, he heard a small

rip. His eyes widened as he knew this was his only suit, and he had about 40 minutes until race time.

He quickly pulled the suit back down and ran out of the locker room straight to Sean to ask what he thought he should do. Sean responded, “Come with me.”

The swimmer followed Sean out of the pool area to the small shop that had been set up with swim gear for the meet. Sean asked the man working the counter, “Are there any discounts that you offer to attractive folks?”

The man chuckled and gave him a 15% discount on a $300 racing suit for the swimmer. Sean did not hesitate to put his own credit card down.

This story highlights each of the values that Sean sees as crucial. Not only does he fully believe that the way you treat people is the way that people will respond to you, but he also fully embodies the idea. His office is such a special place because it is a living environment of how he lives his life.

“Nobody cares, work harder” and “Have fun”: some of the many values that Sean instills into the minds of his swimmers.

He makes his athletes more complete young men.

At the beginning of every swim season, Sean highlights his two rules to all of his athletes. Number 1: Don’t break the law. Number 2: Don’t post stupid stuff on social media. These words are posted on the wall of his office. In 23 years of coaching experience at Haverford, he thinks these two points of emphasis work most effectively to keep his athletes eligible to swim.

Although the tone of these rules can come off as somewhat harsh, swimmers take them seriously. IOn some teammate nights out, someone will jokingly say, “Hey man, remember the two rules.” These interactions are lighthearted, but the words are meaningful because they came from a man so highly respected.

Posted on the bulletin board in his office, directly adjacent to the rules, is a photo of each senior class of swimmers dating back at least fifteen years. The class of 2024 will soon be added to the wall, cementing its spot in the office for many years to come.

office

The office of Sean Hansen located off the side of the pool deck in the Joseph D. McQuillen Pool

Luke Putter ’24

There’s always time for your passion: Mr.

Maley’s musical odyssey

While only running on a few hours of sleep would stop most people, it doesn’t stop Physics teacher Mr. Jamison Maley as he walks to the Music Conservatory for the guitar club’s weekly jam.

Mr. Maley greets his fellow musicians with a kind, “Oh, Hello” and a small wave, then sets down his guitar case.

He walks over to one of the room’s two pianos and plays a few soulful chords that serve as the catalyst for the day’s soul-inspired funk jam—the Club’s first jam of the day.

Mr. Maley then opens his guitar case to reveal his Gibson Les Paul Studio.

While Mr. Maley’s musical journey began when his mother placed him in piano lessons at Settlement Music School in Northwest Philadelphia, the Les Paul Studio was the upgrade from Mr. Maley’s first guitar: a Univox imitation of a Gibson ES 335. Mr. Maley got the Univox in high school from Howard Herbert’s Music in Northeast Philadelphia on Frankford Avenue—a store long gone.

After getting his hands on that first guitar, Mr. Maley was bit by the musical bug. When he was eighteen, he saved up all summer to buy his Les Paul Studio, one of his favorite guitars. He bought it from Sentinelese Music in Frankfurt. While the store was somewhat questionable in terms of reliability, Mr. Maley couldn’t refuse the great deal.

While Sixth Form pianist Matty Jones continues playing Mr. Maley’s soul-inspired chords, Sixth Former William Walker gets on the drum kit and lays down a groovy beat, and a guitarist’s volume swells. Mr. Maley picks up the Les Paul Studio and begins.

The quartet is off.

Coming from South Philadelphia, Mr. Maley’s love of music originates from his mother, an avid fan of doo-wop and soul. When the two would drive to Maley’s grandparents’ house, they would listen to doo-wop music. As a young boy, Mr. Maley took a liking to his mother’s small but tasteful record collection.

As soon as Mr. Maley heard the Temptations’ 1970 album Greatest Hits Volume 2, he was hooked. He was blown away by everything—from the sleek black suits they dressed in to the heavy bass lines, tasteful guitar, and conga drums. Mr. Maley became a fan overnight.

As he plays during Friday’s clubs period, Mr. Maley channels that same passion.

Later on, Mr. Maley switches guitars to his tried-and-true Ibanez RG—a guitar he acquired when he was nineteen.

Like many other guitar enthusiasts, Mr. Maley was fascinated with the Floyd Rose tremolo system and all of the technical avenues it opened up for the guitar heroes of

the ’80s.

The locking tremolo system allowed the radical use of the whammy bar to manipulate the pitch of all the guitar’s strings at once. This invention stemmed in part from Jimi Hendrix’s radical use of a standard nonlocking tremolo. Hendrix also had a substantial influence on Mr. Maley.

Sitting in his mother’s car in the parking lot of Northeast Philadelphia supermarket Genuardi’s, Mr. Maley heard Jimi Hendrix on the radio for the first time. He couldn’t believe what he was hearing.

Now, Mr. Maley channels some of his 1970s Hendrix whammy techniques on his Ibanez RG.

At this point, the quartet shifts their jam into a ’70s Led Zeppelin-esque classic rock jam. Again, Mr. Maley channels his influence.

When Mr. Maley was fifteen, Justin Clark—the back-of-the-bus bully—would “inexplicably” let him sit near him, where Clark and his friends blasted classic rock music from a jukebox.

This was how Mr. Maley heard “Stairway to Heaven” for the first time. Despite not wanting to talk to the bus bully, after hearing the song he was compelled to ask, “What in the world was that?”

We don’t know what Justin Clark is doing today, but we know one thing Mr. Maley is still doing today: listening to Led Zeppelin.

At this point in the Club’s jam, Mr. Maley transitions to playing bass. The noname Fender-style P-bass was one he had initially bought used from a store for $40 in college. “Who knows how old it was then,” Mr. Maley says.

To this day, the strings on it remain unchanged, giving it an especially warm bass tone, the same tone as the rumbling bass lines of the classic soul and funk records Mr. Maley loves. The bass is a shorter scale than a traditional Fender bass, making it more friendly to a guitar player and giving it its unique sound.

After some time, the quartet then transitions to their final jam of the clubs period. Mr. Maley moves to his Fender Rhodes analog keyboard, which he got when he was at grad school.

Mr. Maley cites his all-time favorite artist, Gil-Scott Heron, as the main reason he got the Fender Rhodes. Heron was a musical contributor with keyboardist Brian Jackson. The pair released a streak of albums in the early 1970s. Those albums remain some of Mr. Maley’s favorites.

“It’s such a haunting sound. It’s such a memorable sound. You could sit down at the Fender Rhodes, and no matter what you know, you’ll come up with a song instanta-

neously.” Mr. Maley said. “It’s so emotive.”

Mr. Maley plays some of his favorite jazz voicings to start the final jam. The sound of the instrument reminds him of being a kid in the 1970s and ’80s, when he could even pick out the sound of the Fender Rhodes on pop songs.

When Mr. Maley originally came across his Fender Rhodes for sale, he couldn’t afford it. That didn’t stop him, though; he got a credit card, and despite the very high APR, bought it anyway. “I must have paid for the Fender Rhodes four times over.” Mr. Maley said. “I still have it today, and I absolutely love it. I see it as a compositional instrument.”

Today, Mr. Maley is working on an album. The material consists of songs from up to twenty five years ago. “It’s a time capsule of what I was, who I was, and what I was feeling at that time.”

Many of the songs are topical, about people that Mr. Maley knew. Mr. Maley explains that some of favorite musicians are storytellers, like folk musicians or people like R&B singer-songwriter Bill Withers.

“Bill Withers always will tell a story a lot of times, so I like that. So these songs tell stories of my life back then.”

Currently, Mr. Maley has all the music recorded but has had trouble finding the time to finish the production of the songs.

“You know, life sometimes gets in the way. But I’m in the process now of trying to perfect different parts of it.”

Mr. Maley even had renowned drum-

“The Haverford Drone” takes off

The community boasts many student-run Instagram accounts, but one in particular is gaining popularity among students. That is “The Haverford Drone”: a photography account run by two Third Formers. The account is filled with aerial shots featuring the school and other nearby locations.

“It’s an Instagram account run by myself and [Third Former] Jayden Thomas where we fly drones to capture photos and videos,” Third Former Raymond Kresge said.

It all started in early March, when Kresge and Thomas were bored in study hall. They decided to start an Instagram account to photograph the area around them. It then evolved into drones, starting across the street

at Haverford College. The novice pilots began there because of the college’s large treeless fields, which were beneficial for practice.

Eventually they gained permission to film athletic events at school.

“The sports filming was when the drone idea truly took off,” Kresge said.

So far they’ve filmed for a few sports, including lacrosse and baseball. In addition to school sports, they are planning on branching out and working with larger operations.

“We plan to collaborate with real estate businesses to film drone footage for them,” Thomas said.

Kresge made their on-campus goal clear, “We want to livestream nearly every home game, especially the ones for hard-to-see

sports, such as cross country and track.”

“During and after the games, the aerial viewpoint helps the coaches reflect and learn from the game, providing another viewpoint than the ones on the ground,” Thomas added.

While the Third Formers post sports footage to appeal to viewers, they love all types of aerial photography—including things like nature.

More recently, the duo traveled to Belmont Plateau, a popular location for crosscountry races, to capture views of Philadelphia’s skyline behind the Schuylkill River.

Thomas and Kresge hope that “The Haverford Drone” will continue to help and entertain the Haverford community, and

mer Bernard Purdie play drums on a track.

Rather than publish the album online, Mr. Maley plans to press it to vinyl and “see what happens.”

“We’re all creative people, and it’s a need that has to be addressed.”

MR. JAMISON MALEY

At this point, the limited amount of club time runs out and the quartet has to prematurely adjourn.

Leaving to return to his rigorous schedule, Mr. Maley sends an essential message about pursuing your passion.

“We’re all creative people, and it’s a need that has to be addressed,” Mr. Maley says. “You try to cultivate an identity or a life that’s a creative one.”

Mr. Maley describes the nature of his job teaching as creative, but he explains he still has the urge to create music.

“I don’t have any time, but somehow I’m always able to find the time because, as a musician, it’s a constant call that is like pulling from the day you die.” Mr. Maley says.

“Looking at [your] schedule, it seems inconceivable that we could have a spare femtosecond to do anything,” Mr. Maley says, “[but] somehow, some way, I’ll find time, even if it means losing sleep.”

perhaps grow on a larger scale.

“Our goal is just to make it really popular here at Haverford and to do work for Haverford,” Kresge said. “Then, maybe in a few years, we can really branch out and make it a full-fledged business.”

They hope that a passion for drones within Haverford never dies. They want to “make it a kind of everlasting club,” as Thomas said.

They would also like to turn their drone recording and commentary into an activity credit similar to Game Day Crew, allowing them to further develop their passion for drones.

The sky’s the limit for Kresge and Thomas as they continue to hone their craft.

Anthony Valentino ’24

COURTESY OF MR. JAMISON MALEY

Mr. Maley with world-famous drummer Brenardie Purdie during the session where Purdie played on Maley’s album

Adam Brown ’27

Mr. Tryon: buzzed on beekeeping

Max Zhang ’24

Empty frames transform into rows of hexagonal cells filled with glistening nectar. Mr. Kevin Tryon carefully opens the hatch of one of his twelve beehives and watches in amazement as honeybees work tirelessly in their homes. He had just finished teaching his last period history class and drove straight home, in time to inspect his hives before dark.

For Mr. Tryon, beekeeping is not just a hobby: it is a passion that connects him to nature and the fascinating world of bees.

Mr. Tryon heard the buzz of bees from a young age.

“My father had hives for a number of years when I was a teenager, so I was interested to a degree because of those hives,” Mr. Tryon said. “I had a paper route as a kid, and when I finished my paper route, I would cut through our backyard, and I would walk by those hives every day.”

Still, he would not have his own hives until much later in his life. After playing collegiate soccer for Franklin and Marshall College, Mr. Tryon started a career in teaching.

“My wife and I taught at Westtown School and lived on campus. Once we moved off campus and bought a house, I started beekeeping,” Mr. Tryon said.

What started as a hobby has now turned into a deep commitment. “Right now, I probably spend about nine hours a week on my hives,” Mr. Tryon said.

During the springtime, beekeepers must keep a close eye on their hives to ensure the bees have ample space to store honey and brood.

“March, April, and May are the busy seasons. I have to make splits and check each hive once per week,” Mr. Tryon said. “Once [Commencement] happens in the middle of June, things kind of just ramp down. It gets a lot easier with infrequent inspections and extractions.”

For Mr. Tryon, this major time commitment is not a burden, but rather a joyful, fulfilling endeavor. He finds beekeeping especially relaxing and amusing.

“I think in some ways that the bees are very cute. When all their heads are peeking up over the bar when you are inspecting and you see the line of bees looking over at you, it always cracks me up,” Mr. Tryon said.

Mr. Tryon’s passion for beekeeping goes beyond his own backyard. He actively involves students and faculty at school, where he mentors the Beekeeping Club, hosts honey extracting workshops, and helps new beekeepers start their own hives.

Unbeknownst to many students, Mr. Tryon has two beehives located just behind Wilson Hall, where he takes students to do routine hive inspections.

“Getting to see the bees was kind of cool, and I told my dad... Now he has two beehives. ”

JAMES GATES ’24

Sixth Former James Gates, who has attended Beekeeping Club meetings, shared his beekeeping experiences with his family. “Getting to see the bees was kind of cool, and I told my dad about it,” Gates said. “I told him that he should start a beehive, and he was like… you know what? I should do that. Now he has two beehives and his bees are happy.”

Every year on IC day, Mr. Tryon also holds a honey-extracting activity, where he first gives an introductory lesson on bees and

then allows students to extract fresh honey from his frames.

Fifth Former Milan Varma, who attended Mr. Tryon’s IC Day activity last year, had a great experience.

“Mr. Tryon has taught me about bees in ways that I did not think was possible. I learned a lot about bees and got to extract honey, which taught me a lot about the process,” Varma said.

One of Mr. Tryon’s favorite parts of his hive inspections is the connection he shares with the bees. “I frequently go in without gloves on, and I will have a bee right on my finger, and she is just checking me out,” Mr.

Tryon said. “It is in some way that gentleness [that motivates me to continue beekeeping].”

Honey is just one of the many reasons why Mr. Tryon enjoys beekeeping. “It is also taking care of another creature, and I think I have always done that in my life, whether it is aquariums, or cats, or bees,” Mr. Tryon said.

Mr. Tryon has a special connection with nature, especially animals. “It is like that weird form of husbandry that you’re taking care of something else. I have always liked that,” Mr. Tryon said. “And then it is just the fascination and learning more about a very well-studied insect.”

A side unseen: Ms. LaPenta’s 40 countries by 40

Banks Young ’24

During the school year, Ms. Barbara LaPenta is the math teacher many students know and love. At all hours of the day, students hang around her first-floor room, talking about whatever conversation sparks.

“She’s the best. I can talk to Ms. LaPenta about anything,” Sixth Former Finn Lawrence said.

A side most students do not see, because Ms. LaPenta is not one to gloat, are her breathtaking travels.

After a long day of dealing with high schoolers—which she loves—she opens her MacBook to look at Google Flights or Hopper to see what trips catch her eye for the following summer. “Believe it or not, I just look at what’s on sale flight-wise and go with that,” Ms. LaPenta said with a laugh. “I should reach my goal by the end of this summer.”

That goal she is talking about is some-

thing she calls “40 by 40.”

On a trip a few summers ago to Jordan, Ms. LaPenta sparked up a conversation with a travel-group companion. The woman mentioned her goal of reaching 40 countries by the age of 40.

Ms. LaPenta immediately knew that this was a goal she wanted to set for herself. “It was the perfect goal,” she said, “it is a great opportunity to expand my travels even further.”

Ms. LaPenta is willing to visit wherever, no matter if it truly seems interesting or not, because she wants to see all sides of the world.

Throughout her expeditions, several countries have especially impacted her perspective on life.

“The one that has been the most impactful is a tie between Jordan and South Africa,” Ms. LaPenta said.

Whether it was the beautiful nature,

the welcoming people, or the history of each country, there is a reason that these countries impacted her so much. The knowledge that Ms. LaPenta soaks in from these trips allows her to be more culturally aware.

In the summer of 2017, Ms. LaPenta traveled to South Africa as a birthday present for herself, unprepared for what was to come. After enduring an extremely long flight, she was thrown straight into 30 days of camping in the southern region of Africa.

She was setting up and breaking down her single-person tent instead of a hotel, every meal was cooked over a fire—a gritty camping experience. “It put me out of my comfort zone,” Ms. LaPenta said.

Most travelers visiting the southern region of Africa go there for the safari animals, specifically the big five: lions, leopards, rhinos, elephants, and the African buffalos. Ms. LaPenta isn’t any average tourist, though; she’s a knowledgeable and experienced traveler. So after spending a few days on the safaris, she fully immersed herself in the South African culture.

She explored the fascinating communities through a homestay, which was a firsttime experience for her. She stayed with a woman known as “Mama” with her children and grandchildren. Ms. LaPenta was able to see all the different aspects of a wildly different culture than what she experiences at home.

“I still remember us dancing in their kitchen, listening to particular African drum music and things like that,” Ms. LaPenta said.

What stuck with Ms. LaPenta was the uniqueness of their culture and how “Mama” took her in like she was family. “It wasn’t a glamorous trip or anything like that, yet I

got so much out of it.” Ms. LaPenta said. Jordan is not a very popular vacation spot. When Ms. LaPenta told people where she was traveling for spring break, they were thrown off.

“It is not the average destination,” said Ms. LaPenta. “It’s not like going to the Eiffel Tower in Paris; it’s not like going to see the London Bridge.”

A unique travel location requires a lot of research. In Ms. LaPenta’s case, she had to “make sure that as a single white female traveling she was going to be safe, and learn how to be respectful of their culture.”

She noted some specific research before embarking on her journey. A main point she got from her investigation was that “because it is a Middle Eastern country, [she has to] be respectful of Ramadan,” since she was traveling around that time.

Preparation like this makes Ms. LaPenta an aware traveler.

“When I travel, most locals don’t realize that I’m American,” she said, even though Americans can be known as the most recognizable and obnoxious travelers.

A faculty member who knows a lot about Ms. LaPenta’s travels is Director of Global Studies Mr. Andrew Poolman.

“She is a fantastic travel leader,” Mr. Poolman said. Ms. LaPenta has led a few global studies trips, including Denmark last year, and China in 2019. Next year she will lead a trip to Iceland.

Ms. LaPenta plans to continue her journeys for as long as she can move. It is a true joy of hers to see all sides of the world and experience all cultures. “I will pass 40 countries this summer,” she said. “I guess I will have to make a new goal.”

Mr. Tryon helping Sixth Former Max Zhang with his new hive

Ms. LaPenta on a sand dune in Jordan

The love behind the saber: Ian White ’24

John Kohlenberg ’24

In a state far, far away, more than a love for baseball was born. Sixth Former Ian White was born on October 15, 2005, in the vibrant city of Seattle, Washington. A few years later, he embarked on a new adventure, moving to the serene town of Malvern, Pennsylvania, where he currently resides. Many in the school community may know him as the ace of the baseball program and a commit for the seventhranked baseball team in the country at East Carolina University.

There’s another side to Ian that many are yet to discover: his deep-rooted passion for Star Wars.

Baseball and Star Wars have always been intertwined. “Since I was six when my dad introduced me to the original trilogy and then watching all of the moves multiple times within that same year,” White says. “There is something about a galaxy, unlike the one we have in real life, where you can never know everything about it.”

White has spread his love for the franchise through the Star Wars Club at Haverford.

“[White] is a great leader... is always mellow and goes with the flow of things, as if the force is taking him where he is going.”

ZAC

FUSCALDO ’25

“He is a great leader because he always makes sure that we have food and always knows what to watch or talk about,” said Fifth Former Star Wars Club member Zac Fuscaldo. “[Ian] is always mellow and goes with the flow of things, as if the force is taking him where he is going.”

“To me, it’s like a big club or family

meeting other Star Wars fans, and learning everything I can about the universe has given me a good escape but also helped me build connections with friends,” White says, “To me, the Star Wars universe is just like a much cooler version of our universe. I think it’s a good escape from the stress of baseball. Oftentimes, you can get locked into one thing so much with no escape, and having such a love for Star Wars has helped me find something to cover my spare time and also give me a mental break.”

“I have known Ian since eighth grade,” Sixth Former Brandon Dunbar says. “I first

talked to Ian in eighth grade, and we both played baseball, so we became friends over that, and I found out his love for Star Wars, I’d say, junior year.”

White continues to spread his joy from Star Wars any way he can.

“Last year when he bought tickets for the 40th anniversary of Return of The Jedi coming out on the day that they released,” Fuscaldo said, “All of the guys in the room have a smile on their face when they walk in and ask what we will be doing that day. It’s really awesome to have a break in the day to relax, eat food, and watch TV with friends.”

He continued to speak about the club.

“I really enjoy Star Wars club because it is a room full of guys who all have a shared love for Star Wars. It is my favorite part of the week each week and I find myself looking forward to it Monday through Thursday.”

While his work on the baseball field may overshadow his love for Star Wars, it does not mean it isn’t a key part of him. “Overall, Star Wars is just something that is so far from real life,” Ian says, “but at the same time so similar, and that’s what I love about it.”

JOHN KOHLENBERG ’24

Ian White ’24 in a game against Father Judge High School, April 2024

Final exams become more of a reality

Ian Rosenzweig ’25

Later this month, Third, Fourth, and Fifth Formers will engage in a fiveday final examination period.

The upper school has not staged an official exam week since before COVID-19. In the years since the pandemic, some teachers have opted to assess their students through projects or essays, while others have given sit-down tests during their class blocks.

But this year, all core subjects must assess students in a 90-to-120 minute period. Third Form exams will be worth 15-20% of the second-semester grade, Fourth Form exams will be worth 20-25%, and Fifth Form classes 25-30%. Students will take one exam every day for five days, and they will be permitted to leave campus after their testing period.

Head of the Upper School Mr. Mark Fifer provided numerous reasons for this year’s shift to a more traditional exam week format.

The first element of Mr. Fifer’s rationale is an alleviation of last year’s chaotic exam landscape.

“There were some pressure points that surfaced last year, some of which included students having to navigate other coursework on the day that they had to take a semester exam [and] the fact that shared courses couldn’t take the exam on the same day at the same time,” Mr. Fifer said. “We just wanted to have some clearer lines for students navigating cumulative semester assessments.”

Fourth Former Colin Toth agreed that last year’s assessment format was challenging. “Because finals are lengthier exams, my two final tests were taken over two days,” Toth said. “I really did not like this format. Two days of finals for two classes was unfair.”

But Fourth Former James MacColl feels that last year’s environment was less stressful. “I thought taking the exams last year was not too difficult,” he said. “It was one long class period, and I took it and left, simple as that.”

Mr. Fifer believes that this year’s construct has long-lasting benefits. Alluding to Haverford’s mission of “Preparing Boys for Life,” Mr. Fifer said, “We wanted students to have practice with this designated exam format, a format that they will likely experience at some point in their collegiate experience… Most colleges have a designated exam period where students are sitting for some kind of summative cumulative assessments.”

While many colleges do have these exam periods, it is not uncommon for professors to assess students with papers or projects.

Some students feel that Haverford should follow suit. “I think teachers should have the say about whether or not their class has a [sit-down] final,” Fifth Former Zach Dixon said.

MacColl agreed. “Teachers should not be required to give sit-down exams,” he said.

Model UN attends CMUNC

For students looking to delve into the world of politics, policy, or international relations, Model United Nations may be a perfect activity. Model UN allows participants from all over the world to interact with each other and learn about the countries they represent.

On April 18th, the school team sent eight delegates to the annual Cornell Model UN Conference (CMUNC). The conference’s small size allows for better understanding of topics, similar to how a smaller class in a school is preferable for becoming more familiar with material.

The club usually sends two Fifth Form students as mentors for six Third and Fourth Formers to help the underclassmen grow accustomed to the experience.

This year, the norm changed.

The team consisted of Sixth Formers Robert Cerniglia and David Stewart, Fifth Formers Matthew Yerger and Mason Wiegand, and Fourth Formers Seth Virmani, Harrison Cross, James Friel, and Matthew Cerniglia.

At January’s Ivy League Model UN Conference (ILUMNC), three delegates earned a total of two awards for the Haverford team. Haverford usually sends more capable and experienced members to larger conferences, such as ILMUNC, which hosts over two thousand delegates.

Experienced team members now believe that a larger conference allows for more ideas, information, and testing of abilities. A larger conference allows attendees to hop

“Projects are just as impactful.”

Learning Specialist Mr. Stephen Cloran said that he recognizes the value—from college preparation to practicing time management and connecting information in a focused format—of the sit-down assessment in a week-long structure, but he also has concerns about the unhealthy pressure that exams bring, and wonders if summative exams are “really showing [students’] understanding, knowledge, and comprehension.”

“I don’t have a right answer,” Mr. Cloran said. “I think we need to be intentional with equal experience. We need to be careful in terms of execution because we want to be fair and just and equitable in terms of the academic experience of the students.”

The upper school administration is confident in its decision. “We realize that there are different modes of assessment that are valuable and that students have practiced with throughout the year,” Mr. Fifer said. “But given the fact that we’re giving time to a designated exam structure, we wanted to make use of this time by having students take a cumulative assessment. We’ve established a shared expectation that there needs to be this summative, sit-down assessment.”

That expectation is not the only facet of this year’s exams that has caused controversy. Final exams begin on Wednesday, May 29— just two days after Memorial Day. Students with five or even six intensive exams worry that they’ll lose the traditional Memorial Day Weekend vacation when many families travel before the final stretch of school.

Fifth Former Michael Crutchlow expressed that the timing of finals will add stress to “one of the best weekends of the year.”

“I’m going down the shore that weekend, and I plan on spending as much of my time as possible surfing and fishing—basi-

cally just trying to reset my mind before finals,” Crutchlow said. “I hope that I manage to study before that weekend, so I don’t need to spend much time on that while I’m at the beach. We’ll have to see if that actually ends up happening.”

MacColl is disappointed by the timing. “I think it is unfortunate that we have to have finals directly after Memorial Day weekend, but it makes sense why they have to happen that week,” he said.

Mr. Fifer acknowledged the unfortunate timing of the exam period but said that it is unavoidable. He also shared some of the scheduling decisions that the school has made to accommodate students as much as possible.

“We’ve built in two X-Day classes, Friday going into Memorial Day, Tuesday after Memorial Day… There’s no new material and no exams on those days,” he said. “We’ve tried to use the weekend strategically so that you got three [exams], and then a weekend, and then two. We’re not going five consecutive days of exams.” This accommodation is meant to “position students” to adequately prepare for their exams.

Mr. Cloran noted that, like the exams themselves, the Memorial Day dilemma serves to “Prepare Boys for Life.”

“It’s a life skill, it’s a life experience that we’re creating here,” he said. “Even over vacation, over an extended holiday weekend, you still have to find some time to do some work.”

Mr. Cloran offered some advice.

“Open and read my email,” he said. “We created a slideshow that provides every possible tip to studying, managing time pressure, strategies… The ELC is ready, willing, and able to sit with any and every student that comes through the door here to support them in their preparation for exams.”

from group to group, giving them more options to make connections and get a feel for the space.

While some find it intimidating, with the right leadership and preparation, it can serve as a better venue for younger club members to learn.

The team of four upperclassmen and four underclassmen tried to maximize the Cornell experience. While the team did not find success in awards or recognitions, delegates performed well in their respective committees, and the conference served as a learning experience, even for older members.

Fourth Former Seth Virmani attended CMUNC—his first Model UN conference.

“I haven’t been to a conference since sixth grade, but then COVID hit,” Virmani said. “It was very interesting to see all of these people from different states.”

The conference also allowed Virmani to make connections and grow as a Model UN delegate.

“I was with a bunch of juniors and seniors who had been to at least two or three conferences in my committee. I was at a significant disadvantage, but I feel like the people in my bloc helped me to navigate things. I met one guy who pulled me into the conversation and helped me to use my voice.”

While the team didn’t achieve as much success as in recent years, this is largely due to the nature of the conference and some decisions the team made.

“Ultimately, our resolution didn’t pass,” Virmani said. “But it was definitely a unique

experience collaborating with these people from different backgrounds.”

Sixth Former David Stewart, a former Model UN head, feels that external factors played a large role.

“Some of us worked very hard in our committees, but were not able to achieve the success we wanted. Cornell also got significantly harder this year, and we had a few new members. People probably caught on to the

idea that Cornell is an ‘easy’ conference, and that made it into a not-so-easy conference,” Stewart said. “The event also changes yearto-year, as the Secretary-General who organizes it is new every year.”

Stewart corroborates the theory that a larger conference such as ILMUNC may be more suitable for new competitors.

“I do think ILMUNC is a better learning environment,” Stewart said.

Milan Varma ’25

David Stewart ’24 (right)

neighborhood

Out and about: students serving local communities

In the last month, students have been busy serving the local community.

Service is integrated into the classroom starting at Pre-K, and students have three service activities every semester until upper school. Students learn that service is important and is a way of giving back to the world that has given them so much.

On April 15th, the Fourth Form spent the school day at numerous locations: Haverford Reserve, Sharpe Park, Skunk Hallow, and Roberts Road.

Service Learning Director Ms. Jini Loos was extremely impressed and satisfied with how the day of service went. “I felt like it was very well received and the students were enthusiastic about it and worked hard,” said Ms. Loos.

However, multiple students who worked at Roberts Road, a Haverford-owned property, criticized the day of service. These students did not feel like they were really serving the community because Haverford owns Roberts Road. “The time could’ve been better spent,” said one of the students. The student body knows what service is

because it is a vital part of the curriculum of younger grades.

Earlier this year, the entire Upper School participated in events such as the Can Drive and the Turkey Drive. Middle school students also participated in service on Martin Luther King Jr. Day and on the annual Second Form trip to Puerto Rico. Lower school students serve the elderly, homeless, and hungry to build a sense of responsibility for the greater community early on. Recently, second graders had their Walk for Water project to help other schools worldwide. As part of their global studies on Africa, students participate in a three-mile walk to simulate the conditions faced by many in accessing reliable drinking water and raising money to build wells.

However, is the stress placed on service primarily in the lower grades enough to keep students participating in upper school as well as for the rest of their lives?

The Can Drive, run by the service board, has been a major event at Haverford for decades now. Recently, the Can Drive wasn’t as successful as it was in previous years. In the past, the school easily raised over 10,000 cans each year. Last year, the school donated 8,000 cans. This school year, the school did not even reach a quarter of that number.

“I find it a bit worrisome that the students need an incentie of some sort in order for the event to be successful. ”

MS. JINI LOOS

get students’ attention.

“I find it a bit worrisome that the students need an incentive of some sort in order for the event to be successful,” Ms. Loos said. “I hope that the students could realize the positive results in the service they do.”

If the upper school students aren’t very engaged with service events the school holds, should the school mandate service hours?

The school has decided against doing so, for multiple reasons. One is the challenge of fitting it into the students’ jampacked schedules with homework, sports, and extracurriculars, which would make it almost impossible for many students to fulfill their hours. It is also difficult for the school to organize events for students, since students have school and sports practices during weekdays, and many students have

sports practices on Saturday as well. Finally, almost all service organizations are not open on Sundays.

“There is also a legitimacy issue in mandating service hours,” Ms. Loos said. “We would have to ensure that the ‘service’ that the students are doing is actually service.”

For example, a student cannot pass cleaning up their yard as service because it is not cleaning for the local community.

Despite a few hiccups and minor issues, the school has continued to be successful in its service to the local communities. The students who traveled to Taiwan and Guatemala also helped the local communities on their respective trips. The hope is that students will be as active and more successful than ever in the future in giving back to the community.

Students pose with Service Learning Director Ms. Jini Loos

MR. KEITH BELSON

Ryan Wang ’27

campus opinions

Tom Saul ’25, Milan Varma ’25

The ever-evolving digital landscape can be deadly; social media platforms and recently-developed artificial intelligence that comprise modern technology not only alienate their users from genuine connections and relationships but also cause serious mental illnesses including anxiety and depression, mainly amongst minors.

To make matters worse, popular platforms like Instagram, TikTok, and X are extraordinarily prevalent. According to the American Academy of Child and Adolescent Psychiatry, 90% of teens ages 13-17 use social media. Over half of them report visiting a site daily.

Almost all high school students are subject to stress, whether that be due to a rigorous curriculum, intense extracurriculars, or high expectations. However, the stress itself is not the issue. In fact, such stress-inducing factors are often unavoidable. The heart of the problem is the lack of ability to deal with stress and moderate anxieties (which can metastasize into more serious concerns), and technological devices exacerbate the difficulties.

Few classes educate students on the importance of mental health practices. Currently, the only notable resources in this regard are the sought-after human relationships course, Mindfulness Club, Peer Counseling, and Upper School counselor Ms. Janet Heed. None of these opportunities are required, and those who are “content” without mental health classes, in reality, may be the primary sufferers.

We would even argue that today, in the digital era, mental health courses — where professionals teach students how to deal with everyday mental drawbacks—are as important to a high school curriculum as core classes; it is imperative to resolve the issues before more severe problems arise.

While Mathematics teacher Mr. Jeremy Fus agrees with the fact that there is a necessity for mental health courses to be integrated into school curricula, he argues that

The upper school is home to 480 students. 480 brothers that have your back wherever you go. 480 brothers that listen deliberately to a brave comrade giving a Reflection.

That brave comrade went onto the stage for one reason and one reason only: to help his 480 brothers. He has worked for weeks on his speech, practicing it just to make sure his brothers understand the message.

The comrade showed his brothers how far he would go to make sure his fellow brothers did not make the same mistakes he did. Nobody really knows what he is feeling or what he has been through.

So why should this student care to open up to 480 other people who do not know him? Because he is dedicated to pushing his brothers to success. Ultimately, it is not his choice whether or not his brothers in the

Navigating student mental health issues amidst the digital era

the epicenter of the mental illness epidemic lies beyond Haverford, in the hands of the Pennsylvania Department of Education.

“It would be great to give students a space that is more structured,” Mr. Fus said.

“We’re required to teach certain things in order to be accredited as a school by the state, so it’s on the state to mandate mental health.”

MR. JEREMY FUS

“We’re required to teach certain things in order to be accredited as a school by the state, so it’s on the state to mandate mental health teachings.”

Mr. Fus explained how schools are designed for instructing “traditional academics”—like the current core curriculum— rather than other subjects that don’t have those same goals.

History Department Chair Ms. Hannah Turlish notes that parents also hold some of the responsibility for managing their children’s digital use, therefore reducing mental health risks.

“I have a kid who’s twelve, and he’s in sixth grade at Haverford Middle School,” she says. “I worry all the time about the use of technology and phones.”

Ms. Turlish cited the book The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness by Jonathan Haidt as a source of her worries regarding social media. Haidt proposes strict rules, such as preventing social media use until the age of sixteen and doing the same for phones until fourteen.

The book presents more than a dozen mechanisms by which the “great rewiring of

childhood” has interfered with children’s social and neurological development, impacting everything from sleep deprivation to attention fragmentation, addiction, loneliness, social contagion, social comparison, and perfectionism.

A relatively simple way to address such matters is to eliminate them — to break the connection between students and their devices. The first-year phone caddies, which Ms. Turlish appreciates, are one method.

While the digital era causes a plethora of mental health illnesses that are not to be underestimated, Ms. Turlish believes that the importance students give to their grades is an even larger problem.

“I worry about the pressures you put yourselves under—self, family, and societyimposed—in terms of grades and college lists,” Ms. Turlish said. “That seems like a nut that I can’t crack, because I have to give grades that mean something, but I also can’t make students just suck it up. Frankly, I don’t know the answer.”

“I worry about the pressures you put yourselves under... in terms of grades and college lists.”

MS. HANNAH TURLISH

While the factors that contribute to declining mental health in young people vary, the answer remains unchanged. In order to raise awareness about mental illnesses and subsequently how to deal with them, core courses on the topic are imperative.

In navigating the complexities of the digital era, where social media exert profound influence and mental health concerns loom large, the need for change within our educational institutions becomes unmistak-

able.

Requiring mental health courses in school curricula emerges as a transformative solution, offering a structured framework to equip students with the knowledge and tools necessary to navigate the intricacies of their own well-being. This shift holds the promise of personalized support and early intervention and additionally ensures the reduction of common mental illnesses and that no student slips through the cracks undetected.

We must confront the stark realities faced by boys, particularly within environments like Haverford.

Still, as we chart this course toward a future of mental wellness, we must confront the stark realities faced by boys, particularly within environments like Haverford. In a country where traditional notions of masculinity often hinder emotional expression and support networks remain scarce, the need for targeted intervention is clear.

By addressing these challenges and providing equitable access to mental health resources, we can create a more inclusive and supportive environment for all students, regardless of gender.

Thus, the path forward demands a multifaceted approach—one that harnesses the power of education, technology, and empathy to uplift the next generation. Within the halls of Haverford and beyond, the opportunity to lead the charge toward a future where mental wellness is ingrained within the society awaits.

By embracing this vision and committing to action, we lay the groundwork for a more resilient and compassionate world where every individual has the opportunity to thrive.

Have standing ovations gotten out of control?

crowd listen, but he is a good leader and friend by giving his brothers that chance.

That pure act of being good for no reason is what Haverford is all about. For that act of pure kindness, what should his 480 brothers give him in return? They should give him respect.

Respect can be shown in multiple ways: it can be shown as a sitting ovation, a thank you in the hallway, or a standing ovation.

The standing ovation shows the most respect.

But this action begs the question: Should we grant every speaker the same respect by giving everyone a standing ovation?

I think we should respect our brothers equally. It is not about the quality of the Reflection; it is about the decision to get up in front of 480 people to help them.

The only problem with giving a stand-

ing ovation every time is that it becomes the new standard. Fords would have to give a standing ovation to everyone, so no one feels excluded.

The standing ovation would lose its meaning. Then it would be no different from a regular, sitting ovation. Either way, if we want to respect each student equally, we would have to either do an ovation or a standing ovation, not both.

Students cannot just start giving normal ovations as standing ovations have been given to every other student.

Nobody except the speaker knows how much effort and time they put into a Reflection, so students cannot judge a |Reflection based on what they felt because it could be especially personal to the speaker.

The standing ovation has not gotten out of control because it is deserved every time a speaker opens up on stage. Rather, it symbolizes an overarching theme, a pillar of the school: respecting each other as equals.

The standing ovation has gotten us into a hole, though. Students cannot just start giving normal ovations as standing ovations have been given to every other student. Additionally, because standing ovations have been used the entire year, it would be meaningless to inform every student that they should now sit during the ovations, especially since standing ovations mean more than regular ovations.

Ayush Varma ’27

and drinks that are purchasable in the dining

The café is an essential part of the Haverford experience. Situated on the southeast side of campus, the café offers drinks and snacks like cookies, chips, and chocolate milk—all available for purchase during the school day.

In the morning, the café offers a few popular breakfast sandwiches, which run out quickly. In the afternoon, the café serves as a place to relax after a long day or take a snack on the road before a big game.

Although the café has been a big hit since its inception, it shuts down from 11:00 to 2:30 so that there is a break before and

Dear Third, Fourth, and Fifth Formers,

Over the next few years, you will go through life more stressed than you’ve probably ever been. I know because I’ve just finished this phase myself, and I can say, without a shadow of a doubt, that the added pressure to succeed causes more harm than good.

You’ve probably already begun to think about college when planning activities or choosing clubs.

You’ve probably already begun to think about college when planning activities or choosing clubs. In fact, almost half the kids in the country try to do well in school solely for college admissions. That’s no way to live.

I spent all four years of high school life either playing hockey or studying, and it nearly drove me crazy. I’m not alone in this experience either, as most of our generation put school, sports, and résumé padding

Off-campus lunches are one of the most desired privileges of being a Sixth Former. Yet, this privilege could be extended to the Fourth and Fifth Forms.

It’s easier to get lunch off-campus at Haverford than at other schools in the area.

Chipotle, Dunkin’ Donuts, Wendy’s, Wawa, Jules Thin Crust Pizza, and Merion Cricket Club are all easily accessible from Wilson Hall.

When trapped in a labyrinth of less-desirable Sodexo meals, students just want to sneak off campus even more, especially Fifth

Do we really need the café?

Why not just have a nunch of snacks and drinks that purchasable in the dining hall at all times?

This then begs the question, do we really need the cafe? Why not just have a bunch of snacks

above enjoying life and school. It’s painful to see.

Having just experienced one of the worst college admissions years in history, with over 95% of applicants getting rejected at some schools, I regret not spending my time more wisely doing what I enjoy.

So many students from my generation gave up their happiness, their sanity, and their health just for college admissions.

So many students from my generation gave up their happiness, their sanity, and

hall at all times? Not only would this eliminate the break during lunch blocks, but the staff wouldn’t need to move from the dining hall to the café throughout the day.

This move would also dissuade students from going to the café after an assembly when they are supposed to be in ASB, as it would be a longer journey to buy that item from the dining hall.

Finally, if a student is granted an early dismissal before the café opens its doors, they would instead be able to buy something small from the dining hall.

Moving the café would be a bit of an inconvenience for people who have a free ASB and want something quick coming out of an assembly.

Moving the café would be a bit of an inconvenience for people who have a free ASB and want something quick coming out of an assembly. Also, the café currently is in a place where everyone can access it easily, and moving it to the dining hall would make it a bit harder to get to it.

Still, I still think that it would be a splendid idea to move the café.

The only major issue I see with this concept is finding a space to fit the number of items that the café offers in the cafeteria. The school would need to expand the cafeteria in the middle where the salad bar is, or the school could just make a café-sized hole or just move the conference room and replace it with the café.

An open letter to future college applicants

their health just for college admissions. This isn’t how admissions should work.

College has already taken thousands of hours from our lives; you shouldn’t be expected to do the same. You can be the kids who fight against this broken system, who choose to do what you enjoy, rather than what looks best on a résumé.

Go do something stupid because it’s fun. Go explore the world or play video games all weekend. Spend time enjoying nature or something, but spend your time how you want to spend it, not how you think an admissions officer would want you to spend it.

All of this isn’t to say college is terrible or that you shouldn’t try in school.

All of this is to say that you have a choice.

You should choose to go to college because you want to learn and continue school,

Should underclassmen be allowed off campus?

Formers and underclassmen. Every day, several students leave campus in search of food, including Fifth Formers, Fourth Formers, and sometimes even Third Formers. Because the administration is not exactly looking to catch these offenders, it’s relatively easy to get away with it.

One anonymous Fourth Former said, “I’ve left campus at least once a week [for lunch] this whole year. Sometimes three times a week.”

Sixth Form Dean Ms. Brooke Kenna is strongly opposed to any non-Sixth Former leaving campus.

“It really is a privilege meant for seniors. Waiting until your last year makes it that much more enjoyable. Doing it as an underclassman will just make it less enjoyable as a senior.”

Mr. Kenna said, “It’s simply a safety issue. We have to know where you guys are at all times. We allow seniors to do it because they are older and usually more responsible.”

I agree with Ms. Kenna and understand the reasoning behind these rules: it’s a safety issue. The school is responsible for each student’s safety during the school day. How can they ensure our safety if our whereabouts are

not because you’re expected to go or because all of your friends are going. At the end of the day, college is only what you make of it.

The only thing that truly matters is that you find what brings you joy, grab hold with both hands, and hold on for dear life.

College isn’t meant for everybody. The only thing that truly matters is that you find what brings you joy, grab hold with both hands, and hold on for dear life.

Wishing you luck, Andrew Bradley ’24

unknown? This is why the current rules are in place. If Haverford were to allow underclassmen to leave campus, I would suggest that when checking out, they indicate where they are off to.

Sixteen is old enough to be responsible for your own safety.

Because Sixth Formers are mostly eighteen years old, the legal age of majority, only they are allowed to leave campus. That being said, I would argue that being sixteen is old enough to be responsible for your own safety. After all, sixteen and a half years is the age at which the Pennsylvania government allows residents the freedom to freely operate their own vehicles (with a license, of course). If someone is able to operate their own vehicle, they are more than capable of ensuring their own safety. If someone is capable of ensuring their own safety, they should be able to eat lunch wherever they’d like.

Jonny Wang ’26

Andrew Bradley ’24

Colin Toth ’26

Haverford offers many high-end features that attract new students. Today, we will look into and rank one common feature: water fountains. We will judge seventeen water fountains available to students on three qualities: water quality, positioning, and attributes or features. The judgment of the water contains details about the flow, taste, and temperature of the water. The position concerns where the fountain is located, and the attributes will address cleanliness and if the fountain has a water-bottle filler. First, let’s take a look at the worst water fountains.

At 17th place is the Second-Floor Spanish Water Fountain (Water: 0|Position: 9|Attributes: 1). This water has almost no flow, making it very hard to drink out of. The water is also warm, which makes it even worse. The position is unique, as there are a lot of classes in that area, and it should be valuable. In reality, the water lets no one drink out of it. There is no water bottle filler and it is often dirty.

At 16th place is the fountain below the Music Rooms of Centennial Hall (Water: 7|Position: 1|Attributes: 4). The water is nice and cold, but the flow - which is flatter than normal - limits its rating. The position is not accessible at all, as it is only next to two classrooms, neither of which are upper school classrooms. This fountain is old, based on its size and looks. It is 19 inches by 17 inches by 14 inches. There is no water bottle filler.

At 15th is the 1st Floor Athletic Building Pool Water Fountain (Water: 3|Position: 5|Attributes: 7) The water temperature is inconsistent, sometimes very warm and sometimes cold which makes for a low water ranking. The position is not bad, as there is a water fountain nearby in the locker room, but it can be crowded, so the position is helpful. It has a water bottle filler, and it is fairly clean.

At 14th place is the 3rd Floor Athletic Building Water Fountain (Left and Right) (Water: 3|Position: 8|Attributes: 4). The water is cold, but the flow is low on the right fountain. Many students hang out here during dances, but other than that, there is only

In a reward-punishment analysis, is a mere 0.2 bump in grade for taking an honors-level class worth it? Probably not.

Should there be more than a 0.2 bump given to an honors-level class? Definitely.

Weighting an honors-level class to boost the student’s GPA should reflect the course’s rigor. Honors classes, especially in Form V— Biology* and U.S. History*—are notoriously difficult.

How difficult are they? Probably more difficult than a 0.2 bump in grade suggests. The sheer volume of work, high grading standards, and complexity of material deserve more than a 0.2 bump.

Fourth Former Colin Toth agrees, “0.2 is a little conservative. It is a general rule that honors classes are much more time-consuming compared to standard classes—whether

Ranking Haverford’s water fountains

one class near it. There is no water bottle filler, but it is clean.

At 13th sits the Basement Woodworking Water Fountain (Water: 2|Position: 7.5|Attributes: 6). The water is warm and has a metallic, minerally taste to it. It is next to the art classrooms and an entrance to the school. It is clean, but has no water bottle filler.

At 12th is the Basement Ball Auditorium Water Fountain (Water: 6|Position: 5|Attributes: 5). The water is cold/warmish but refreshing. It is right next to Ball Auditorium, so lots of students walk past it. It is clean, but does not have a water bottle filler.

At 11th place is the Locker Room Water Fountain (Water: 4|Position: 9|Attributes: 6). The water is warm, but the flow is consistently good. It has a very convenient place in a major area for students. It has a water bottle filler and is fairly clean.

The 10th place holder is the Music Water Fountain (Water: 5.5|Position: 8|Attributes: 6). This fountain has relatively cold water and a tall flow. Although this fountain is dirty, it has a water bottle filler. It is a good place to drink for performers presenting in Centennial Hall.

At 9th is the Left Side Centennial Hall Entrance Water Fountain (Water: 6|Position: 7|Attributes: 8). The water flow is not that bad, but the water is cold. Many students pass on their way to presentations in Centennial. It is relatively clean, and it has a water bottle filler.

At 8th place is the Right Side Centennial Hall Entrance Water Fountain (Water: 6.5|Position: 7|Attributes: 8). Water flow is the same as the left side, but the water is more refreshing for some reason. Many students pass on their way to presentations in Centennial. It is relatively clean, and it has a water bottle filler.

At 7th place is the 2nd-Floor Basketball Court Water Fountain (Water: 8|Position: 6|Attributes: 9).

At 6th is the Cafeteria Water Fountain (Water: 9.5|Position: 5|Attributes: 9).

Now for the top 5. At 5th place is the Big Room Water Fountain (Water: 9|Position: 7|Attributes: 9).

This water fountain is a wildcard; it can be any student’s favorite but also any student’s least favorite. However, based on our data, this water fountain deserves to be at 5 because the water is relatively cold, but the flow is very high. The position is next to

a major gathering place for students to do their work or just talk, but the fountain is often missed because it is hidden from view. However, the fountain is next to a restroom in frequent use. This location leads to a questionable aroma in the surrounding area. That doesn’t stop this water fountain from being very clean and having a water bottle filler.

At 4th is the 2nd Floor History Wing Water Fountain (Water: 10|Position: 9|Attributes: 7). The water here is very cold and the water has the best flow out of all the fountains. The flow is thick and tall. This fountain is in the very middle of the school, and many classrooms are nearby, but not many fountains are nearby. This fountain is very clean, but lacks a water bottle filler.

Sitting in 3rd place is the 3rd Floor English-wing Water Fountain (Water: 9.5|Position: 8.5|Attributes: 9.5). This fountain had very cold water available right after you come up two staircases from a long hike. The flow is good, but not great. While the position (third floor) is not very accessible, there are no water fountains in the area, and

students from the many classrooms around it on the third floor often go there. This fountain has a water bottle filler and is clean.

The runner up, at 2nd place, is the 1st Floor math-wing Water Fountain (Water: 9.5|Position: 10|Attributes: 8.5). This was a close second because the water was very cold, refreshing and had a tall flow. The fountain is in the middle of the first floor, a place where everyone in the school passes a few times a day. The fountain is very clean as well.

Lastly, with the 1st place spot - the best water fountain in Wilson Hall - is the 1st Floor Mr. Franz/Mr. Moore Water Fountain (Water: 10|Position: 9.5|Attributes: 9). This is number one for a reason. For starters, the water temperature is perfect and refreshing. The water has a good aftertaste and you do not get thirsty right after you drink, unless you think the water is so good that you need to try it again. The fountain is right next to the side entrance, a staircase, so it is quite accessible. The fountain also has a water bottle filler.

A 0.2 GPA boost is inadequate for the honors level workload

this be in homework, preparing for a quiz, or supplementing a class to keep up with the built-in speed of an honors class. Honors students should get a larger boost [to GPA].”

The 0.2 increase for honors-level classes seems even less advantageous when compared to the jump in GPA calculation using the school’s grading scale, which converts a number grade to a letter grade in both standard and honors classes. Jumping from a 96 A to 97 (or 96.5) A+ should not earn more than the difference between an honors-level and a standard-level class.

When a grade of A+ is earned, there is a 0.3 jump from an A. That is true for both standard and honors classes. If one student has a 96 and one student has a 97, the student with a 97 gets the benefit of the 0.3 addition. Sometimes teachers round up so it’s possible a student with 96.5 will get the 0.3 bump which will not be afforded to the 96 student. This means that an A+ in a standard level class is more valuable than an A in an honors level class. Oddly, there is an even larger 0.4 bump from an 89 B+ to a 90 A-.

The challenge of obtaining a one-point

difference (and sometimes half of a point if rounding up) needed to earn the 0.3 or 0.4 increase in GPA can’t be compared to the grit required of the self-sacrificing and hardworking student who dares to embark on honors-level work, which only gives the student a 0.2 advantage.

Math teacher Mr. Samuel Walters said, “The only matter the Haverford-assigned GPA counts for is Cum Laude [society]. Colleges calculate their own GPAs. While we want students to get rewarded for taking harder courses, we don’t want Cum Laude [society] to be reserved for only honors students.”

High-achieving students, regardless of interest level, do not think taking an honorslevel course is optional if they want to apply to top-tier colleges. As Haverford does not offer AP classes, even honors-level classes are seen as “not strong enough for top colleges” to some students.

The question among high achievers isn’t “should I take every honors class available?” but “will I die taking every honors class available?”

As there is a decent risk that an honors student, given the increased workload and academic challenge, may end up with a lessthan-desirable grade, the already small 0.2 benefit is worth even less as it will only minimally raise a lower grade.

Grayson Morgan ’26

Ayush Varma ’27

A student fills his water bottle at the top-ranked station, May 2, 2024

off-campus opinions

It has been over 200 days since the terrorist attacks in Israel. To respond, Israel launched a full-scale invasion of the Gaza Strip, with the goals being to destroy Hamas, the terrorist group responsible for the attack on Israel, and free the remaining hostages. As of today, Hamas claims to possess 133 hostages, and Israel’s war effort is still ongoing.

Although the conflict is on the other side of the world, repercussions are felt locally. Over thirty colleges and universities host “solidarity encampments,” which are student-led demonstrations that intend to force the college to succumb to their demands.

I found that the word “demand” was often used without more information — it is difficult to find information about the student-protester demands, even if you are looking for it.

From my understanding, the protesters want their respective universities to “divest” from any company profiting connected to Israel or from the war in general. Then, the universities would be required to redirect that money to support educational efforts in Palestine. While this may seem straightforward, it is difficult to understand; the convoluted concept may even fuel the sentiment that the encampments have no direction or purpose.

The most prevailing issue with the protests is the danger they pose to Jewish stu-

In April 2024, President Biden signed into law the Protecting Americans from Foreign Adversary Controlled Applications Act, requiring a ban on TikTok or forcing its Chinese-owned parent company, ByteDance, to sell the platform. There has been increasing concern within the U.S. Government that the company could turn over sensitive user data, like location information, to the Chinese government.

There are also concerns that TikTok’s algorithms, which control content recommendations, can be used to spread misinformation, or otherwise negatively influence Americans. Many point to the rise of antisemitism, especially on college campuses, as an example.

The idea of banning TikTok is not new. In fact, about 34 states have enacted or announced plans to ban the social media application from government-issued devices. At Haverford, TikTok is blocked on school Wi-Fi. Interestingly, Instagram and X (formerly Twitter) are not.

TikTok’s response to the potential ban was to point fingers at the U.S. Constitution. In a statement released after the passage of the proposed prohibition, ByteDance said, “This unconstitutional law is a TikTok ban, and we will challenge it in court. We believe the facts and the law are clearly on our

College encampments need to clarify their message

dents, who often fear for their safety while walking to class. It might even cause them to take a particular route to avoid being targeted for their religious beliefs.

Columbia alumnus Robert Kraft, who attended the University on a full scholarship, stated that “principles have been sacrificed by professors keen to use the classroom and the campus as a bullying pulpit to promote their personal political viewpoints as opposed to fostering critical thinking.”

The difference between expressing your opinion and blatant antisemitism is clear, and while many protestors remain peaceful, antisemitism is never acceptable.

When students chant “Go back to Poland,” insinuating a return to the Holocaust, a university must do everything in its power to de-platform and remove those people from their campus. The “mob mentality” (or existing in unison) has allowed people to feel comfortable with expressing their hatred— the entire mob must be destroyed.

These issues have recently expanded to our local community, with students at Haverford College and Bryn Mawr College making solidarity encampments.

I attempted to gather a unique perspective by interviewing an encampment member at Bryn Mawr College. When I arrived at their campus, I asked a student for directions. When she heard we were going to the encampment, she looked shocked and warned that I might be labeled as “Islamo-

Haverford College students gather in front of Founders’ Hall to protest the treatment of Palestinians, April 25, 2024

phobic,” just due to my presence.

When I found the circle of tents, I asked to speak with an encamped student. She directed us to one of the “directors.” I began introducing myself as a member of the Haverford School newspaper before asking if she would answer a few questions.

“We are not speaking at this moment,” she condescendingly remarked.

Confused, I respected their wish and walked away.

Still unsatisfied, we asked a seeminglyeveryday student, on her way to class, if she had a minute for an interview about how she felt around the encampment. She agreed and consented to being recorded. As we were

about to start the interview, the student director of the encampment stormed over.

“Do not talk to them,” she yelled. I left.

I understand the image of Haverford Students approaching an all-girls school encampment may be triggering, but if the protesters were truly passionate in what they believe in, why wouldn’t they want to spread their messages and demands? It seems contradictory, and additionally supports why many don’t understand the encampments and believe they are simply designed to grab attention. If protesters are unwilling to explain what they are protesting, what is the point?

Can Congress unite over more than just TikTok?

side.” The promise of a First Amendment legal challenge to the ban and subsequent sale of TikTok is a good indication that this fight will be a long one.

There are strong opinions on both sides of the argument, but it seems that the majority of Americans support the ban. A Reuters/ Ipsos poll found that 58% of Americans agree with the statement [that the Chinese government uses TikTok] to “influence American public opinion.” Similarly, the same poll found that 50% of Americans support banning the app. Of course, it only surveyed adults, and the outcome may be quite different if it included those under 18!

Is TikTok really a threat? Interestingly, the new law does not name any specific national security concerns. Also, the law does not seem to address what is the core concern—what happens to Americans’ data? Not just with foreign-owned companies, but also American companies including Google or Microsoft?

Congress has been unwilling to address the issue of data protection and privacy in any significant fashion, and technology innovations are outpacing U.S. laws and regulations about data and privacy. This poses the question, is America targeting foreignowned companies for the benefit of their domestic competitors? If TikTok was sold to X (formerly Twitter) or Google, would our data be any safer or more secure?

According to one report (governing. com), 61% of Americans have had their data breached. U.S. laws to address this major issue are currently nonexistent.

The potential ban on TikTok seems unlikely in the near future, given the legal challenges the law will face. But the recent action by Congress raises a more pressing apprehension.

The ban on TikTok represents that Congress can, in fact, act...when they want to.

We have grown up in an era of school shootings; specifically, there have been 196 school-shooting incidents since 2018. We have grown up amidst astronomically-rising educational costs; between 2000 and 2021, average college tuition and supporting fees have increased by 65%.

We have grown up amidst increasing homelessness, with a 6% increase in national homelessness since 2017. We have grown up amidst a devastating national opioid epidemic; since 2000, opioid-related deaths have risen six times over.

We have grown up being told that nothing can be done about these problems, or

that Congress cannot agree on a solution, or that our political system is broken. The ban on TikTok represents that Congress can, in fact, act … when they want to.

Maybe TikTok needs to be banned, and maybe it is a national security threat. But if Congress can act on banning a social media application, and if they can cultivate the bipartisan support needed to pass this new law, we should also expect them to control matters that are even more urgent for the American people.

Connor Simpkins ’25

Michael Bartholdson ’25

MR. THOMAS STAMBAUGH

TikTok CEO Shou Zi Chew testifies during the House Energy and Commerce Committee hearing, March 2023

Grey Benson ’25

Referees play a crucial role in the success of an athletic organization’s future. Playoff games are often decided by specific calls that affect game outcomes; a good or bad call may jeopardize the most significant moments in a game.

Recently, the Philadelphia 76ers and the Los Angeles Lakers were the subjects of the poor officiating by NBA referees, and both franchises were fighting for a spot in the next round of the playoffs; they desperately needed to win close games, but the officiating prevented them from doing so. In Game 2 of the Lakers versus Nuggets series, the referee made a contentious call toward the end.

With 39 seconds left in a tied game, the referees reversed a call they made, claiming there was no foul against the Nuggets after they had originally called one. It ultimately allowed the Nuggets to emerge victorious. This event resulted in a controversial postgame discussion when star players like LeBron James spoke on the current matter of horrible NBA officiating accuracy. “[Point Guard D’Angelo Russell] got hit in the face driving to the hoop,” James said. Consequently, the Lakers were eliminated from the playoffs, even though it was later confirmed by the NBA that it should have been a foul in favor of the Lakers.

Similarly, in Game 2 of the Philadelphia 76ers versus New York Knicks series, another issue surrounded the ending of Game 2. In the closing seconds, Sixers guard Kyle Lowry inbounded the ball to another guard, Tyrese

NBA Playoffs: Controversy over referees

Maxey. On the play, Maxey was clearly held, from his jersey, by a Knicks player and fell to the ground with the ball as a result. No call was made by the officials. To avoid a turnover, Sixers head coach Nick Nurse called a timeout while they still maintained possession.

However, through all of the chaos, the referees allowed the game to continue, ignoring not only the blatant foul against the Knicks, but also Nurse’s pleas for a timeout. The Knicks stole the ball back, and in the closing seconds, their guard, Donte DiVincenzo, scored a game-winning three-pointer; it was an abysmal performance from the referee crew.

The Sixers filed a grievance to the NBA following the game, and it was later decided that they were robbed because of the referees’ missed calls.

Though there are around 200 possessions for each team during an NBA game, the most important possessions evidently come at the end of games.

If referees are able to continue getting away with poor officiating, then the results of such basketball games will neither be accurate nor fair. This raises questions about whether artificial intelligence will replace current referees or not, or if they will alter certain rules, backed by the unfair gameendings to teams like the Los Angeles Lakers and Philadelphia 76ers, who deserved to win their games.

Kyle Lowry, then of the Toronto Raptors, in Washington, April 26, 2015

Leaving tradition behind: Quintessence Theatre Group’s Macbeth

Abacklit by an eerie glow, the sword gleams menacingly, its blade stained crimson with the lifeblood of Duncan. Macbeth (Daniel Miller), stands over the fallen king, a conflicted figure shrouded in shadows cast by the flickering torchlight.

The air is heavy with the metallic scent of blood, mingling with the musty aroma of Mt. Airy’s Sedgwick Theater. The once-pristine sheets, now soaked in scarlet, recall the treacherous deed committed in the dead of night. Duncan’s body lies motionless, a testament to the ruthless ambition that consumes the Quintessence Theatre Group’s production of Macbeth

The Sedwick came into its own, as director Alex Burns utilized every nook and cranny of its intimate space to bring Shakespeare’s tale of ambition and betrayal to life. Despite its modest size, the show’s lighting (Anthony Forchielli) and set (Alex Burns) ensured that every square inch was utilized with characters popping out from all angles sometimes initially confused for an audience member returning from the bathroom.

The curtains parted to reveal the spectacle of war. The battlefield immediately came alive with a mesmerizing display of crimson hues...

The curtains parted to reveal the spectacle of war. The battlefield immediately came alive with a mesmerizing display of crimson hues, casting a red glow upon the audience. Backlit by a haunting light, each figure was transformed into a silhouette of war outlined against the backdrop of chaos and battle. Forchielli’s lighting, paired with Burns’ sound, stirred the audience’s adrenaline.

Christopher Mullens’ interpretation of The Porter contrasts with the play’s grim atmosphere. With unique skill, Mullen captivates the audience through his perfect timing and engaging presence. By engaging with the viewers, he injects moments of humor into

an otherwise solemn story. Out-loud laughs accompany his remarks and playful behavior. Yet as the time comes, Mullen smoothly disappears back into the stage.

Sheltered within the walls of his castle with his wife, Macbeth builds on his mounting paranoia of guilt; the man destroys himself as surely as he destroys his country. For modern audiences, the shifting interplay between fate and free will, the analogous pillars of guilt and ambition, give the play perennial relevance and meaning.

Burns’ vision wildly expands beyond the canon of Shakespeare’s tragedy. At the same time, Miller’s Macbeth channels the archetype of the tyrant warlord.

Burns boldly and innovatively takes unique liberties with gender.

Miller’s performance blazes with charisma and authority. His physical size and powerful tone make it easy to believe he could have commanded a medieval army. His muscles and commanding presence epitomize the alpha-male warrior.

While power and masculinity are easily recognizable, Burns also opens up a space for questioning gender identity and representation, asking the audience to believe what they see.

The witches are the most provocative and exciting aspect of Burns’s production in this regard. Where the witches make only three brief appearances in Shakespeare’s Macbeth, Burns has them continually reappear, highlighting their power with every polarizing scene.

QTC’s Macbeth transcends the limits of traditional theater, inviting an audience to go on a journey in the heart of human nature.

And polarizing they were—some audience members made audible gasps when the witches made their most provocative dance moves.

With an entirely male cast, we’re forced to explore the witches’ plans and conspiracies. Burns gives us an experience closer to trying to work out what is going on – to address the capacity for gender fluidity and

FORDS Sculpture to be added to campus

Ms. Kantor’s 3D Art and Design* class spent the winter designing and producing their own wooden cabinets. For its last project, the class will collaborate on a large-scale “FORDS” sculpture, based on Robert Indiana’s iconic “LOVE” sculptures.

“[The sculpture] is a representation of our city and our community. ”

MS. STEPHANIE KANTOR

“Kevin Li came up with the idea,” Art teacher Ms. Stephanie Kantor said. “It’s a representation of our city and our community, and that is what is unique about it.”

After going through seven student models, the class voted for its favorite design.

Each letter will be constructed from material spanning two-to-three feet.

Each student’s letter will be made out of a self-selected material, including wood, clay, foam, and concrete. The letter “O” is constructed of foam, the Letter “D” of concrete, “R” of wood, and the letter “S” of clay.

The sculpture’s brick base and the letter “F” will be a combined effort.

While no official spot has yet been identified, suggestions include the middle school lobby, the Durham Community Room, or somewhere in the quad.

Ms. Kantor’s class is not currently worried about the location of the project, but instead on the quality… and getting it done.

Group art projects are pretty rare, but his project demonstrates how a group of students working together can construct a unique school symbol.

how we differentiate between powerful men and powerful women. At specific points, this makes the experience of viewing disorienting, as some of the witch scenes seem forced. In other areas, the casting adds a new dimension to an old story.

Costume designer Kelly Myers’ wellresearched historical details add authenticity and enhance Shakespeare’s story. The soldiers’ kilts are a reminder of Scotland’s military, with a sense of timelessness breathed into them while reminding the viewer of where the play takes place. This decision respects faithfulness to history and underpins their relation to their land, making their narrative rooted in an intense awareness of place and culture.

Lady Macbeth, portrayed by understudy Cornelius Franklin, is done brilliantly. Myers aptly captures Lady Macbeth through intricate costuming, emphasizing her femininity while simultaneously expressing her strong, intimidating character traits.

QTC’s Macbeth transcends the limits of traditional theater, inviting an audience to go on a journey into the heart of human nature, where power, will, and moral reckoning collide in a complex of gender, sexuality, and iconic storytelling.

Grey Benson ’25

Jackson Harrington ’24

Daniel Miller as Macbeth in a QTC promotional photo

Robert Indiana’s LOVE sculpture, the model for the

sculpture

The Shining: addiction at The Overlook Hotel

Liam French ’25

Alcoholism kills, literally.

Stanley Kubrick’s cabin-feverhyperbole The Shining portrays alcoholism’s devastating effects on the human psyche. Jack Torrance, a writer and recovering alcoholic, much like Stephen King whilst writing this novel, takes up a job acting as caretaker of The Overlook Hotel during the winter months. During his interview, Jack learns of a prior family homicide caused by “too much cheap whiskey,” to which he responds, “You can rest assured that that’s not gonna happen with me.”

Jack, his wife Wendy, and their son Danny move to The Overlook in an attempt to patch up a marriage wounded by Jack’s alcoholism, unaware of the unsettling events in store.

The terror starts before Jack picks up a bottle. The audience meets Tony, “the little boy who lives in Danny’s mouth”—the personification of Danny’s “shining.”

Stemming from a shoulder dislocation after his drunk father angrily lifted him up off the floor, Danny’s shining is a product of alcohol abuse. Granting its user telepathy, as well as the ability to see events in both the future and the past “like a picture book,” Danny’s shining awakens The Overlook Hotel’s dormant evils. The hotel is attracted to Danny like Jack is to whiskey after one year of sobriety, and it first starts to toy with Danny while he throws darts in the game room. He meets two sinister playmates in matching blue dresses, white ribbon bows around their waists, pale skin, and quaint eyes. This evil is alcohol, taking its first sip on his shine.

Like alcohol, the Overlook Hotel offers a nice escape from the reality of Jack Torrance’s failing marriage and career as a writer. In their first month at the hotel, the Torrance family seem to be enjoying themselves. Wendy and Danny explore the hedge maze, but Jack, having chosen to stay inside, eerily stands over them as he examines the scale replica of the hedge maze. Here, Jack admires his homey, haunted hospice, a cunning grin creased across his lips. As he stalks his family from above, he is in turn preyed upon by the hotel. The longer Jack stays at The Overlook, the worse his addiction symptoms become. Jack falls victim to addiction and becomes a volatile recluse, snapping at Wendy after she “distracts him” by walking over to comfort him at his typewriter. In the movie’s most unsettling scene, Jack gives an emotionally contorted “I love you talk” to Danny, confessing his love for the hotel and their family’s role in this eerie “situation.”

This is not Jack, but the Hotel—his addiction—talking through him.

The malicious power takes complete control of Jack’s mind, no matter how hard he tries to fight it.

Jack is possessed by an evil that lives inside him and speaks to his son. All it wants is for Jack to feed it, but the food it craves

poisons Jack and his family.

Its effects are not bad at first, causing a state of euphoria when enjoyed in moderation as seen in a family snowball fight. But the hunger grows. It consumes Jack, telling him to neglect his family, health, and well being. The things he loved are no longer as important as The Overlook.

The malicious power takes complete control of Jack’s mind, no matter how hard he tries to fight it.

Using him as a conduit for evil, The Overlook channels into Jack its corrosive, addictive force. Each spirit he indulges in from Lloyd’s bar in the gold room brings him one sip closer to insanity. Later, Jack gets up from the bar in a liquid grace. Former homicidal caretaker Delbert Grady accidentally spills his drinks on Jack, whom he ushers to a now-iconic red and white bathroom to clean him off. After Jack pesters Grady about his previous role as caretaker and triple homicide, Grady cross-examines Jack, interrogating, “But you are the caretaker. You’ve always been the caretaker.”

In Jack’s inescapable function, Grady essentially tells Jack “Once an alcoholic, always an alcoholic.” It is Jack’s duty to care for the hotel, and he devotes himself to his addiction. To protect the hotel—his addiction, alcohol in this case—and its “situation” as Grady puts it, Jack learns from Grady that his wife and son need to be “corrected,” by any means necessary. In this scene, alcohol takes full control of his mind. In subsequent scenes, it takes over his body and willpower as he terrorizes his wife and child through

the hotel in a murderous pursuit. Jack does not overcome his addiction. Instead, the hotel absorbs Jack—he is the caretaker after all. He always has been, and always will be.

Stanley Kubrick’s psychologically twisting film conveys the power of alcohol over human will and the horror that it creates, eventually determining that we are not stronger than our addiction. Jack dies an alcoholic, while his wife and child flee The Overlook, escaping addiction.

Using him as a conduit for evil, The Overlook channels into Jack its corrosive, addictive force.

The movie’s stunning visuals and beautifully jarring scenes elicit creeping fear in its audience. The sonic mickey mousing—a film technique that syncs the accompanying music with the actions on screen—employed by Kubrick’s music editor Gordon Stainforth, heightens the tension of every scene, becoming more prevalent the more Jack drinks, diverging to insanity. Sanity is like a shot of whiskey, the second it’s filled, it’s gone. The madness that unfolds at the end of the movie is a product of addiction, one its audience can avoid so long as they drink responsibly… and don’t axe murder their family.

The HAVERROCK and jazz ensembles host first official concert

Liam French ’25

Every year, all the music ensembles unite to perform in the Spring Concert at the start of May. The Notables, Glee Club, Orchestra, Jazz Band, and Rock Bands all perform the music they have prepared for months prior.

This year, the Performing Arts department took a new approach, separating the Rock and Jazz bands from the rest of the ensembles. They hosted their own concert on April 24 in Centennial Hall.

The HAVERROCK director, Mr. Kyle Struve, says that the idea for this new concert format came from the growing number of bands at the school.

“The rock band program has been

growing to the point where we have four bands to put on stage, which was unprecedented for the school. And Mr. Hengst saw that growth in the program, and he gave us a vote of confidence to do our own concert,”

Mr. Struve said. “In my opinion, that was a huge opportunity.”

“And we wanted to step up to the plate and hit it out of the park. So we put in a lot of extra time preparing and trying to get some sort of special guest collaborations on stage between middle school and upper school.”

The Jazz Band, along with the four rock bands (The Homecoming, The AfFORDables, The Macroband, and The Iron

Men), each got their own set, with unique lighting and visual effects like fog.

Sixth Former Anthony Valentino, guitar-playing frontman for the school’s most experienced rock band, The Homecoming, was excited to see the setup for their concert.

“When we first arrived on stage, we actually found out that it was a much higher production value than usual, in terms of visual effects like the lights and the smoke,” Valentino said. “We had that time and space capabilities now that we weren’t sharing a stage with the other ensembles

Over the course of the concert, many audience members were snapping, clapping, or even singing along—a much

more interactive experience than a typical Spring Concert.

“I tried to make it a little more of a conversational tone as if we’re inviting the audience into a rehearsal room,” Mr. Struve said. “Instead of a stiff presentation where everyone’s like waiting expectantly for something to happen, I tried to include the audience.”

The first official Rock Concert was also the last performance for Valentino. So, he made sure to go out with a bang.

“We think it went really well. It was our last performance. Especially for me, because I’ve been doing the rock-band program for the past four years, I know [Sixth Former] Matty [Jones] and I really wanted to give it our all,” Valentino said.

And it seems that the legacy Valentino and his other upperclassmen bandmates have created will not fade any time soon.

This is especially evident in the middle school rock band and the middle school members of the Jazz Band.

Sixth Former Justin Fan, an avid member of the Jazz Band, thinks these performances are essential.

“Playing instruments is a vital part of developing and learning,” he said. “Especially since so many kids in middle school are part of a band, and then in high school that disappears and no one continues playing instruments. I hope that we can see a change in that trend—where more people continue playing their instruments in high school.”

Of course, none of this would have been possible without the assistance of the Performing Arts Department faculty.

“We really want to thank Mr. Holdren, Mr. Hengst, Mr. Struve, Mr. Woodward, and everyone else in Centennial that helps us with setting up and working with us to make a great show happen,” Valentino said. “We really appreciate this great opportunity to leave our little legacy.”

Lacrosse, cont. from front page

The game’s physical nature continued through the final three periods; the defensive middies for both teams were looking for hit after hit, resulting in a few costly penalties for the Fords.

The Friars never waned — later in the third quarter, Brown signee Ennis Udo added a pair of goals to close the gap on the Fords’ lead. While the Friars gained momentum on offense, Murphy stood as the Fords’ rock. His defensive ability allowed the Fords to stay in the game, even when the Friars’ shots were becoming too much to handle. The Fords, except Murphy, seemed to be knocked off their game, partially due to Lyon and Nolen colliding into each other and Sixth Form Brown signee Brady O’Kane sustaining a minor ankle injury that took him out for a few plays.

“We kind of got out of our groove for a little,” Lyon said. “Me and [Connor Nolen] colliding into each other threw off the pace of our game.”

The collision and the O’Kane injury took out three of Haverford’s core players.

“The guys knew what it meant if they were out for more than a play,” Young said. “That’s why they got back in so fast. We needed them.”

The Fords’ injuries prevented them from their usual “when it rains, it pours offense,” and for the entire fourth quarter, they were dead-set on nine goals.

“Malvern had the momentum,” said Lyon. “We were not getting it done on offense… Having Brody in net really saved us.”

Udo added another goal in the fourth quarter to tie the game at nine with two minutes left. With all the momentum on Malvern’s side and nervous energy around Sabol Field, Malvern gained possession with under

ninety seconds left.

With the shot clock turned off, Malvern took its time to find a shot, and they did.

Logan Turely, a Harvard commit and junior midfielder, wound up a rocket shot that bounced off Murphy’s head into the Fords’ control. If not for Murphy’s “die trying” re-

lentlessness, the Fords would have lost yet another Inter-Ac championship to the Friars.

With the ball in the Fords’ possession and under thirty seconds left, everyone at Sabol could feel what was about to happen.

Jack Long received a pass with too much room and a top right rip was all she wrote.

Haverford fans and the bench exploded. Haverford secured the Inter-Ac title against Malvern for the first time in too many years, and they have a chance to put an exclamation mark on a remarkable season in their remaining games.

A method to the madness: the lacrosse program’s Wednesday morning workouts

The alarm rings. Sixth Form lacrosse captain Jack Long reaches for his phone and shuts it off. Walking through the dark towards his dresser, his bed has never looked more comfortable.

It’s 5:00 a.m. on a cold, dark February morning. The morning dew is frozen, and Long’s Ford Expediton’s heating hasn’t yet warmed his freezing body. “You have to do it,” Long said. “Every year throughout my high school career, I have done it.”

These early mornings are no stranger to Long or anyone who plays lacrosse at Haverford. “Wednesday morning workouts” leading up to the spring season have been a tradition for longer than many can remember.

“It’s part of being on the team,” Sixth Form goalie Banks Young said. “It builds discipline and brings us together.”

While these Wednesday Morning Workouts may be most challenging and highest attended, the lacrosse team finds ways to implement practice at unusual times.

“There are guys out there every morning,” Young said. “It builds character for the young players to hit the wall or shoot a few before school.”

Banks emphasizes discipline, commitment to the team, and buying into the program’s successful history.

“When everyone else is with you, it makes you feel like you are in it together,” Young said. “It motivates you to go the extra mile and work hard.”

“Every guy not playing a winter sport is expected to be there, no excuses, and every guy is,” Long said. “It’s a way to show the team that you’re all in.”

The workouts are no joke, either. Ninety minutes of intense cardio leave many Third Formers debating their future with the program. It also serves as a reality check for upperclassmen who missed out on Strength and Conditioning coach Matthew Rosko’s challenging winter workouts.

Many players prepare for the exercise by going to those workouts, which prepare them for the season. The workouts leading up to the winter bolster the players’ strength while keeping them ready for cardio.

“Being together as a team is important,” Long said. “It builds a chemistry between the guys, and we know we are going to battle for one or the other.”

In contrast to Coach Rosko’s workouts, which not all can attend, the “Wednesday Morning Workouts” play a pivotal role in building team bonding and the team’s success.

“When it comes down to it, if you want to succeed, you have to prepare,” Young said.

That’s why many, if not all, players work out independently in preparation for the looming winter.

But even with this preparation, some players must prepare for the morning challenges. Often, many players’ days or weeks may be spent recovering from the mornings.

“A few guys end up throwing up every

When many players arrive on campus, it is still dark out. No one is at the school, nor do many want to be. But winning is earned, not given, and that’s why the grueling tradition has stood the test of time.

year,” Young said. “The workouts are hard, and if you’re not prepared, it will show quickly.”

While many students arrive on campus, the team continues its work. After the intense cardio workout, the players enter the locker room. No words are said, just hands over the head and heavy breathing. But the morning seems okay after a shower, an omelet from the dining hall, and talking with buddies over breakfast.

“I mean, in the end, we all want to win,”

Long said. “We will never do that if we do not do ordinary things.”

Ordinary is not a word you associate with an eighteen-time Inter-Ac championship team. Buying into that concept produces the results the community has come to expect.

Haverford Lacrosse’s culture will not be leaving anytime soon. And as long as the early mornings, harsh workouts, and dedication are maintained, the success won’t either.

Teddy Gillin ’26 kneels during a game at Malvern Prep, April 16, 2024

John Rouse ’24

Aydan DiRocco ’24 and Reed Campbell ’25 connect during a home game against Malvern Prep, May 2, 2024

Coach Castell Picks up his 500th win, followed by win over Malvern

As the spring picks up and the athletic teams themselves begin to hit their strides, fans can see how the remainder of the season will play out.

Fords baseball currently sits at 12-61 just after their 6-3 win over Springside Chestnut Hill on Friday 4/12, but even more significant in this win was the coaching milestone of Coach Bob Castell, who secured his 500th career win.

Notable player performances that made the game such a success included Sixth Former Connor Scanlan, Fifth Former Brenner Green, and Fourth Former Jaidyn Rivera, who combined for an explosive four home runs.

On the other side of the diamond, the team also dominated the game, especially on the mound. Sixth Former Kevin Reavey had an impressive seven strikeouts and, combined with Sixth Former Fred Jordan’s two strikeouts, kept SCH’s scoring to a minimum.

Coach Castell joined the community in 1992, coaching varsity football for twelve years and middle school wrestling for thirteen years. He is currently head varsity baseball coach and lower school physical education teacher.

Since taking charge of the baseball team, Coach Castell has captured two Inter-Ac championships (2000 and 2010) and four PAISAA state titles (2011, 2013, 2016, and 2022). Coach Castell has also accumulated 500 wins, solidifying him as one of the greats in the school’s coaching history.

As Coach Castell picks up his historic win, the team has its eyes on a different goal. After falling short of defending the state championship title last year, the team looks to change the narrative going into this postseason.

Sixth Former Eddie Kohn said, “This season is different because we have a group of seniors who all bring different things to the table. The leadership has clearly taken a step up because we all have seen how that has negatively affected us in the past. This group is hungry. We know our goals.”

Fifth Former Pat White shared a different opinion. “Our best strength is definitely our pitching staff. I would say we have

the best staff in the league,” he said. “The pitchers are always reassuring the team that if we get them two or three runs then our defense will hold them below that. Not to say we are bad at it but the weakest area is probably hitting. That being said, if a couple of our batters get hot at the same time, then we will be one of the best-hitting teams in the league as well.”

As the Fords continue to build momentum heading to the postseason, they picked up another big win, toppling our unofficial rival Malvern Prep on Friday, May 4, in a thrilling 2-1 victory with key plays from Brenner Green ’25 with both of the team runs from solo home runs, and Kevin Reavey ’24 who had ten strikeouts.

After an exciting first inning, fans buckled up for a high-scoring game. At the bottom of the inning with the Fords at-bat, Scanlan hit a single, then Green hit a heavy home run to carry himself and Scanlan home, taking an early 2-0 lead. In terms of raw excitement, that was as far as the game went.

With an early advantage, the Fords wouldn’t score again, and they wouldn’t need to. It was a matchup between two pitchers:

Reavey versus Friars’ senior D.J. Peterson. Both pitchers were playing their best, resulting in a low-scoring game, but it was anything but slow, and tensions were palpable.

In the second inning with Friars atbat with an out, Senior Grant Kennedy hit powerfully toward left field for a double. Reavey then had a face-off with senior Cole Kirschner, with both players being full on their counts. With a missed swing on Reavey’s payoff pitch, the Friars got a second out. On the next pitch, Friars junior Chase Ecker connected on a low hit that Reavey grabbed and threw to first base for their third out.

The Fords faced a similar fate in the same inning. Two men on first and second base were forced back to the dugout after Fifth Former Zac Fuscaldo’s low hit was grabbed by D.J. Peterson and thrown to first base for a third out.

The top of the third inning worried the Fords. With the Friars at-bat, two outs, and empty bases, junior Andrew Pellicciotta hit a home run, closing in on the Fords with a 2-1 score. The next batter struck out to end the half.

The top of the fourth inning didn’t go smoothly for either team. First-at-bat Friars senior Mason Clark had a strong start, hitting a double. While the next two bats resulted in outs for the Friars, Clark took advantage of the chaos and stole third base, creeping in on a tie game. With Kirschner at-bat, his goal was to allow Clark it home. Fortunately for the Fords, Kirschner hit a low bat, and it was thrown to first base for the Friars’ third out to end the half with the same 2-1 lead.

“The leadership has clearly taken a step up because we all have seen how that has negatively affected us in the past. This group is hungry. We know our goals.”

EDDIE KOHN ’24

The game progressed slowly, frozen at 2-1 until tensions rose again at the top of the sixth inning. With one out, Friars sophomore Brady Abate walked to first base. The next batter, Clark, struck out, but Abate stole second base. In the next bat, Reavey threw a low ball, hitting Friars’ senior Jonathan Holt in the foot and allowing a walk. Luckily, Kennedy struck out to end the half.

To finish the game off, Jordan pitched in the seventh and final inning. He threw two high hits, and both were caught. Friars’ sophomore Jackson Melconian hit low and barely caught first base. Skillfully, Jordan ended the game by striking out Friars’ senior Tague David, ending the game with a 2-1 score, where every point was scored by home run.

“[There was] a lot of tension,” Jordan said. “There were some times where a lot of runners were left on base by both teams… [there was] definitely clutch pitching.”

For an equally tense game against a lifelong rival, Episcopal Academy, the Fords will be playing at home on Friday, May 10th. Coach Castell’s legacy-defining milestone victory has also boosted the team’s momentum, and a fire burning under the team for a deep run into this year’s playoffs seems inevitable. This group is determined to do something, and the pieces are there to do it.

Quinn Sullivan ’25, A’mir Ibrahim ’24

Patrick White ’25 prepares to nab a pitch in a 15-0 win over Germantown Friends School on March 8

DR. MIKE NANCE

Fred Jordan ’24 splits the raindrops in a 6-3 win over SCHA on April 12

DR. MIKE NANCE

Fords netmen battle at SCHA

Despite first singles and recent 2024 IAAL singles tournament winner Max Olson sitting out due to injury, and second doubles player Drew Carrasco missing the match with illness, Haverford Tennis continued the undefeated season with a 6-1 victory over Springside Chestnut Hill Academy on April 30th. The tennis squad traveled to SCHA on a warm, dry Tuesday, to take on the Blue Devils for the second time this season, having already posted a 6-1 victory at home on April 9.

Fifth Form third singles Phineas Minogue led the charge with a quick and merciless double bagel, 6-0, 6-0, to put the Fords ahead. Minogue relentlessly stretched his opponent Jayson Blum from sideline to sideline until he forced an error. Combining his precise shot placement with a vicious serve, Minogue racked up his second clean sheet against SCHA.

One court over, Sixth Form second singles Graeme Herbert found himself in a tougher match against Drew Sharon. After barely dropping the first set 6-4, Herbert was determined to turn things around. “First set was tough, [I’m] battling an illness so, low energy,” Herbert said. “My opponent got injured [in the] second set, so I used that to my advantage and closed out the second set before rallying and winning the tiebreak twelve to ten. It was tight.”

Herbert transitioned away from his usual drop-shot, slice-heavy game as a squash player and began pushing the ball deeper and moving his opponent around, outlasting him until an error, similar to Minogue’s strategy, but less aggressive.

The doubles games proved to be the exciting matches of the day, as first singles Kaizer Zhao commanded an efficient 6-4, 6-1 victory over SCHA’s Andrew Blum.

Sixth Form veteran Ryan Moran stepped up to the stretched lineup and competed at fourth doubles along with Fifth Former Eli Leader, and the two stepped into a close matchup. “I think our chemistry and communication were not good enough, but I do realize that is probably because we are working with tight numbers, and we don’t normally play together. I think we worked around that well to come out on top,” Moran said.

The pair executed a 6-4, 6-4 win, despite a slow start. “We were forcing shots at the start,” Moran said. “After we settled in and started playing consistently, we made fewer mistakes and outlasted them.”

On court six, Fourth Formers James

On Monday, May 2, the Philadelphia 76ers succumbed to the New York Knicks. In a six-game series that was characterized by horrible referees, the Sixers fought well but could not win. The entire series had the Knicks score 650 and the Sixers 649, and each game was decided by under 5 points.

The Knicks ran out to a one-game lead, giving them the edge going into game two. In Game 2 the Sixers were up five with 27 seconds to go. Knicks Guard Jalen

Brunson hit a three, and then 76er Kyle Lowry ran over to inbound the ball. He inbounded it to the doubled Tyrese Maxey, who was fouled twice, but neither foul was called.

In addition, 76ers Coach Nick Nurse was desperately gesturing for a timeout but was ignored. Maxey lost the ball and it made its way to 76er Donte DiVincenzo, who bricked a three. Knick Isaiah Hartenstein sliced in and grabbed the rebound, shot, and scored three points. The Knicks led 102-101.

The 76ers gave Maxey the ball in a foot-

MacColl and Jonah Grunes pulled out a third doubles victory after a very narrow first-set tiebreak.

“Our opponents had a different play style that was pretty unusual,” MacColl said, “but once we adapted our shots and kept them back towards the baseline we had the momentum.”

They were able to close out the second set 6-3 with a more decisive win. Grunes and MacColl finished the match seven to six, seven to four in the tiebreak, and six to three.

Despite a strong battle, Sixth Former Arsh Aggarwal and Fifth Former Gabe Crowder could not pull out a victory on the first doubles court.

Aggarwal said, “Going into the match, I knew it would be tough since I had never played with Gabe before, and in doubles, you need to know your partner’s game. We put up a good fight, but in the end, the other

team was a stronger team.”

Aggarwal and Crowder can attest to the effects of missing players in the lineup, but they were happy with the team’s overall performance and are already focused on the next match.

Third Former R.J. Neilly and Fifth Former Ian Rosenzweig pulled out a commanding 6-2, 6-2 win at second doubles. “It was a great match. We couldn’t miss. And we were strong on top of the net,” Neilly said. Their strong net game combined with a near-perfect serving game for an efficient win.

The Fords stayed hot and are looking to get hotter with a full week of matches. On Thursday, May 9, the Fords take on Lawrenceville, a true test of their undefeated record and possibly the hardest match of the season. On Friday the stage is set for “senior night” against Malvern, as the season approaches its end.

Sixers Slump against the Knicks

race to the basket versus Hartenstein, but Hartenstein blocked it. Knick OG Anunoby got possession and the 76ers fouled him. He made both free throws, leaving the Sixers down three. In the final 6.6 seconds, Embiid lofted up a three but missed, leaving the final score 104-101. The NBA two-minute report agreed that this game had an awful finish

Finally, in game three the Sixers scraped together a win back on their own home court. In Game 4, the Sixers lost in another heartbreaker, leaving the them down 3 games to 1 heading back to Madison Square Garden. In Game 5, Maxey tied the game to force overtime and then finished the game with a total of 46 point, tying Wilt Chamberlain for most points in a Sixers playoff game.

Moving back for game six, the Sixers were down 22 in the first quarter. They came racing back through the second and third quarters with the help of Buddy Hield but eventually fell in the last few seconds due to a three from Knick Josh Hart.

Tyrese Maxey, the Most Improved Player, has shown that he is an improving star.

Looking at the Sixers players themselves throughout this season, we see several different cases. Star Joel Embiid started off strong until he had his knee injury where he tore his left meniscus. He came back leading the Sixers in an 8-0 run to end the regular season. In the playoffs, he averaged 31.8 points. Embiid always started off strong and seemed

to tire throughout the game. In addition, he suffered from Bell’s Palsy leading his facial muscles to twitch throughout the game.

Tyrese Maxey, the Most Improved Player, has shown that he is an improving star. He has consistently been the second option for the Sixers, and when Embiid was injured, Maxey filled in as the main star.

Kelly Oubre, who came from the Charlotte Hornets, has shown that he is a viable third option with good offensive abilities and decent defense as well. Buddy Hield struggled in the first few games, but in game six he played well shooting six-of-nine from three. Additionally, he hyped up Maxey in game 5 providing a good bench presence. Kyle Lowry played pretty well throughout the series. A 38-year-old veteran, he scored 18 in game 2 and averaged 10 points in the first four games.

Finally, the enemy of all Sixers fans: Tobias Harris. The 31-year old power forward had an abysmal series. In the first four games, he averaged under 10 points a game. Finally, in game 5, he scored 19. But, he came right back to ground zero in Game Six. He scored 0 points in 29 minutes on 0-2 shots. For 29 minutes, this is absolutely abhorrent. As Kendrick Perkins said, “The team told him, ‘Yes,’ and he came back with a back full of napkins and straws.” However, the one bright spot in this situation, and for most Sixers, is that his contract is up and that he is looking for other teams.

In the offseason the Sixers should pursue Paul George, another superstar, as well as learn how to box out in the post. Despite this season being very hard, the Sixers still put on a decent showing in regard to the state of the team.

RIYADH ROLLS ’26

Phineas Manogue ’25 going for serve in a tennis match, May 2024

Clayton Green ’24

Joel Embiid looks to shoot against Knicks player in a game

DAVID DOW/NBAE VIA GETTY IMAGES

Nate Gill ’26

Fords track competes at Penn Relays

From April 25-27, the young Fords’ track and field team took their talents to the 128th Penn Relays. Losing their lead runners Chase Knox ’23 and their anchor Amani Brown ’23, questions arose about their performance.

During practice the week prior, secondleg Fifth Former Avery Gordon experienced a small fracture in his femur. This led to Fourth Former Destin Phillips filling in his

shoes.

“I was super nervous to run, not gonna lie,” Phillips said. “I watched a lot of videos on relays, and I didn’t want to be the reason why we didn’t run a fast time.”

In fact, the only leg with any experience was the quirky sprinter Fifth Former Bryce Pitt. He was tentative after dropping the baton during the exchange from Sixth Former Jey Brown. The other two legs, the lead and

JV lacrosse falls to SCHA

Banks Young ’24

Springside Chestnut Hill JV lacrosse games have been a fierce and aggressive battle over the last few years. Last year, both games were intense competitions—both going into overtime, both falling in the Fords’ favor. This year the SCHA JV team came into the season with one thing in mind, to get revenge on the Fords.

SCHA thought those games last year should’ve fallen in their favor, so they came back this season ready to prove why. Earlier in the season was the first game between the two, SCHA came to Haverford. They walked the walk after talking the talk, winning on a buzzer-beater, and heading home with a win.

April 30th, the Fords were on the bus, driving 45 minutes to SCHA, ready for revenge. “We’re the better team. That last game the ball just wasn’t bouncing our way, today we’re going to show why we truly are better,” Fourth Form midfielder Packy Rouse said.

The boys got off the bus, yearning to hear that first whistle. They were ready to show what they can do when playing their best.

After the first whistle blew, the Haverford boys did not look flat-footed, surprising after a 45-minute bus ride. “We came out flying, moving the ball quickly, and controlling the pace of play, we were firing on all cylinders. Another thing that got us going quickly was the energy from our whole team,” Fourth Form midfielder Jack Rischitelli said.

Risch swept across the restraining line and drew a defender, zipping the ball through the middle to Third Former Danny Kenard, who painted the bottom right cor-

ner. “Kinnard’s goal was an energy booster, I’ve never seen the bench more hype for the first goal of a game,” Fourth Form defensive midfielder Tommy Gowen said.

SCHA woke up, turned on a different gear, and began to control the game’s pace. A well-built strong midfielder put the team on his back to get on the board, trucking through three Haverford defensemen and putting one in the back of the net.

“We came out flying, moving the ball quickly, and controlling the pace of play, we were firing on all cylinders.”

JACK RISCHITELLI ’26

From that goal on, it was all SCHA’s game. Their goalie was unstoppable in the net. He was saving shots going for all corners.

“Their goalie was for sure their best player, he could’ve saved our shots if the balls were as small as squash balls,” Fourth Former attackman Jonesy Lerch said.

The SCHA tear continued over the second and third quarters, putting five easy unanswered goals on the board. “We couldn’t respond to their offensive scheme, they went up big and our team sort of just gave up,” Risch said.

Risch tried to get the Fords back in the fourth quarter. He split-dodged down the al-

to maximize his stride pattern with his explosiveness. Then, it was time for the exchange to Phillips, who erased all doubt once he got the baton. His yellow hair leaving a blur as he ran, he was able to maintain good form up to the 60-meter mark.

“The

guys ran hard, man. I’m proud of them, especially their ability to adapt after losing one of their legs.”

COACH JAMES HAWKINS

Now came the transition. Phillips didn’t let go for a split second after Pitt secured the baton. Once Pitt received it, he immediately got to work.

Pitt’s running mechanics were smooth, gaining more speed with every step. He made up the distance that Phillips had lost, and cruised to the anchor leg, working that curve with extreme precision. Hoillett took off when Pitt was about 20 meters next to him.

Hoillett had one job to do after that, and wasted no time getting it done. His soccer speed translated on the track beautifully, taking off with explosive strides. He maintained the lead, and the Fords caught the victory with a time of 43.61.

anchor, were Third Formers Charlie Beifeld and Haven Hoilett.

The day of the meet, Fords were only able to warm up for 20 minutes. Immediately after, they had to rush to Franklin Field to get checked in to run. 40 mins later, it was time for the Fords to shine.

On your marks. Get set. Pow.

Beifeld got out with a decent start. With elbows bent at a 90-degree angle, he was able

“The guys ran hard, man,” Varsity Track and Field Coach James Hawkins said. “I’m proud of them, especially their ability to adapt after losing one of their legs.”

“It sucks not being able to run with the guys,” Avery Gordon ’25 said, “but I’m glad we won our heat.”

The Fords have Inter-Ac championships next Thursday, and PAISAAS the following week, and they hope to end the season on a high note.

ley, hit a quick roll back, and ripped a high bouncer to put the Fords on the back on the board. The goalie didn’t see it for a second.

“It definitely gave the boys some good energy,” Lerch said.

Rischitelli put another one in, making it 5-3 in the fourth, but there wasn’t enough

time

“It

the

sharp for the next game.”

for

Fords to make a comeback. The Fords went home with a loss on their record.

was definitely a tough loss,” Third Form goalie Jackson Gillis said “But all that is on our mind now is coming back more

Musa Jabateh ’24

Haven Hoillett ’27 receives the baton from Keegan Jacobs ’24 at the Penn Relays, April 27, 2024

Goalie Sammy Caccuitti ’27 blocks a shot in practice on May 6, 2024

Ryan Brewington ’24 eyes triumphant end to crew career

Haverford Crew is entering championship season. With five Manny Flicks behind them, the rowing team is now competing for the medals and trophies they’ve been eyeing for the past several months. Much of the spring season to this point has been about getting the younger rowers opportunities on the water, but now, with the biggest events on the horizon, it is all about winning, and it is time for the more experienced rowers to shine. The varsity boats are hoping for a successful spring season, and one member Varsity Quad is hoping to end his Haverford Crew career on the highest possible note.

Sixth Former and captain Ryan Brewington has been part of Spring Crew for the past four years, and has been rowing fulltime for the past two years. Heading into last summer, he was selected as one of the four captains of the rowing team.

“There’s more unspoken roles that come with being a captain,” Brewington said. “There’s not a ton that you’re assigned to do, other than wear your blazer, but there’s a lot of other things, like being a role model for the other guys, and I know it sounds cliché, but also living Haverford Crew, especially all throughout the spring.”

One of the unspoken responsibilities arose this past weekend, when Haverford Crew alumni visited to christen a donated boat, an event that Brewington has watched the captains partake in for the past two years.

“A really big part of Haverford Crew is that there’s a lot of alumni support.”

RYAN BREWINGTON ’24

“It’s a cool thing to be a part of,” Brewington said. “A really big part of Haverford Crew is that there’s a lot of alumni support. We have top-notch equipment; we have a really nice boathouse. The alumni want to see who the current rowers for Haverford are, and how they’re representing the team, and,

hopefully, how they’re succeeding.”

For Brewington, captaincy has also involved leading the team on the waters, and helping to show the younger rowers the path to success.

“We’ve got a lot of strong juniors and sophomores who are really looking to win this year, and the senior class holds more experience than those guys,” Brewington said. “We’re kind of showing them, like, ‘This is how Haverford Crew does it. This is how we win; this is how we do things in the spring.’”

Rowing is not considered the most enjoyable sport in the world. Training consists of long hours on the erg, building fitness, and pushing your muscles and lungs to the limit.

“It’s definitely grueling, especially on the east coast and up north. We have months where we’re not even looking at the river and we’re just at Roberts Road erging,” Brewington said.

Brewington feels that the payoff in crew comes with victory, when the hours of work translate to medals and trophies in the spring.

“The sport isn’t erging; it’s rowing.”

RYAN BREWINGTON ’24

“I think that’s the same for everyone on the team — winning is the fun part of the sport,” Brewington said. “The sport isn’t erging; it’s rowing. You want your hard work to pay off in the spring.”

Along with winning, Brewington also points to the camaraderie between rowers as a rewarding aspect of the sport.

“When the weather gets nice and we’re all out there every day, everyone’s in a good mood,” Brewington said. “Right now, it’s like the peak — peak culture, and, hopefully, peak racing.”

Brewington, along with most varsity rowers at Haverford, will be participating in the Conshohocken program over the summer, hoping to maintain his fitness as he prepares to compete at Harvard University.

For now, though, he has his sights set on the last few races of his high school career. Two years ago, Brewington watched as his older brother, Jake Brewington ’22, won the Stotesbury Cup and Nationals as a captain. Ryan now hopes to emulate that success with his younger brother, Fourth Former Brooks Brewington, in the same boat, and keep the trophy home.

“Having the opportunity to do that, and sort of carry on the legacy, that would be really meaningful to me.”

“Watching my brother win Nationals and Stotesbury his senior year, in the [Varsity] Quad, and having the opportunity to do that, and sort of carry on the legacy, that would be really meaningful to me,” Brewington said.

On Sunday, May 5, the Varsity Quad began the medal season on the right foot with a win at the City Championships. In the final month of Spring Crew, Brewington hopes that each member of the rowing team will “live Haverford Crew” and help each other to win the most meaningful races in their sport.

“Whether you’re a captain, whether you’re a freshman, whether you’re in the top varsity boat or whether you’re in a novice boat, just trying your best, and giving it your all regardless of what happens, day after day, on and off the water — that’s what truly matters.”

Adiyan Nayak ’24

COURTESY

COURTESY

Members of the Varsity Quad and Varsity Four celebrate victories at the City Championships on May 5, 2024

The Varsity Quad races to victory at the City Championships on May 5, 2024

RYAN BREWINGTON ’24