October 2023 Index

the index The student voice since 1888

The Haverford School · Haverford, PA 19041 · October 2023 · Volume 91, No. 2 · thsindex.org

English teachers respond to the ChatGPT era

INDEX STAFF

Student demonstrates how ChatGPT might compose an essay draft Connor Simpkins ’25

S

ince its release last November, ChatGPT, and other generative AI tools like Bard, Alphacode and Dall-E2 have gained widespread popularity, but debate about the value of these tools in educational settings is ongoing. In less than a year since the initial release, policies and approaches to the new technology in schools have shifted.

Haverford is in the process of finalizing

a new AI policy, but the school’s initial reaction was to ban the use of generative AI for schoolwork. Last winter, Haverford students were reminded of the school’s Academic Integrity policy and told that use of any generative AI would be considered a violation of the Honor Code.

School districts in cities around the country responded similarly: Los Angeles, New York and Baltimore, for example, all is-

sued blanket bans and blocked access to the tools.

This reaction echoes the response when pocket calculators were first introduced to math classes in the 1970s. Newspaper articles from that time reveal the concern and uncertainty: “Calculators Pose a Problem,” “Controversy on Calculators: Crutches or Complements?” “Calculators Appearing but not without Dissension” and “Schools try to

Come to Grips with the Calculator.”

Compare that to articles in newspapers from January 2023, “How ChatGPT and similar AI will Disrupt Education,” “ChatGPT Will End High School English,” “Is ChatGPT the End of Thinking Skills?”

But is the emergence of generative AI really the same as the introduction of the calculator? con’t on p. 3

Water polo looks to conquer Easterns and EA Day Ethan Lee ’24

A

s the fall season progresses, amid a legacy of historic success, the water polo team continues to strive

for more.

“Going into the water polo season, we were all very confident that we were going to have a really strong time in the Inter Ac,” Sixth Form Captain Lucas Putter said. “Our goal was to go basically undefeated with one loss.”

Unfortunately, in the Beast of the East tournament, they lost two close games to both Brunswick and Wilson.

“We lost to two good teams, one of which was beatable,” Sixth Former Luke Fesnak said. “We are on the cusp of beat-

Reilly Pryma ’24, pg. 4

COURTESY OF REILLY PRYMA ’24

ing good, if not great, teams, but we are not quite at that elite level yet.”

Despite this, the team continues to look towards the next game for a chance at redemption.

“We will have a chance to bounce back against Wilson in a few weeks,” Putter said.

“I think this will be a really good game.”

The team continues to practice hard and have strong morale. con’t on p.14

COMMUNICATIONS

Zach Dixon ’25 looks to pass in a win over Souderton, September 8, 2023

Cross Country, pg. 15

COMMUNICATIONS

Camp Saginaw, pg. 3

PIERCE LAVERAN ’24

Soccer, pg. 16

PIERCE LAVERAN ’24

the index · editorial

Page 2

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

October 2023

editorial

Process over outcome

A

s the year progresses and we swing into a natural rhythm, we encourage you to stay engaged in the process of your work.

It is natural to settle into a mundane pattern of completing homework, attending classes and practices, and going through the motions, thinking only of the material results.

For Sixth Formers especially, the fall months come with constant reminders to build resumés and applications. It is important, though, to prioritize the natural value

of your activities as opposed to the outcomes.

We urge you to go beyond a surfacelevel engagement and truly embrace the process of learning itself. Whether you’re delving into the depths of your past experiences for a challenging college supplemental essay, tackling a new instrument, or immersing yourself in the struggles of a sport, strive to wholeheartedly engage with the material before you.

A sole focus on the end grade or result is a path to stress and dissatisfaction, and you risk sacrificing the joy that accompanies

genuine learning and mastery. It is not in the achievement of arbitrary rewards and titles, but in the pursuit and progress that true contentment resides. Learning is not merely a means to an end–especially when you are at school like Haverford.

Embrace every opportunity to learn and discover, for in these moments you’ll find the most enriching and rewarding aspects of your journey.

In the classroom, on the stage, and on the field, learn to enjoy the process, not just the outcome.

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

INDEX STAFF

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

Letter from the student body president

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

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

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

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

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

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

Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 index@haverford.org Twitter: @Haverford_Index Instagram: @Haverford_Index Volume 91, No. 2 - October 12, 2023

PIERCE LAVERAN ’24

Asa Winakur ’24

H

ello Fords,

During my years at Haverford, students have debated standing ovations. As we get into the season of Reflections, I would like to shed light on the importance of supporting our brothers. In my opinion, the value

of giving a standing ovation after a Reflection is not to signify that a student has just given the greatest speech of all time, but to show gratitude for the courageous act that just happened. If a student goes on stage and takes a moment to be truly vulnerable, they deserve a standing ovation.

I am not saying every Reflection re-

quires a standing ovation, but I ask you to consider what it takes to get up on stage and open up. It is not easy to present something meaningful about who you are as a person.

I wish the best for everyone giving a Reflection this school year and as always, Godspeed.

Page 3

the index · news

October 2023

news

Third formers develop bonds at Camp Saginaw Adiyan Nayak ’24

A

recurring message over the first month of school has been the importance of building community, and faculty and student leaders have taken steps to bring individuals together in meaningful, authentic interactions.

As the Third Form has acclimated to their new environment in Wilson Hall, they have already been brought together in camaraderie-building events, most notably the Camp Saginaw trip.

At the end of September the Third Form—along with dozens of Sixth Form leaders and faculty advisors—departed to Oxford, Pennsylvania for an overnight bonding trip as one of their first upper school experiences.

Third Form Dean Mr. Stephen Cloran, who helped organize the trip, kept the primary aim in mind while working through the logistics.

“I think everybody can agree that brotherhood is something that you need to build, and you need to cultivate, and you need to work at.”

MR. STEPHEN CLORAN

“The main goal is to just try to bring the freshmen closer together,” Mr. Cloran said.

“I think everybody can agree that brotherhood is something that you need to build, and you need to cultivate, and you need to work at. This class needs to get to know each other. They need to learn about one another.

They need to start kind of constructing the culture of their class and the brotherhood of their class. And we do that through fun ac-

tivities.”

Some of these activities included a blindfolded challenge, led by Mr. Andrew Poolman, and a “Thursday Night Live” entertainment night organized by the Sixth Form leaders. Much of the closeness was also derived from the moments in between events.

“We eat together, we walk around camp together. We do all these kinds of activities, we stay in a cabin together, we ride on the bus, an hour-and-a-half trip together. So it’s just coming together and doing a lot of different activities to have fun, but also to get to know one another,” Mr. Cloran said.

The Third Form started to build relationships and a larger identity throughout the trip.

“It was just a lot of bonding,” Third Former Brayden Trexler said. “We weren’t allowed to just stare at our phones the whole time, and we got to meet and get to know a lot of new people.”

Mr. Cloran feels that these types of bonding trips are becoming increasingly valuable in the digital age.

“We take the screens away from the freshmen; we store them away, so they don’t have their phones for the entire trip. It’s a great screen break that they get, and it just really creates that atmosphere of eye contact and talking to one another, walking around together without our mobile devices, without screens,” Mr. Cloran said. “It just really enhances the opportunity to connect, and it creates extraordinary opportunities for guys to get to know each other, without having their cell phones in their hands.”

The Third Formers felt the effects.

“I got to know a lot of people. If I had my phone, I probably wouldn’t have talked to them as much or gotten to know them,” Trexler said.

The Camp Saginaw trip also helped to forge a larger sense of brotherhood in the upper school, bringing Third Formers and

Sixth Formers together in an isolated environment.

Sixth Former Ryan Brewington said, “We didn’t really have it our freshman year [due to the pandemic], so we didn’t really know much of the seniors. I couldn’t name a single Signet member of that senior year class.”

Sixth Form Honor Council Chairman Luke Fesnak agreed that the trip was crucial to developing a closer upper school community.

“It connected probably the two most disconnected grades from each other in a way that was fun and engaging for both.”

LUKE FESNAK ’24 “It connected probably the two most

disconnected grades from each other in a way that was fun and engaging for both,” Fesnak said.

Sixth Form leaders served as role models and established early expectations for how an upper school student is expected to act in the community.

“We expect our seniors to teach and to mentor these freshmen in how we expect them to speak, to act, to participate in the community,” Mr. Cloran said. “We have very high standards and very high expectations.”

To this point, Mr. Cloran feels that the Third Form is meeting, and, perhaps even exceeding, those expectations. As their dean, he is looking forward to the remainder of the year and beyond.

“I’m really optimistic about this class and the brotherhood they’re cultivating,” Mr. Cloran said. “They just have to continue to trust the upper school community, trust their teachers, trust their advisors, and trust their leadership from the upperclassmen. I think this class has the chance to be a really special, extraordinary, remarkable class.”

Third Formers take aim on Camp Saginaw’s archery range

PIERCE LAVERAN ’24

ChatGPT era, cont. from front page English Teacher Ms. Emily Harnett does not think so, “The fact that people believe that a calculator is analogous to ChatGPT, in the writing context, reflects the reality that most people don’t really know what writing is.”

“The reason why the calculator is permissible in math is because those very basic arithmetic skills are not connected to higherlevel thinking, but pretty much all of the writing you are asked to do in history and English class is higher-level thinking.”

“No teacher at Haverford is ever asking a student to produce writing that is as mechanical as the calculations a calculator produces,” states Ms. Harnett.

English Department Chair Mr. Thomas Stambaugh said, “Writing is a thought process. It is a way for a person to sort through their ideas and order them, give them shape, and try to communicate them to another person. In writing, thinking is the most important part.”

According to Mr. Stambaugh, AI tools that are similar to the calculator—spell check, Grammarly, and predictive text— have already been incorporated into English classes.

The English Department began considering generative AI last winter and met several times throughout the remainder of the school year. But instead of focusing on

how they might police the tool, the faculty focused on how to design instruction in a way that disincentivized students from using ChatGPT at all.

Mr. Stambaugh explains, “The use of generative AI is an ethical and moral question first. Students should ask themselves ‘what kind of student do I want to be, to what degree do I want to be independent and trust in my own abilities, to what degree do I want to use outside aids to help with this incredibly complicated process of writing?’”

“I think most Haverford students want to be capable and independent,” Mr. Stambaugh said.

Since last spring, the English Department has spent time coming up with creative texts, identifying newer, more recent publications, and developing writing prompts that AI can’t do much with yet.

For example, Sixth Formers read a play that was published only a few years ago, a piece of writing for which ChatGPT would have little to offer.

Third Formers will read Lord of the Flies and then compare it to more obscure texts, which requires depth of thought that AI will not be helpful with.

In Mr. Pariano’s Fifth Form English class, an early writing assignment asked students to compose a story about their own

gait, which required personal details that an AI tool could not possibly know.

Initial reactions to the technology have shifted. Around the country, school districts have rescinded ChaptGPT bans and are now considering ways to use generative AI. At Haverford, using generative AI remains a violation of the school’s Academic Integrity policy, but the existence of tools like ChatGPT has reinforced the writing skills that faculty feel are essential and, in turn, faculty are sharing the importance of those skills with students.

“I have heard more about the importance of writing from teachers this year than I have in any other year at Haverford.”

ANONYMOUS FOURTH FORMER One Fourth Former, who asked not to be named, said, “I have heard more about the importance of writing from teachers this year than I have in any other year at Haverford.”

Both Ms. Harnett and Mr. Stambaugh

are passionate about the writing process, “Good writing is inseparable from critical thought,” says Ms. Harnett.

“Words still matter. They matter in politics, they matter in human relationships, and they will continue to matter. An English class is a place to think carefully about how words matter…Young men should still pause and think carefully about the value of language, so we are going to keep doing what we are doing,” Mr. Stambaugh said.

The Stanford University AI Robotics and Education (AIRE) program is a group of experts focused on finding the best approaches to redesigning education systems in the era of AI and robotics. In an online talk called Survival Strategies in the Era of AI, Dr. Li Jiang, Director of AIRE, describes generative AI as being excellent at going from 1 to 10, but he says that to get from 0 to 1 requires human thought.

0 to 1 is where creativity, innovation and empathy exist. 0 to 1 is where human ingenuity lives. 0 to 1 requires critical thought that is uniquely human.

“The pinnacle of English language arts education isn’t the production of essays but of critical thought, specifically critical engagement with the world around you,” Ms. Harnett said. “Writing is inseparable from, and in fact identical with, that critical engagement.”

the index · features

Page 4

October 2023

features

Jackson Harrington’s vintage car restoration Elliot lee ’25

W

hen arriving at school in the morning, you may have noticed a small bright blue car parked in the neighboring streets. That would be Sixth Former Jackson Harrington’s restored Type 2 Volkswagen Beetle, a vintage car retired by Volkswagen in 1980.

Harrington has been looking for a car to work on. “I had wanted a ‘cool car’ for a while,” Harrington said. In his research, he came across the Volkswagen Beetle.

“With my limited budget, a Beetle became a perfect fit.”

JACKSON HARRINGTON ’24

“I had a checklist of the first things I needed to do in order to make [the car] pass [the inspection],” Harrington said. “Things like working tail lights and hazards, to name a few.”

He devoted his free time during the summer to restoring the car. The project, for Harrington, was a learning experience that required planning and research.

“I did have an outline of my plan and how I wanted to approach the process, but every repair I made required a lot of YouTube.”

JACKSON HARRINGTON ’24 JACKSON HARRINGTON ’24

“With my limited budget, a Beetle became a perfect fit,” Harrington said. “Since it’s the most mass-produced car ever, all parts are cheap and readily available.”

When Harrington saw a Beetle for sale in Camden, New Jersey, on Facebook MarketPlace, he seized the opportunity.

Due to the car’s age, Harrington had to pass a car inspection before he was allowed to drive it legally. But Harrington considered this when he first planned the restoration.

“I had previously built a few plug-in electric vehicles but had never worked on anything with an engine, so everything was new,” Harrington said. “I did have an outline of my plan and how I wanted to approach the process, but every repair I made required a lot of YouTube.”

Over the summer and into the school year, Harrington made several changes to the car. He replaced the fuse box, headlights,

Jackson Harrington’s Volkswagen Beetle parked in the Red Lot tail lights, front seats, radio, and wheels.

He replaced the old engine with a 2076cc Built Dual-Carb Engine, changed the steering wheel, and swapped out the car’s air-ride system, along with the air compressor. He repaired the brakes, pedals, and transmission, added pop-out rear windows, and removed the front and rear bumper.

Although the car is still a work in progress, Harrington is delighted with it.

“I am happy with where the car is now,” Harrington said. “Obviously, there are a few problems here and there that need to be fixed, but I am definitely satisfied.”

who may be interested in automobiles or are thinking about chasing an interest: “Just dive in head first,” Harrington said. “Almost every step of the restoration was a challenge since I didn’t know what I was doing.”

Harrington believes that all problems can be fixed with persistence. “When problems arise and you’re forced to fix them,” Harrington said, “you’ll be able to figure it out.”

“When problems arise... you’ll be able to figure it out.”

JACKSON HARRINGTON ’24

Jackson Harrington ’24

PIERCE LAVERAN ’24

Harrington will add a few more modifications. “I’m planning on adding a speaker system, ‘ragtop’ sunroof, big brake kit, and potentially swap the engine out,” Harrington said. “I also want to reupholster the interior.”

Harrington has a few tips for students

PIERCE LAVERAN ’24

Jackson Harrington’s Volkswagen

Reilly Pryma’s Monday nights at the Sligo Pub Ethan Lee ’24

I

f you ever happen to stroll past the Sligo Pub in Media, you might be greeted by the enchanting sounds of traditional Irish music. If fortune smiles upon you, you may even catch a glimpse of Sixth Former Reilly Pryma, seated in a circle, alongside other exceptionally talented musicians, passionately playing his Irish flute.

COURTESY OF REILLY PRYMA ’24

Reilly Pryma practicing the Irish flute at home

Pryma was first introduced to the flute at a young age.

“I’ve been playing Irish flute for about six-to-seven years,” Pryma said. “When I was little, I played the classical flute, and I really like the sound and technique that went into it.”

A serendipitous turn of events led Pryma to discover the Irish flute a few years later.

“My family went on a trip to Ireland, and my dad got into contact with this flute maker,” Pryma said. “He was close to where we were staying, so we drove over and got a flute from him.”

The classical flute differs from the Irish flute.

“The Irish flute is basically a normal flute that is made of wood and has holes instead of keys,” Pryma said. “Basically, it is a flute that is specialized to play Irish music, as it can only be played in certain keys.”

Pryma mainly plays at the Commodore Barry Arts and Cultural Center, which hosts traditional Irish music sessions on the first Friday of every month.

“Really anyone can come in and sit in a

circle and play,” Pryma said. “Usually at least twenty musicians are there.”

In traditional Irish music, every instrument has a different place in the sonic space.

“The Irish flute has a lighter sound, compared to an accordion with a really heavy sound,” Pryma said. “There are guitars, and the most common instrument is the fiddle, which is really the backbone of the sound.”

The musicians at these sessions generally play by ear and by memory.

“You don’t really write down notes,” Pryma said. “The people there just know the tunes. Oftentimes they don’t even know the names for them. A lot of the people at these sessions are pretty old, so they have a lot of experience.”

Despite not having any written music, tunes are sometimes easier to learn than one might think.

“If there is a tune you know, you play along, but if there is a tune you don’t know, you can notice the key, the notes, and the patterns in the music,” Pryma said. “If you listen to it enough, you can start to pick up the tune and test out what works and what

doesn’t. There are enough people playing that putting in a wrong note or two doesn’t really matter.”

Regardless of the tune they play, Pryma always relishes the experience.

“It’s very upbeat and is always a great time. There are poetry recitals, and songs that everyone sings along to,” Prima said.

“The music has a lot of joy in it.”

COURTESY OF REILLY PRYMA ’24

Reilly Pryma playing the flute at the Sligo Pub

the index · academics

Page 5

October 2023

academics

Robotics team prepares for a busy season Max Sides ’26

H

averford has many clubs available to its students. In Robotics, you guessed it, they build

robots.

What you may not know is that the club is filled with competitiveness, dedication, and, most importantly, fun.

In the Robotics shop, the typical day consists of the construction and design of important elements of the robot.

“Most of the time is spent building your robot, working on the game analysis, or doing some coding,” Robotics Coach Mr. Will Leech said.

Right now the teams are mainly focused on constructing initial designs for their robots.

Robotics is not lacking in competition; in fact, they have their first tournament this November. “[The competitions] are long days, usually from 8 a.m. to right around 4 or 5 p.m.,” Mr. Leech said. “We have about eight or nine local competitions a year and we also attend Signature Events, which are usually much bigger events [that] involve some sort of overnight trip.”

At these tournaments, students can make final adjustments to their robots and compete in up to ten qualification matches and an elimination bracket at the end.

Every year, the rules and objectives are different for the competitions. However, the design of the competitions share some similarities.

“There is not always one way to score points,” Mr. Leech said. “Sometimes, you can score points by scoring a goal, sometimes you can score points by stacking something on one another, and there is usually something called an End Game for each game, which is something you can do for the last 10 to 15 seconds of a game that allows you

Robotics Team A leader Conor McDonald ’25 testing the team robot to get bonus points.” to make sure that they are doing better, but The written rules and designs are not a lot of our upperclassmen teams are selfthe only common elements at these compe- selected, and as long as we as coaches see setitions. lection as a sensible choice, we are happy to “The Robotics community is very con- support the students.” sistent on a lot of other important rules such The Robotics team is lucky to have as sportsmanship and making sure that you several coaches. But what role do they play aren’t cheating by making modifications to when it comes to making the machines? your robot that you shouldn’t be making to “Our jobs are more as facilitators. We your robot, and a lot of these rules are con- generally have this rule that we don’t lay our sistent year in and year out,” Mr Leech said. hands on the tools,” Mr. Leech said. “We Within the school’s Robotics team 169, don’t do much work on the robot for the smaller groups of students collectively build students. Sometimes we will pick the robot a robot. up and turn it around and look at it, but very Students often assemble their own rarely are we actually picking up tools and teams. unscrewing stuff for the students.”

“A lot of that is student choice,” Mr. The club’s goal is for the students to Leech said. “As coaches, we may direct fresh- build, create, and explore the world of Romen teams into certain groups because they botics. The role of the coaches is to steer the may be a little less experienced, and we want students in the right direction.

ELLIOT LEE ’25

“We are only offering coaching advice, facilitating those ideas, and we are never telling them exactly what to do. Sometimes we’ll suggest ideas or maybe point out things that might not work,” Mr. Leech said.

Robotics is a year-round commitment; however, in the winter, practices happen during the afternoon from 3:15 to 5 p.m. and things heat up. With this commitment comes sports credits.

“Generally if you want one activity credit throughout the entire Robotics season we expect 50% attendance,” Mr. Leech said.

“You [also] have the opportunity to get an additional activity credit. This will require you to be a very prominent player in the Robotics world, that means being very present in the shop and attending a lot of those competitions and contributing to the culture of the Robotics team.”

Mr. Lluch revives Quiz Bowl Milan Varma ’25

N

ew clubs are nothing out of the ordinary for Haverford. Boasting a wide array of involved and educational student-run clubs, the school has seen many clubs come and go.

Students have detected a buzz in conversations about clubs recently. The main reason for this reaction? Quiz Bowl.

But what is Quiz Bowl? Is it Jeopardy?

Is it trivia? Or is it something new entirely?

Quiz Bowl coach Mr. Javier Lluch has had previous experience with academic clubs. He also coordinates the Hephaestus Society, which celebrates extracurricular academic activities at a spring banquet.

“That’s a really good skill, knowing when to respond or contribute, and how long you should wait.”

MR. JAVIER LLUCH “We had a Quiz Bowl team more than ten years ago,” Mr. Lluch said. “This is my eleventh year at Haverford, and it existed before I came, so the idea sort of came to me as I was thinking about what to do during clubs. I used to have a club right after COVID that died, so I found myself not having something to do during clubs.”

Mr. Lluch has experience with Quiz Bowl, sparking the idea to fill this new gap

during clubs.

“I used to have a colleague in my previous school in Ohio who did the Quiz Bowl team, so the idea came to me, why don’t I do this?” Mr.. Lluch said. “I reached out to a few students I thought might be interested, and then I asked the middle school teachers for the incoming freshmen class who would be good candidates, and then I emailed everyone in the Hephaestus Society. So that’s how it came about.”

Fifth Formers Conor McDonald and Finn Kelly stepped up as team captains.

McDonald is especially experienced in Quiz Bowl, having done it for a few years in middle school.

“I used to go to Haverford Middle School before coming [here], and they had a very competitive Quiz Bowl team with an inter-school league of approximately six-toeight teams every year,” McDonald said.

Quiz Bowl practices during G and Dblock lunches.

Mr. Lluch hopes the program can build toward competition.

“It really depends on how committed students are. At this point, we have a lot of interest, and what I am doing is reaching out to coaches in the area. I know that Garnett Valley has a very competitive team, and I have a phone call with that coach on Monday,” Mr. Lluch said. “Hopefully when I talk to them they’ll give me a better sense of what the league looks like, and how many competitions there are.”

Like any other academic endeavor, stu-

dents gain skills during Quiz Bowl competitions. Ranging from knowledge about trivia questions they study or learning about teamwork and confidence, participating in Quiz Bowl is sure to build indispensable skills.

“Quiz Bowl is a fun mixture of trivia, and it has both school trivia, but you also have more modern-day or pop culture-type questions, where it’s fun and in the news,” McDonald said. “Right now, we have about 20 members who come in during lunch.

During lunch, it’s basically an unofficial intramural league with a bunch of practice rounds, and anyone can come in and answer

questions.”

Mr. Lluch dove into the skills students are expected to learn. “A lot of it is general knowledge, like trivia questions,” he said.

“What’s really cool about Quiz Bowl is the way the questions are set up.

It starts with something very general and then narrows down to pretty much giving you the answer, so the balance there is.

‘Do I buzz in and give an answer I may be unsure of, or do I wait until I have more information?’ That’s a really good skill, knowing when to respond or contribute, and how long you should wait.”

Mr. Javier Lluch oversees a recent team meeting

PIERCE LAVERAN ’24

the index · academics

Page 6

October 2023

Haverford’s GPA system emphasizes learning Elliot Lee ’25

“W

hat’s my GPA?” is a question that all upper school students will ask at least once during their time in Wilson Hall.

GPA, or grade point average, is a number calculated by schools to determine a student’s average performance in their classes, typically on a scale from 1.0 to 4.0. However, many schools, including Haverford, calculate GPAs differently.

Haverford uses an internal system to calculate GPA. A percentage grade corresponds to a certain letter grade, which corresponds to a certain number on Haverford’s GPA scale, which ranges from 0.0 - 4.5.

At times, the school’s system can feel vague. Students across all forms often do not fully understand the school’s process of calculating GPA. “The calculation system itself is ambiguous and often feels confusing,” Sixth Former Ryan Brewington said Still, there is a definitive system at work behind the scenes. According to the student handbook, an ‘A+’ (97%+) scales to an equivalent of 4.3. An ‘A’ (93% - 97%) is equivalent to a 4.0. The system goes down to a ‘C-’ (65% - 73%), which is equivalent to a 1.7. Interestingly, the school does not award grades lower than a ‘C-,’ instead choosing to skip straight to an ‘F,’ which is equivalent to 0.0.

Next, the system calculates a student’s “Quality Points” by multiplying the number scale equivalent by the number of credits the course is worth. The sum of the Quality Points is then divided by the number of total credits earned by the student to generate

their GPA. Honors courses allow students to reach beyond a 4.3 GPA. Honors courses award an additional .2 to a course’s number scale, allowing them to reach a maximum GPA of 4.5.

But Brewington thinks the system feels at odds with the principles of the school’s curriculum.

“I know that an ‘A’ in a non-Honors class is valued more than an ‘A-’ in an Honors class,” Brewington said. “I don’t think that those numbers properly reflect what schools like Haverford truly value: rigorous course load, challenged students, and commitment to learning.”

A student’s GPA is used for more than just college. The school uses GPA to inform school awards, recognitions such as the Hattersley Award, and commencement awards such as Phi Beta Kappa or the Newhall Award.

Weighted GPA is also a primary determinant of admission into the school’s Cum Laude chapter, a national society for secondary schools that supports learning and sound scholarship. Only 10% of a class may be inducted to Cum Laude in their fifth form year, with an additional 10% in their sixth form year. However, weighted GPA is not the only factor.

“A student’s disciplinary history and overall school citizenship are secondary considerations and may, in some cases, prevent election to Cum Laude,” Upper School Head Mr. Mark Fifer said.

GPA is not the only thing Haverford does differently—valedictorians and class

A student calculates his GPA

PIERCE LAVERAN ’24

ranks are other methods schools use to determine a student’s performance during high school. Haverford does not use either of these systems.

“We want external audiences who are looking at our students to see them as more than a number,” Mr. Fifer said. “We want to ensure that the full scope of each student’s academic course of study is reviewed.”

Brewington believes that this is better for the community. “I think [class rankings] create a strong tension between students to

gain any competitive edge possible,” he said Despite misconceptions about the GPA system, Brewington believes that the GPA system prioritizes students who take their academics seriously.

“I take Honors classes for the deeper engagement and extended course information, not because it will boost my GPA,” Brewington said. “I think this is how schools without ranking, like Haverford, should function, prioritizing challenging classes for the love of learning rather than a boost to their GPA.”

art form of self-expression, just like music or theater.

“Creative Writing Club is a place meant for everyone,” Ngo said. “You can tell any kind of story in any kind of way in a place meant for you to get thoughts out of your head and onto a sheet of paper. Not enough people understand the power of writing as a tool of expression and analysis, instead of something you do for a grade in English class.”

Creative Writing Clubs allows students a chance to break off from the mold.

“It’s genuinely fun, and really is another form of art,” Ngo said. “I honestly wish we had classes available for it like we do for music, theater, and other arts. For me, writing about the things and thoughts I wanted to was life changing, and I encourage anyone to join us.”

for what is to come.

Wandering about the upper school, it is impossible to have ignored a copy of the Pegasus magazine or the many posters encouraging you submit to Pegasus.

The school’s student-led literary magazine, which meets every Monday morning from 8:00 to 8:30 before school, releases publications twice a year.

Like most clubs at Haverford, Pegasus was shaken up by the COVID-19 pandemic.

Still, advisor Ms. Taylor Smith-Kan believes that Pegasus has finally reestablished itself.

“Pegasus took a hit during COVID-19 because we didn’t have clubs, and the following year it was harder to get support because kids didn’t know what it was about,” Ms. Smith-Kan said.

“For me, writing about the things and thoughts I wanted to was life changing, and I encourage anyone to join us.”

“Pegasus took a hit during COVID-19 because we didn’t have clubs, and the following year it was harder to get support because kids didn’t know what it was about.”

Literary clubs reawaken Liam French ’25

I

f you have ever walked through the third-floor hallway, you might have seen student pieces plastered against the gray walls lined with red lockers.

Their voices greet you as you look up from taking a drink at the water fountain or while you wander aimlessly about the halls while “using the bathroom.” We have all been there, myself included.

It is a good practice to take a break— writing itself allows writers an introspective break.

Writing, a form of the mind expressing itself, is just as important to the school community as the annual musical or blackjack chicken.

Many students are passionate about expressing themselves through writing.

Whether one begrudgingly writes a

personal narrative for their English class or pours their heart and soul into a spectacular Reflection, no one doubts the deeper selfconnection that occurs.

For those who enjoy the occasional dive into self-reflection or those who want to display their work, one might find a home in the Creative Writing Club, which was originally called Poetry Club.

Creative Writing Club meets every other Friday during the Club’s Period.

Led by Sixth Formers Dawson Baker and Sean Ngo, it is a space for students to try out new styles of writing and to share their work with like-minded peers.

They created this club with the goal of expanding the school community’s horizons by being inclusive of different genres.

Ngo strongly believes that writing is an

FIRST LAST ’2#

SEAN NGO ’24

Various genres used for inspiration by literary clubs

MILAN VARMA ’25

Faculty advisor Dr. Callie Ward is eager to see what is in store for the club this year.

“We’re open to works in progress from any genre,” Dr. Ward said. “Some students have been talking about a collaborative project where we each write a different chapter of a choose-your-own-adventure type story, and we put all these chapters together.”

With hopes that this club may have a direct correlation to Pegasus, the school’s literary magazine, Dr. Ward—who was a faculty advisor for Pegasus last year—cannot wait

MS. TAYLOR SMITH-KAN

“This year, I think we’re finally back and running. We’ve got two awesome editors, Fifth Former Elliot Lee and Sixth Former Christopher Schwarting. I think we’re finally back to where we were pre-COVID, and I’m really excited to see what the guys are going to put together this year.”

the index · neighborhood

Page 7

October 2023

neighborhood

Coffee hotspots: Where do students get their coffee?

Christopher Schwarting ’24

Y

ou’re on your way to school, tired from a late-night study session.

What do you do?

For many upper schoolers, the aid of a morning coffee—or some alternative beverage—is the catalyst for a productive day in class.

From the entrance of Lancaster, you turn your head left, then right. Within proximity, you have four main options: Green Engine, Tous les Jours, Dunkin’, and Starbucks.

All are regular stops among upper school students, and allegiance often comes down to personal preference. For Sixth Former Casey Williams, quality is a top priority.

“In terms of quality, Green Engine, by far, has the best coffee.

It genuinely seems like they put a lot of effort into the quality of their coffee.”

CASEY WILLIAMS ’24 “In terms of quality, Green Engine, by far, has the best coffee,” Williams said. “It genuinely seems like they put a lot of effort into the quality of their coffee.”

Located just up the street on Haverford Station Road, Green Engine prides itself on coziness and a green approach to artisanal craft and suburban hospitality. The intimate setting invites coffee-goers to stay and enjoy the bustling establishment.

“I’ve also spent a lot of time there studying or doing some work as it’s a pretty peaceful environment,” Williams said.

JOEY KAUFFMAN ’23

Green Engine Coffee located on Haverford Station Road, just a few-minutes walk from campus Across the street, Tous les Jours offers American influences, many often come for While it’s nice to have a casual, sedencustomers not only a spot for craft beverages coffee but leave with much more. tary tmosphere, student life often beckons but also an array of delectable treats. A fu“I like Tous les Jours because of the quick turnarounds. In that case, favorite sion bakery combining French, Asian, and French influence and the bigger variety of stops include Starbucks and Dunkin’ Dofoods, coffees, and teas,” Sixth Former Chase nuts.

Nelson said. “[I like] the comfy seating in“If I’m in a rush, I’ll go to the Starbucks “I prefer Tous les side as well.” drive-through on Lancaster because it’s pretJours because they Tous les Jours is a recent addition to the ty consistent and convenient,” Williams said. make their baked local coffee scene, boasting sleek market-style Starbucks, a staple for any coffee run, shelving for their confections and a modern now runs two locations up the street from goods fresh daily and lounging atmosphere.

The combination enHaverford. have a very aesthetitices many in addition to Nelson, including And known to every advisory snack run, cally pleasing workSixth Former Chase Shatzman.

Dunkin’ Donuts also provides an affordable ing environment.”

“I prefer Tous le Jours because they and speedy option. make their baked goods fresh daily and have Sixth Former James Gates said: “I like CHASE SHATZMAN ’24 a very aesthetically pleasing working envi- Dunkin’ because—obviously donuts—and ronment to study,” Shatzman shared.

I’m guessing it’s cheaper than Starbucks.”

Art Department studies Manayunk murals Sean Ngo ’24

F

ifth and Sixth Formers in the 2D, Digital Portfolio, and Digital Art II classes recently traveled to Manayunk. They studied public forms of art ahead of the Manayunk Art Festival. With lights strung up to prepare for the evening, the group saw everything from bold murals along bridges to colorful flowers under archways. What does art look like in a small town like Manayunk?

For starters, the group defined public art as any form of art that can be seen by the public. They walked by the canal, observing murals along the way. The group analyzed the placement, theme, and artistic resonance each mural had with Philadelphia.

Some murals were large and intricately detailed with traditional paints, while others were smaller, simpler landscapes or even spray painted. Manayunk hid art in dozens of places, blending the buildings with the environment and decorating the drab stone walls with color.

The group examined the vibrancy provided by the art. Each mural, while usually disconnected from the rest, shared a collective history in Manayunk and served as a notable landmark. Some were commissioned by building owners, while others were from the Philadelphia Mural Arts Program. One well-known landmark the group passed was a 15-foot-tall pink flamingo statue on Main Street, commissioned by the owners of the ice cream shop Chloe’s Corner.

However, town controversy arose due to limited space. Some murals were painted

over: an example is the mural over the canal

by Tish Ingersoll, which was partially covered by a new Philadelphia 76ers mural.

Some students in the group agreed that the new mural brought freshness to the canal.

However, since the artist was not informed that the mural was being taken down, the group was conflicted. It quickly became hard to pinpoint how much to preserve public art, but it mostly came down to relevancy within the community and the people involved.

scape, contrasting the sky’s reflection off the water with the mountains and people.

“I often drive by a lot of murals,” Conklin said, “but it was nice to stop and get a chance to take them in.”

Digital Art teacher Ms. Kristin Brown used the trip to ask her students about art at Haverford.

“I wanted students to think about what public art is, what it looks like, and how we

can recreate that on campus,” Ms. Brown said.

Art in Manayunk played a role in the region’s revitalization, representing many people and artists and sparking communal joy. Moments like these allow us to look at the constants in our community and appreciate what we have, but also let us think about what footprints we leave behind in the world around us.

“[The walking tour] brought up a good debate over who has ownership of art.”

SAMUEL JIRU ’24

Sixth Former Samuel Jiru said that the situation “brought up a good debate over who has ownership of art. Does ownership belong to the artist or to the owners of the actual space?”

Upon their return, the students reverse image searched and researched some of the murals. Sixth Former Tate Conklin reflected on a mural called “Sandy’s Dream” by Ann Northrup, dedicated to the Sandy Rollman Ovarian Cancer Foundation to raise cancer awareness. In his reflection, Tate described the mural’s beautiful and towering land-

Ms. Kristin Brown’s class poses on its art walk

COURTESY OF MS. KRISTIN BROWN

the index · spread

Page 8

October 2023

our recent evolution around the corner

1

2 Black & White, February 2011

3 Color, December 2018

Present Design, September 2023

October

13 20

21 27 30 31

Both varsity soccer and varsity water polo play Germantown Academy at home, 4:00 p.m.

School Parent-Teacher Conferences, no classes.

Follow us on Instagram: @haverford_index

Varsity football plays Malvern Prep at home, 1:00 p.m.

Both varsity soccer and varsity water polo play Malvern Prep at home, 4:00 p.m.

Gwinn Memorial Science Lecture presented in Centennial Hall, 9:50 a.m.

Sixth Formers dress in costumes for annual Halloween assembly and display them for competition.

November

04 11

Annual Homecoming dance in the Wrestling Room, 7:00-9:30 p.m.

EA Day clash set to take place at home.

Wed., 10/25 - 8:30 a.m. - rm. 345

the index · campus opinions

Page 9

October 2023

campus opinions Haverford and the Roman Empire Ian Rosenzweig ’25

H

ow often do you think about the Roman Empire?

That query was all the rage on TikTok throughout September. CBS, The Washington Post, Forbes, and other major news services all published stories featuring the trend, which ridicules men who appear overly-enthralled with ancient Rome because of a supposed masculine attachment to military might. But interest in the Classical Era empire should not be regarded with disdain.

Some are entranced by the Roman Empire’s dominance and adept military. Others find the empire’s impact on the modern world most interesting—after all, the preEmpire Republican government serves as a partial basis for the modern United States, and our modern calendar features two months named for Caesars.

More people still are fascinated by the everyday lives of Romans. As Latin Teacher Dr. Andrew Fenton remarked to me recently, the Romans were really weird, but they were also just like us. He noted elements of Roman culture with which people sometimes connect, but that also seem unthinkably strange. He proposed a Roman ham-shaped sundial as an example. While a fascination with pigs might not resonate with your everyday human in 2023, Dr. Fenton compared the ham-shaped sundial to a hamburger-shaped telephone that his sister had while growing up. The two devices are not really that different.

So, how often do I think about the Roman Empire? Every day. Granted, I’m in Latin class every other day, and I have homework on the days I’m not in class. My Latin ponderings are not necessarily self-created, as those expressed on TikTok are. But my Latin studies have created a perspective on an Empire that is more than a long-fallen civilization—it is a case study in human culture.

When selecting a language to study at

the end of sixth grade, many of my classmates fell into two camps: studying Spanish, a language you can use in your international travels, or studying Latin, a language that some claim helps students on SATs and other standardized tests. I struggled to choose (a fact reflected in my decision to take both languages in upper school) but I settled on Latin—probably because I loved Rick Riordan’s mythological fantasy novels.

I am now in my sixth year studying Latin, and I’ve found the subject invaluable. I am frequently asked why I am so interested, so passionate, and so dedicated to studying a “dead” language. I always answer that Latin class is a lot more than grammar and vocabulary that became obsolete hundreds of years ago. A lot more.

To me, Latin is an exercise in exploring many aspects of humanity. Deep dives into the Punic Wars—conflict over lands between bitter allies—are not that different from deep dives into modern warfare.

Disregarding Roman historian Eutropius’s detailed accounts of numbers of troops and supplies, his Breviarium Historiae Romanae is much like a modern news report. Discussions about literary and rhetorical devices in the context of Roman politics apply directly to modern American politics—there’s a reason Cicero is considered one of the greatest orators in history.

My classmates and I have become acquainted with Roman religion, performing sacrifice ceremonies. We’ve wrestled with the role of religion in Roman lives as well as our own. And, on top of all of that, we are learning a language.

One can associate aspects of Latin class with elements of any society’s culture. Language, literature, religion, and politics are all just as integral to our modern society as they are to Rome and the ancient world. Latin gives its students a unique insight into the

daily lives of Romans.

Becoming versed in the nuance of the Latin language not only serves to strengthen critical-thinking skills and sharpen expository analysis, but it also creates a new appreciation for Roman society. The ability to understand minor aspects of everyday Roman lives that relate to modern society directly connect us with distant history.

Recognizing similarities between our cultures, whether in nasty, rude Roman graffiti or in a ham-shaped sundial, helps us recognize larger patterns and trends throughout history. They bring us greater appreciation for the genius of Vergil’s poetry and Cicero’s prose. For Roman architecture and art. For the beautiful oddity of an ancient world culture.

Beyond the importance of exploring humanity, society, culture, and historical patterns, Rome’s military prowess—one of the most popular reasons, according to Tik-

Tok, that many think about the Empire—is tied to its cultural landscape.

Rome’s power lay not just in its strength, but in the diverse human experiences it represents to the modern world. The value of a study of Rome and of thinking about the Roman Empire is not to bask in its former glory but to understand the dynamics of a civilization that has had such great influence in the past and in the present, and to recognize that Romans (and numerous other ancient world cultures) share much in common with modern society.

I do not condone obsession with Rome—TikTok has proven that is not socially acceptable—nor do I believe Rome to be the be-all and end-all of history. But I do advocate for the value of a classics education.

Latin expands our thought processes and exposes us to new facets of humanity. It truly is a critical aspect of any education… and an asset to this school.

Playmobil Romans in Ms. Sara Adkins’ classroom

PIERCE LAVERAN ’24

Cell phone cubbies: do students feel more focused in class?

Ajay Chakraborty ’26

“P

hones in the caddy, phones in the caddy, put your phones in the caddy,” is what every student hears when they enter a classroom this year.

The administration began the year by putting caddies in every classroom to increase focus and engagement during class, but do these wooden boxes accomplish that?

Cell phone notifications pose a big challenge in classroom environments. Regardless of what you use your phone for, everyone gets notifications. Even if the student does not end up checking their messages, they still think about what it could have been, taking away from focus in class discussions and such. This poses a problem for all students in the classroom. Having a place for students to put their cell phones gives them the opportunity to tune into class, inevitably leading to better grades and more engaged, and consequently more enjoyable, classes.

But one glaring problem with the new policy is that, frankly, students hate it.

“I simply just feel more focused in class.”

JAMES FRIEL ’26 They have many reasons for this reaction. For example, if a student’s guardian needs to contact the student, having cell phones in a caddy makes it awfully inconvenient. The parent now needs to contact the administration, who must contact the teacher whose class the student is in, who must then give the relevant information to the student. This wastes the administration’s valuable time, and a lot of this waste would be

cut out if students simply had their phones.

Not to mention, administrators contacting the teacher could be an even bigger distraction not just for one student, but for the entire class.

“I simply just feel more focused in class,” Fourth Former James Friel said. “Last year, I always wanted to check my phone, which led to me missing key information in class. It feels different now, and I like it.”

Of course, there are other views.

“It doesn’t help,” Fifth Former Kevin Covington said. “I wasn’t glancing at my phone to start, and it just feels like power is being taken away from me.”

According to a September Index poll, 86% of respondents disagreed with the policy.

However, because of how successful the practice is, it is unlikely we see life going back to how it was.

PIERCE LAVERAN ’24

A cell phone caddy in a Spanish classroom

the index · campus opinions

Page 10

October 2023

The school should provide better parking Milan Varma ‘25

F

inding the perfect parking spot can feel like searching for a needle in a haystack, especially when you’re contending with limited spaces and the morning rush. As we step into another school year, it’s clear that parking on campus is not just a logistical challenge but also a hot topic amongst the student body. The battle for that elusive parking space isn’t just about convenience; it has become a daily test of patience and strategy. The rules for parking on campus affect not only seniors who currently deal with parking problems, but also other forms, as they will soon be dealing with the same issues. As driving to school becomes more widespread, Haverford parking might have to adapt to allow further flexibility in its system.

The school already has a detailed and comprehensive parking plan in place, which allows Sixth Formers to park on campus while rotating on a trimester basis. Sixth Form dean and Spanish teacher Ms. Brooke Kenna is in charge of parking for students.

The administrative body is not oblivious to the parking issues, and Ms. Kenna is very involved in making sure people get their spots.

Ms. Kenna, who has run Haverford parking for years, provides some insight into how Sixth Formers get spots and what the distribution is.

“First, I send an email over the summer where rising seniors express interest in parking for the coming school year,” Ms. Kenna said. “I remind them at the end of the year about this, and I ask them to set a reminder to check their email. The deadline is usually two weeks before school begins. Once I have that list, Mr. Kolade and I start our organization process. There are only around 50 spots available to us, so we try to figure out how to give everyone the most parking time we can while still being fair. [...] I remind them of the rules and expectations, and then they receive their parking passes. Regarding proce-

dures, it’s pretty cut and dry once the school year commences: follow the rules or you will not be allowed to park on campus.”

“I’ve been delighted to see the Signet members buying into not only helping me/ us manage the spaces we have, but also coming up with ideas for how we can improve policies.”

MS. BROOKE KENNA

Ms. Kenna also acknowledges that the issue of limited parking space exists.

“I’ve been delighted to see the Signet members buying into not only helping me/ us manage the spaces we have, but also coming up with ideas for how we can improve policies,” Ms. Kenna said. “I would welcome any (realistic) suggestions from anyone in the community! Unfortunately, knocking down buildings or taking over fields is not only cost-prohibitive but also not realistic at this time.”

Perhaps the most important voices when discussing parking at Haverford are the Sixth Formers who drive every day. Parking is an important part of high school, as it builds responsibility in students, allows them to attend class on time, and gives them an experience similar to college. Sixth Formers Michael Wylie and Ethan Lee park on campus almost every day, and they reap the benefits and face recurring problems with the system often.

A four-hour parking sign on one side of Old Lancaster Road

“I think that [the system] works pretty well when people follow the guidelines that are laid out.”

MICHAEL WYLIE ’24 “I think that [the system] works pretty well when people follow the guidelines that are laid out, but when people don’t and say someone parks in someone else’s spot, it can create a chain reaction and just leads to a whole mess,” Wylie said, who parks on campus every day of his rotational schedule.

Both Wylie and Lee acknowledge that when things do go wrong, there are systems in place to make sure justice is served. These systems are run by Signet Society, and the administration. This helps build a feeling of peer trust, and accountability in the Sixth Formers. Parking is also a big part of operating autonomously, and is part of the experience of being a young man in today’s society.

“Punishments should fit the crime. I think [the parking system] is not ideal, just because you only get parking for half the year.”

ETHAN LEE ’24

The faculty and visitor Green Lot in front of Wilson Hall

PIERCE LAVERAN ‘24

“Punishments should fit the crime,” Lee said, who also parks on campus every day. “I think [the parking system] is

PIERCE LAVERAN ’24

not ideal, just because you only get parking for half the year. It’s not ideal for seniors, who have to rely on our cars to get around.

Driving ourselves is part of becoming the independent young man that Haverford teaches us to be, and it is not ideal that we only get parking for half the year.”

However, it is widely understood that due to the size of our campus, restrictions on the system are difficult to overcome.

“It is what it is,” Lee said. “I understand that we have very little parking on campus just because of how small our campus is.

There’s nothing we can do to change that.”

Despite on-campus parking being confined to just our physical space, the actual parking system is more malleable and has been a topic of discussion for the past few years. Maybe it’s time to reimagine our daily commute? Carpooling, biking, or even the wild idea of a school shuttle—these are all worthy alternatives that could ease the parking pressure. Other methods, such as staggered parking times, off-campus parking with shuttles, and temporary overflow parking would all have their own obstacles and issues, but are always discussable. As a community, it is always encouraged for students to communicate, collaborate, and brainstorm to find solutions to problems facing the entire student body.

Page 11

the index · off-campus opinions

October 2023

off-campus opinions We must prioritize mental health Luca Aloi ’25

E

very person needs to deal with mental health, and many underestimate how important maintaining a healthy mind is. Whether people are struggling or not, we must raise awareness on the significance of mental health.

With students having such little downtime and dealing with stress due to many commitments, it is crucial that they learn to cope with mental health struggles.

The group of people most impacted by mental health struggles are students.

Students are required to deal with academics, sports, any clubs or activities outside of school, college applications for high school students, along with other factors as well. All of these activities consume time and need commitment. Each one detracts more time from the other. With students having such little downtime and dealing with stress due to many commitments, it is crucial that they learn how to cope with mental health struggles, whether they are facing stress, anxiety, depression, or any other blockages.

The question remains: how does one nurture mental health, especially for high school students, the most impacted group?

The Psychiatric Times, an online newspaper devoted to psychiatric studies, conducted a study and concluded that there are four pillars to maintaining a healthy mind. These four pillars are by no means difficult to do, do not require medication, and are all easy and simple things every student can do each day to reduce stress and improve life.

Students learn to implement these pillars into their daily life, as opposed to relying solely on medication to ease depression or anxiety. While it is true that medication can temporarily help, solely relying on it will not solve your problems. This is why it is crucial that students learn how to naturally cope with mental health as soon as possible.

The four pillars are healthy nutrition, getting sufficient sleep, exercise, and social interaction—all simple habits to get into that, over time, will heavily improve quality of life and create a healthy body and mind.

A healthy diet helps improve mental health. Nourishing yourself with the proper and sufficient nutrients allows your brain to function properly, which then allows the brain to make positive decisions. Improved quality of sleep and memory, reduced headaches, are several other positive outcomes.

Foods that are rich in nutrients are the best foods to eat. Meat and eggs are good, as they are rich in protein. Carbs are needed to provide sugar, despite the popular belief that sugar is bad for the body. The brain needs sugar to perform at its maximum ability, but too much sugar can be bad, which is why it is important to know the balance between too much sugar and how much is good for you. Fish is another great food to eat, as it has been proven that eating fish improves brain capability and memory. As James Lake

stated in The Psychiatric Times, “Individuals who have healthy diets tend to function better, feel better, and manage better in the face of stress.” Even such a small change in diet can lead to significant changes in the body and the mind.

The second pillar is sleep, and by having a healthy diet, the quality of sleep already improves. To have that feeling of having had “a good night’s rest,” one needs to have gone into deep sleep, which is a phase of sleep in which the body rests the most and is essential for well-being. Deep sleep can last around two hours and helps to strengthen memory and concentration. However, getting into the “deep sleep” phase requires a regular, consistent, and sufficient sleep schedule. As stated by Lake, “A consistent pattern of rest means a patient has enough time to get into deep sleep.”

Sleep is perhaps most important for high school students.

Students are the ones who need to be the most attentive in school, students need a strong memory for studying, they need a long attention span in class, and they need to have rested bodies for sports.

Students should get into the habit of sleeping the suggested eight hours each night to allow them to consistently get into deep sleep. Other small actions that can help individuals obtain deep sleep include not falling asleep in front of a screen (like scrolling through TikTok until you fall asleep), not staying up late studying when you should be sleeping, not drinking alcohol before sleeping, and making sure to spend the night in a comfortable environment that will not create stress or worry while you try to sleep.

Sleep is perhaps most important for high school students. Students are the ones who need to be most attentive in school, students need a strong memory for studying, they need a long attention span in class, and they need to have rested bodies for sports.

Conveniently enough, having a healthy sleep schedule is exactly what will help students with all of these things. As Lake stated, “Sleep is fundamental to those who are struggling with depression.” This idea extends to everyone, not only to those struggling.

The third pillar, regular exercise, is the most important regarding dopamine—the hormone released by the brain that gives the sense of “feeling good” and happiness. Many people who have depression, stress, and anxiety lack dopamine, causing them to be sad or unhappy. To solve this, many people resort to medications that will supply them with dopamine, hoping that these pills will help cure their mental instability. Taking medication alone may not do this and may only worsen matters as these people start to develop a dependency on medication. In contrast, physical exercise is a natural and pure way

to obtain dopamine. When one lifts weights, goes on a run, or even simply takes a walk in nature, dopamine is released from the brain into the body, making them feel happier, better about themselves, and more positive.

Regular movement does not mean rigorous exercise for several hours a day. Regular exercise means small steps to keep yourself moving to ensure that you are getting the natural dopamine as opposed to lacking it and needing medication.

For high school students, this step should not be difficult to implement in their daily lives, as school offers several sports and activities for all students. In fact, most kids in school already do this, showing again that it is not difficult to maintain a healthy mind and body if one knows what steps to take.

It is crucial that people are educated about mental health, as something as simple as joining an amateur sports team can ensure that your body stays in movement, eliminating the need for any unnecessary medications when you can obtain the same result naturally through exercise.

The problem comes in when students say that they are too overscheduled and have no time for sports. Not every high school student is an athlete, and there is no problem with that. It is also known that schools in the southeast Pennsylvania area, especially private schools like Haverford, are rigorous and demand a lot academically with many clubs and activities on top of the heavy study load.

Although time management is not one of the four pillars of mental health, it certainly helps to minimize stress and eliminates the need to worry about being too cramped with activities or schoolwork.

This time crunch leads to the following questions: Should private schools put less emphasis on academics to allow students to have some breathing room? Should private schools be more aware of mental health, therefore introducing new mental health programs or hiring school psychologists?

Maybe school work is too heavy, but that is up to each individual student to decide.

What should be done in schools, on top of raising awareness for mental health, is teaching students time-management skills, which help to organize their time to effectively and efficiently do all that they need to do.

Surprisingly, in high school, many students still are not proficient in time management, but learning it can be a game-changer, as it allows them to complete their duties without having to stress. Although time management is not one of the four pillars of mental health, it certainly helps to minimize stress and eliminates the need to worry about being too cramped with activities or schoolwork.

Moving on, the last of the four pillars is social interaction. Humans are social crea-

tures: that is how humans were made and how they need to function. Cutting off from the outside world gives a feeling of loneliness, a low self-worth, low confidence, and no sense of belonging, all of which can lead to stress, anxiety, or depression. Socializing with others reverses the effects of being alone, which can be another way of naturally obtaining dopamine. There is a reason people say, “You can’t always keep your feelings to yourself,” or “Just let it all out.” Humans need to express themselves and need guidance from others to feel like they aren’t alone.

Coming back to high school, social interaction is the easiest of the four pillars to carry out in everyday life. Thinking back to the year 2020, when everyone was in lockdown, the effects of isolation became evident after a few weeks, and all agree that people were mentally more stable when the world was normal, when everyone was interacting with each other. Now, this lockdown example is extreme, but the idea is so important and fundamental in having good mental health.

By following the four pillars of good mental health—nutrition, sleep, exercise, and social interaction— people can improve their minds, bodies, and lives.

In high schools today, students are so overwhelmed, and it is natural for them to be stressed or anxious about their high school life. This is why we must raise awareness about mental health and the ways to treat and properly address it.

By following the four pillars of good mental health—nutrition, sleep, exercise, and social interaction—people can improve their minds, bodies, and lives. These methods of treating mental health can be most applicable to high school students because they are the ones struggling the most with these issues. Taking a few extra steps and sacrifices can help people drastically improve the state of their minds.

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the index · off-campus opinions

October 2023

Aliens are real

Tom Saul ’25

A

liens: a childish yet deeply complex and controversial topic.

Something the general population thinks they know little, but in reality, understands so much about.

While nothing has been confirmed, there are numerous reliable sources that provide compelling evidence of alien activity on and around planet Earth.

Throughout both ancient and recent history, inexplicable events occurred that we can only describe as extraterrestrial encounters. One prime example would be the well-known cattle mutilations. The cattle mutilations (also known as bovine excision) are the killing and mutilations of cattle under unusual circumstances. What makes the situation so unique is that the murders are mostly bloodless, with perfect incisions on the animals along with the removal of hearts, brains, ears, lymph nodes, and genitals. There is no known technology on Earth that would be capable of slaughtering these animals with this precision. Theories continue to circulate explaining that whoever (or whatever) is mutilating the livestock is doing it for experimental and testing purposes.

What could it really be?

Entering into a slightly more pragmatic zone, earlier in 2023, USAF officer and former intelligence official David Grusche was interviewed by a few media outlets and testified in a U.S. House of Representatives congressional hearing.

Grusche made several claims related to a secretive UFO recovery program within the U.S. federal government. He alleges that the government possesses “non-human” spacecraft and their deceased pilots. In 2022, he

filed a whistleblower complaint with the U.S. Office of the Intelligence Community Inspector General (ICIG) to share classified information with the U.S. Senate Select Committee on Intelligence, and he also filed a complaint about retaliation by superiors due to a similar complaint in 2021.

Grusch suggests that documents indicate Benito Mussolini’s government recovered a “non-human” spacecraft in 1933, with assistance from the Vatican and the Five Eyes, and the U.S. obtained it in 1944 or 1945. He claims second-hand knowledge of harm and death to American citizens from malevolent space beings in government efforts to conceal this information, while also explaining that he would not be able to elaborate any further.

In response, NASA and the U.S. Department of Defense denied any evidence of extraterrestrial life or anyone possessing and reverse engineering “extraterrestrial materials.”

Another whistleblower, former USMC Lance Corporal Jonathan Weygandt, explained a specific event in much greater detail than officer Grusche’s relatively broad statement. This stands as one of the best, if not the best, recorded testimonies of firsthand involvement with a UFO crash retrieval, which allegedly took place in March, 1997. Weygandt talked about how the craft crashed into a shear ridge in a Peruvian jungle. The craft, shaped like an egg or teardrop, was measured roughly 30 feet by 65 feet and had gashes in the back from some impact (perhaps due to a surface-to-air missile (SAM) fired by the military to bring it down, after tracking the craft as it entered the atmosphere). He felt that the UFO was organic and “alive.” The scariest aspect of the event is that as Weygandt got closer to it, he claimed life forms within the ship communicated with him telepathically, asking for help. And one more caveat: the Varginha UFO crash occurred one year later in 1998 in nearby Brazil. Is this a coincidence?

A documentary called Ancient Aliens

DAVID JAMES HENRY VIA WIKIMEDIA COMMONS

Nevada deputies guard the back gate of Area 51, September 2019 provides some intriguing information. The first episode surrounds the idea that human evolution does not line up the way it should and that our genetic material could only have been artificially altered. This lines up with additional evidence after the writers of the show interviewed various people who had each claimed to have been “abducted.”

It was all jokes and giggles until they realized each interviewee was basically saying the same thing: they recalled waking up naked on a white hospital bed surrounded by glass tubes of oddly-shaped, human-like babies, before being tested on themselves. All of this supports the far-fetched but absolutely possible theory that extraterrestrial beings treat planet Earth like a laboratory to deeply study human activities and make changes when necessary.

Just considering that a majority of this information is accurate, we arrive at one major inquiry: do the aliens have good intentions or bad intentions?

My belief is that the entirety of extraterrestrial life follows the fundamental in-

terplanetary guidelines—planets help other planets to thrive and develop. With the extent of the complexity of their technology compared to ours, if they wanted to destroy us, they definitely would have by now, and although there is no way to fully comprehend their plans, I truly believe that they do exist and the majority of them are here to (primarily) help.

These revelations challenge our conventional understanding of the world and push us to think beyond the boundaries of our planet. They invite us to engage in critical thinking, question established norms, and stimulate our curiosity about the universe beyond Earth.

Exploring such unconventional and even unproven topics can inspire a sense of wonder, foster a passion for scientific inquiry, and encourage a broader perspective on the world and our place in it. In exploring these possibilities, we can promote a sense of intellectual curiosity and open-mindedness within our Haverford community, and the greater community beyond.

How long does it take to master something? does this stagnation deem you a master? And how can you assign a set time to mastery, when time is abstract?

Brandyn Luong ’27

D

evotion—exemplified recreationally and for either cause or purpose—demands dedication.

Time and being resolute in learning are requisites for a devotee.

I interviewed history teacher Mr. LaJuan Foust and students Adam Brown and Jayden Thomas to construct a consensus on mastery.

Take, for instance, the mastery of computer software. The number of hours spent studying and honing the skills to use and navigate software reflects an extent of your learning. As you become apt at reproducing code and managing software applications, progress stagnates, since new information is less feasible. When the quantity of new knowledge approaches zero, at what point

Rather than beong strong in a few areas, Mr. Foust promotes the idea of “the whole student”—akin to a jack-of-all-trades.

The perception of time and interpretation of mastery varies from person to person.

This discrepancy is most apparent among generational gaps. I interviewed history teacher Mr. LaJuan Foust and Third Formers Adam Brown and Jayden Thomas to construct a consensus on mastery.

I prefaced my conversation by asking Mr. Foust what his talents were. Mr. Foust— deeply rooted in teaching World History— provided answers reflecting his disposition in classes: He is adept at public speaking and acting. He also possesses humor that evokes the giggles from even the most stern student, a testament to the numerous hours spent as a teacher knowing how to engage a class.

Mr. Foust stressed that it takes a considerable time to develop those skills. He’s witnessed students excel and devote themselves to sports at the expense of their academics.

Rather than being strong in a few areas, Mr. Foust promotes the idea of “the whole student”—akin to a jack-of-all-trades.

I asked Mr. Foust to paraphrase the word master, responding with an analogy about software developers and engineers. He argued that no software developer could be a master, since new codes are released periodically. He tied it to his rustiness on some aspects of American history. He ended the interview with a quote from Socrates. saying, “To know, is to know that you know nothing. That is the meaning of true knowledge.”

When the quantity of new knowledge approaches closer and closer to zero, at what point does this stagnation deem you a master?

Brown flaunted his knowledge about keyboards, some especially intriguing. His love for keyboards emerged from a once casual viewing of videos on YouTube to an affiliation with nonsensical keyboards. Brown argues that mastery is achievable; it is to be content with your skill level. He added that being in the top 1% is arbitrary; you could classify a group of people as masters.

His interpretation of mastery deviates from Mr. Foust’s response. When you can accept the stagnation of skill level, Brown argues that is mastery, but Mr. Foust believes that proficiency is unobtainable. Both agree that learning is innate and everlasting.

I juxtaposed the answers from Thomas with those of Brown. Thomas is tech-savvy, having been surrounded by technology his whole life. He built his first personal computer at age eleven, and he emphasized the sheer amount of time it takes to reach proficiency. Thomas stated that mastery is knowledge acquired from being able to reproduce nearly perfectly. “You can’t be perfect, but close,” Thomas said. Whereas Mr. Foust and Brown argued that the time to master something was intangible, Thomas argues that reproduction only requires an hour. He agrees that learning varies amongst others, but it follows a similar route.

All participants agreed that mastery is out of reach, since learning is everlasting.

I posed an answer to you at the beginning: When the quantity of new knowledge approaches closer and closer to zero, at what point does this stagnation deem you a master? Although the interviews did not reach consensus, all participants agreed that mastery is out of reach, since learning is everlasting. Mastery is intangible. It is vague.

Rather than arguing for a correct answer, perhaps it would do you better to strive for that perfection, to surpass limits imposed by a seemingly futileness and laziness.

the index · off-campus opinions

Page 13

Why are there so many strikes?

Sam Pennington ’26

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trikes have become a prevalent topic lately, a noticeable shift in recent years. National strikes affecting a substantial portion of the country seem to make headlines almost weekly.

One significant concern within this surge is the issue of pay inequity, alongside the emergence of AI applications in the entertainment industry, particularly in Hollywood. The United States leads the way in addressing these concerns, starting with writers. However, AI’s impact will likely extend across various industries in our future and worldwide.

On September 15, 2023, the United Auto Workers (UAW) initiated a strike, with approximately 13,000 workers from Ford, General Motors, and Stellantis walking out.

Their primary demands include a 30% pay increase, improved job security, pension benefits, and shorter workweeks.

Similarly, as of October 4, 2023, healthcare workers employed by Kaiser Permanente in four states are grappling with heavy workloads and extended hours. The enduring effects of the COVID-19 pandemic have exacerbated these long work weeks, particularly among doctors. This situation has now come back to haunt Kaiser Permanente.

Reflecting on these recent strikes prompts several questions: Why are they happening now? What conditions facilitate successful strikes, and how can society prevent them? How do relationships between workers, companies, consumers, and current events influence organized labor strikes? Fac-

I

pass smaller niche brands that struggle to gain recognition and must resort to selling their products through Amazon, albeit at a cost. This fee-based approach allows Amazon to generate revenue while reducing consumer choices. They can also push or hide sellers from us, thus violating antitrust laws.

The outcome of this situation results in higher prices not only for Amazon customers but for other consumers, as Amazon wields the power to influence other producers. The FTC aims to restore lost competition in the market due to Amazon’s monopolistic conduct. The success of this endeavor remains uncertain. There is some hope: in May 2023, Amazon paid $25 million following a minor FTC lawsuit related to privacy violations.

Due to Amazon’s dominance in the online marketplace, it garners over four times

more visits than any other platform. An astounding 85% of Gen Z adults report using Amazon in the past four weeks, with 60% using it in the past week.

As we transition into adulthood, Amazon plays a significant role in our lives, serving as a go-to source for our purchases— from computers and school-necessities to products for our enjoyment. Remarkably, two-thirds of internet users in the United States have an Amazon Prime Subscription, offering benefits such as free shipping and savings events. Amazon’s reach to not only our generation but the generations above us will forecast its dominance on our own lives.

While Amazon has undeniably improved our shopping experience, there is room for enhancement. If the FTC prevails in the lawsuit, not only could Amazon’s pric-

Young people should care about a possible government shutdown Mason Wiegand ’25

O

n October 1, the United States government faced the looming possibility of a shutdown, which would have had dire consequences for millions of government workers, including those in the military, who would go without pay. National parks, the aviation industry, and vital government aid programs like food stamps were at risk of losing funding. Passport offices and other government branches would also have closed.

This crisis originated in the House of Representatives, specifically from the House Freedom Caucus, a group of around 40 Republicans. Interestingly, this group’s size is greater than the difference between the majority Republicans and the Democrats in the

the civil rights movement.

The methods used in strikes can vary widely, from subtle and quiet actions to violent or chaotic approaches.

The effectiveness and outcomes also differ.

Will these strikes lead to layoffs or new contracts and reemployment? How will they impact other industries, fostering motivation or fear? Despite the diverse methods, most workers share common hopes: fair pay, acceptable working conditions, and respect for their dignity. Achieving these goals requires more than good will or threats from both sides.

By the time a strike occurs, communication has typically broken down between labor and management. The key takeaway is that communication must continue, with openness to new ideas and solutions in our ever-changing world.

At Haverford, we learn the importance of communication and collaboration through various avenues like the debate team, mock trial, history class term papers, and analysis. Ideally, we leave school equipped with the tools to promote communication among different groups and extend these skills to our communities.

The prominence of national strikes underscores the impact of communication breakdowns on us all.

A potential new future in shopping? What may change with the Amazon lawsuit

Ryan Wang ’26

n late September, Amazon, one of the world’s largest companies, faced a lawsuit from the Federal Trade Commission (FTC). The FTC’s mission is to safeguard consumers by preventing fraud, deception, and unfair business practices.

Amazon stands accused of attempting to maintain a monopoly and stifling competition through unfair and anti-competitive tactics that violate federal and state antitrust laws. While students and other young individuals like us are not directly involved in the legal matters, we must assess how Amazon’s past actions have impacted our lives and anticipate future changes.

As the world increasingly embraces virtual experiences, our shopping habits have also shifted. Amazon provides us with unparalleled convenience through swift home deliveries. However, to sustain its growth, Amazon employs an array of strategies to eliminate competitors. Small businesses that pose a threat to Amazon often offer superior services, more affordable prices, and other attributes that outshine Amazon. These businesses are penalized and ultimately forced out by Amazon’s superior size and power.

These affected companies aren’t limited to online “supermarkets,” but also encom-

tors like technology, globalization, and the post-pandemic rise of remote work also play roles.

It’s challenging to pinpoint all the factors influencing the value of both people and work. Rather than hastily jumping to conclusions about the future, it’s valuable to examine the history of strikes.

Strikes have played a crucial role in U.S. history, impacting a wide array of workers, companies, regions, and industries. They can vary from peaceful protests to dramatic, disruptive events designed to challenge and upend established institutions. Strikes involving national transportation, such as the UAW strikes, often garner the most attention For instance, the Pullman strike in Illinois circa 1894 led to the burning of freight cars and travel disruptions in 27 states, requiring 10,000 federal troops to intervene.

The United Auto Workers Union staged the Flint Sit-down Strike of 1936-7, effectively halting production by sitting down on factory floors.

In 1981, 13,000 air traffic controllers went on strike, but President Ronald Reagan ordered them back to work, resulting in the eventual weakening of the union. Some strikes symbolize profound societal unrest, like the Memphis Sanitation Workers Strike in 1968, which played a significant role in

October 2023

House. The House Freedom Caucus aligns itself with the conservative ideals of former President Donald Trump, causing significant disagreements within the majority party. Notably, Kevin McCarthy, the former Speaker of the House, required fifteen ballots to secure power, setting a modern record. He recently lost the speakership—a first in American history—due to difficulties in keeping promises to various House groups.

These events underscore the deep division within the House of Representatives, setting the stage for the government shutdown crisis. While neither side desires a shutdown, disagreements over spending bills, such as the one that failed on September 29, have persisted. The House and Sen-

ate must pass twelve spending bills each to fund various government resources.

These bills directly impact citizens and even extend to Haverford. For instance, the FDA’s inability to effectively process products for store shelves could lead to food and water shortages. Simultaneously, the Environmental Protection Agency’s scaling back inspections poses a risk of drinking water contamination. Delays in responding to incidents like the recent chemical spill of latex polymer in Bucks County affecting the Delaware River could have occurred.

Students at Haverford engage with the government process in various classes, including Mr. Lengel’s Government and Politics elective. Mr. Lengel emphasized the im-

es potentially become more competitive, but we may also witness an expansion of online marketplaces to shop from. This would lead to lower prices on platforms beyond Amazon. The likelihood of a success is high, particularly given the FTC’s previous victory in May against Amazon and the current, extensive 172-page lawsuit.

An expanded list of go-to online shopping destinations awaits us. Amazon’s previous influence on our choices might diminish as a result.

Amazon’s ability to direct us towards certain products could influence our purchasing decisions and shape our growing minds.

A more extensive online marketplace promises a brighter future, benefiting not only us but also future generations. portance of students being informed about current political events, stating that it is “enormously important” and a crucial aspect of their education. He stressed that engagement is vital in a democratic system, even for students who cannot yet vote. It is an opportunity to learn and understand the ongoing political landscape and navigate it effectively.

History Department Chair Ms. Hannah Turlish commented on the serious challenges facing students and the entire nation.

She highlighted the potential consequences of not raising the debt ceiling, including the furloughing of thousands of government employees and disruptions to Medicare payments. She emphasized that this situation is not just frustrating but also poses a national security concern.

A New York Times article from September 17 cited a Quinnipiac University poll indicating that 69% of both Democrats and Republicans believe democracy in the United States is in danger of collapsing.

These sentiments from political figures and the general population are deeply concerning.

According to multiple voices at Haverford, understanding these issues at a young age can help students navigate and possibly prevent such crises in the future.

Page 14

the index · arts

October 2023

arts Over a decade later, Mr. Hengst returns to the stage Tate Conklin ’24

A

fter a hiatus of over a decade, Chair of the Performing Arts Department Mr. Darren Hengst has returned to the stage as an actor. Since late September, Mr. Hengst has been playing the role of Giuseppe Zangara in the Arden Theatre Company’s production of the musical Assassins.

A musical deeply rooted in American history, Assassins tells the story of nine historical figures who attempted to assassinate a U.S. president. It debuted on Broadway in 1991, but received poor reviews due to tensions surrounding the Gulf War. A plan to revive the musical in 2001 ultimately failed. Two years later, it resurfaced and found huge success.

“It’s about their stories; it’s not a linear plot where there’s a clear problem and solution and someone changes at the end.”

MR. DARREN HENGST The musical has a unique structure, and the plot advances in an unconventional manner.

“It’s about their stories; it’s not a linear plot where there’s a clear problem and solution and someone changes at the end,” Mr. Hengst said. “It’s more of us all getting put together in this strange purgatory space, and all coming out and telling our stories.”

The director of the Arden Theatre Company’s production, Terrence Nolan, puts his own contemporary spin on it.

“The show should take place in a carnival setting, but our director changed the concept completely and is really trying to link it with extremism today,” Mr. Hengst said.

Working with Nolan has also allowed Mr. Hengst to learn a lot about directing.

“The last time I acted, I wasn’t a director

[at Haverford]; I was just an actor,” Mr. Hengst said. “To see someone whom I hold in the highest esteem work from the perspective of what I do now has allowed me to learn a lot about the director’s process.”

In addition to Nolan’s work, Stephen Sondheim’s music has blown Mr. Hengst away.

“I love Stephen Sondheim—he’s my favorite composer,” Mr. Hengst said. “Since the show takes place throughout the past 150 years, everyone’s time period corresponds with their music. It’s brilliant.”

Joining such a high-caliber show after not acting in so long was a challenge Mr. Hengst was willing to take.

One key component of Mr. Hengst’s transition back to acting was finding the right show at the right time.

“It has to be the right show, something that’s going to challenge me,” Mr. Hengst said. “The timing was also perfect because I was able to get two weeks of rehearsals in before school.”

Having been in the director’s seat at Haverford for several years, Mr. Hengst had to readjust to the mental strain that acting places on you.

“I do eight shows a week, and I forgot about the mental focus it takes to do that many shows a week,” Mr. Hengst said. “For me, the daily grind is getting out of my head and just knowing that it’s in my body, and I can do it.”

An ensemble show like this, with such complicated music, adds pressure.

“Throughout the show, the ensemble has to be locked in, because if one person misses something, it all falls apart,” Mr. Hengst said. “With Sondheim’s music it’s so difficult as well; there’s a number that is probably one-minute long that we have spent days learning and honing.”

On October 10, a group of Fifth and Sixth Form students attended Assassins to watch Mr. Hengst perform.

In the days leading up to it, Mr. Hengst shared some of his worries.

“I think about [performing in front of my students] nonstop,” Mr. Hengst said.

COURTESY OF MR. DARREN HENGST

Mr. Darren Hengst poses before a show at The Arden Theatre “The more I think about the students being there, I worry that I’m going to be in my head on that day more than usual.”

“I’ve learned so much from it, and it’s been such a rewarding experience.”

MR. DARREN HENGST

Mr. Hengst also acknowledged that younger audiences tend to lack an understanding of the historical context.

“I’ve talked to high schoolers that have seen the play and there are certain things that they just don’t understand,” Mr. Hengst said.

“I would say the biggest example is them not understanding the way that the assassination of John F. Kennedy affected the nation.”

In addition to that overarching theme, it’s important to know the nine historical figures portrayed in the musical.

“A lot of the characters, like John Hinckley for example, who tried to assassinate Ronald Reagan, many students are unfamiliar with, which can affect their understanding,” Mr. Hengst said.

To combat this, Mr. Hengst educated students attending the trip on all of the characters prior to their departure. He explained what time period they were from, whom they tried to assassinate, their motives, and where some of them are now.

After getting a better understanding of the show, Sixth Former Michael Wylie was looking forward to seeing it.

“I am excited. It sounds really interesting,” Wylie said. “Given the historical relevance, it is very different from any show that I have seen or worked on.”

Until October 29, Mr. Hengst will be performing six out of seven days a week in Assassins at the Arden Theatre.

“It’s been amazing; the cast is super talented. I get to work with people from L.A. and New York, and even some of my old friends I used to act with in Philly,” Mr. Hengst said. “I’ve learned so much from it, and it’s been such a rewarding experience.”

After Hours: The perfect Halloween album Russell Yoh ’24

S

tarting with an infectious 80s synth melody, followed by the heavy beat, everyone who knows music has heard The Weeknd’s 2019 hit “Blinding Lights.”

The song was everywhere for years, becoming the artist’s biggest hit to date, and even the #1 song of all time on the Billboard Hot 100. It spent 57 weeks in the chart’s Top 10 and became the most streamed song of all time on Spotify.

The song comes from The Weeknd’s fourth studio album, After Hours, a dark synth-pop and R&B record filled with themes of loneliness and heartbreak. This album was a career-defining moment for The Weeknd, a.k.a. Abel Tesfaye, launching him into complete pop stardom.

Tesfaye’s earliest music included R&B mixtapes, followed by more pop-influenced records made with mega-producers like Max Martin. Hits like “Can’t Feel My Face” and “Starboy” brought him to where he is today, but nothing seemed to give him more success than After Hours. It combines everything he does best, from the dark production to the

soft vocals and vulnerable and descriptive lyricism.

Few artists today are able to create such clever and unique concepts for their albums and execute them this well.

The After Hours era began with “Heartless,” another of the album’s hits.

Tesfaye discusses partying to cope with his past relationships. He accepts being “heartless” and unable to change. The song’s music video shows him wandering through Las Vegas streets and casinos and eventually licking a frog, causing him to hallucinate.

The video’s story continues throughout the rest of the visuals The Weeknd used on the album’s music videos and even his performances on TV. Tesfaye appears on the cover in his signature red suit with blood all over his

face. Eventually he started showing up to award shows with bandages all over his body, committing to the persona he created.

All of this is used to represent how his heartbreak and addiction took their toll.

Even in the star’s After Hours: Till Dawn tour he continued this story, connecting it to the following album he released titled Dawn FM. His Super Bowl halftime show ended with various backup dancers running alongside him on the field with their heads wrapped in bandages. To further the concept, he even created an After Hoursthemed haunted house at Universal Parks & Resorts in 2022. It featured various sets and elements from his music videos and allowed visitors to fully immerse themselves in the terror of The Weeknd’s artistry.

The entire After Hours concept may be eerie and confusing to many people who aren’t fans, but that is what made it so unique. Few artists today are able to create such clever and unique concepts for their albums and execute them this well.

Anyone who enjoys pop and R&B

music, or just has an appreciation for quality artistry, will be able to get something out of the 56 minutes this album has to offer. And with Halloween right around the corner, now seems like the perfect time.

The album has huge R&B tracks with dark bass lines like “Too Late,” and “Escape From LA,” but also features huge pop tracks that anyone can vibe to like “Save Your Tears.” From the album’s sonic structure to the often terrifying visuals, it will definitely go down as the artist’s most important and defining moment.

KAYLA JOHNSON VIA WIKIMEDIA COMMONS

The Weeknd performs at Bumbershoot Festival in Seattle, 2015

the index · sports

Page 15

October 2023

sports Water Polo, cont. from front page Overall I am really happy with the way the team is doing,” Putter said. “Between our six starters, we have all been playing together for almost seven years now. We have great team chemistry, and it really shows in some of the close games as we can make some great plays.”

Fesnak agrees.

“I think the team is in a good place from a morale standpoint,” Fesnak said. “It is a tight-knit group of guys, and we all play club water polo with each other, so we have really good chemistry.”

The team looks forward to competition with Inter-Ac schools over the upcoming weeks.

COMMUNICATIONS

COMMUNICATIONS

Luke Putter ’24 looks to pass in a 13-10 win over Souderton, September 2023

Eddie Kohn ’24 shoots in a 13-10 win over Souderton, September 2023 “Against other Inter-Ac opponents, our “I think [EA Day] will be really surreal,” team chemistry skill really elevates us above Putter said, “I got the opportunity to start the rest,” Fesnak said. last time it was at home two years ago, and They also have high expectations for the atmosphere was just electric, so I am reEasterns, the Eastern Prep Championships. ally looking forward to it. It’s going to be a “For the last [five years] we have made blowout.” the Easterns Finals,” Putter said. “Our goal Fesnak also looks forward to EA Day. for the past five seasons, and this season is to “EA has a few good players, but ultifinally bring home that Easterns Champion- mately their team has no depth, as opposed ship. It is very attainable with the team we to our team that has two-three lines of good have.” players that know how to play,” Fesnak said.

And as always, the team is geared to “EA is not a threat.” have a strong performance at EA Day.

Cross country has eye on EA Day Nate Gill ’26

W

ith a month and a half left in the season, the location of the Haverford/EA Day cross-country race is still undecided. As the Haverford team begins the championship leg of their season, they eagerly await the verdict. There are two options: the new Roberts Road course or the Haverford College run, which would include a home-campus stadium finish. The team is awaiting a final decision from Haverford College regarding use of the course.

“The Roberts Road Course is pretty challenging. It is deceptive as it has some long hills.”

MR. BRIAN LONG The home campus run is both easier and more familiar than the new Roberts Road course. According to Head Coach Mr. Brian Long, “The Roberts Road Course is pretty challenging. It is deceptive as it has some long hills.”

The Haverford College run is where the team has trained all year.

“It’s our home turf,” Fourth Former and

Runners start against Malvern Prep and SCHA, September 26, 2023 varsity runner James MacColl said.

The team runs the course every day.

They know the gravel and dirt like the back of their hands.

In the near future, the team will have two races that determine EA Day qualifiers.

In two weeks, they will race against the Inter Ac, which is dominated by Episcopal Academy. At the Inter-Ac meet, the Fords hope to sneak into the third spot.

Coach Long said, “We are right in the middle. We are trying to beat Penn Charter, as they started off really strong.”

At the end of the month is the PAISAAs, the last race for all those who do not qualify

for EA Day. The cutoff is under 21 minutes at Belmont Plateau where PAISAAs and the Inter-AC Championship will be held.

Until then, with a month and a half until the finale, the team is focused on getting

“The team prepares mentally by understanding that the races are difficult and painful.”

NOLAN MCCLOSKEY ’24

COMMUNICATIONS

better and evading illness.

“We are just trying to stay healthy.

There is a lot of sickness going around,” said Coach Long. “We also are trying to avoid overuse injuries.”

It is tricky to balance the line between success, injury, and failure.

The team is also focusing on their mental game.

“The team prepares mentally by understanding that the races are difficult and painful,” Sixth Former Nolan McCloskey said.

“Realizing that you are not just running for yourself, but also for your brothers is another key aspect of preparing for the races.”

Page 16

the index · sports

October 2023

“Fords Footy” finds success through Sixth Form leadership

Connor Cresswell ’24 clears the ball in a 1-0 win over Penn Charter, October 7, 2022

PIERCE LAVERAN ’24

Quinn Sullivan ’25

O

ctober is always a joyous time at Haverford. Students settle into classes while school spirit ramps up and fall sports hit their stride. One of the most exciting teams in the Fall season is “Fords Footy,” the soccer team and the current Inter-Ac Champions.

Haverford soccer has come out to an 8-2-1 record and is picking up momentum from wins over Westtown and Springside Chestnut Hill in dominant 2-0 performances. Just two years ago, soccer’s head coach and director left, leaving an opening.

Stepping into the role, Head Coach Mr. Keith Cappo from the Shipley School feels confident about the team’s future.

“I feel very good about this season,” Mr. Cappo said. “We have a lot of senior leadership on this team, and this has played a big part in our success so far this season. We also have several guys who spent last year playing for the JV team, and that experience and development have allowed them to impact the field.”

and Sixth Formers Thomas Kaplan, Connor Cresswell, Jackson Raleigh, and Sebastian Perez-Gasiba, all members of the class of ’24. Kaplan believes that setting their goals high is the key to a successful season.

“I think the team understands our goals however ambitious they may be. For us, we want to win as many games as possible ultimately culminating in winning the Inter-Ac, States, and EA Day,” Kaplan said. “While this may seem very typical that a team wants to win as much as possible, I think that with the personnel that we have, each of those goals is extremely attainable.

Kaplan believes that dedication and hard work at practice will pay off at games.

“I think the main thing for us is to make sure that practices stay competitive and that everyone on the team believes they can make an impact if needed.”

These high ambitions and expectations are what fueled the team last year and this year they are expecting to stay amongst the

top in the Inter-Ac. Playing soccer takes a blend of precision, agility, and unyielding determination. It’s a sport where every step is a strategic move, every pass a potential game-changer, and every goal an exhilarating triumph.

On the field, you learn not just about the game but also about teamwork, perseverance, and the boundless passion that drives players to chase the ball with their hearts in every kick.

“I think that as a captain my role is to try and be a role model as much as possible,” Kaplan said.

“Whether it’s in practice or in a game the other players should be able to see that I am working hard and try to follow my lead.”

For his role, Mr. Cappo takes a different approach.

“As a coach, I have two areas on which we focus for each game: how we play well within our style and shape, and what adjustments we may need to make for

our specific opponents,” Cappo said. “In our preparations, we will review our film, prepare scouting reports on our opposition, and implement a game model that will give us success on the field.”

Mr. Cappo also prioritizes balancing his athletes’ health and performance on the field.

“On the field in training, at this time of year, we are always worried about minutes played and keeping guys as fresh as they can be, while keeping the intensity high and being as sharp as we can be as a group,” Mr. Cappo said.

As Fords Footy navigates their way through the heart of their season, their unwavering commitment to improvement and unity shines through. With each game, they carry the hopes of their fans and the promise of even greater achievements in the games yet to come, while also seeing development at the individual level.

“I think the main thing for us to make sure that practices stay competitive and that everyone on the team believes they can make an impact if needed.”

THOMAS KAPLAN ’24 While last year the team had strong success, Mr. Cappo is looking towards the new season.

“Each season is different, and we have to continue to evolve as the season progresses into the Inter-Ac,” Mr. Cappo said. “I am happy with the progress the squad has made and the ability of our guys to fill the shoes left by some very impactful seniors in the ’23 class.”

The biggest of those names filling the gap from the class of ’23 are team captains

MATTHEW ACHOLLA

Sebastian Perez-Gasiba ’24 and Aydan DiRocco ’24 at a home game against Penn Charter, October 2, 2023