“The Great, and even Legendary, Charlie Kirk, is dead.” These words headlined a Truth Social post made by President Donald Trump on September 10, 2025. The news shocked the world, leaving millions stunned.
Kirk, 31, was a conservative activist fo-
The Jazz Ensemble enters a new chapter with the arrival of its new director, Mr. Brendan Cooney, who succeeds Mr. Phil Giordano. Mr. Cooney brings a wealth of teaching experience from several schools, including Friends Select and Germantown Friends, and he has also led various instrumental and choral ensembles. From the group’s first rehearsal, Mr. Cooney planned to infuse the group with fresh energy and a distinctive approach.
Mr. Cooney has taught lower school, middle school, and high school students, brass, guitar, and piano. He holds bachelor’s degrees in jazz performance and political science from Oberlin. Mr. Cooney has lots of instrumental experience.
cused on involving younger generations in politics. He would travel to college campuses and debate students with opposing viewpoints, all in the name of free speech and the exchange of ideas.
Unfortunately, when at one of these events at Utah Valley University, Kirk took
“I am a pianist. It’s my main thing. It’s what I went to school for. I enjoy playing jazz. Also, I like to play lots of Bach,” Mr. Cooney said. “I also play trombone, mandolin, banjo, bluegrass jazz, and Serbian-style music with a band. I love to improvise, and I have completed countless pieces of work as a composer professionally.”
con’t on p.24
a bullet from a high-powered sniper rifle. He was soon pronounced dead.
With Kirk a leading figure in youth culture, many community members felt broken. He was well-liked by many students, and to them his death marks a worrisome turn in American culture.
2025–2026 Staff
Ajay Chakraborty ’26
Editor-in-Chief
Ryan Wang ’26
Editor-in-Chief
Nate Gill ’26
Senior Managing Editor
Adam Brown ’27
Managing Editor
Matt Lo ’27
Managing Editor
Ayush Varma ’27
Managing Editor
Ben Qu ’28 News Editor
Edward Cheung ’28
Features Editor
Jayden Thomas ’27
Academics Editor
Byron Yang ’28
Neighborhood Editor
Keith DiMarino ’27
Campus Opinions Editor
Brandyn Luong ’27
Off-Campus Opinions Editor
Sahil Manjeshwar ’28
Off-Campus Opinions Editor
Peter McConnell ’26
Voices Editor
Will Komada ’28 Arts Editor
James MacColl ’26 Sports Editor
Jonny Wang ’26 Staff Writer
Charlie Schreiber ‘26
Photography Editor
Mr. Anthony Pariano 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 via email to current Haverford students. Graphic designs are created by Index staff via Canva. Southern Dutchess News prints 200-400 copies of each issue, and its editorial staff distributes them in the upper school on the day of release. The Index serves the needs of a total school population of 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 93, No. 2 - October 2, 2025
Charlie Kirk is the first martyr of our generation. He died a horrific death, all for the great “sin” of expressing his opinion.
Unfortunately, Kirk’s assassination is just one example of recent political violence. Donald Trump was shot and nearly killed in a political rally last year, and Minnesota State Representative Melissa Hortman was killed by a home invader a few months ago. A major catalyst for these acts of violence are me-
dia outlets: some media organizations must be held accountable for the lies they tell, and social media apps must recognize how their algorithms purposely polarize audiences. Something needs to change.
We offer a simple message to both the Haverford community and the world. Stop saying Donald Trump is a fascist. Stop saying the Democrats are a party of communists. Statements like this make the population terrified and feel like they must respond with
force.
Moving forward, we must commit ourselves to missions like Charlie Kirk’s: free speech and open debate. If we cannot have civil discourse, violence and civil war ensue. The Index promises to remain a safe space where students can express their opinions on any matter, political or otherwise.
Whatever you do, never let events like Kirk’s death silence your voice. It is your most powerful weapon.
Boys, the first month of school has gone well. Now it is time to have an even better second month.
I hope you all have enjoyed your first few weeks of school and that you are adjusting well to the school year.
Above all, I encourage you to cherish your time here. Take this new month as an opportunity to enjoy your moments and to be grateful for the opportunity to be on these grounds.
This month we will be challenged more than the month before. It’s essential that
we rise to the occasion and push ourselves through these challenges.
We’re going to be challenged to do more academically. Those of you playing sports will be challenged to compete harder as the season develops. Socially, we’re being challenged to stay and embrace each other, which will be much more difficult as we approach the next phase of the journey.
We need to take this month as an opportunity to grow stronger as a student body and to support each other. We have done well at this in the first month of school, but
we can always do better. I’m very excited to see what is to come, and I hope you all have that same energy.
Make sure you take advantage of the opportunities this school has to offer if you haven’t done so in the first month. Now that we are all settled into school, most opportunities are at your disposal, and it’s not at all too late to take advantage of them. Let’s enjoy ourselves this month and embrace each other.
Go Fords.
“I respected the work that he did with Turning Point USA, I really respected the idea of open debate, and I liked the idea of having conversations with people you don’t necessarily agree with,” Sixth Former Seth Virmani said. “I tuned into the Charlie Kirk show sometimes, and I thought it was wellresearched, even though I didn’t agree with everything he said.”
“Immediately after the shooting, I was kind of in shock,” Fifth Former Hugh Williams said. “I agreed with some of what he said, but not all of it. I’m pretty middle ground politically, maybe leaning a little bit towards what Charlie was saying. I was very sad and I was very shocked when I heard the news, especially since I saw that political violence had a place in this country and that someone, simply for expressing their views, was assassinated.”
Sixth Former Will Bradford feels that the nation’s fundamental rights are in jeopardy.
“The First Amendment is at risk. Personally, I had mixed feelings about Charlie. I agreed with some stuff he said, but disagreed with a whole bunch else that seemed way too extreme. But either way, I still thought he had the right to visit colleges and spread the MAGA movement, because he has freedom of speech just like the rest of us.”
Although many had positive feelings about Kirk, some strongly disagreed with what he said. These students highlight the balance between criticizing Kirk’s ideology and condemning the violence.
“Obviously, no one should be killed, and it’s a terrible thing,” Sixth Former Harrison Cross said. “ I think it’s a shame that anyone would feel compelled to kill someone just based on differences in their political views, especially when Charlie Kirk has been focused on cordial dialogue and discussion.”
Still, Cross disagrees with some of Kirk’s views.
“It’s hard to feel sorry for him when he held harmful opinions. He held opinions about gun control and border control, and those opinions are really harmful to people. Obviously, he didn’t do anything to hurt others, but having those opinions makes it hard for me to feel bad for him; however, I do feel bad for his family. He defended gun rights, and I think it’s slightly ironic that he got killed by a gun.”
The shooting has forced our community to examine American politics in the 21st century. For many, the increased violence is a major concern, and the lack of civil discourse directly contradicts the values on which this country was founded.
“Not just through Charlie Kirk, but through a larger culture of political violence that has emerged recently, we seem to be struggling to use the power we have been given by the Constitution, and we have not done right by that power,” Head of School Mr. Tyler Casertano said. “As I see it, disagreement and compromise are embedded in the American system, and civil discourse is inherent to that dynamic.”
Bradford also believes our country is not living up to the early American standard.
“George Washington warned us this would happen in his farewell address, but we didn’t listen, and here we are facing the effects of it. If people like Charlie can be murdered for expressing a belief that relates to one political party and is opposite to another political party’s view, then this country might be on the cusp of civil war. This country is continuously being divided by our beliefs and political parties.”
Cross sees political parties as a part of the problem, echoing the idea that our modern governmental structure breeds divisive ideologies.
“Ten years ago, it would have been unthinkable for anyone to consider this happening. It shows how terrible a job both parties have done at reminding people that we’re
all one country, no matter what our beliefs are, and that we should look at everyone else as countrymen, brothers, and sisters.”
Virmani and Williams also agree that modern-day political polarization needs to change.
“I think this is an extremely politically divisive time in our country,” Virmani said. “I don’t want to necessarily blame the left, because I know many liberals do not support this violence: there are many who have spoken out against this. I unfortunately think it suggests that we may be heading in a direction where political violence is a more acceptable form of activism.”
“I think the shooting shows how recently we’ve become so radicalized,” Williams said. “It’s not even just the polarization, but the unacceptance of other people’s views and the inability to listen to other people without feeling hatred towards them. Many people can’t recognize the other side’s opinion.”
How will Kirk’s assassination affect daily life at school? Virmani and Mr. Casertano highlighted a few ways the school might be affected.
“I’m sure a lot of people watched the Charlie Kirk show or had similar opinions to his,” Virmani said. “Seeing this guy, who was so influential, just get gunned down is scary for some Haverford kids. They see a guy holding the same opinions as them, and then see that guy lose his life out of nowhere.”
“I expect students to be impacted in different ways by the larger dynamics outside of this school. Some students were absolutely impacted by what happened,” Mr. Casertano said. He then highlighted how the faculty is already responding to the situation.
“Anytime there is instability in the outside world, it has the capacity to create instability within a boy and the community. This is one of the reasons why, when something like this happens, we try to stand in front of you and acknowledge that some members of the community will be affected, and to reit-
erate our expectations to you about how to treat people and ideas.”
Still, Cross thinks Haverford’s position numbs the community from the outside world’s tension.
“I don’t think there’s going to be that much of an effect here,” Cross said. “I think that the kids at Haverford are well educated enough to understand that stuff like that is pretty terrible. No matter what side you’re on, people understand that they may have heated debates, but at the end of the day, it’s just a political discussion. They realize that violence is not how the country should function.”
Virmani, Williams, and Mr. Casertano believe that students shouldn’t be scared of expressing their opinions and engaging in respectful debate.
“Take every single moment you have as a gift, and use it for something positive,” Virmani said. “If you believe in the same things that Charlie Kirk did, don’t hide your opinions. You shouldn’t be scared because you have a political viewpoint.”
con’t on p. 4
“Continue to speak your mind and voice your opinions, because that’s how change is made,” Williams said. “But don’t hate someone from the opposite viewpoint just because they differ in view from you. Because that’s exactly what Charlie Kirk’s murderer did. He had a viewpoint, and he hated Charlie for having the opposite one.”
“I think one of the really tragic aspects of this political violence is that it could discourage people from pursuing careers of public service,” Mr. Casertano said. “For our country to be the strongest version of itself, we need really talented, thoughtful, ambitious, moral, and selfless people to be inspired by a career in public service. I worry that when we see people having to pay for their public service with their lives, that it dissuades [students with lots of potential] from considering a profession like that.”
Mr. Casertano also feels it is perfectly fine not to have an answer to complex political questions.
“It’s okay to be a kid and not know what to make of this. I think some of you guys have strong opinions about what happened, and then some really don’t know what to make of it all, and that’s okay. It’s okay to participate in those larger national conversations, and it’s okay to feel like you’re not ready for that.”
Additionally, Mr. Casertano touched on Haverford’s robust support systems.
“I hope that we are effective in giving you opportunities to find support, and I also hope that we are effective in creating spaces of civil discourse, honest inquiry, exploration, and mutual respect. That’s not necessarily something you see many examples of in our society at the moment, but I really hope that we can accomplish that here.”
Cross has a different viewpoint than many. He believes that a laser focus on political rhetoric is a treacherous path.
“Students really shouldn’t bring the
politics behind this shooting onto Haverford’s campus because obviously it’s a place where students should be having discussions, but it’s also a place of learning. Students shouldn’t bring the fallout of this shooting onto campus because politics like that and
education at Haverford don’t mix.” Bradford harshly condemns any celebration of the assassination.
“I don’t know why some people are happy about this. Political violence has no place in our country, and it just goes to show
how divided we are and to what extent that division can go. I pray for Charlie and his family, and also hope that freedom of speech is protected after this. If not, we are closer to war amongst ourselves.”
Teddy Walkenhorst ’29 & Mason Choi ’29
After completing a full month of the 2025-26 high school year, most Haverford students have strengthened bonds with both new and old friends.
To help build these friendships, the Third Form went on an overnight trip with some faculty members and student leaders to engage in games and events, but more importantly, to develop the Haverford community.
It is an annual tradition for Sixth Form student leaders and Third Formers to attend Camp Saginaw, where they build connections, enjoy the presence of their peers, and form new friendships.
The trip was organized by Third Form Dean Mr. Stephen Cloran, whose objective was for everyone to expand their relationships through methods such as randomizing the Third Former’s bunks, activities groups, and Thursday night live groups.
“I just think that it is a good opportunity to help the new form build on their brotherhood as a community,” Mr. Cloran said.
Older students can recall how they also enjoyed going to Camp Saginaw and being with their own form, too.
Sixth Former Matthew Cerniglia reflected on the experience of going to Saginaw for a second time.
“When I went to Camp Saginaw, I spent a lot of time with people I didn’t really know. As it turned out, I really enjoyed the experience and made new friends and strengthened my bonds with my old friends,” Cerniglia said.
The countless activities the Third Formers participated in, such as archery and ziplining, challenged them to be their best
and work together. It also provided a new and rare experience.
“I think I will make special bonds over
sports because there are so many people who like to play sports, and it will be a great experience,” Third Former Zack Rush said. “I
On Thursday, September 18th, upper school students and faculty packed into Centennial Hall for the annual clubs video assembly, ready to see the student-created videos on the big screen. Laughter and energy filled the room until suddenly, the video froze. The Wi-Fi had gone down, prematurely ending the annual tradition.
Students returned to ASB, only to find the Wi-Fi still unavailable, interrupting what many students consider a critical part of the day.
“It’s halted any work I could be doing right now,” Sixth Former Henry Biddison said at the time.
“I was going to study for Spanish class, but couldn’t,” Sixth Former Desmond Heneks said. “I consider myself very lucky that I didn’t have any homework to do this ASB, as I normally save my smaller assignments for it.”
The Wi-Fi outage extended far beyond ASB. Throughout the rest of the day, students nervously typed into the Google search bar, hoping that the Wi-Fi was back, but to no avail.
The outage also impacted students’ ability to print necessary items.
“I had to print my integrated essay for
English, but I couldn’t,” Sixth Former Quinn Gallagher said. “Then, the next day, the WiFi was temporarily out once again when I was going to print it.”
The problem also affected teachers, who were unable to print materials for class, such as assignments and quizzes. Students saw this first-hand in Latin class, as Dr. Andrew Fenton’s students instead handwrote notes, while students in Spanish teacher Mr. Andrew Poolman’s class took a listening-based version of a vocabulary quiz, unable to take the prepared paper version.
The Wi-Fi outage greatly inhibited students’ ability to study.
“I was going to study for my biology test during my free period, but couldn’t since all the material is online,” Fifth Former Ethan Qiang said. “I ended up not doing as well as I hoped, and I think it was a combination of that and also how I had more homework than usual to do at home since I couldn’t do it at school.”
The outage particularly affected students preparing for reading quizzes.
“I couldn’t do the history reading since I couldn’t access the online textbook, and I ended up doing really poorly on the reading quiz in class,” Fifth Former Kevin Chan said. “This significantly hurt my grade, as well as other people’s grades who were in the same boat as me.”
This incident has made Chan, as well as other students, more wary of the consequences of Wi-Fi outages and has led them to prepare PDFs and other formats accessible offline. Fortunately, most teachers had done so, saving presentations to their computers and allowing them to teach class as planned.
These events beg the question: are we too reliant on technology? Teachers noticed a common dynamic, as students repeatedly asked if class was cancelled since there was no Wi-Fi.
The answer, possibly to the dismay of students, was no. Further, students didn’t take advantage of the opportunity to learn without the distractions of technology.
“I didn’t notice much of a difference in my students’ engagement,” math teacher Mr. Stuart Alden said. “A lot of kids simply complained about not having Wi-Fi, and others just played games already on their laptops.”
“Nowadays everything is eletronic, when the Wi-fi goes out, everything goes out.”
THOMAS NYE ’26
Perhaps students would need a longer screen detox—or maybe that’d simply lead to protest—but it seems that the world is only becoming increasingly digital, and so is the school.
“Nowadays, everything is electronic. When the Wi-Fi goes out, everything goes out,” Sixth Former Thomas Nye said.
Given this, the tech department has been working hard to mitigate Wi-Fi issues. The outage on the 18th was not the fault of the school, but rather an anomaly. A car crash caused a disconnection in an aerial line that ordinarily connects the school to the internet service provider. It impacted many nearby businesses and schools. This was the first time something like this had occurred in years.
To prevent further long-term outages, the tech department has installed a secondary line for internet service.
“As a preventative measure moving forward, we signed a contract with another provider that uses a different line to the school. That way, if the primary one goes down, we have this secondary one to come online,” Network Manager Mr. Jonathan Barnes said. “Even though the chances of needing to rely on it are slim, the school understands the importance of having this backup, so the finances are not an inhibitor. Wi-Fi is a nec-
essary construct for the school’s services.”
The tech department looks to a complete renewal of the school’s internet system, as the demand for Wi-Fi has continuously increased.
“Much of the current technology and systems were put in place almost a decade ago, and they have difficulties sustaining the greater load,” Mr. Barnes said. “A major area for improvement is the access points—little devices on the ceilings of classrooms that allow laptops and such to connect to the internet. We are looking to move to a new brand and to also install them in every classroom.”
“We’ve noticed that the middle school has had fewer issues with the Wi-fi.”
MR. JONATHAN BARNES
Currently, only about half of the classrooms have access points.
“Having access points in every classroom would remove the need for neighboring classrooms to share them,” Mr. Barnes said.
The middle school, built in 2020, has access points in every classroom.
“We’ve noticed that the middle school has had significantly fewer issues with Wi-Fi, whether it be short disconnections or very slow speeds,” Mr. Barnes said.
This renovation would likely come in the summer of 2026, so it doesn’t disturb the community, as it’s a rather invasive and extensive process, doing work on the ceilings of classrooms, reprogramming ports, testing, and more.
In the meantime, the tech department has been making smaller changes to refine the current system.
Artificial intelligence is a groundbreaking technology. With a wide variety of real-world applications and efficiency in many technological areas, AI is frequently used and highly efficient.
The newly released GPT-5 by OpenAI provides more useful responses across math, science, finance, and other sectors than its predecessor, GPT-4. It is also capable of writing more complex programs and even fully developed apps.
While perhaps not very important to the average person, this new intelligence model means a lot to software-based employees, who develop complex, platform-based applications that take an extensive amount of time.
GPT-5 is designed to be the successor to OpenAI’s O4 model, according to CEO Sam Altman. It’s also reported to have reduced “hallucinations” and fewer misleading results.
Regardless of these hallucinations, in everyday tasks such as writing messages or letters, or even health-related questions, the model is intended to perform more quickly and more accurately.
The new AI model has a performance advantage against its competitors, including Claude, Grok, and Deepseek, making fewer mistakes and being more efficient with its responses.
For OpenAI itself, this model is also a cost-cutting measure, saving money for the company, which has almost 800 million weekly active users.
Sixth Former Jack Ford, an experienced coder, believes that AI codes in the same way it writes.
“If you look at something written by ChatGPT, you won’t find any obvious grammatical or spelling mistakes. In fact, if you are very explicit about telling ChatGPT exactly what you want it to write, the output is often very comparable, if not better, than a human,” Ford said.
On the contrary, Ford remarks that “the second you ask it to write something broader,” the response will “center around a very basic idea that lacks creativity or critical thinking.”
With coding, it’s the same. “If you tell ChatGPT exactly what you want it to do and what tools you want it to use,” Ford said, “it can write code that will accomplish your goal without errors.”
With conceptual problems, Ford observed that “ChatGPT cannot both develop an architecture that works well and implement that architecture using the correct tools. It often attempts to take shortcuts or heavily simplify things, which can be extremely dangerous for people who don’t understand what it is doing.”
This also isn’t just with GPT—it applies to most or all large language models (LLMs).
In his recent Reflection assembly, Ford demonstrated the dangers of LLM coding with an app that uses Spotify’s services. He uncovered a dangerous coding error with data requests that could cost detrimental amounts of money for the developer’s budget, simply by using the inspect element.
In relation to the introduction of GPT5, vibecoding, a software-development technique, is also rapidly becoming popular among new coders. However, contrary to the
popularity, it’s also reportedly taking away valuable skills and experience.
“I’m completely fine with existing programmers who use AI to speed up their development workflows or implement things quickly,” Ford said.
“Blindly trusting whatever the LLM writes for you is never a good idea, especially if it’s to be shared.”
JACK FORD ’26
Ford believes using AI to code without any knowledge or skill of what they’re creating is dangerous.
“Blindly trusting whatever the LLM writes for you is never a good idea, especially if it’s to be shared,” he said.
This was already shown when Replit, a vibecoding AI, deleted a company’s entire database in a prompt.
“LLMs usually fail to implement any sort of secure or scalable code, opting for the easiest solution,” Ford said.
Around “ninety-nine percent of the time,” Ford says that “you will reach a point in your vibecoded app where the AI stops being helpful, and you will need to hire a real developer, so just do it from the start.”
Fifth Former Benas Antanavicius thinks these LLMs can provide a good starting point, but they struggle to connect two unique tasks. Antanavicius relates it to a Wikipedia page, in terms of its readability..
Some of the public agrees with Ford and Antanavicius, as many seasoned software engineers criticize blind vibe coding as it takes away the “art” of coding and inadvertently makes it less secure or contextual in its environment.
Ford and Antanavicius relay that drawing the line on how we supervise our work is essential, because quality is key.
Athletics and nutrition are vital aspects of many Haverford students’ experiences.
Lunch is a staple of the day—a time to recharge, refuel, and relax. Admissions officers praise the dining hall’s diverse selection when talking to visitors or prospective students.
The school also prides itself on athletic success, including victorious EA Days, InterAc championships, and undefeated seasons across many sports teams.
Still, until this year, the dining hall didn’t have a healthy, performance-driven food station.
The “PEAK performance station” consists of a self-serve bowl area at the end of the salad bar. The station typically has healthy carbohydrates, proteins, and vegetable sources—all of which switch from week to week. The protein source typically revolves around chicken for one week, then to alternatives to beef and turkey for the other weeks. It also has an electrolyte station, which is water infused with various fruits.
Dining Hall Director Ms. Kimberly Sprangers wanted an option for students to get optimal nutrition, not only for athletes, but also for the classrooms.
The inspiration for the station was twofold: Dining Hall Director Ms. Kimberly Sprangers wanted an option for students to get optimal nutrition, not only for athletes, but also for the classrooms.
“As a dietician, I really wanted a place in the cafeteria that had healthy options,” Ms. Sprangers said. “It was two years ago that I came up with this idea, and it has evolved. Since we didn’t use those two empty soup wells, we had the space, and we wanted to give the student body a different option.”
Ms. Sprangers especially emphasized
the performance stations’ positive effect on academics.
“Having optimal nutrition is more important than people realize for academics. Maybe someone will be taking a big test in the afternoon. Good fuel will really help the mind work better,” Ms. Sprangers said.
“Having
optimal nutrition is more important than people realize for academics. Maybe someone will be taking a big test in the afternoon. Good fuel will really help the mind work better.”
MS. KIMBERLY SPRANGERS
The performance station’s arrival also coincided with the removal of candy from the Café.
“The removal of the candy in the mornings was somewhat related to the performance station; we had been planning to remove the candy for a while. But it does help our school be healthier,” Ms. Sprangers said.
Many student-athletes praise the station’s nutritious aspects.
“I think the PEAK performance station is great. It helps with my focus during the school day and also on the river during long, hard practices,” Fifth Former Patch Hope said.
“It has everything that you should be getting and doesn’t have a lot of unhealthy stuff,” Fifth Form crew captain Andrew Walker said. “In rowing, when people eat unhealthy food, a lot of them [get nauseated], but I feel this station has all the necessary nutrients and stuff. It is definitely a better alternative than eating burgers or soft pretzels every day.”
But some students raise concerns.
“It’s too expensive for most people, mainly for those without a meal plan. These bowls can go up to like $20, which is a lot,” Fifth Former Christian Case said.
“It’s
too expensive for most people, mainly without a meal plan. These bowls can go up to like $20.”
CHRISTIAN CASE ’27
Sixth Former Luke Daniels shared a similar sentiment.
“I feel annoyed sometimes about how expensive lunch in general is at Haverford; it’s not just the performance station that’s overpriced, it’s everything,” Daniels said. “I have never heard anywhere else where school lunch was this expensive.”
“I think it’s a pricey alternative, kind of like a worse Chipotle.”
NICHOLAS ZAFIROIU ’26
Sixth Former Nicholas Zafiriou agreed that the station was too expensive.
“I think it’s a pricey alternative, kind of like a worse Chipotle,” Zafiriou said, “But it’s definitely better to have than not to have. I do really like the healthy aspect of it.”
For students without meal plans, the peak performance station can outprice similar options outside of school, like Chipotle, Cava, Qdoba, or Sweetgreen.
The chicken-rice model of lunch has proved popular, with chicken consistently running out during B-lunch.
The average chicken Chipotle bowl without extra meat or guacamole typically starts at $11-12 with tax.
Qdoba has a similar price at $12-13, Cava’s bowls start at $14, and Sweet-Green
is the most expensive at $17.
These options may seem cheaper than the average bowl most performance station customers get, depending on the bowl’s weight.
This leads to the question: Do Sixth Formers prefer to eat out if they want a chicken-rice model lunch?
“I don’t believe the chicken they serve at Haverford is going to taste better than Chipotle; for me, I’d go out all the time if I could; it’s also cheaper,” Daniels said.
Sixth Former Jack Ford disagrees.
“I just don’t get the benefit of going out for lunch for two reasons. One, because it’s very expensive to eat out.
If you’re going to Chipotle or somewhere like that, those are very expensive restaurants or very expensive places,” Ford said.
Ford thinks packing his own lunch is the most sensible option.
“Whatever you’re getting [from nearby restaurants] is obviously getting more expensive than what you get from the school, and also definitely more expensive than the way you can pack from your house.”
“The second reason is that the food is often not that healthy, and I know that I can make healthier decisions.”
“If I buy healthier food from the store, I can make my own lunch beforehand and pack it myself. It’s the best of both worlds, cost and convenience.”
The upper school underwent numerous changes during the summer, most notably the addition of new seating infrastructure in the science and math spaces, as well as the library and pods. The updates were made possible
through a grant from the David R. Clare and Margaret C. Clare Foundation, awarded after the school submitted a proposal written by Science Department Chair Dr. Daniel Goduti and Math Department Chair Mr. Justin Gaudreau.
The foundation, which focused on STEM education, also awarded a second grant to support faculty professional development.
The project was based on best practices for engaging, student-centered classrooms that administrators had observed at peer schools across the country.
To execute the plan, the school partnered with Corbett, Inc., a design firm specializing in active classroom furniture.
Representatives from multiple school areas, including academics, business, facilities, communications, and technology, worked together to finalize decisions, even traveling to Norristown to evaluate the furniture firsthand.
In total, fifteen classrooms, two offices, and four pods in the upper school were updated.
The decision to focus on the upper school was intended to ensure the greatest impact, as the middle school was redone five years ago, and the lower school is already undergoing related projects.
Student responses to the changes have been mixed. Many students have found the new seating difficult to manage, even as they recognize improvements in other areas of the campus.
“I don’t like the [new] chairs [in the math and science classrooms], because they take a lot of effort to move them even a little bit,” Fifth Former Anantvir Othie said.
The project also included updated library seating and flexible classroom layouts intended to support collaborative work, but many students have had trouble seeing the benefits.
“I was displeased with the change in chairs because I couldn’t move in the slightest. I like to ask, ‘what’s the point in having
Food4Philly expands its reach in the
wheels if they don’t move?’” Fifth Former Eli Dixon said. “I didn’t even realize there was a change in the whiteboards.”
Other students echoed this lack of mobility in the chairs and the addition of similar whiteboards.
“I do not see a difference between the old whiteboards and the new ones. You can write on both and erase on both. They’re just whiteboards,” Sixth Former Jack Ford said. “For the chairs, I think they are a perfect example of something that works better in theory than in practice. While they do prevent students from rolling around during class, they also make it extremely difficult to push yourself in or adjust your position after you have sat in them. This makes it very annoying to use during class, and overall has caused more frustration for me than the previous ones.”
Other students approve of the new library design, which has made daily life more comfortable. The library was under construction the entire summer, under Information Services Head Ms. Lisa Snyder and Middle School Librarian Mr. Josh Newman’s supervision.
“I’m extremely happy with the redesign of the library because the couch can fit more people. I used to have to sit on the floor when the seating was taken,” Dixon said. The library updates included new tables and seating arrangements designed to accommodate larger groups and encourage collaboration.
“I like the new library seating and table format,” Othie said. “But the seating brings in many more students, and as it gets super crowded during lunch, it’s hard to find a spot with your friends when you can’t move chairs.”
Food4Philly has been a defining nonprofit in the Greater Philadelphia area, combating food insecurity.
Previously helmed by Class of ’25 alumnus Milan Varma and now being led by Sixth Formers Jack Ford and Ranvir Gill, the organization has been making large impacts this summer on the Philadelphia community through its Hunting Park distribution event.
The organization has consistently donated thousands of pounds of food to the Philadelphia community each Saturday at its event, which spans two hours from 12:00 to 2:00 p.m.
Now, ever so deep into the Fall season, it’s a time to provide insight into how the organization has done.
Gill, who recently stepped up to become one of two co-presidents, reflects on the work they have accomplished so far..
“The organization has been growing at a very healthy rate right now,” Gill said. “In terms of general numbers, we’ve donated up to 140,000 pounds, [gained] over 270 members, [and added] twenty national chapters,” he said.
Another newly developed aspect is the partnerships the nonprofit has founded recently with other local organizations. For example, Food4Philly and the Haverford Service Board, along with sister schools AIS and Baldwin, participated in a sandwich-making event on the 27th of September.
In addition to partnering with the school’s service board, Food4Philly also joined forces with the local pastry chain Tous Les Jours, which is donating its excess food to the Hunting Park events.
While Food4Philly is finding success, they are still facing some roadblocks. The recent SNAP cuts, initiated by the megabill President Donald Trump signed in the
summer, have increased the strain on lowincome families to source healthy food and have reduced food assistance.
To a degree, Gill believes that the organization has seen increased lines and demand for food at each event, leading the organization to now only run every two weeks.
Still, the partnerships are a huge benefit as the organization continues to search for more donation opportunities to help the Philadelphia community in more ways than
one.
Student service can also play a role in supporting the organization, such as through cash donations, but more importantly, through volunteering.
“We have chapters in pretty much every school in the Main Line,” he said. “So if you’re interested in helping out, feel free to reach out.”
Lastly, as an outlook to the future, Food4Philly hopes to adapt and grow with
the changing state of the nation around policies and events that affect it—not going against it, but for the very initiatives that the nonprofit organization was created for.
Clearly, Food4Philly is still a core part of the overall service community in the local area, though it also strives for national and global influence.
The organization believes in the association of the community to unite to fight food insecurity, one of the world’s leading issues.
How can a high schooler attack problems larger than himself?
From helping hundreds of families through the nonprofit organization Food4Philly to empowering STEM education with ProjectCircuit, Sixth Former Gill has been working hard to make an impact larger than himself.
Most of Gill’s classmates know him for being the Food4Philly president, Model-UN captain, and ProjectCircuit executive leader. But Gill has been quietly working on a project that will leave a lasting impact far beyond the school’s campus.
“I’ve been working with a local state senator to help draft and write proposals for them. It’s something that a lot of people don’t think that I do or don’t see me do, mainly because it’s quiet, but it’s something I’m passionate about,” Gill said. “I recently was working on a project dealing with housing repair loans, working on an equitable loan policy that would be able to help as many families as possible in Delaware County. This allows them to repair their houses immediately and be able to pay it off over time, instead of waiting.”
The county’s housing-repair-loan crisis has left many low-income families unable to afford urgent fixes, forcing them to live with unsafe conditions.
“A lot of people who are in impoverished areas are unable to pay for important housing repairs. If these repairs are not done, they could cause health issues,” Gill said. “So, along with the county state senator, we came up with a proposal that would come up with a loan system that would attack that problem. The current proposal is actually being pushed through legislation. For me, it’s the coolest project I’ve done yet because
instead of me just making a proposal and it going nowhere, it’s actually going to help people and make an impact on their lives.”
While Gill may be changing the world now, he wasn’t always an outgoing, well-spoken, and sociable individual. He arrived as a shy First Former.
“I came as a super-introverted guy. I hated talking to people, zero public speaking, just like super, super shy. Kind of the definition of, like, a ‘book nerd,’ and I think since then, throughout the years, I’ve kind of grown into myself a little bit.”
“I’ve become more comfortable talking in front of people. I now like talking in front of crowds,” Gill said.
Gill didn’t know where he belonged at Haverford and didn’t know what his strengths or interests were.
“I figured out what my strengths were pretty late in high school. It’s pretty common, but a lot of my friends figured out what they were good at very fast and specialized in those things,” Gill said. “For me, it took a lot of trial and error to figure out what I liked.”
For Gill, Haverford encouraged an open mind.
“If I stayed at my old school, I would have been more closed minded and not explored as much stuff, but at Haverford, I felt more inclined to go out of my comfort zone and I’ve really tried a lot of different things, and through trying a bunch of different things, I ended up finding the stuff that I was really passionate about,” Gill said. “One of my favorite activities is Model UN, but I take it pretty seriously just because I like it. I like debating policy issues and international crises, and that’s something that I find fun.”
Model UN is an activity in which stu-
dents portray the United Nations’ attempt to form legislation for issues of conflict. Through such activities, Gill has made new friends, which he believes are more important than achievements.
“I value the connections that I’ve built, the friends that I’ve made, and the underclassmen I’ve impacted; to me, that stuff is gonna stay a lot longer than any award that I’ve won,” Gill said. “When I was an underclassman, a lot of upperclassmen reached out to me and mentored me, like Milan Varma [’25]. I was super close to Milan, and I try a lot to reach out to underclassmen as well and help others the way he helped me.”
A core tenet in Model UN is drafting policies, one of Gill’s passions. Policy-making is the process by which institutions or leaders turn ideas into rules or programs that impact everyday life. Whether it be participating in Model UN or working on real projects that make a difference in people’s lives, Gill enjoys being involved with his passion.
Regarding policy, Gill believes that most problems can be approached in two different ways.
“There’s a technical solution, which is doing research or fighting the problem headon, which is what we do at Food for Philly and Project Circuit, with food and equity and STEM education,” Gill said. “The other solution is policy-based solutions, especially because a lot of these problems about food scarcity come from poor policy decisions and problems in today’s legislature and government.”
Gill emphasizes that tackling systemic issues also means understanding how flexible policymaking can be.
“I think that something that I at least have noticed in the past year or so, where I’ve
been working with a lot of legislators, is that there are so many different ways to create policy,” he said. “There are so many different routes that you can take when you’re doing policy.”
Gill also applied his policy philosophy during his time at Food4Philly. He realized how big a problem food insecurity was in Philadelphia; its problems were more than just food. At its core, policy was a major issue.
“[At Food4Philly] we have 500 families, which is really substantial and super interesting because to me, when you look at Philadelphia, you don’t think hunger is as clear a problem as it is,” Gill said.
That experience pushed Gill to look deeper into the roots of food insecurity. It wasn’t just about handing out meals, but about understanding the broader systems and decisions that created the crisis in the first place.
“I realized how much bigger the problem was when I met this man named Harry Heyman. He works with a think tank in Philadelphia. And I was talking to him about food inequity, and he was telling me that the problem isn’t just food scarcity. Food isn’t just a main problem for him. It’s a symptom,” he said.
That perspective reshaped how Gill thought about his own work. Hunger, he realized, doesn’t exist in isolation but connects to a web of barriers that families face every day.
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“Food scarcity is often a result of other systemic issues like health inaccessibility and economic immobility,” Gill said. “By running a food-based organization, I work to fix the problem by alleviating a symptom of larger inequalities like food scarcity, as it’s much easier to help take some pressure off families temporarily, as they battle other problems.”
Gill’s journey to fight insecurities in Philadelphia and potentially around the world will not stop once he graduates.
“I’ll stay a part of the organization, acting as more of an advisory member, helping the new co-presidents lead the organization. Our plans [for now] are to diversify our impact from our usual Hunting Park events,” he said. “This means finding new partners and creating new opportunities for our volunteers.”
Gill expressed interest in a career in the healthcare sector.
“After high school, I want to major in healthcare management, because the healthcare system itself is problematic right now. And I think the only solution for the health care system is through policy-based solutions,” Gill said.
Gill’s story serves to show that with passion and interest, everyone can make an impact larger than themselves.
Gill advises others to do the same.
“Find your passion. Explore as many things as you can,” Gill said. “And when you do find your passion, try as many different things as you can in that specific field and make as big of an impact as possible.”
Four weeks into his first year at the University of Pennsylvania, alumnus Luke Putter ’24 is already navigating the academic and athletic demands of the Ivy League. For Putter, the transition has been less of a challenge and more of a natural step.
“I would say that Haverford is a great college preparatory school because not only do I feel like I am incredibly comfortable with all my classes up to this point, but I also feel like I have more sufficient studying skills and communication skills, even though this is an Ivy League school,” Putter said.
Putter attended Haverford from lower school to upper school. Additionally, he was a top athlete, winning the John J. Gallagher Jr. ’69 Athletic Achievement and Spirit award in the Sixth Form. He played water polo for most of his life and served as captain in his last two years. During his Sixth Form spring, Putter decided to begin rowing.
Putter’s fitness from water polo allowed him to go straight to varsity crew, where he made the top varsity boat and won the SRAA National Championship. That same spring, Putter was recruited to the University of Pennsylvania, but sent to do a gap year for rowing in London.
Haverford’s imprint extended far beyond athletics and academics for Putter. He emphasized that Haverford instilled habits and skills that shape his daily life at Penn.
“One of the most important and necessary skills when you get to college is time management. In high school, a teacher or a parent tells you what to do,” Putter said. “In college, you have to figure out when to do it yourself. Especially for me—I have crew practice for five hours a day.”
That discipline has proven essential as Putter navigates Penn’s demanding schedule.
Between lectures, assignments, and strenuous rowing practices, Putter has leaned on the organizational skills he learned here to stay balanced.
While Putter insists that academics matter, he still believes the relationships you build are equally important.
“In my junior and senior years, the thing I would focus on the most would be to take your classes seriously and learn as much as you can from your teachers. But also, the people you meet at Haverford are going to be your best friends for your entire life,” Put-
ter said. “I graduated a year and a half ago now, and I am still communicating daily with every single one of them. I would say make sure you cherish those connections, especially senior and junior year, and even after you graduate, just keep in touch with those guys.”
The feeling of brotherhood, he admits, feels different at Penn. His class at Penn has about 2,500 students, compared to Haverford’s 110.
“Here at Penn, I know maybe 100 people. At Haverford, all of the students knew each other really well and personally, but at Penn, people just know each other on a name-to-name basis,” Putter said.
As a member of Penn’s heavyweight crew team, Putter embraces the demanding training every single day.
“It’s definitely a lot of training, and it’s a huge time commitment,” Putter said. “I wouldn’t have it any other way because that’s what makes me happy.”
His passion for rowing has already led him to one of rowing’s most prestigious races: the Henley Royal Regatta in England. His race’s end was particularly memorable.
“In those last 300-400 meters, I can’t remember anything because I was dying on the inside. But from what I do remember, it was like a deafening noise. It just didn’t feel real,” Putter said. “It’s something I will never forget.”
For current Haverford students, Putter’s story serves as both a reminder and an encouragement: take your academics seriously, cherish your friendships, and carry the lessons you learn beyond graduation.
As Putter grows at Penn, he carries Haverford’s enduring imprint.
Jack Ford’s “Are we cooked?” Reflection
The Haverford School is grounded in the principles of morality, virtue, and character. To carry the moniker of “Ford” is to uphold these standards, on the football field or in the classroom. Perhaps it is only fitting, then, that one student leader does so by name.
As a member of the Signet Society, Sixth Former Jack Ford is both the face and the foundation of the Haverford community.
“One of the roles of Signet is to embody Haverford’s values and act as role models for the younger students on how to follow those values,” Ford said. “I think for me that’s been one of the most important parts of Signet that I’ve really tried to embody in my dayto-day life.”
Attending Haverford since pre-Kindergarten, Ford has long been involved with various parts of the community, holding countless leadership positions. Besides serving as a Signet Society member, he is also the co-captain of the robotics and cross-country teams; the co-founder of the Haverford Electronics Group; and a member of the speech and debate team, Newton’s Notebook, and Honor Council.
“ I’ve gone out of my way to talk to the freshmen on the team, especially during cross-country preseason,” Ford said, “just making sure that they’re doing well, asking them about their classes, saying ‘hi’ to them in the halls, and making sure that they feel
like they’ve got somebody that they can turn to.”
In doing so, Ford carries fraternal legacy.
“ I always had someone I could look up to, which was my brother [Render Ford ’24],” he said. “He’s an incredible person and someone that I really look up to on just how to be a great, genuine guy. And now that I’m a senior in Signet Society, I feel like it’s my responsibility to do the same for the younger guys.”
To underclassmen, Ford has three major pieces of advice.
“ Number one is to be curious,” Ford said. “Try to see everything, whether it’s a lecture in a classroom, a discussion, an extracurricular, as a chance to grow and as a chance to explore something new about yourself.”
Ford encourages students to embrace uncertainty.
When I was a sophomore, I joined Haverford’s VEX Robotics team, and I was asked to join the team because I knew how to code,” he said. “ At first, I was very uncertain about this because I’d never done robotics before. I didn’t really know anybody on the team. The only person I knew was Finn Kelly [’25], and it just didn’t seem like something that I’d be really interested in. But almost immediately after joining robotics, I knew that this was my place.”
Ford’s final suggestion is to embrace the
Haverford community.
Find support in others, because I think at Haverford it’s very easy to get caught up in the competitiveness [of] trying to be number one: trying to be the best lacrosse player, or the best football player, or the smartest guy in the class,” Ford said. “If you’re so fixated on that idea of working alone and being by yourself and being the best, you’re never gonna really discover what Haverford has to offer.”
Ford explored this connection with others in the musical.
“ I love the musical, not because I’m a ‘theater kid’ or because I’m some incredible singer, but because it is truly one of the only communities where I feel like everyone there is just trying to be their best selves and lift up everyone else around them,” he said. “It is an unbelievably supportive community.”
In his recent opening to the Reflection series, Ford tied these ideas into a short and digestible presentation focusing on AI models.
“ I asked to go first because I thought what I had to share was something that people should really take with them throughout the entire school year,” he said. “[My Reflection] had three goals. The first was to teach students how AI models actually work. My second [goal] was that I wanted to show students that these AI models don’t actually think, at least not right now. And then the
last goal for my Reflection was really just to make it engaging and to make it something that every student could relate to.”
Outside school, Ford continues to embody the school’s virtues, helping people as president of Food4Philly, a student-led 501(c)(3) nonprofit working to fight food insecurity in the greater Philadelphia area.
“Honestly, I was just looking to give back to my community, and this [was] the perfect opportunity,” he said. “We were given a ton of privilege, and really, we were born into an extremely lucky scenario that many people in the world are not born into, and I think that I owe it to the world, to myself, to take that position of privilege and use it to give back to people in every way I can.”
In his free time, Ford is a serious coder. Having taught himself how to code during COVID, he has written programs and developed apps for Haverford, Food4Philly, the Congressional App Challenge, and for his own enjoyment. One of his personal projects is derived from his enjoyment of Icelandic songwriter and musician Laufey’s music.
“ I really like this artist, Laufey, and I wanted to build an app to test [if I can] guess what song is playing just from the first few seconds. And so I just built an app that lets me try that out,” he said. “Programming is a skill that anybody who’s interested in creating and in bringing their ideas to life should really know how to do.”
Ayush Varma ’27
Few people at school dedicate as much time and energy to a hobby as Sixth Former Charlie Schreiber. His photography and film production provide him a way of telling stories, capturing emotion, and exploring creativity.
For many, Schreiber is the guy behind the scenes, capturing the student fan section and sports games. Many community members don’t realize his craft has taken a long time to grow, starting years ago with Pierce Laveran ’24, who motivated Schreiber and acted as his photography mentor.
“I always try to tell a story or make the person seeing my work feel something with what I create.”
CHARLIE SCHREIBER ’26
This passion project captivated Schreiber and forced him to dedicate weekends at a time to film and edit.
“I always try to tell a story or make the person seeing my work feel something with what I create,” Schreiber said.
Even so, Schreiber’s journey has just begun, with his ambitions expanding as he gains more experience and creative opportunities.
“More recently, I have been trying to do more personal films and photography, most
of which have to do with travel and creative projects, while also pursuing my sports photography and videography that you see on my Instagram,” Schreiber said.
The moments Schreiber treasures most are those full of energy and emotion, where community comes together and stories unfold before his lens.
“Any large sporting events are always the most enjoyable and memorable to shoot
because of how much emotion goes on and that I can capture,” Schreiber said, “such as the Fords’ lacrosse final last year and the Penn State ‘white out.’”
Photography and film provide Schreiber with something to anticipate each day, a pursuit to dedicate himself to, and a way to grow while enjoying every step of the process.
When dedication meets creativity, the results can be both powerful and awe-inspir-
ing. Schreiber reminds us of the beauty in looking closer, noticing more, and telling the stories that matter.
“My photography and photos give me a passion project and something to work towards and improve on,” Schreiber said.
“Similar to how most people at Haverford focus on sports or other missions, this is my mission.”
Starting this school year, Mr. Brendan Dawson will not only serve as a coach but also as the dean of the middle school.
Following his career as a graduate assistant and defensive coordinator at Salisbury University, where Dawson helped guide the lacrosse team to back-to-back NCAA Division III national championships in 2003 and 2004, he went on to serve as an assistant coach at Dickinson College. Dawson then became the founding head coach at Aurora University, earning Midwest Lacrosse Conference Coach of the Year honors in just his first season. He later led Widener University as head coach, twice being named Commonwealth Coach of the Year while building one of the nation’s strongest Division III defenses. At Haverford College, he was recognized as the Centennial Conference Coach of the Year as he guided the team to its first postseason appearance in seven years.
Initially hired as the school’s Assistant Athletic Director, Mr. Dawson became the varsity lacrosse head coach after longtime lacrosse coach Mr. John Nostrant departed. And now, he will assume the role of Middle School Dean.
“I
just really enjoy working with kids and building culture in and out of the classroom. They are developing extremely fast. It’s a very important age.”
MR. BRENDAN DAWSON
“I heard about the position opening from Dr. Greytok as well as the former dean,
Dr. Amy Rottura,” Mr. Dawson said. “I was teaching some of the health and wellness classes in the middle school and heard about it. That experience really allowed me to get in the halls and connect with some of the boys and faculty. I just really enjoy working with kids and building culture in and out of the classroom. They are developing extremely fast. It’s a very important age.”
Mr. Dawson holds a master’s in teaching from Salisbury University. Beyond teaching health classes, he has also led the upper school’s leadership seminar, a spring program designed to prepare Fifth Formers for leadership roles the following year.
“I hope to continue to lead it,” Mr. Dawson said. “It was definitely formative, as it allowed me to connect with students in the upper school I did not see in athletics, but my availability next year is uncertain. The middle school is my priority. I definitely love doing it. Some of the things we talk about will be used with middle schoolers. Maybe a little bit scaled down.”
Mr. Dawson will continue to direct the lacrosse program. Balancing both responsibilities, he noted, will require careful planning.
“I am going to have to be very intentional,” he said. “It’s definitely going to affect my availability, and there will be a learning curve, but I’m not worried. I’ll figure out the day-to-day and how to balance the middle school with the lacrosse team.”
Mr. Dawson believes coaching has prepared him for this role.
“A lot of coaching is about building teams and culture. Not so much X’s and O’s,” he said. “It’s about building culture in the locker room and weight room that translates to the field. It will be reflected in the middle school in how the students behave in the cafeteria, hallways, and fields, which will translate to the classroom.”
Mr. Dawson has already begun meeting
with faculty and getting to know the boys, applying many of the same lessons he uses with his teams to build culture and community. While he recognizes that working with middle schoolers will be different from his years with older students, he sees it as an exciting challenge.
“Middle schoolers are going through a lot of things, but that’s what makes this role fun,” he said.
Mr. Dawson hopes for students to be authentic and passionate.
“Be yourself and be comfortable,” he said. “A lot of middle schoolers are afraid to show that they care deeply about things, but it’s really cool to care about what you do. I wish I could tell my twelve-year-old self that. Be passionate and don’t be afraid—when you’re in a supportive environment, it’s the perfect place to grow and develop.”
When students talk about school life, one year has earned an infamous reputation for difficulty: Form V. Upperclassmen often warn younger students: “Just wait for Junior Year—it’s the worst.”
What’s the deal with Fifth Form? What makes it difficult? Why is it difficult?
Let’s get the obvious out of the way: college. Amongst every Fifth Former is the looming stress of SAT/ACT prep and the
future of college tours and applications. Combining this pressure with school tests, especially midterms and finals, creates a constant need for study. However, finding time to study—in fact, finding time to do many things—is often hard during this year.
“A lot of people are probably taking on almost all honors-level courses and balancing that with any activities you might have, which is a lot,” Sixth Former Desmond Heneks said.
Many students will soon pack their bags to prepare for upcoming travel-study opportunities.
“The trip offers a great opportunity to see new things, meet new people, and explore areas of myself that I haven’t connected with before.”
ALEX SCHWARTING ’29
The Global Studies program is a highlight of many Haverford boys’ experiences. As the school year kicks back into full effect, many upper school students grow excited for adventures around the world. The mission is not only for students and faculty to have a good time, but to engage the boys in novel learning environments, helping them gain respect and understanding toward the history and customs of different cultures. Chinese language students have the op-
The workload of Form V is hard just by itself. Attending or leading multiple clubs, sports, and evening and before-school activities adds to the load of existing school responsibilities, leaving even less time for homework or studying.
While standard-level courses do exist during all upper school years, the push to transfer into or continue at the honors level is the greatest in Form V. Students gain college counselors at the end of Form IV, and the long process starts in the following fall.
“You’ve [already] had two years of high school, and [Fifth Form is] the most important year in terms of college applications.”
RYAN SHAMS ’26
Sixth Former Ryan Shams said, “You’ve [already] had two years of high school, and [Fifth Form is] the most important year in terms of college applications.”
Haverford is relatively unique in its lack of electives before Form VI: only one course slot is available for electives. Most students use this for their required art course, while a few elect to take courses like Introduction to Computer Science.
All other classes are standardized with the only option of standard or honors.
“You don’t have the option to take fewer classes or certain classes that are easier. It’s like you’re honors or standard, and that’s it.
You don’t have as many options as senior year,” Heneks said.
Compare this to Form VI, where vast options for every class subject open—there are quite literally too many options to choose from.
Can the state of electives be “fixed”?
Would students even benefit from corecourse electives before Form VI?
Adding just one class period to the current rotation would open opportunities for students. It could provide variation to the standard regimented schedule of many upper school students. Third Formers learning about the ancient world religions and philosophies could attend a quarter-year course on theology. Fifth Formers learning about Alexander Hamilton in United States History could engage in a course dedicated to learning about him, combined with a field trip to the musical. The potential that a second “elective period” brings is immeasurable.
Changes like this may not happen anytime soon.
Form VI has a disproportionate amount of electives because the academic period of the college process is largely over.
Fifth Form difficulty exists to prove to colleges that, yes, this student is worthy. This student is academically talented. More nonacademic courses might distract from the rigorous portfolio each student is trying to build.
At least for now, Fifth Formers must face a workload increase to prepare them for learning beyond upper school.
Form V provides a glimpse into college itself: while anxiously studying for tests, Fifth Formers overlook the fact that the rigor of the year prepares them for the exact thing that they await.
portunity to join the Taiwan exchange program.
“I am looking forward to strengthening what I have been learning about the Chinese language in the classroom while immersing myself in a culture that is foreign and new,” Third Former Alex Schwarting said. “The trip offers a great opportunity to see new things, meet new people, and explore areas of myself that I haven’t connected with before.”
Third and Fourth Formers have a chance to travel to the Yucatan Peninsula to further their understanding of ancient world history by immersing themselves in ancient Mayan culture.
Third Former Tyler Schrode has high expectations for this trip.
“I’m excited to go on the Yucatan trip to see new people, explore new places, and experience Latin American culture. I think that this will improve my ancient world history experience greatly,” Schrode said.
The Global Studies program, led by Language Department Chair Mr. Andrew Poolman, provides a chance for students to explore the world. Whether for world history, a language class, or even a choral group, Haverford boys will carry travel-study experiences past their time at the school.
Third Former Alexander Keuffel will travel to Barcelona.
“I am very excited for my trip. I can’t wait to improve my Spanish skills in one of the most amazing cities in the world.”
ALEX KEUFFEL ’29
“I am very excited for my trip,” Keuffel said. “I can’t wait to improve my Spanish skills in one of the most amazing cities in the world.”
Vaughn Smartt ’28
With the start of the new school year, clubs are back.
Every year, the upper school welcomes new and returning clubs and club members. This school year begins with 41 clubs, providing everyone a chance for involvement. These clubs cover a wide spectrum of languages, hobbies, activities, and more, helping engage our community and encouraging students to make new connections outside of classes.
For Third Formers embarking on the upper school journey or Sixth Formers in the home stretch, club involvement remains an essential piece of the school’s brotherhood.
One new club is the Ping Pong Club, led by Fourth Formers Viet Nguyen and Colt McDevitt, and advised by Art Department Chair Ms. Aki Torii.
McDevitt said, “The main goal of the club is to bring Haverford students together and give everyone a chance to improve their game or play casually.”
“There is room for everybody, whether you are an avid daytrader or don’t know a thing about stocks.”
COLIN TOTH ’26
This brand-new club is open to all upper school students and meets after first period during clubs. Although new this year, its leaders already have plans to elevate their club.
“In the future, we would like to hopefully add one more ping pong table to the room,” McDevitt said.
Many clubs will return this year. For those who are looking to learn more about business, the Finance Club is back, led by Sixth Formers Colin Toth and James MacColl. Fourth Former Grant MacColl will also join as a club leader. Math teacher Dr.
Sixth Formers at last year’s club fair with Mr. Luqman Kolade
Mark Gottlieb serves as faculty advisor.
“There is room for everybody, whether you are an avid day-trader or don’t know a thing about stocks,” Toth said. “Our goal is to bridge that gap and give everybody an extensive knowledge of investing and finance.”
This year the club has plans to improve and to spark more interest from the student body. The winner of MarketWatch, an online simulation trading game, will win a prize of $50.
“We want to get as many students in-
volved in the MarketWatch and pack Centennial for our guest speakers,” Toth said. “On November 21st, Mr. Brad Marshall, a managing director at Blackstone, will give a presentation, and the goal of our curriculum is to build up to that.”
After several weeks of confusion about the new COVID-19 vaccine, Governor Josh Shapiro announced that CVS and Walgreens will resume providing a new vaccine without a prescription. For Pennsylvanians looking to get vaccinated ahead of the upcoming fall and winter seasons, which are often associated with spikes in respiratory illness, the past few weeks have left many uncertain.
This situation is unique to Pennsylvania because of the way its immunization laws are written: they directly tie vaccine administration to recommendations made by federal agencies, such as the Centers for Disease Control and Prevention (CDC) and the Advisory Committee on Immunization Practices (ACIP).
It all began in early September when CVS announced it would pause offering COVID-19 vaccinations in sixteen states, citing the “current regulatory environment.”
It all began in early September when CVS announced it would pause offering COVID-19 vaccinations in sixteen states, including Pennsylvania, citing the “current regulatory environment”—the complicated mix of state laws and federal decision-making that governs how pharmacies can offer vaccines.
At the federal level, political conflict over vaccines has been ongoing since the summer. In June, the Secretary of Health and Human Services Robert F. Kennedy, Jr., fired all seventeen members of the CDC’s vaccine advisory committee and replaced them with seven new members who share his views on mRNA technology, vaccine safety, and even the root causes of autism. These sweeping changes left many public health of-
ficials concerned about the independence of vaccine decision-making. By August, CDC Director Susan Monarez resigned after reportedly refusing to rubber stamp new vaccine recommendations, further fueling uncertainty about whether COVID-19 shots would be recommended broadly.
In late August, the Kennedy administration announced that COVID-19 vaccine eligibility would be limited to adults 65 and older or people with preexisting health conditions such as asthma, diabetes, or obesity. This recommendation prompted CVS and Walgreens to take an extra-cautious approach: they announced that a doctor’s prescription would now be required to get a COVID-19 vaccine in Pennsylvania.
Shortly after, the two pharmacy chains completely paused COVID vaccine appointments in the state. This left many Pennsylvanians frustrated and confused, especially as cases slowly ticked upward heading into the fall season.
Why a federal issue became such a pressing problem for Pennsylvania has to do with the state’s unique immunization law.
Why a federal issue became such a pressing problem for Pennsylvania has to do with the state’s unique immunization law: “The administration of injectable medications, biologicals and immunizations [must] be in accordance with a definitive set of treatment guidelines established by a physician and the Centers for Disease Control and Prevention, Advisory Committee on Immunization Practices [ACIP] guidelines or another competent authority approved by the board.”
In layman’s terms, when ACIP or the CDC delay issuing recommendations, or change policies, Pennsylvania pharmacies
If you’ve recently driven down I-95 or the Pennsylvania Turnpike, you may have noticed something missing: tollbooths.
As of this year, the Pennsylvania Turnpike Commission has begun removing old booths and replacing them with open road tolling. The new system lets drivers pay without slowing down.
This change marks a big shift for Pennsylvania drivers. It revolutionizes how we pay on one of the busiest and most expensive highways in America.
Before the 2000s, drivers pulled into tollbooths, grabbed a ticket or handed an attendant cash, before going on their way.
The introduction of E-ZPass in 2000 made traffic move quicker, but booths and barriers still forced cars to slow down.
Open road tolling is different: overhead structures called gantries stretch across the width of the road like bridges. They read your E-ZPass or scan a picture of your license and send you a bill in the mail.
This means there is no slowing down and no tickets.
Currently, gantries only affect tollbooths east of Reading; the eventual goal is to remove every booth on the turnpike.
must wait before offering vaccines—unless the state Board of Pharmacy steps in to approve another authority’s guidelines.
That delay created a situation where Pennsylvanians who wanted to get vaccinated for school, work, or family health reasons could not easily access a shot, even though vaccines were widely available in neighboring states.
Governor Shapiro quickly called on the Board of Pharmacy to “fix this situation and restore access.” In a rare unanimous vote, the Board decided to allow pharmacists to follow recommendations from trusted medical organizations such as the American College of Obstetricians and Gynecologists, the American Academy of Pediatrics, the American Academy of Family Physicians, and the FDA, rather than waiting exclusively for ACIP and CDC approval.
This move restored vaccine access at most major pharmacies, including CVS and Walgreens, and removed the prescription requirement that had been confusing patients and providers.
Public health experts say this decision is especially important as the year enters its cold and flu season. COVID-19 cases tend to rise in the fall and winter as people spend more time indoors, which increases transmission. Allowing pharmacies to offer vaccines without prescriptions is expected to improve access and reduce barriers for those who want to stay protected. While vaccine demand has declined compared to the first
years of the pandemic, experts emphasize that widespread vaccination remains one of the best tools for keeping hospitalizations low and preventing severe disease.
For now, Pennsylvanians are encouraged to call their local pharmacy before scheduling an appointment to make sure doses are available. The panel is scheduled to
For now, Pennsylvanians are encouraged to call their local pharmacy before scheduling an appointment to make sure doses are available.
meet again later this fall to review additional recommendations for COVID-19 and other vaccines, which could influence eligibility criteria further.
For many residents, this recent backand-forth is a reminder of how much state and federal policies can affect something as simple as getting a shot. In a recent statement, Governor Shapiro said, “Pennsylvanians deserve clarity and access—not red tape—when it comes to protecting themselves and their families.”
Drivers travelling south toward Delaware or north toward New Jersey will see the changes first. There will be a substantial impact on daily commuters.
Drivers travelling south toward Delaware or north toward New Jersey will see the changes first. There will be a substantial impact on daily commuters, including parents, teachers, and even students who drive to school. Travel time will be significantly less.
Safety will improve: Toll booths were often hotspots for accidents, and now, with no need to slow down, accident rates will likely see a decrease.
Not everyone likes the change, though. Some drivers using E-ZPass receive unexpected tolls in the mail because the toll price at each booth is different depending on where you are.
Furthermore, the deconstruction process of the toll booths will undoubtedly
cause traffic congestion in the months ahead. By 2028, the PA Turnpike Commission hopes to make both I-95 and the turnpike cashless. For now, student drivers and par-
ents should make sure they have their EZPass ready, keeping a keen eye on toll statements.
Children and adults. What separates them? Some might say responsibility, maturity, or even money. While all of these might be true, the biggest difference between the two might just be the intense need children have for candy.
The sole reason why Halloween is considered a top-three holiday by a majority of children is because it involves candy. Take out the candy from Halloween, and it becomes boring. So, as two candy-loving people, we will give you four foolproof methods to help get your hands on those sweet treats.
This is just one of the many questions you’ll get asked when you walk past the front desk.
Question: What can run all day without getting tired? Answer: your nose!
This is just one of the many questions you’ll get asked when you walk past the front desk at the main entrance of Wilson Hall each morning and play trivia with receptionists Ms. Amy Morris and Ms. Carole Latimer. What a great way to start the day! A brain teaser with a candy reward? Yes, please! They offer a wide variety of candy—
This year, one of the biggest changes to student life was the relocation of the Café. What was once tucked away in the school store is now integrated into the lower school dining hall, sharing checkout lines and shelves with the lunch service. At first glance, the move seems logical.
The new location is more central, more supervised, and might even discourage theft, but many students see it as more reactionary than revolutionary.
On the surface, the location has its perks.
“It’s a shorter walk and a good in-between spot,” Fifth Former Thomas Lentz said, noting that its placement makes it easy to grab something between classes.
The morning hours also work well for students picking up a quick snack or breakfast before first period.
But beyond convenience, there are limited benefits. Fifth Former Kevin Chan highlighted the decreased variety and limited restocking. “They mostly restock the ‘healthy stuff,’ even though they know what people buy,” he said. Breakfast sandwiches and popular snacks often run out early, and candy options are slim. “They only really have Celsius,” Lentz added. “If they are going to have caffeine at all, they may as well
including Jolly Ranchers, Sour Patch Kids, Swedish Fish, and Hi-Chews. While some would prefer a chocolate option, these are solid choices. Even though we appreciate this system of rewarding students with candy while also brightening their day with jokes or trivia, we’d like to make it more competitive. For instance, you and your friend face off in trivia: it could be a joke, a riddle, or even a fun fact. The person who gets it right gets some candy. This way, people are more focused on the actual trivia and can compete against their peers.
Service Learning Director Ms. Jini Loos’ office also provides everyone’s favorite lollipop: Dum Dums. While this peaceful location is nice, everyone grabbing candy from here is usually come-and-go, or “Can I take some candy?” To fix this, we recommend that a student must first pop in and say hello to Ms. Loos to get a piece of candy, or even better, tell her something interesting that happened, or ask about her day. Not only does it make getting candy more meaningful, but it also helps foster a stronger sense of community.
Normally, walking past the upper school office would not be ideal, but when it comes to Administrative Assistant to Head of Upper School Ms. Corey Revoir, that’s just not the case. When you approach her office, you are welcome to take mints, Life Savers, and Tootsie Rolls. Ms. Revoir greets you with a smile and doesn’t require anything in return
for the candy except for a friendly hello. For us, the Admissions Office almost doesn’t seem like a part of the school because we associate it less with classrooms and peers, and more with visitors and parents. It is, however, a great place to get candy. The one catch: if you don’t want to get on Admissions Office Manager Ms. Suzanne Tassoni’s bad side, there are three rules to follow. Number one, you must stop in and say hello. Number two, only one piece of candy. And three, do not litter. There’s literally a sign, don’t miss it. Ms. Tassoni usually has candies like Skittles, Sour Patch Kids, and M&M’s that everyone loves. By following these three rules, it’s easy to get your hands on some candy.
As we all know, our candy game is legit.
The Haverford School is nationally known for its commitment to excellence in academics, top-notch athletics, and brotherhood. But as we all know, our candy game is legit. There are at least four stops in our day where you can partake in a sugar pick-me-up for free.
provide options students actually want, like Monster.”
For students who arrive late in the day, choices are often bare-bones.
Hours are another sticking point. The Café closes at 4:30 p.m., leaving little time for athletes whose practices end just before.
Chan mentioned that squash players used to dash out of practice a few minutes early just to make it before closing, a struggle shared by students in fitness and cross country.
Extending hours to 5 p.m. would make a difference, but as Thomas acknowledged, it is difficult to manage with the shorter hours, since staff cannot reasonably stay much later.
And then there is the line. While not unbearable, it highlights a larger problem with campus dining. Sometimes, the wait simply is not worth it.
“If you were a senior, you probably would not go to the Café because the options are mid,” Chan said.
Fifth Form student Raymond Kresge was more neutral, saying that while the hours could be better, the selection worked for his go-to order of a cookie and chocolate milk.
Overall, the Café serves its purpose, but there is room to improve. Students are not asking for a full-on Wawa, but they are asking for more thoughtful restocking, better
snack variety, and hours that work for students with busy schedules.
Lentz envisions the ideal Café with more breakfast sandwiches, a wider selection of candy and drinks, and a few more substantial options for athletes heading home
late. Implementing these changes would require additional ordering, restocking, and staff time, which is not always feasible. Opening the Café up to student feedback could turn it from a place we tolerate to one we look forward to visiting.
Haverford is special in large part because of the sense of community it imbues in us. It gives us laughter on cold rainy nights or hope when everything’s going wrong outside. It makes us feel alive and a part of something greater than ourselves.
People often forget that this community is fostered not only at sports events or outside of school, but also during the school day. We are one of the only schools that has a designated Community period every day.
So, here are my rankings of the Community periods that make us look forward to school every day.
Sixth Place: Clubs Period. While clubs might not be the ideal way to enjoy 25 minutes, it certainly is a time to push your intellectual curiosity through practically any interest you have. You get to connect with peers you’ve never met before in a shared interest or hobby. Every classroom turns into a haven for our wildest ideas and dreams.
Fifth Place: Poetry Out Loud. Poetry is a way of expressing intense emotions in a less common form of art. We also all laugh with the poetry performer, often over something as simple as many, many bells.
Fourth Place: The Student vs. Faculty Basketball Game. Apart from the fact that more than 300 students fill the stands and hype up the representative students, the atmosphere is electric. Haverford rarely sees numbers like that before in the stands, although we are hopeful for those kinds of numbers as the Inter-Ac season begins.
Somehow, the game ends up close every year, and the additional dress-down day is an enjoyable benefit.
Third Place: The Halloween Assembly. At this time of year, Inter-Ac games are in full swing, the campus is decorated in maroon and gold leaves, and energy couldn’t be higher as everyone looks forward to the holidays. The creativity and surprises in the Halloween assembly always impress me, as well as the Sixth Formers’ commitment to the tradition. The costumes are consistently funny, often displaying individual and group imagination, and they never fail to get the whole school laughing together.
Second Place: Haverford’s Got Talent. In the talent show, the brotherhood lifts each other, and we get to see hidden talents we’ve never seen before. It highlights the best
parts of this school. When you’re in Centennial Hall with your friends, getting hyped up at a song from Hamilton, there isn’t any other place you’d want to be, except for the number-one spot.
First Place: The Holiday Event. The zenith of Haverford’s community comes during the best time of the year, in a small decorated room meant for community. The holiday event in the Durham Community Room has Christmas movies, songs, cookies, and hot cocoa for all to enjoy. Right before the two-week winter break, this event fills our hearts with spirit. The celebration is something we all deserve, and it’s these moments that make this school stand apart from others.
Not only because of the camaraderie, but also because no matter what we are indi-
Every year, thousands of students from Haverford and Episcopal Academy support their teams as they clash in five sports to decide who will keep The Sweater for the next year. Although many Haverford students see Episcopal as our main rival, many also recognize Malvern Prep as a worthy adversary.
This poses the question: should we have a designated Malvern Day?
If a Malvern Day were to take place, several questions would need to be answered. What season would it be in? What sports would it include? Would it just be one sport? Would it replace EA Day?
Some students and faculty, including Dean of Students Mr. Luqman Kolade, are opposed to the idea.
“I don’t necessarily want or think that we need a Haverford-Malvern day. I don’t think we have the bandwidth to do that. I was thinking of like a spirit week at school leading up to the Malvern-Haverford basketball game.”
What if Malvern Day grew more competitive than EA Day?
Mr. Kolade said, “Yeah, maybe. Soccer ends up being more competitive, and football is always a close game.”
in the fall.”
With EA Day taking place in the fall,
a spring Malvern Day would be an exciting tradition. Would it really work? Haverford and EA have always been closely matched in sports, with Haverford holding a slight edge over the past four years. Malvern, however, is a completely different story.
Malvern is more focused on the bigger sports, such as football, basketball, lacrosse, and baseball, while Haverford is more wellrounded. If Malvern Day were to take place in the spring, two sports—lacrosse and baseball—would most likely be played. Haverford and Malvern have two of the best lacrosse programs in the country, and both field competitive baseball teams.
But what should be the tiebreaker?
Some sports that could serve as a tie-
breaker could be tennis, track and field, or crew. The problem with these sports is that they are either very one-sided or they do not currently attract much attention from our fans. If Malvern Day were in the spring, we suggest that it should only be one sport so that the spectators can stay engaged and support their school. This would also be true in the winter, since, besides basketball, many other sports do not offer a good experience for spectators.
Malvern Day would be a great way to bring the Haverford community together. Still, EA Day is an irreplaceable tradition. We believe that many others would agree that we are perfectly fine with EA Day as it now stands.
In an era where entertainment has transitioned from television to livestreaming, debates about speech rights and platform moderation frequently arise. This tension feels more urgent, as censorship seems to expand at an alarming rate.
Streaming platform Twitch, owned by Amazon, now faces a lawsuit filed by Daniel Blitch under RazDog Holdings, alleging that its Terms of Service (ToS) are so unique that they unfairly restrict criticism against the platform and user speech.
The nine-page legal filing cites California Civil Code 1670.8, challenging clauses that allow Twitch to remove any content it deems “harmful, disparaging, misleading, or offensive.” The lawsuit argues that such broad language gives Twitch unchecked power over user speech.
Twitch’s own ToS confirms that enforcement can include moderation, account penalties, and content removal: the very measures many creators criticize as inconsistently applied. A few big-name streamers argue that this selective enforcement has turned Twitch into both a breeding ground for political extremism and a place where rules are taken “too far,” silencing critical voices.
At the center of the controversy is Hasan Piker, a political commentator with over three million followers.
When I think of the Twitch situation, a few names immediately come to mind. At the center of the controversy is Hasan Piker, a political commentator with over three million followers. He has emerged in the scene as a progressive political commentator, with his critics, including Congressman Ritchie Torres, accusing him of downplaying antisemitism and radicalizing his audiences. Torres specifically highlighted Piker’s provocative remarks in a letter to Twitch and Amazon executives, citing Piker in his own words: “America deserved 9/11.”
Defenders of Hasan argue that he is simply outspoken and that his temporary bans demonstrate that Twitch does moderate him when he violates its ToS. In an interview with Bloomberg, Hasan described himself as “an advocate for Palestinian emancipation, but also, a fervent combatter of antisemitism,” rejecting claims that his content promotes hate.
This tension highlights a broader debate: critics see Twitch’s actions as punishment that never fully deplatforms Hasan, suggesting the issue is less about the ToS itself and more about inconsistent enforcement of those rules.
Take, for example, streamer John “Tectone” Robertson, a prominent creator with nearly a million Twitch followers and over a million on YouTube. He has been suspended over five times in 2025 alone. Tectone’s most recent ban came after calling streamer Frogan “fat,” following her inflammatory comment
that she hoped that U.S. veterans get PTSD.
Tectone argues that these bans are an attempt at narrative control, painting certain streamers as bad instead of applying rules evenly.
Tectone argues that these bans are an attempt at narrative control, painting certain streamers as bad instead of applying rules evenly. He is also a frequent critic of Hasan Piker, accusing him of hypocrisy and using his influence to defame others, including Asmongold, to his millions of fans.
Zack Hoyt, better known as Asmongold, was the world’s most-watched streamer in Q2 of 2025 and has become one of the loudest critics of Twitch’s moderation. He argues that the rules themselves are not the problem, but rather the way they are en-
forced: “One person can do something and nothing happens. Somebody else says something, and they are permanently banned,” he said after Twitch shortened another streamer’s two-week suspension to just three days.
Asmongold emphasizes that context matters: whether a streamer is quoting offensive statements for commentary or whether malicious intent was present should factor into enforcement decisions. Frustrated by this double standard, Asmongold and other top creators have openly considered leaving Twitch for alternatives like Kick or Rumble. Their dissatisfaction has been reflected through users as well: Twitch has seen nearly a 10% decline in market share and hours watched, while Kick has reported 163% growth.
This
isn’t just a streamer problem; advertisers are also leaving.
This isn’t just a streamer problem; advertisers are also leaving. Bloomberg reported that major advertisers such as JPMorgan, AT&T, and Dunkin have pulled ads from Twitch following accusations that the platform has failed to crack down on antisemitic content. Twitch denies these claims, with a spokesperson telling Bloomberg, “Despite what a handful of online personalities claim, we do not tolerate antisemitism on Twitch. Our guidelines apply to all streamers consistently and objectively.”
But with prominent figures pressuring advertisers to cut ties with Twitch over Hasan Piker’s content, public scrutiny only seems to be growing with time.
The fight over Twitch’s ToS is one of the most important tests of our time for how much control private companies can exert over online speech. If the lawsuit against Twitch succeeds, it could set a standard for the limits of platform moderation. And in an age where technology shapes so much of our lives, no company should have unchecked power over what we can say.
Jayden Thomas ’27
Many consider Latin to be a dead language. Rather than tell you what to think, I want you to cast your mind back to 117 C.E., the height of Roman civilization.
The Roman Empire extended across Europe, North Africa, and the Middle East, controlling a quarter of the world’s population at the time. Conversational (or “vulgar”) Latin was spoken widely, most prevalent in countries you and I would typically associate with having their own languages.
For many classicists and historians, studying Latin is not just about learning an antiquated, useless language; it is “the study of a different world.”
For many classicists and historians, studying Latin is not just about learning an antiquated, useless language; it is the study of a different world. It is a flashback to the past, piecing together a civilization.
High school Latin study is divided into three distinct sections: translation, parsing, and context; classical culture; and authentic literature. Each of these sections allows us to decipher and understand a different world.
Starting with translation and parsing (analyzing a sentence into its parts and describing their syntactic roles), students learn the principles of Latin study, vocabulary, and grammar. These skills enable a Latin reader to construct a comprehensible translation— a key to understanding the Latin language when looking at an inscription, letter, or literary work.
With a solid understanding of translation and parsing, much of Latin becomes a tool to open up the Roman world.
With a solid understanding of translation and parsing, much of Latin becomes a tool to open up the Roman world. This tool is not only vital for an accurate translation but also fosters analytical skills in other languages.
Beyond the mechanics of the language and transforming a Latin text into good English, understanding and learning the context is a central part of Latin study. It is vital to understand that Latin paved the way for the communication of this ancient civilization, giving context to a culture different from our own.
To truly understand Latin is to recognize that Romans did not live like modern people, simply speaking a distinct language.
To truly understand Latin is to recognize that Romans did not live like modern people, simply speaking a distinct lan-
guage—they were in a world with its own traditions, values, and complexities. Deciphering Latin texts helps us picture and discover how people in 117 C.E. thought, acted, and lived.
All of these wars and events were deduced, discovered, and decoded from evidence hidden within the Roman Empire.
Every time you sit down and watch a Roman, Greek, or similar historical movie, you are seeing dramatizations of events that were very real: the rebellion of Spartacus, Rome’s depiction of Caesar’s crossing of the Rubicon, and the terrifying eruption of Mount Vesuvius at Pompeii. All of these wars and events were deduced, discovered, and decoded from evidence hidden within the Roman Empire.
The actual language of Latin acts as an indispensable tool to uncover this past society, allowing us to not only read and comprehend it, but to immerse ourselves in a culture that feels alien to us, with events we can only imagine.
Finally, the last main element in Latin study is classical literature; the 200,000-line works of poetry and prose by authors such as Virgil, Cicero, Homer, and Ovid allow us to experience the thoughts, emotions, and artistry of the Romans themselves. We are swept up by the legendary epics depicting Greek and Trojan heroes battling against the whims of the gods, moved by eloquent and powerful speeches defending Roman politics, and enraptured by the love poetry.
By reading these Latin texts in their original form, we can connect directly with
the voices, gaining insights into the history that other languages struggle to convey.
Latin teacher Dr. Andrew Fenton takes a similar view on connecting foreign texts in their original form.
“I think reading about the ancient world, and the Hispanic cultures or Chinese cultures in English translation, will only get you so far,” Dr. Fenton said. “I think to really understand it, you have to know the language. And so the reason to study Spanish or Mandarin is becoming much more like the reason to study Latin; it’s something that helps you get a better understanding of other cultures, get a better understanding of yourself, and help you grow as an intellectual.”
In the twenty-first century, simply learning active languages for practical use is growing obsolete.
Deriving from this idea of getting a “better understanding of other cultures” in the twenty-first century, simply learning active languages for practical use is growing obsolete. This argument for practicality, when talking to a native person, Dr. Fenton argues, gets thrown out the window.
Using an example of the new Apple Airpods 4 with the new Live Translate feature with Spanish, Fenton claims, “If all you want is to be able to communicate with somebody to order at a restaurant or even have a business meeting, you’ve got technology that’ll do it for you. That doesn’t mean you shouldn’t take Spanish. But the reason why you should take Spanish is that you’re fascinated by the culture. And that’s what Latin has already been doing for almost 2000 years in the modern world.”
Increasingly, as we move away from this practicality argument, Latin is a “dead” language with everlasting ties to all aspects of society, from work life to language. Walk into any professional workplace today, and you will see Latin phrases such as et cetera (abbreviated as etc.), curriculum vitae, versus, or circa in their documents and speech. This “Latin DNA” embedded in the English language illustrates the power it holds over other languages, influencing the very way we converse.
I see Latin’s contemporary influence having a major impact on our country, with the U.S. celebrating its 250th anniversary next year. Thomas E. Ricks’ acclaimed book, First Principles: What America’s Founders Learned from the Greeks and the Romans, delves into how the founding fathers weren’t just making up the Constitution but developing it via philosophical and democratic frameworks lent by Roman and Greek texts.
Ricks emphasized that these great and powerful men, like Jefferson, Madison, and Washington, all came from varying backgrounds, but kept Greek and Roman art in their homes, recognizing the importance of the “Colonial Classicism culture” in the founding of America.
Studying Latin culture, Ricks remarks, “shaped [the founding fathers’] view of the world in a way that most Americans now are not taught and so don’t see.”
Some students ask, “Why study a dead language?”
Some students ask, “Why study a dead language?”
It is not about just resurrecting the past, but discovering the foundations of our present. When we translate Virgil’s epic poetry or parse a philosophical text, we are developing the tools for deep cultural understanding, historical empathy, and critical thinking. These skills prepare students and current leaders of today’s world to look back on the fundamental questions that the Romans and Greeks faced: How should we govern ourselves? How should we establish equality? How do we control the rising tensions in our global community?
In this sense, perhaps the language and culture of Latin is more relevant today than ever before.
In a world full of debate, rules and boundaries must be set. With Charlie Kirk’s recent murder shaking the political world, the importance of drawing that line is even more stark.
At a university event in Utah, Kirk was shot and killed. The alleged shooter, Tyler Robinson, was a 22-year-old who was an alleged radicalized leftist and disliked Kirk.
It must be made clear that a difference in political beliefs can never justify violence.
Kirk was well known for his campus debates with students, which made him an influential conservative figure. He also aided
I“They said they were the police, and they were looking for me.” In reality, these “police officers” were actually ICE agents, and they came to put her in federal custody.
controversial? It can be attributed to three main components: their tactics, their human rights violations,
From the One Big Beautiful Bill to the secrecy of the Epstein files, it has been an interesting 250 days of President Donald Trump’s second term. On the economic front, President Trump has made a couple of questionable decisions. The One Big Beautiful Bill he enacted on July 4th provided $117 billion in tax cuts for the wealthy. It is projected to add over $1 trillion to the national debt over the next decade, while simultaneously removing critical medical care for 7.5 million Americans.
If that was not bad enough, he has decided to impose tariffs on various countries
Trump with his presidential campaign in 2024.
Recently, political violence has become an important reminder of the ways people can respond to opinions. Most notably, the assassination attempt on then Republican nominee for President of the United States, Donald Trump, in July of last year left an imprint on the world, one that we hoped was the last of its kind.
It was not.
In this era, we must confront a harsh truth: the world is entering a phase in which sometimes disagreements are not easily dis-
solved and are more likely to end with force and harm.
Our environment catalyzes the normalization of extremism in America, which should be abnormal in a country where the First Amendment is defined on the freedom of speech, assembly, and the press.
These incidents highlight the dangers of social media, where facts and opinions are clouded in a mess of truth and lies, and sometimes cannot be clarified.
Political opposition should not be treated as moral evil or righteous grounds for killing. When we vilify others for such opinions
to the point where lives are lost, the line is crossed.
The most rational solution, instead of extreme responses, is civil dialogue, especially when the nation is so polarized.
We as a country must learn to guide our ideas by dialogue, not bloodshed. If harm is the only thing that comes out of the debate, then the situation has already gotten out of hand.
Politics is meant to govern a country, not to divide its people.
and the inhumane living conditions in detention centers.
“Ever since that day, I’ve been afraid of talking to the police for anything.” Being deceived would certainly bring doubt towards not just ICE, but also the police and other agencies, which is what happened to Lazo.
at 8 a.m. one morning to three people at her door.
“They said they were the police, and they were looking for me.”
In reality, these “police officers” were actually ICE agents, and they came to put her in federal custody.
Lazo is a DACA recipient, which means that, temporarily, she should not be deportable.
However, ICE disregarded that and took her to a detention center. She was held there for 21 days.
“Ever since that day, I’ve been afraid of talking to the police for anything.” Being deceived would certainly bring doubt towards not just ICE, but also the police and other agencies, which is what happened to Lazo.
According to the ACLU, an organization that defends human rights in America, there are also other tactics that ICE uses to
trick people like Lazo.
ICE’s last two intertwined controversies are human rights violations and subhuman living conditions. One instance where human rights are being violated is in the detention centers, where medical attention is lacking.
“It also stated that a pregnant detainee who spoke with [Georgia Senator Jon] Ossoff’s staff described repeatedly requesting medical attention and being told to ‘just drink water’ instead of getting a checkup.”
Another story told by a woman described what it was like in the detention centers, including allegations of overcrowding, people forced to sleep on the floor, inadequate access to nutrition and medical care, as well as abusive treatment by the guards, lack of information about their case, and limited ability to contact their loved ones and legal support.
in an attempt to bring back jobs, ultimately leading to price increases for the average consumer and forcing them to choose between necessities such as rent and food, rather than having both.
On the political front, Trump’s use of ICE has harmed immigrants facing a whole other set of troubles.
Even in manufacturing jobs, the effect has been negative.
Last month, 12,000 jobs were lost in the manufacturing sector as companies dealt with inconsistent tariffs and perhaps felt that it was unnecessary to move factories back to the U.S.
With the uncertainty of tariffs, companies don’t feel the need to employ more people, as they don’t know when they can go back to China and other countries.
For the first time since COVID-19, jobs have been down, and it seems like the decline in economic growth is not going to slow down.
On the political front, Trump’s use of ICE has harmed immigrants facing a whole other set of troubles. Random people are being pulled off the street and denied their due process rights.
Alarmingly, Trump has started to utilize executive orders to force National Guard units to occupy cities, including Washington D.C., Los Angeles, and Memphis, in a display of intimidation. It is clear that Trump is failing to fulfill his promises and is turning to extreme tactics to try to silence the increasingly dissatisfied crowd.
It’s a common question: What could my future be? What will I do with my life?
I don’t know.
There are so many possibilities. I have so many interests. Study science in college, go to medical school, and become a doctor. Study theology, prepare to go to seminary, and become a pastor. Study business, and become a businessman.
Part of the problem here is that there are too many possibilities in our world. This is a two-way street. In one sense, I can explore a wide variety of topics. In another, I am left with too many options to choose from.
I halfheartedly wish I did not have so many interests. This would lead me to my path immediately. However, if this happened, my world would be rather boring.
I halfheartedly wish I did not have so many interests. This would lead me to my path immediately. However, if this happened, my world would be rather boring.
Over the course of the past year, my life’s trajectory has looked like an octopus. It has many tentacles, all leading in different directions.
Initially, I wanted to study English in college, and who knows what I would do from there. I then decided I wanted to be a business major. After that, I considered biology, going to medical school, and becoming a doctor. My most recent interest was ministry.
A guest preacher at my church recently preached a sermon aligning with the purpose of the service: celebrating the commitment to a calling. The process is slightly more complicated, but essentially, the newly installed pastor felt called to the church, and the church felt a calling to accept said pastor.
At four o’clock in the quiet, dimly lit chapel, the service began. The service of Installation is different from most other church services.
At four o’clock in the quiet, dimly lit chapel, the service began. The service of Installation is different from most other church services. A variety of participants and guests came. They visited from other churches, along with current and retired pastors. One of these people was the guest preacher.
I have always found a strong interest in the church, but I’ve more recently begun to feel an attraction toward it. Eventually, Rev. Kolb passionately explained what he was called to do.
the congregation, and began to preach. His sermon was entitled
“Fire
Rev. Kolb revealed that not everyone can determine their calling immediately. He noted that it is not always easily pinpointed. I wondered what my calling was. This question is a potential invitation for me to discover it.
I have always found a strong interest in the church, but I’ve more recently begun to feel an attraction toward it. Eventually, Rev. Kolb passionately explained what he was called to do. Rev. Kolb prompted the congregation to reflect on their lives and think about what they were called to do.
The pastorate has always fascinated me. I have never known whether or not this would be a future of mine or not. Yet Rev. Kolb’s sermon seemed to ignite a flame inside me.
Rev. Kolb revealed that not everyone can determine their calling immediately. He noted that it is not always easily pinpointed.
I wondered what my calling was. This question is a potential invitation for me to discover it.
The pastorate has always fascinated me. I have never known whether this would be a future of mine or not. Yet Rev. Kolb’s sermon seemed to ignite a flame inside me.
While this is a theological concept, it can be understood by anyone of any background. Most young people have no clue what they are meant to do with their lives. Like me. Some people are the complete opposite.
Rev. Kolb’s sermon may be my answer. My calling could be ministry. It could also simply require some patience and discovery—eventually the flame will be lit inside me and I’ll know which direction I must go.
Nina loves film and videography. She will study this in college and become a film director.
Peter loves biology. He’ll study biology in college and go from there.
Jack loves coding. He’s going to use that to make life more convenient.
Rev. Kolb’s sermon may be my answer. My calling could be ministry.
It could also simply require some patience and discovery—eventually the flame will be lit inside me and I’ll know which direction I must go.
The greatest challenge facing our generation is the tension between wanting fast results and the constant experience of rejection. We pride ourselves on ambition, yet we are endlessly measuring ourselves against arbitrary benchmarks, trying to stay afloat in a society that is increasingly competitive and individualistic.
Our drive for excellence breeds division within our generation. Everything we do seems aimed at college, just another checkbox on a list we can never finish. Pursuits that might once have been fueled by genuine interest are now often framed as steps toward securing a foothold in an unforgiving system. I see it everywhere: MIT maker portfolios filled with self-engineered cars, debate team captains with dozens of awards, athletes competing at levels I can barely imagine.
It is easy to feel inadequate when every effort is measured against these towering
achievements.
The pressure to perform builds quietly until it feels like an endless tide, pulling us under before we can catch our breath. Each rejection, no matter how small, reinforces the idea that our best efforts are never enough.
We internalize these outcomes as if our personal worth depends on them, and I often find myself wondering whether anything I do today will translate to a meaningful future. Top colleges are not guarantees of a better life, yet society frames them as the ultimate markers of success. Meanwhile, scrolling through reels of driveable couches or mindless brainrot reminds us how much we crave distraction and escape from this relentless competition.
Part of this pressure comes from idolizing outcomes over process. We celebrate schools for the people they produce, like Mark Zuckerberg or Jeff Bezos, while over-
looking the structural advantages that have shaped their paths. In doing so, we reinforce a mentality where status, wealth, and measurable achievement are valued above passion or human connection, treating people as avenues of opportunity rather than individuals.
Life does not end if you do not get into your dream college. College is not the last hardship you will face. Yet living in an age of constant rejection reinforces a worldview of individualism and mistrust. We feel that the world is unforgiving and no one is worth relying on.
We are obsessed with numbers and fast results. Instant gratification dominates our culture, and platforms reward it. We internalize metrics, prioritizing security and status over genuine engagement with our interests or relationships. School, internships, and side projects can become calculated steps
in a race we didn’t willingly sign up for.
Our generation is resourceful and resilient, navigating pressures more intense than older generations give us credit for.
Our willingness to acknowledge vulnerability, to voice fear, doubt, and exhaustion, is not weakness. It is one of the few ways we’re trying to push back against this culture of isolation.
A neat, happy ending to all of this may be elusive. The system is flawed, the pressures are real, and we will continue to face rejection. But naming these fears and sharing them with others allows us to loosen their hold. We should not let our lives be defined solely by outcomes.
In a culture that prizes competition above all, understanding and shared human experiences may actually be the most meaningful award.
Nick Canuso ’28
Asimple “hello” might seem like an insignificant word, but its impact is far-reaching here at school and in everyday life. Greeting someone with a warm “hello” is more than just a polite gesture; it is an act of connection, respect, and inclusion. Whether among students, teachers, parents, or strangers, saying “hello” can open doors to communication, build relationships, and create a more welcoming atmosphere in and outside of school.
For students, school can sometimes feel overwhelming, especially when facing new classes at the beginning of the year. A friendly greeting from a peer or teacher can help ease anxiety, make someone feel seen, and encourage a sense of belonging. When we at Haverford greet each other in the hallway or
say “hello” to our teachers at the beginning of class, we are contributing to a respectful and friendly school culture. This simple act leads to stronger relationships, improved collaboration, and a more supportive learning environment.
Teachers who take a moment to greet students as they enter the classroom set a positive tone for the day. It shows that they care and are paying attention, not just to academic performance, but to the overall emotional well-being of each student. This leads to increased classroom engagement, better behavior, and higher levels of trust. Similarly, when students greet faculty and staff at Haverford, they should demonstrate respect and maturity, which are important life skills. Outside of school, saying “hello” is
equally important. In daily life, a greeting can serve as a bridge between people of different backgrounds, beliefs, and experiences. It breaks the silence between strangers and can lead to meaningful conversations or simple moments of kindness.
On a deeper level, saying “hello” is a reminder of our shared humanity. In a world that can sometimes feel disconnected and divided, small gestures of friendliness go a long way.
A “hello” can brighten someone’s day, especially if they are feeling lonely or invisible. Saying this simple word costs nothing, yet it can be incredibly valuable to the person receiving it, and this conversation starter can change someone’s life.
Moreover, practicing the habit of saying
“hello” helps us develop social confidence and communication skills. It’s often the first step in starting a conversation, making a friend, or solving a problem with a peer. Whether you’re at school or walking down the street, taking the initiative to greet others can lead to new opportunities and stronger connections.
The importance of saying “hello” cannot be underestimated. It builds bridges between people, promotes kindness and respect, and creates a positive environment both in school and in everyday life.
In our community here at Haverford, where character, respect, and brotherhood are core values we carry daily, saying “hello” is a small but meaningful way to live these values every day.
Mr. Cooney stays active in multiple ensembles. He performs chamber music with the New River Ensemble, explores bluegrass on mandolin and banjo with Noggin Hill, experiments with Turkish-inspired synth sounds in ZRNA, and brings his jazz piano skills to a variety of other groups.
As a professional composer, Mr. Cooney has been the lead music director for a TV show on YouTube called “Pencilmation,” which has over 20 million subscribers. Several episodes have surpassed 100 million views, namely an episode Mr. Cooney wrote the music for, which gained over 300 million views.
In addition to the Pencilmation channel, Mr. Cooney has his own channel, called “cooneymusic,” where he explains how to play the piano, the process of composing, and pieces that he composed for films. Besides all of his professional works, Mr. Cooney has one more accolade on his résumé.
He has a project called “Not So Silent Cinema,” in which he and the group play live music for silent films. The project harkens back to the early days of cinema: films were silent, with a pianist in the theatre providing live accompaniment.
This year, though, Tuesday nights are reserved for the Jazz Ensemble.
“My goal is to have all the kids have fun and be creative. I want them to learn and have some skills in improvising,” Mr. Cooney said. “My second goal is to have lots of good energy. I want to have a very spirited performance.”
Mr. Cooney thinks precision has its place, but he urged the ensemble not to let the pursuit of perfection overshadow the joy of playing. He explained that sound matters, but only after creativity and collaboration have been established.
“I do want it to sound really good and clean,” he said. “But that is definitely third. If we are too worried about being perfect, that will stifle creativity. Let go of that a little
bit. Learn how to play phrases. How to play together. How to have fun.”
For Mr. Cooney, fun is not simply an extra ingredient added at the end of a rehearsal: it is the foundation that allows an ensemble to flourish. A group that enjoys playing together naturally develops a stronger sound and a better connection with its audience.
“You can always tell if an ensemble is having fun,” Mr. Cooney said. “There is a good vibe when people are having fun. Otherwise, they do not look and sound the best.”
Fifth Form drummer Ray Kresge noted how the group compares to last year’s ensemble.
“The original squad from last year is back,” Kresge said. “Lots of new freshmen this year, though. Lots of new talent and new instruments compared to last year. It’s definitely a new group of people. It’s been really fun to get to know them and play together.”
Mr. Cooney noted this year’s group’s strengths and areas for growth.
“We have lots of horn players and a good-sized rhythm section,” Mr. Cooney said. “Everyone is welcome, however. We can work with any amount [of participants].”
While the ensemble has a solid foundation, Mr. Cooney pointed out a few gaps that could be filled with more guitarists, clarinetists, horns, and violin players.
Despite these challenges, Mr. Cooney wasted no time shaping the group. From the first rehearsal, he introduced a new approach that reflected his philosophy of collaboration and creativity, setting the tone for the months ahead.
“We wrote a piece on Tuesday. Someone in the band had the idea to call it “A Good Song,” so we stuck with that. It’s mainly written by [Sixth Former] Ajay Chakraborty and [Fifth Former] Adam Brown. We wrote it together. Ajay had an idea for a melody, and Adam had an idea for a melody, and I did the intro,” Mr. Cooney said. “It turned
out pretty great.”
Mr. Cooney emphasized that not all practices would follow this freeform approach.
“I was not sure who was going to show up, so I could not pick a piece to play,” Mr. Cooney said. “I am going to pick some more pieces to play next time. I’m not totally settled on what to play. I think I’m going to pick something really bluesy or swingy. Or a bossa nova.”
For many students, this approach represents a new way of working. Players have been accustomed to the traditional method of being given a piece and instructed to play it. Now, they must create music on the fly, improvising and responding to each other in real time.
Mr. Cooney was impressed by how quickly the fifteen band members developed
Sixth Form trombonist Jonny Wang shared his perspective on the new approach
“Mr. Cooney is all about creating music and understanding the fundamentals of the craft, rather than just learning a song and playing it,” Wang said. “It’s different and more challenging. Some people took to it immediately, but we just had our first practice. We’ll have to see how it develops.”
Mr. Cooney was impressed by how quickly the fifteen band members adapted.
“I think everyone did a fantastic job,” Mr. Cooney said. “They were able to adjust to the new style seamlessly. I wasn’t sure if they’d be able to improvise even a few notes, but I was pleasantly surprised. Every student stepped up, and everyone took a solo as well.”
Mr. Cooney was delighted with the students’ behavior during their first rehearsal.
“They didn’t play a note while I was talking, which was great,” Mr. Cooney said. “I am gung-ho to perform with them this year.”
Kresge appreciates the fresh start, emphasizing how Cooney’s approach stands out.
“I have been bound to the score. He wants us to express ourselves foremost. I have never done it, and I am really excited,” Kresge said. “He is always very open to ideas. Just shooting them about, regardless of anything. He also embraces failure. He’s okay with it, as he believes it promotes experimentation. I’m used to a very structured environment. It’s different. Now I must be fluid.”
Kresge turned to reflect on his personal relationship with the ensemble.
“I, for one, am going into junior year, and I want to take things more seriously. I want to capitalize on the things I have learned. What can I learn when breaking structure? How can I add my own personal twist and splash now that I have a foundation? I think that he can help [with that],” Kresge said.
Mr. Cooney recognizes that the ensemble has room and time to grow and adapt. The group will gradually learn to take risks, trust each other’s ideas, and embrace the creative process.
Mr. Cooney offers his best advice to aspiring young musicians.
“If you keep working at it, you’ll eventually find the right balance between effort and enjoyment. It takes time, and it’s easy to get discouraged when results don’t come right away,” Mr. Cooney said. “Some people start out having fun, but then they hit a wall when the work becomes harder. That’s normal. The important thing is to keep going. Everyone is busy and has a lot on their plate, but if you stick with it, you’ll see progress. It absolutely can be done.”
Sahil Manjeshwar ’28
In just two months, the theater program’s production of Aaron Sorkin’s
A Few Good Men will take the stage. Since the mid-1980s, the school’s major productions have occurred in Centennial Hall, a space designed for large-scale productions with full support of the stage crew. This year, Mr. Hengst and the production team decided to move the play into the Big Room.
Mr. Hengst said, “It takes place in two places: Cuba and Guantanamo Bay. Two Marines perform what’s called a “code red” on another Marine, which is where they tie him up and shave his head for acting out of line. The Marine ends up dying from this, and the two Marines end up going under investigation for murder. As the plot unfolds, the lawyer realizes there’s more to the story.”
While the play itself is known for its intensity and complexity, what makes this year’s production stand out is not just the story, but where Mr. Hengst is choosing to perform it.
Taking away all the special lighting, sound systems, and huge set designs that the stage crew is known for was not an easy decision to make.
“I want to strip away all the technical sutff and just focus on acting.”
MR. DARREN HENGST
“I want to strip away all the technical stuff and just focus on acting,” Mr. Hengst said. “There’s a different kind of acting that we can do up there that we can’t do in Centennial.”
Due to the small space in the Big Room, Mr. Hengst had to use a different type of stage. For this play, the audience is going to be on two sides of the stage, which is called a “traverse theater.”
The play offers a large number of male roles and requires a big ensemble, giving many students the opportunity to participate.
Last year’s production of Enron dazzled audiences with its technical complexity. This year’s show is designed to highlight the talent of Haverford’s actors.
“I hope audiences come to see our guys and their skills. We could see that with Enron
last year. There were so many lights and technical [things] for that play, and I want the audience to just focus on the boys’ acting,” Mr. Hengst said.
Unlike shows that rely on scene changes and breaks, A Few Good Men unfolds without any interruptions.
Another major difference from past productions is the flow of the play itself. Unlike shows that rely on scene changes and breaks, A Few Good Men unfolds without any interruptions.
“There are no breaks in the action of the play. There’s no ending scene or starting scene,” Mr. Hengst said.
The production requires a new level of focus for participants, both on the acting and technical sides.
Mr. Hengst said, “There are no microphones for this play, so I will really be focusing on the actors’ diction and on their projection.”
Will Komada ’28
Under the leadership of Director of the Conservatory Mr. Kyle Struve, a Centennial Hall classroom was transformed into a studio for the Haverrock Ensemble, the school’s rock band. This new space, called Studio 5, dates back to 1984 and used to be a multi-purpose
practice room. It housed a grand piano, a drumset, music stands, and chairs.
The idea of a dedicated space for the rock band originated last spring when Mr. Struve was walking the Form II Rite of Passage. During the long walk he was thinking about the room next to Ms. Hallman’s
Drama Studio and wanted to turn that into a rock band studio.
“As luck would have it, I spotted Ms. Hallman about 30 yards ahead. I jogged up and ran the idea by her, and she was immediately encouraging. I called Mr. Hengst shortly after, and he was supportive as well,”
Mr. Struve said.
In order to turn the room into a studio, Mr. Struve and Performing Arts Chair Mr. Darren Hengst used a financial donation, which they allocated to purchasing new equipment. Mr. Hengst helped to design sound-absorbing panels, which were affixed to the walls, providing ample soundproofing.
Studio 5 has already benefited the Haverrock Ensembles.
The groups can now maximize their time together and operate more efficiently.
Studio 5 has already benefited the Haverrock Ensembles. The groups can now maximize their time together and operate more efficiently. Everyone can hear one another easier, given that they are in a space specifically designed for their needs, which helps them refine their music. The groups now have one dedicated space for them to connect and collaborate.
“I don’t consider music a competitive art, but I like the idea of having a resourceful and scrappy program where the boys can really learn to stand and deliver. You need a home base to cultivate that kind of reputation. We have that now,” Mr. Struve said. “Ultimately, I am so grateful to Mr. Hengst, Mr. Woodward, Ms. Hallman, and our generous donors for making this transformation possible. Our band now has a dedicated home.”
Nate Gill ’26 & Keith DiMarino ‘27
After an odd start, Fords football is beginning to rumble.
“We lost our first game to a team we should have beaten. Then, in our next game, we were beating them 21-0 when we were hit with a lightning warning. We waited for an hour and a half, but then it was canceled. It’s technically not a win. And then we had a bye week in week three,” Sixth Former quarterback Zach Faragalli said.
Head Coach Brian Martin agrees.
“It is a really crazy start to the season. Very unusual. We scrimmaged a team that was not as physical as we thought, so there was not much action for the starters. And we could not do much about the second game,” Coach Martin said.
While most teams have played four games already, Haverford has barely played two and a half games.
“In week four against Bonner, last year’s state champions, we showed a lot of grit and strength and beat them 28-24,” Coach Martin said.
“We are not a full squad right now. A number of seniors are injured right now.”
MR. BRIAN MARTIN
Additionally, the team has a new commentator, Fifth Former Alex Sharpf.
“Always have great energy from Sharpf. I hope he continues to bring more,” Coach Martin said.
Two new alum coaches have joined the staff: Brian Denoncour from the class of 2012 and Lou Moeller from the class of 2009.
“It’s pretty cool. Mr. DiBello and Coach Moeller played together, Denoncour was a few years behind, and Mr. Murphy is a coach as well. We have four staff alumni currently, which is quite impressive,” Coach Martin said.
Despite this progress, injuries have taken a toll on the team.
“People have injuries in their groin, quads, and hamstrings,” Coach Martin said. “We are not a full squad right now. A number of seniors are injured right now.”
Sixth Form cornerback and running back Stephen Cobb says the team needs to work better on the “little things” to prevent cramping and injuries, on and off the field.
“Hydrating, stretching, and you know, doing what you need to do,” he said. “Keep going all out at practice, but then get treatment after. It’s the little things that people need to do leading up to the game.”
Faragalli relayed his own injury history.
“My freshman year, I had shoulder surgery. Then, on the first play of my sophomore year, I tore my ACL and had to have surgery. I did a lot of rehab over the offseason and came back halfway through the [next] season. It worried me a little bit. It took a lot to get back for sure, but I trusted in God, and I had lots of great guys helping me through. I know everything happens for a reason.”
As the injuries take a toll on the starting roster, it starts to spread several positions thin. Sixth Form offensive right tackle Max Powers explained how it affected the lines, both offensive and defensive.
“Brendan is out, so Walt and I have to play both sides of the ball on line,” he explained, “Sean Friel has also been filling in, which has been great. However, we are all a lot more tired, as we don’t really get a break anymore. We have to play almost every snap. It’s making us better, however, and once we get our full roster back, we will be very strong.”
Additionally, the Inter-Ac has a rule that mandates that if a player loses their helmet mid-play, they are out for the next play. During the game, Frazier had his helmet knocked off five times.
“It was really annoying,” Powers said. “The defensive lineman kept on hitting his chin so it would push his helmet off. It worked five times, and that meant that he kept on having to run on and off. It was rough. Breaking our flow. However, we were able to power through.”
Even the bye week was different from a typical rest week; rather than a rest week, they treated it like any regular week.
“Because we were going into the bye week after that Gilman game, we figured that we should push each other and compete,” Cobb said.
After last season’s EA Day, Faragalli and Coach Pidgeon wasted no time diving into film.
“We worked on not turning it over. If we keep the ball, the other team can’t score.”
ZACH FARAGALLI ‘26
“The week after EA Day, we met and began to watch tape from last year,” Faragalli said. “The first year under Coach Pidgeon was a little rough—we didn’t have a connection. But after working all year, the coachto-player relationship jumped. It was Jack, Matt, and me. A new step in the QB room.”
One major focus has been on protecting and keeping the football.
“We learned how the offense is supposed to be run,” Faragalli said. “We worked on not turning it over. If we keep the ball, the other team can’t score. So far, it’s working—we haven’t had a turnover this year.”
Faragalli sees balance across the field, and recognizes where the team can improve.
“We are solid everywhere. We have older guys leading the way. We can run and pass pretty well,” he said. “However, we need to be more consistent. We haven’t played many games, and some guys are banged up. Right now, we score on big plays, like an 80-yard touchdown. We want to adapt. We don’t want to just be a big-play team. Jack, Marcus, Matt, Stephen, and Jaidyn are all great.”
The goal is a steady offense, not just fireworks.
“We need plays that move the chains— four or five yards at a time. That keeps our offense on the field. With more games, it’ll come together like last year,” he said.
“I try to get Friday night games. It’s the greatest experience in high school football. But we have all Saturday games this year.”
MR. BRIAN MARTIN
As the offense adapts, the defense also looks to improve.
“We lost a lot of guys on defense last year and have had quite a lot of injuries this year. We are expecting guys to step up. They are, in fact, coming into their own. Fitting their role, and understanding what they need to do,” Coach Martin said.
The team is facing another disappointment: the removal of “Friday Night Lights” games.
“Night games are always the most memorable, win or lose, and the fact that we don’t have any is sad,” Sixth Form wide receiver Matt Jones said. “What else is better than watching Zach Faragalli throw a touchdown pass down the field to Jack Rischitelli under the lights on a Friday night? I hope that future Fords get to experience more night games than I have had in my time here; they are a true staple in high school football.”
There are currently only two schools in the Inter-Ac that have the lights and equipment needed for these games: Episcopal Academy and Malvern Prep.
This year, Coach Martin was unable to schedule any.
“I try to get Friday night games. It’s the greatest experience in high school football. But we have all Saturday games this year. Even Malvern, which is away this year and is normally on a Friday night,” he said.
Sixth Former school president Packy Rouse was also frustrated.
con’t on p.22
“It’s my last year here, and we don’t get a night game? That’s crazy. The football team feeds off the student section, and without a night game, it’s way harder to get people to show up. It feels like we’re being robbed of one of the best parts of the season,” Rouse said.
While the team is upset, the Sixth Formers are still grateful for the opportunity to play. “I’m sad that we don’t get to play in any, but I am still thankful for the fact that I get to play football,” Cobb said.
Looking ahead, Haverford has a packed schedule.
“This year’s competition is very even and will be five weeks of dogfights every Saturday,” Jones said.
“Every team has a great squad and coaches as well. We have a tougher schedule, but we love our squad. We match up good with anybody.”
ZACH FARAGALLI ’26
The biggest game of the season will, of course, be against Malvern Prep on October 18th, although Cobbs doesn’t believe in the “hype” of big games.
“It’s definitely a challenge flying ahead. You know, you got Malvern, you got some other teams, but we’re not so focused on all of that. We know what we’re curating together as a team. We’re looking forward to dominating. We’re not really focused on any
of the hype,” he said.
Faragalli shares a similar opinion.
“Every team is solid. Chestnut Hill has a lot of returners. Malvern lost a lot of seniors last year, but they have a lot who can fill in. Not as good, of course. Penn Charter and Germantown Academy normally struggle. EA is a solid team,” he said. “Every team has a great squad and coaches as well. We have a tougher schedule, but we love our squad. We match up good with anybody.”
There is one feature of the league that Coach Martin believes is unusually strong
While school officially started on September 3rd, the crosscountry team had already begun preseason two weeks prior. Since August 19, the runners have been training hard almost every day.
Most importantly, however, the team has gotten to know each other quite well and has improved in aspects of teamwork
and holding each other accountable. As their Head Coach Mr. Brian Long has stated on multiple occasions, the goal is to work hard and work as a team.
Fast forward a month, and the season is heating up for the Fords. While team results have been up and down, Coach Long remains optimistic about the upcoming season. Some of the biggest contributors to the team have been Third Formers.
this year.
“There is a very strong quarterback class. There are two D1 commits from Germantown Academy and Penn Charter, and good QBs at all the other schools. Every single quarterback has been a starter since freshman year,” he said.
Finally, as the team slowly recovers from injuries, unity and leadership remain a central focus.
“We need to go forward together,” Coach Martin said. “The team has very strong senior leadership. The seniors are vo-
cal and do what they say they are going to. They serve as an example to all the young guys.”
Faragalli echoed this statement.
“We are working on coming together. Senior leaders are trying to connect with the juniors and so on. We want to see some leadership from the juniors and that they love each other. It comes with playing; it is great if you bond with the team. Everyone falls onto the same page,” Faragalli said. “If this happens, we will really be in a good place.”
Cross country: one foot in front of the other
“Right now, the most exciting thing about our team is our freshmen. We have probably the strongest of freshmen we’ve had in the last ten years,” Coach Long said. “Colin Park is our top freshman right now, who I think is probably running the fastest times
“We want to get into a good, solid rhythm of workouts plus our long runs, which will help boost our case.”
MR. BRIAN LONG
of any freshman we’ve ever had, followed by Munashe Kachidza and Alex Peter.”
EA Day is the next big hurdle for the Fords. With this year’s race at home, the team is ready to conquer the challenge. Coach Long has already begun preparing for the big race.
“Right now, we’re trying to find a good rhythm with the choppiness of our schedule: the Third Form trip to Camp Saginaw and some holidays coming up,” Coach Long said. “We want to get into a good, solid rhythm of workouts plus our long runs, which will help boost our case.”
Cross country requires consistent training to achieve a high level of success. The two main causes of missing practices have been injuries and sicknesses.
“I think the key to doing our best day-
to-day is getting through the bulk of our season healthy,” Coach Long said.
Coach Long has put in a tremendous amount of effort planning and implementing his plans. One of his most successful strategies has been a compact group mindset, where he groups runners, allowing an entire pack of runners to pass an opposing runner every time, instead of one runner passing the other.
With the Third Form playing such a large role in the team, the Fords are hoping for a strong showing at EA Day.
“The best part of cross country is the team aspect. Running in solitude can be quite unpleasant, while running with your teammates can make the experience significantly more endurable and easier to enjoy,” Third Former Colin Park said. “Having an easy conversation with a friend as you run and taking the insight from older students is really what cross country is about.”
The transition from the middle school team to the upper school team has had many positive benefits from an athletic, academic, and more general perspective.
“I have realized an exponential growth in my discipline and physical fitness. While I had previously run cross-country in middle school, being on the high school team truly takes it to another level, with higher expectations and intensity in training,” Park said. “I have also seen physical improvements in my additional extracurricular activities and have been able to better hold myself accountable, not just with running, but with school and my life in general.”
Vijay Khanna ’28
The soccer team, also known as Fords Footy, is building on last year’s success with another strong start to the season.
After capturing the Inter-Ac title in 2024, the team has opened this fall with an impressive 6-2-1 record and looks ready for another championship run.
Leading the team is Sixth Form InterAc MVP Anthony Costa, alongside Fifth Formers Graham Costello, Brody Collins, and Finn French, all under the guidance of Coach Mr. Keith Cappo.
Together, the captains have set ambitious goals for their team.
“Our biggest goals for this season are to repeat as Inter-Ac champs for a fourth year in a row and to make a good run in states,” Costello said.
So far, the team is on track. The Fords have tallied wins over programs like Lawrenceville and the Hun School, proving
their ability to compete against top talent. However, the more difficult matches are still to come, with crucial Inter-Ac matchups against Malvern Prep, Episcopal Academy, Germantown Academy, and Penn Charter.
“Every Inter-Ac game is a battle, but EA Day is always a special one,” Costello said.
Winning three straight Inter-Ac titles is no small feat, but this squad believes its competitive drive will fuel success.
“One thing that will give our team an edge this season is our hunger to repeat as Inter-Ac champs for a fourth time,” Costello said
The team’s depth is another strength. Younger players, including Fourth Formers Jose Hernandez and Andrew Yang, have already stepped into starting roles to make meaningful contributions.
Their performances not only help this year’s lineup but also hint at a bright future for the program.
James Maccoll ’26
Fords water polo has enjoyed a dominant and encouraging start to its season, boasting a winning record both inside and outside the Inter-Ac. Upperclassmen have continued to make a difference in the pool on game day, but more importantly, they have been setting a clear example to the younger and newer players of what it means to work as a collective.
“This season, we have brought on several underclassmen, some having played before and others not touching a ball until this year,” Sixth Former Matthew Cerniglia said. “Our focus as a team has, of course, been on winning games, but equally on working to grow as a unit and mentoring the younger players to carry a tradition of school dominance in this sport.”
All the team’s members have contributed greatly to this season’s success, but one standout player has clearly expressed a love and commitment to the game: Fifth Former Thomas Springer. Scoring eight goals in a single game, Springer has shown that perfecting a craft cannot be done in a single season, but by training relentlessly year-round. Springer is the captain of the team as a Fifth Former, a testament to his work ethic and dedication to winning in the pool and grow-
Golf team chases a comeback
This golf season, the Fords have had a rough start, losing their first two invitationals.
Fifth Former Quinn Gallagher said, “We played very well, but sometimes it’s not just enough for the Inter-Ac.”
This year, the Inter-Ac looks strong compared to previous years, with Haverford’s biggest competitor being EA, which, as of September 27th, is on a six-match winning streak, having won all of their matchups so far.
The golf team has six total invitationals each season. For every invitational, all six Inter-Ac teams come together to play one match. Invitationals are unique in that you do not play with your teammates; instead, you play with someone who is seeded the same as you from another school. After nine holes, everyone comes together and adds up the scores to see who has the lowest four out of six scores for each team. The team with the lowest number wins.
With four invitationals left, the Fords
still have room to sway the charts, but not by much.
Gallagher speculated on why the Fords are off to such a hard start.
“Nine holes is not a lot of golf, so you kind of have to get after it really fast. Sometimes it’s tough to do that because we’ve been playing eighteen holes for so many years, and we’ve been taught to just be patient,” Gallagher said. “However, when you’re playing nine holes, you can’t be patient. You kind of just have to get after it really quickly.”
Gallagher recalls that last year’s 2024-25 likely Hall of Fame golf team had a similar struggle at the beginning of the year.
“If I’m not mistaken, we did get third in the first invitational year, which is what happened this year,” Gallagher said.
With four invitationals left, the Fords know they need to step it up and find their rhythm quickly to bring them back to life.
Gallagher said, “We’ve said all season, it all just comes down to a couple shots.”
ing as a collective outside of game day.
The Fords most recently played Penn Charter and won quickly. By the end of the first half, the boys were leading 9-3 and played the time game to run out the clock and go home victorious with little fatigue.
Sixth Former Sam Putter said, “We just did what we’ve been practicing all season. We played like the season was on the line in the first half and got the results we needed. Being able to take the second half lightly was super nice because it helps us not feel exhausted for the next practice.”
This past weekend, the team competed in the Beast of the East Tournament. The tournament was hosted at Haverford, where the team had a chance at a rematch against Gonzaga, whom they lost to earlier in the season.
“This is a battle that we’ve been looking forward to for weeks,” Sixth Former Conner Kirby said. “They push us mentally and physically as a team, but that’s what we’re all about.”
Unfortunately, they came up short, losing 6-9 against Gonzaga. The team also lost to Gilman School 5-11, but won against McDowell High School 14-10 and Perkiomen Valley High School 9-8.
