September 2011 Index

The Index Eutxia Swzein Dokei

Volume LXXIII, No. 1

September 2011

Haverford, Pennsylvania

Midterm Exams Reformed

days for midterms and will instead utilize the double periods within the regular schedule for the purpose of administering “cumulative Midterms. The word that sends chills down tests” rather than “midterms.” These tests may a student’s spine. The words is synonymous take up entire double blocks - about 80 to 85 with hours of reading and reviewing notes, not to mention one of the most profitable weeks for minutes depending on the day’s schedule.

Technically speaking, midterms have been Starbucks. These associations, however, may taken away. Yet, they linger no longer. have been replaced In the old system, the by these “cumulative student body enjoyed tests.” Head of Upper nearly two weeks off School Mr. Matthew for testing time where Green fervently students were free to believes that “Five to study away without eight classes with Mr. interruptions such as [Tom] Stambaugh, class and homework. or Mr. [Jamison] Sixth Former Kelly Mao Maley, or Ms. expounds, “I personally [Danielle] David, or rely on that extra time Dr. [William] Ehrhart, off to do some studying, or with any of our and I like to get in some teachers eclipses last-minute studying in value by a wide right before afternoon Photo by Index Staff margin even the best exams during the two two-hour test a strong teacher can design.” hour lunch.”

This was the general reasoning behind the Yet, the old system was bound to change switch: the preservation of class time. So, what due to its simple nature: it brought an abrupt does this mean for other aspects of student life halt to teaching and other academic pursuits. related to midterms?

It benefited the students by giving them time The first semester grade will still be based to focus solely on the tests themselves, but the mainly off of the first and second quarters. faculty was not as lucky. The exams created The weight held and material covered by a major stopping point in the middle of the cumulative tests will be determined by the year, and also created confusion for students individual teachers on a course by course as to whether the holiday break preceding the basis. Being that there are currently 30 double midterm weeks should be used as a period of periods allocated to each class per year, there is relaxation or a simple extension of midterm more than enough space to accommodate these studying. tests without any issues.

The new system for 2011-2012 is designed It is also key to note that the double period, to avoid a major momentum stoppage in in most cases, is only five minutes shorter than January. This setup will do away with the set Jonathan Paras ‘14

“Change is for the worse” Jonathan Smith ‘12

The Haverford School still has midterms, they are just a half-hour shorter. While the meaning behind the change in policy is wellintended, I am not sure if the consequences will be as expected.

The pros of no midterms are obvious: teachers continue the flow of their classes and have nearly an extra week of school to teach new material. However, by keeping the option open for semester cumulative testing, midterms, for all intents and purposes, still exist.

The value of cumulative testing is up for

debate, but one thing is definite: it is a stressful time of year for students. At a school like Haverford, a semester’s worth of material is full of complex subjects. Having cumulative testing is a frightening task for many. That is why the review period was so vital.

Having midterms in all subjects over three days in a two-hour block requires a large amount of preparation on the students part as well as review with the teacher on topics from earlier in the year. While we have ended midterms, all that has really happened is that the nerve-calming review week was stripped from students.

Continued on Page 11

Affirmative Action and Legacies in College Admissions?

the standard test with the changes. Fifth taking time required Former Evan Kuritzkes for midterms since opined, “Still having the intended length homework while of a midterm is taking midterms is usually 90 minutes. going to reduce grades The cumulative tests on the midterms.” In themselves will be addition, he added an taking around the interesting point: major same amount of time tests would no longer to take. However be the only things any extra studying going on - distractions time previously such as a first period granted by gaps class might disrupt a between midterms student’s memory. He is lost. also voiced concern The bottom line about students losing is that the tests will even more studying Haverford students wanted a change, but was this what they expected? be taken during time due to sports as Poll of 57 Fourth through Sixth Formers conducted by James Shecter ‘13 double periods coaches will be unlikely while the rest of the school day, including to cancel or adjust practice for the benefit of other classes, will resume as normal. Limiting a few students taking large tests. It seems that the tests to only double blocks ensures that there is a growing consensus on the matter as students will not have too many of these tests similar statements came from Fourth Formers to tackle at a time: there is only one double Callaway Spahr and Graham Gaddes. block each day.

In the end, the change poses a question: is it The tests will take place, as usual, during worth losing the extra study time for the extra the last cycle of the fall semester to provide, class time? Should students look past the work Mr. Green noted, “the high-stakes, cumulative and see it as a chance for personal enrichment? testing experiences some college courses still If this benefits the teacher, is it at the cost of require.” In addition, Mr. Green revealed that the student? one notable aspect of exams did not change: Mr. Green assures students, “As always, Sixth Formers will not be required to take teachers’ assessments will be designed such finals if they have a B+ average or higher. that they reinforce the goals of the course.”

For teachers, the decision to change may These tests are not made to simply lower one’s seem like a blessing, as they will no longer grades or mar one’s achievements. have to drop what they where doing, select Nevertheless, only time will reveal the days for test review, and then give up about success or failure of the newly developed two weeks of teaching. system that has students reluctantly awaiting However, many students seem to disagree the arrival of these “cumulative tests.”

“Change is for the Better” Will Schwartz ‘12

For the 2011-2012 academic year, Haverford will scrap the traditional midterm examination period in January. To quote Upper School Head Mr. Matthew Green, “We hope the additional student-teacher contact time will enable our teachers to instruct students in the important skill of writing lengthy, researchbased thesis papers, which so many of our graduates report is an unexpected challenge of their college curricula.”

Despite my personal distaste for exams, I initially saw a possible negative: not sitting for midterms and possibly final exams (final

Haverford Sports Many of Haverford’s sports teams are looking forward to the fall season this year.

Which teams have the best chances of going far? Comprehensive sports coverage begins on Page 8.

Admission into the nation’s elite colleges is not getting any easier. Yet, some applicants often have a better chance then others; why is this? Read the opposing viewpoints of Tadas Antanavicius ‘12 and Grayson Sessa ‘13 starting on Page 2.

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Scan these codes with a smartphone to view supplementary information about a topic. The one to the left gives more background information on QR Codes.

The Index recommends the app QRReader for iPhone users and Barcode Scanner for Android users. Search for the next QR Code on Page 6.

Sixth Former Eli Koven jukes out a defender.

Photo by Index Staff

Haverfordians Abroad

Haverford students always find something interesting to do in the summer. This time it was everything from making trips across the world to working in local science laboratories. Learn about the opportunities out there starting on Page 4.

exams will not be required for Sixth Formers with B+’s or better) in my Sixth Form year would mean midterms as a first semester freshman in college would be the first exams of any kind for Haverford graduates in 16 to 17 months. The decision to eliminate midterms to help prepare students for college in other areas eased my concern, and I now feel the new flexible schedule will allow teachers to administer a suitable large test during a double period.

Teachers will now be able to prepare their students for the big test all the way up until the day before the test.

Continued on Page 11

Also Inside the Issue...

Presidential letter, pg. 2 New Faculty, starting on pg. 4 Compendio’s Movies, pg. 6 Notables’ Summer, pg. 6 Eating with Sam, pg. 7 Artist of the Issue, pg. 7 Parking Problems, pg. 11 And much more...

Spanish students on a trip to Costa Rica.

Photo by Mr. Andrew Poolman

Page 2 The Index September 2011

Letter from the President

Dear Student Body, As we all can see, summer has come to a close. We are all returning to school seeing the many faces we have seen for the past three months but also many we have not seen since early June. It is a time of great anticipation though there is the sad realization that the days of sleeping in are over.

We have a very exciting year to look forward to. Plans from the Student Council include dances for the student body starting with our first this Friday (September 9th), seasonal student sports tournaments (including soccer, basketball, and wiffle ball), the annual distribution of Dippin’ Dots ice cream, Photo by Elias Economou of course, and much more to come. I also have faith that our fall sports teams will bring home five Inter-Ac titles. Remember that golf is now a fall sport and the team will be expecting our support on the course. Moreover, all sports teams should expect student support on their respective courses, fields, etc. Hopefully every major matchup this year will be as packed and as fun as the lacrosse championship was last year.

Finally, there is a lot for everyone to focus on this year. Third Formers, welcome to the Upper School. After your Conrad Weiser trip, you will quickly be back into the swing of everyday life an experience much different from that of Middle School. There will be more work at night and sports will be more demanding, but I am sure you will find the newfound freedom exciting and enjoyable. Work hard to step out of your comfort zone and try new things.

Fourth Formers, you are no longer the youngest students. You still have one more year to find a passion before you take on leadership roles like the upperclassmen.

Fifth Formers, you are all now upperclassmen: congratulations. Remember that you are now leaders of the school and many other students will be looking to you for direction.

Lastly, to my fellow Sixth Formers: we all have a very busy fall to look forward to. With demanding schedules and college essays to write, try to remember the importance of unwinding every once in a while and not getting caught up in the stress that takes hold of so many firstsemester Sixth Formers. Good luck to everyone this fall.

Your President, Peter Rogers

Letter from the Editors

Dear Reader, Another year is beginning and, like all others, will eventually end. What will you have done in that period of time? Will you score the final game winning goal with under 10 seconds remaining to catapult Haverford’s lacrosse team to a 24-0 finish and a welldeserved place in national history? Will you found DECA with a handful of friends and make it one of Haverford’s most successful clubs within a few years?

Photo by Index Staff Will you take a previously dismal robotics team and turn it into a national contender the very next year?

Of course not. Those are all accomplishments made by the esteemed Class of 2011. Your job is to find your own niche. Take your talents and do something great with them. If chess is something you enjoy, perhaps you will join the club as just another casual member. But what if through hard work and dedication you rise up through the ranks and find yourself in position to make a difference? What if you take the inherent talent that the Haverford student body has to offer, point it in the right direction, and end up with a national trophy for the previously forgotten chess team?

Considering some of the recent feats of Haverfordians, that scenario is not at all far-fetched.

Your goal while at Haverford should be to leave a mark on the institution that prides itself on providing all the opportunity in the world for you.

We here at The Index are determined to do exactly that. Over the summer The Index received a silver medal from the Columbia Scholastic Press Association; nevertheless, this year the goal is nothing short of gold. Perhaps more important than the award, we hope to bring the community a newspaper that it both enjoys and respects.

In this issue, you will find controversial opinions, interesting summer experiences, suggestions for change, and, of course, your traditional stream of news and analysis. Disagree with an opinion? Have a better experience or idea to share? Notice something newsworthy that we missed? We hope to see an article from you in the next issue.

Until then, Tadas Antanavicius ’12 & Grayson Sessa ‘13

Should Legacy Status and Affirmative Action Exist in College Admissions?

“Yes!” “No.”

students, one a URM and the other hook-less, the URM applicant will find himself up against Admission to the nation’s top colleges competition less stellar than that of the more grows more and more competitive every common hook-less applicant. The college year. With this escalating needs to acquire a suitable competition, many balance of each applicant group, applicants strive to find and this process often leads to that elusive quality that varying levels of qualification they expect will push them between groups. over the edge and get them For this reason, the oft-used into that top-five college argument that “X minority is of their choice. Yet, year the equivalent of scoring X after year, thousands of amount of SAT points higher” is applicants are met with completely untrue. It mistakes nothing but a rejection the difference in average SAT letter from their dream scores between races to be colleges. One obvious indicative of applicants of reaction: blame the one race being bumped past shortcoming on those that applicants of another race, “didn’t deserve” a spot when in fact applicants of each Poll results from 57 Fourth through Sixth Formers.

Poll by James Shecter ‘13. and “took” theirs. race are only competing amongst What these people fail themselves. to realize is that this particular spot was never For all intents and purposes, we know theirs for the taking. Think of an applicant pool this to be true. If it were not, a college that to a college, especially top colleges, as a pie; puts a premium on diversity might be forced every applicant is striving to earn a piece of to some day not accept any URM applicants that pie – admission to the college. if the supposed increase in SAT score was What many applicants do not take into not enough to propel URMs past unhooked account is that they do not have a chance to applicants; clearly, this would never occur. earn a piece of the entire pie, but rather they In a way, factoring in diversity is similar have a chance to earn a piece of a portion of to the undefinable but widely known practice that pie. The portions of the pie can be said to of admitting based on “institutional needs.” be divided into categories of applicants with This refers to colleges deciding their last few certain “hooks,” or specific qualities of an admits based on types of students (e.g. a few applicant that make them particularly desirable. engineering students or a few more inclined Among these “hooked” applicants one finds towards the arts) they did not get quite enough recruited athletes, underrepresented racial of when going through initial process. The minorities (URMs), applicants with “legacy” difference between institutional needs and status because their parents or grandparents diversity is due to the statistical fact that attended the institution, underrepresented average qualifications from intended major to geographical locations, and so on. intended major vary very little while average While most colleges might not have set qualifications from race to race vary a much quotas on how many of these types of students more significant amount. This statistical flaw to admit, they would like for there to be a leads to the apparent “admissions boost.” If significant number of students from each this flaw did not exist, there would be no such group. Thus, using Harvard as an example, thing as an “underrepresented” race because the 6.2% rate of admission is skewed in one everyone would be mathematically given equal way or the other. That may be the average opportunity. rate, but in reality that number is not truly The topic that concerns most people, representative of a particular applicant’s however, is why the pie is divided. chances.

For example, if we take two identical Continued on Page 10 Tadas Antanavicius ‘12

“the process of a business or government agency in which it gives special rights of “Legacy” status. Affirmative action. Unfair hiring or advancement to ethnic minorities advantages? Yes. These are the only two times to make up for past discrimination against when colleges will give special treatment to that minority.” This means that current otherwise unremarkable applicants. Being a applicants are rewarded not based on merit legacy at a certain college generally means that but on an experience that their ancestors lived a parent or grandparent attended that school. At through. The ancestors did not choose to be many colleges this discriminated against. will substantially Thus, a minority increase an receives extraordinary applicant’s treatment because chances. For of an experience example, that their greatHarvard’s grandfather incurred admissions rate simply by living: in for legacy students other words, there is thirty percent, is not a hint of merit more than four involved in special times the normal privileges given admissions rate. through affirmative This serves as action. Moreover, Poll results from 57 Fourth through Sixth Formers. indisputable proof Poll by James Shecter ‘13. this is illogical. that “legacies” have Affirmative action a vastly easier time in the rat race of college considers a bloodline to be a single item; it admissions. claims past misdeeds can be repaid to the Plenty of other things can also increase current descendant. Only an aristocratic, “unyour chances: good grades, impressive American” society would hold and perpetuate performances on standardized tests, and a a world view where the individual’s actions variety of leadership positions. The problem is carry less weight. that all three of the latter are based on merit: Affirmative action as used in college in order to reap the benefits the applicant admissions carries even more negatives than must work. Legacy applicants are favored legacy status’s role in admissions and has none for no effort of achievement of their own of the positives. First, someone’s race has - if anything, they are being rewarded for no bearing on their skills. Whatsoever. This their parent’s effort. This has no place in an means that race is not a fair way to “pre-judge” education system based on personal merit. applicants unlike legacy status and the skills Now, there is a hint of fairness in weighing of a parent. Moreover, flawed as it may be, legacy students over other applicants. In the legacy status is only granted through the merit massive sea of applications, over 55,000 for of someone: it may not be the applicant, but UCLA, admissions offices may not be able to someone intimately related to the applicant give individualized attention to each. In these did do something worthy of recognition. cases having a legacy at a school shows that Affirmative action, not having this quality, is a certain applicant would likely see success at utterly inappropriate in college admissions. that school just like their parents did. When Diversity is a legitimate goal because there is no fully trusted way to determine students from a wide variety of cultures and each applicant’s prowess and potential both backgrounds can bring different, enlightening objectively and accurately, the abilities of a world views to the college. But a diversified parent may serve as an acceptable criterion. student body should be possible even if the That said, this practice is not ideal, considering college selects from the pool of qualified that a tenet of the American Dream is that applicants. All people are equal: modern a child ought not to be carried along on the society believes that there are no inherent coattails of a parent’s success. differences in ability simply on the basis of Affirmative action, however, has no race. redeeming qualities as a criterion for selection in college admissions. The legal terms website Continued on Page 10 US Legal defines “affirmative action” as Grayson Sessa ‘13

Page 3 The Index September 2011

News & Features Haverford Welcomes New Faculty Mr. Greg Ressler Mr. Daniel Keefe

Forest University for this undergraduate degree and continued on to receive his Masters As the leaves turn orange and fall arrives, degree in English Literature from New York Haverford once again resumes the school year University. As an educator, he was drawn to with summer the Haverford freshly burnt into School everyone’s minds. community It seems like it has because it been merely a few “embraces the days since school whole student.” let out in June, Mr. Keefe and now students takes pleasure are entering the in educating building still “like-minded limping from individuals.” He the preseason enjoys teaching conditioning of Shakespeare their respective and even states sports. The Upper that “no matter School welcomes how many an entire new times I teach group of Third Shakespeare, I Formers - perhaps always find new to the relief of gems to unearth.” current Fourth This enthusiasm Formers - as is a good sign well as a handful because his of new faculty classes this year members. One of include Fifth the new additions Form American to the English Literature department this and Sixth year is Mr. Daniel Form British Keefe.

Literature.

Before Mr. Keefe’s going to school favorite book is Photo by Index Staff for English, Mr. Keefe signed up as an A Confederacy of Dunces by John Kennedy AmeriCorps volunteer. AmeriCorps is an Toole, a picaresque novel about a thirty-year organization of volunteers that devote their old man attempting to find a job after living at time to the betterment of America. They home. Aside from teaching English, Mr. Keefe take part in community service that includes will be coaching two sports teams: J.V. soccer building parks, homes, and even after-school and the Track team. When it comes to sports, tutoring for children. It was during his time he is an Ohio Reds fan who is “patiently there that Mr. Keefe was introduced to English, awaiting the return of the big red machine.” He and, as he described it, “I knew I was hooked!” has also become a Flyers and Sixers fan after After his time with AmeriCorps, he decided moving to Philadelphia. Mr. Keefe will advise to get his English degree. He went to Wake the Poetry Club this year as well.

Jonathan Paras ‘14

to talk about, I think, at least in the arts for me because it’s an individual thing for each student.” He notes that some students may All additions to The Haverford School’s end up attending art college and “take on faculty give the community a new perspective, much more real learning from the art room” but new teachers in the Arts Department, whereas others will simply “realize how to where personal style and craftsmanship are so see differently and important, may understand when contribute the you walk and you most in terms see things that’s the of diversifying initial language that the school’s you’re speaking attitude. Mr. Greg with.” Nonetheless, Ressler, who he hopes to open the will be teaching doors to the world of two Third Form “visual culture” for 3-D Foundation his students as well classes this year, as teaching them is sure to do just “how to work with that. your hands” and to Mr. Ressler be “comfortable with is no stranger creative problem to hands-on, solving.” He considers interactive these topics, the ones work. He says, beneath all of the “Growing up I projects, to be the site did construction, of the “real learning.” so I was building Like other art houses.” After department members, graduating Mr. Ressler is an artist college he both in and out of spent two years school. At home he working in has a ceramics studio a Lancaster where he makes and public school.

Photo by Index Staff later sells his own For a while he pottery. You can also find him traveling up and had been researching for a new school and down the East Coast, applying for and doing soon stumbled upon Haverford. He was “large-scale installations.” An avid athlete as immediately drawn to the idea because of well, Mr. Ressler loves to “be active” whether “many recommendations from past faculty it is by bike riding, skateboarding, or surfing. from college to look into it” and “a lot of good In fact, he used to be an amateur snowboarder word-of-mouth [about the school].” and still often pursues this passion. But most Mr. Ressler’s courses are quite similar to of all he likes to spend time “bettering the those that he taught at his previous school, but area through the arts.” Clearly, Mr. Ressler he is excited to tweak his former lesson plans will be an exciting member of the Haverford to make them ideal for all-boys education. community whom students are bound to Mr. Ressler admits, “Main goals [for students actively seek out. to take away from a class] are very difficult Grayson Sessa ‘13

Mr. Kellen Graham

Peter Thompson ‘13 Throughout high school and college, Mr. Kellen Graham found that he excelled in English and history, and less so in the sciences.

His growing passion for reading and writing lead him to a pivotal moment in his life: he wanted to be a teacher. As a junior at Lafayette College, Mr. Graham took a ten-person English seminar. The class was delving into the depths of John Milton’s twelve-book epic poem, Paradise Lost. What struck Mr. Graham most was “the quality of the classroom discussions...

There was a feeling I got in that class - and in several others - that’s hard to explain; it was an electric current running through my mind. These classes gave me a powerful vision of what life could be. They expanded and complicated my view of the world and my place within it.” After attempting to explain his revelation, he added, “it’s hard to capture

in a few words what compels people into this had worked on his dissertation in English. profession.” Nevertheless, He must complete two these extremely thoughtmore chapters on the provoking discussions idea of authorship in convinced Mr. Graham late-nineteenth century that teaching was American Literature. something he wanted to Mr. Graham is an pursue. He graduated active long distance from Lafayette the next runner and a fan of year with a major in almost anything athletic.

English, and continued He demonstrated his on to graduate school at love for old-time country Temple University. and western music by Mr. Graham taught a going to a My Morning first-year writing program Jacket concert just two to freshman as well as an weeks ago. This year, English Literature during Mr. Graham will be an his six years teaching at assistant to the Third Temple. He also tutored Form football team, Photo by Index Staff students in writing for having played all four five of those years. On the side, Mr. Graham years at Lafayette, and will also co-advise the

The Index

2011-2012 Staff Tadas Antanavicius, Editor-in-Chief Grayson Sessa, Editor-in-Chief Peter Thompson, News and Features Editor James Shecter, Sports Editor Amar Patel, Arts & Entertainment Editor Fisher Pressman, Opinions Editor Jonathan Smith, Outdex Editor Elias Economou, Staff Photographer Fitz Tepper, Website Manager 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.

debate team.

Students this year will be quick to notice Mr. Graham’s sincerity. When asked about his hopes for the year he states simply, “I’m focused on fitting into the school as best I can.” He is looking to “get a sense of the culture” and adapt as quickly as possible for the benefit of his students. Although teaching at Temple was a great experience, Mr. Graham was unhappy with the lack of student-teacher relationships that are more common in a high school environment. For this reason, Mr. Graham decided to come to Haverford. “I want to develop close relationships with my students both in the classroom and outside of the classroom,” he explains with utter sincerity.

He is excited to be free of distractions and put all of his efforts into his students.

Mr. Graham states earnestly, “I feel very lucky to be here,” and it is clear that Haverford is lucky to have him.

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 hsindex@gmail.com.

The Index, a member of the Columbia Scholastic Press Association, is composed on Apple OSX, using Adobe InDesign CS3. Its surveys are conducted via SurveyMonkey as they are advertised on Facebook to only current Haverford students. School Publications Company of Neptune, N.J., 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 1091 community members, consisting of 975 students and 116 faculty members.

Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 hsindex@gmail.com http://www.haverfordindex.com/ 610.642.3020 x. 1222 Volume LXXIII, No. 1 - September 7, 2011

Page 4 The Index September 2011

News & Features Ms. Brandy Bardell

Grayson Sessa ‘13

Few Haverford students may know what the responsibilities of the “Lab Manager” entail, but they will certainly find the new member of the faculty a useful resource. Ms. Brandy Bardell comes to Haverford this year to fill a void left by Mr. Matt Deasey’s transition to a full teaching load.

Upperclassmen may remember the hassle associated with setting and cleaning up complicated labs as part of Physics, Chemistry, and Biology classes. As the lab manager, Ms. Bardell will make these processes easier by handling the preparation and clean-up. In certain circumstances she may work with the students during the lab block itself in order to further simplify the task. Behind the scenes, she will deal with stocking and organizing the laboratories.

Ms. Bardell is excited to join the faculty and has “heard great things about The

Haverford School.” In fact, when people learn will be contributing to Haverford’s tradition that she will be working of having faculty at Haverford, they often members from responded that it is a diverse backgrounds. great “place to work; She grew up on a you are lucky to have central Pennsylvania gotten the position.” hog and beef farm.

She is particularly Quite active in her interested in the friendly environment, her Haverford atmosphere, responsibilities noting that “the faculty, included “hiring staff, and students workers, helping have been respectful with crop harvesting, and accommodating and taking care of in every way since the cattle and hogs.” day I was hired.” Ms. Putting her Bardell recognizes that farm days behind the school is “continually her, she moved growing,” so she is to Philadelphia to Photo by Elias Economou looking forward to the pursue a bachelor’s many opportunities to contribute. degree in biology at Eastern University. After Beginning on her first day, Ms. Bardell graduating she planned to attend a veterinary

Mr. Rory Hart

relationship to the world in which they lived.”

Mr. Hart will also advise the Model UN Mr. Rory Hart has had a fair share of club. This is fitting considering Mr. Hart’s diverse experiences before love of politics and current coming to Haverford this affairs around the globe. year, calling his life “a mix He imagines that Haverford of teaching and study.” He students will be likely to spent time in Saltsburg, stumble upon him spending Pennsylvania, teaching both his free-time in the library, history and English at the voraciously reading Kiski School from 2004-2006. through the assortment However, he soon decided of newspapers and news that he would like to get a magazines available to him.

Ph.D. in history, which led Fond of reading, he often Mr. Hart to Atlanta, Georgia, goes through two or three where he has been studying books a week. at Emory University. He is Students will also soon now wrapping up five years learn that Mr. Hart is an avid of study. sports fan, particularly of Mr. Hart has traveled football and baseball, both Photo by Index Staff farther than just the Eastern of which he coached at the seaboard: he spent most of this past spring in Kiski School along with wrestling. On top of Marseilles, France, conducting research for his his interest in sports, politics, and reading, he doctoral dissertation. also plays guitar.

He is particularly excited for the course Mr. Hart is already familiar with a few load with which Haverford greets him. Mr. Haverford faces. He is good friends with Math Hart will be teaching both Ancient and Modern teacher Mr. Justin Gaudreau, who was teaching World History, which “demand skills from at the Kiski School during Mr. Hart’s tenure so many different disciplines – archaeology, there. Also, when Mr. Hart was a student at anthropology, art history, economics, biology.” the Peddie School, he met fellow History The courses demand a teacher that can bring teacher Mr. Dacque Tirado, who was his students “from the earliest hominids in Africa history teacher, dorm supervisor, and advisor. and Eurasia to 21st century Americans.” The In fact, Mr. Tirado had always encouraged him French Revolution and the post-World War to teach at Haverford if he “was ever lucky II world are his favorite historical topics enough to get the opportunity.” Sure to be an because they mark “two of the biggest shifts in exciting addition to the school’s faculty, the how humans thought of themselves and their Haverford community welcomes Mr. Hart.

Grayson Sessa ‘13

school, keeping in line with her background.

But after working at a clinic for five years and some soul-searching, she instead decided to study at Eastern once again for her master’s degree in Education so that she could teach science. She received her master’s degree in May 2011.

Her extensive background will certainly make her a sought-after faculty member for students to talk to, but also qualifies her for her new job as lab manager. These careers have taught her “a lot about responsibility, keeping a schedule, and staying organized,” which are important skills for her new position.

Ms. Bardell stays very busy but likes to spend time with her family, friends, and her two cats. Despite a lack of free time, she hopes to maintain a core focus: “It is all about staying active and making time to laugh and smile.”

With her diverse background and varied experiences, Ms. Bardell is sure to add a new flavor to the Haverford community.

Ms. Katherine Hudson the school, she hopes to find new projects and become involved in programs and extraMs. Katherine Hudson is The Haverford curricular activities outside of the ELC. School’s incoming math specialist for the Ms. Hudson’s Enrichment Learning interests extend beyond Center (ELC). She math and science. arrives with much She enjoys sports and experience in this cooking. Her favorite field having taught teams to watch are high school and Chelsea, the Phillies, college math and and the Indians. She science. used to watch basketball She attended and as well, but she has later taught at Drexel found the experience University as well increasingly difficult as Chestnut Hill as a Cleveland fan Academy, Springside since Lebron James’ School, and Rowan departure. She is excited University during to attend Haverford’s this past summer. sporting events, Ms. Hudson said that especially lacrosse she hopes “to build games. a close mentoring Her other interests, Photo by Index Staff relationship with the namely experimenting students,” and that she is also “looking forward with and trying new foods, will lead her to new to helping and guiding students through a path restaurants in Philadelphia. She not only enjoys best suited for them in math and science.” going out to catch a good meal but also likes When asked why she chose Haverford, she making one herself. She loves attacking new replied that she was impressed that “Haverford recipes and is currently tackling the difficulties is dedicated to the success of [its] student of laminating dough in order to feed her love body.” She went on to mention that she is of croissants. proud to join our math department and be Ms. Hudson is looking forward to meeting a part of its continued development under the student body this fall and asks that the leadership of Chair Mr. Joe Sweeney. everyone come by and introduce themselves As Ms. Hudson becomes more familiar with to her.

Austin Merritt ‘13

Shecter Aids New Orleans School

James Shecter ‘13

There has not been any recent respite regarding world crises; from tsunamis to nuclear leakage to earthquakes to trapped miners, even the most philanthropic benefactors have seen their efforts spread quite thinly. Even though it has been more than half a decade, the damage from Hurricane Katrina in August of 2005 is still evident in otherwise fun-filled New Orleans. Many believe that the city is now in a position to mend itself and alleviate its own problems, but it remains in need of outside help, especially regarding the schooling and education of youth. This past summer, I traveled to Louisiana to tutor students and run a tennis clinic at the MillerMcCoy Academy for Mathematics and Business.

I first learned of the Academy in 2009 from a New York Times article describing the traumatized educational system in New Orleans. I wanted to help out. After contacting the school for the first time in 2010 and hearing from Miller-McCoy principals that they could use any help they could get, we discussed how I could be of assistance.

Both principals desired assistance in “just about anything.” “It’s been almost six years,” Miller-McCoy Principal Keith Sanders said in June, “but New Orleans, as a whole, and especially the school system, has not yet recovered from Hurricane Katrina.” Mr. Sanders, along with former Memphis public

school principal Dr. Tiffany Hardrick, founded wear jackets and ties, and its school colors the Millerare maroon McCoy and gold – Academy characteristics within that make it a year remarkably following similar to Katrina.

Haverford.

The pair The school planned first started to head in 2005 with to New a group of Orleans nearly 30 to help sixth and out just seventh for two graders. Its to three student base months, has since Fifth Former James Shecter (fourth from right) and Miller-McCoy students Photo by Ms. Lynn Shecter but they grown to ended up accommodate staying and establishing the school. approximately four hundred boys. Next year, The principals wanted to raise their school’s Miller-McCoy will have its first graduating average test scores on a well-known New class, and many of the students plan to be the Orleans School District standardized test first in their families to attend college. for Middle School students and to join the During my time at Miller-McCoy this past International Boys’ School Coalition (IBSC), summer, I was stationed in a classroom full of of which Haverford is a member. seventh and eighth graders who were on the Miller-McCoy is located about fifteen brink of having to repeat their grade if they minutes outside of downtown New Orleans, did not bolster their math section scores on and its campus looks like a more permanent that standardized test. It is incredibly difficult version of the trailers Haverford had during the to describe how appreciative and thankful the reconstruction of the Lower School five years students were. One student, whose brother ago. Miller-McCoy is all-boys, the students was on the Miller-McCoy state-champion

basketball team, told me, “Now math isn’t my least favorite subject anymore!” The students expressed their appreciation in many different ways from cards to warm words and grateful smiles.

After the two-week summer program, the students’ new, higher scores raised MillerMcCoy to the top echelon of charter schools in Louisiana.

This coming year, Miller-McCoy’s students will likely make another visit to Haverford, just like they did the day mental health activist Jordan Burnham spoke during an assembly.

Needless to say, when they came this past year, the students were impressed by our campus.

One of the students even thought that he was walking around a college.

Next summer I will be heading back to New Orleans, hopefully not by myself. This is where the Haverford student body comes in: Miller-McCoy would like twenty to thirty people to accompany me. We would most likely stay in the dorms at Tulane University, tutoring students academically and coaching sports every day for about two weeks. Whether you come to build your resumé for your college application or come just for the fun of New Orleans and the joy of helping children, it will surely be a trip to remember. Details will follow, and for anyone who has any questions about Miller-McCoy or how to become involved with this incredible, unique school, feel free to find me and ask.

Page 5 The Index September 2011

News & Features

Haverford Students During the Summer Spanish Classes visit Costa Rica: A Personal Reflection Henri Mattila ‘13

On the morning of June 12, just days after the 2010-2011 school year ended, I found myself standing yet again in front of Wilson Hall. This time, however, I was not there to go inside and learn. Thirteen students, consisting mostly of Fourth Formers, a few Fifth Formers (myself included), one Sixth Former were going to embark on a two week journey to the land of Costa Rica. We were to be accompanied by language teachers Mr. Andrew Poolman, Ms. Danielle David, and Ms. Emily Hulme.

After a somewhat nauseating five-hour flight to the Central American nation’s capital, San José, we were greeted by an unexpectedly warm evening wind right outside of the airport. But all of us were anxiously expecting something else — our host families. Mr. Poolman, the chief organizer of the trip and a veteran visitor to the country, had told us that each of our families should be outside holding a paper with our names on it. After only a few minutes, my homestay partner Tadas Antanavicius and I found ourselves sitting in the backseats of an older sedan with complete strangers.

Cruising through the dark but lively streets of San José while headed towards Heredía, a smaller city on the outskirts of the capital, I sat quietly and found myself asking that very rare question: “How on Earth did I end up here?”

There were two adolescent Costa Ricans, or ticos, sitting up front, and next to me was an American girl who eagerly began speaking Spanish to us. I decided to attempt to keep up the conversation, uncomfortably trying to make use of the years that I had been studying Spanish.

Upon arriving at our home for the next week, we were greeted by an older woman who spoke, at least by my estimation, very fast Spanish. Trying to be respectful, Tadas

Fourth Former Troy Trauger (bottom left) and Fifth Former Connor Fairman (top left) helping out at a local kindergarten Photo by Mr. Andrew Poolman

and I simply nodded our heads and smiled.

The worst we could do is make a bad first impression, we thought. Though the home was not a standard North American home, containing just one floor and not much of it, it was pleasant and comfortable. The night concluded with Costa Rican cuisine with our homestay mother, or mama tica. Thankfully, it soon began getting easier and easier to understand and converse with her.

Early the next morning we made our way to the Spanish-English “Intercultura” school, where we convened with our Haverford group and anticipated learning more Spanish. With everybody sharing their first night experiences, it sounded as though Tadas and I were some of the lucky ones: our house had Wi-Fi, no screaming little kids, no apparent roaches, and even warm running water.

After taking a few short language tests, all of the students were divided into appropriate

levels; I was with Tadas and fellow Fifth Former Connor Fairman. Each day, except for the weekends, a local teacher taught us Spanish; in other words, she listened to Connor and me debate and argue for four hours.

Afterwards, our school group went on a hiking trip to the famous Volcán Poas, experiencing extraordinary views and stopping to eat the traditional gallo pinto cuisine, which consists of chicken, beef, and fish, along with rice and beans (little did I know that we were going to eat gallo pinto almost every day!).

A similar routine developed: Spanish classes in the morning and then an activity in the afternoon. Some of the activities included visiting a local kindergarten to help out the kids and play with the troublemakers, visiting the local mall, swimming in waterfalls, going out to eat at famous locations, and touring the city. It was not the typical tourist experience, for we were partaking in the activities of the

locals, and we were generally communicating with them in their own language.

After the completion of our first week, we headed towards the beach town of Sámara.

Along the way we stopped at the tourist town of Arenal, where we went to a spa on a volcano.

The next night we stopped at the famous Monte Verde, where we saw frogs - not as interesting. The next day was likely the most exciting of the entire summer: we got to experience dangling on a rope at incredible heights moving distances of up to one kilometer on the canopy tour.

Upon arriving at Sámara the next day, we underwent a routine similar to that of the first week. We stayed with a homestay family, went to the local “Intercultura” school, and participated in various activities. However, this time the activities took on a theme more appropriate to the setting of the beach: kayaking in storms, hiking, playing soccer, and so on.

At the close of our final week, we were honored at the graduation ceremony and received certificates. As I arrived back home, all I could feel was exhaustion and the happiness of being able to sleep in my own bed. Now a few months later,, I can honestly say that it was a very fulfilling experience that spiked my interest not just in foreign countries, but also in mastering the Spanish language.

Mr. Poolman believes that “these trips that include language immersion, cultural experiences, homestays, and service learning are some of the most valuable experiences high school boys can have. As our society and our own community continue to focus more on global citizenship and global readiness, there is no substitute for the type of self-reflective and mind-opening learning that happens while living in another country...I think in five to ten years, [the trip] will have been invaluable in [this year’s travelers’] development.”

Science Scholars Perform Research

of the program is exceptional performance in Honors Chemistry. In Fifth Form year, during Experiments. Analysis. Execution. which the actual program begins to take shape, Observation. Problem solving. Science. participants must have a high grade in Honors If these are words that describe an Biology. Additionally, participants must experience that you would find enjoyable, receive positive recommendations from all of perhaps you ought to take note of the summer their science teachers. research opportunity provided by Haverford About halfway through Fifth Form year, to students from their Fifth through Sixth the biology teachers of eligible students Form year. This summer, Sixth Formers Sam encourage them to consider participating in Henderson, Dave Harris, Rémi Yang, Jake the program and to begin thinking about what Elkin, Steven Molitor, Kelly Mao, Frank area of research they would like to explore.

Brown, and Tadas Antanavicius all took part.

Participants can choose from a list of labs done Many may question why students would by previous students or they can create an area choose to set aside as much as two months of inquiry. In the past, students have researched of their well-deserved summer break only at various departments within the University to head back to a scholarly pursuit like of Pennsylvania, Thomas Jefferson University, scientific research. Most and Villanova University, participants do so to get ranging from topics such a head start on deciding as medicine and biology to future career paths; “I engineering and physics; there decided to take part is something for everyone. because…I am on the In addition, overseer of the fence of whether I want program and biology teacher to pursue a career in Mrs. Kara Cleffi hopes the business or medicine, and program will expand to Drexel I thought this would give University and Haverford Poll results from 57 Fourth through Sixth Formers. me a perfect opportunity College in the future.

Poll by James Shecter ‘13. for me to see if medicine is Next, the most involved part a field I am interested in,” says Henderson.

– researching at the lab – begins the following Some others like Yang participate solely summer. This aspect requires commitment for the purpose of enjoying the experience. similar to that of a full-time job for the time Yang explains, “Because I will most likely period of usually six to eight weeks. not be continuing extensive work in science Experiences within the labs vary greatly. past high school, I decided to take advantage Molitor detailed his time spent at the lab: “I of this research opportunity this summer, an read articles on cancer (some specifically on experience I would otherwise not have had the esophageal cancer), and much of the time I chance to undergo.” was testing the DNA of mice to see if they had The process technically begins as early as certain genes that were being tested for their Fourth Form year – one of the prerequisites possible roles in esophageal cancer or isolating Tadas Antanavicius ‘12

plasmid DNA from bacteria so that it may be and the final presentation is given in the winter. tested in mice in the future.”

Feedback on the experience is mostly Mao described his experience at a physics positive. Yang muses, “I look back on my time lab as with a certain experimenting affinity, “on how liquid between bridges affect learning how the properties to perform of granular assays and materials… mouse I used an procedures electromagnet and getting to drop balls a feel for into wet city life. It’s sand. Then, a unique I recorded experience the data (for about which The lab in which Tadas Antanavicius worked. various drop I have no Photo by Index staff heights and wetness of the sand) and plotted it regrets.” into pretty graphs.”

Nevertheless, every now and then a student The unique portion of the program comes may go through a subpar experience. One during the first semester of Sixth Form year. participant summarized his experiences, “I was Participants are assigned a class period called more of an errand boy who did some things “Advanced Lab Research Cooperative” for [the researchers] every now and then, but (ALRC) to meet with Mrs. Cleffi for the was never granted the opportunity to do any purpose of analyzing exactly what you did in legitimate research. The amount of free time the summer and preparing a presentation on it.

I had was staggering. It could just be that I Without this part of the process, the program unfortunately got stuck in a lab that didn’t live would be no different than simply working at up to the expectations. Regardless, I went into a lab on your own during the summer. ALRC this experience excited and invigorated with ensures that the experience was meaningful a desire to learn and experience; however, on and that participants are left with more than my last day I came out of the lab knowing only just a summer of running random experiments. one thing: research science is not for me.”

ALRC meets once per cycle during double Despite the less-than-ideal experience, periods. Between these meetings, participants he can rest assured knowing that he went are expected to do work related to their through it in Upper School and did not wait research. First, everyone writes a literary until later on to realize his mistake when review of all research pertaining to their main the consequences may be more drastic. The topic. A research poster and an accompanying Haverford summer research experience has presentation on your specific research follow, something to teach to everyone.

Page 6 The Index September 2011

Arts & Entertainment Chris Compendio ‘12

Compendio’s Movie Picks

Rise of the Planet of the Apes I admit, I did not like the idea of this movie: out of all of the franchises to revive, why Planet of the Apes? Didn’t they try that a decade ago? The trailers did not help either.

To me, it looked the film was taking itself too seriously. But I was interested after the positive response it has gotten from moviegoers. After seeing it, I think it is a tad bit overrated, but still worth a watch. What really makes this film is the motion-capture performance of Andy Serkis (or, as you may know him best, Gollum in Lord of the Rings) as the protagonist, Caesar.

It is mesmerizing to watch, even more so when you realize that a human is making all of these gestures and facial expressions. However, I cannot say the same about the human characters. James Franco is not convincing as a scientist, and he is given a love interest for no reason at all. But the story of Caesar is an intriguing one, and it is told at a good pace.

Some moments are silly, but it is still worth the watch. Give it a chance.

SEE IT

Harry Potter and the Deathly Hallows:Part2 This movie, to many, was the end of their childhood. While I did not feel that way, I still felt very nostalgic watching this, especially during the final moments. If you are not familiar with the Harry Potter series, you will not understand anything that is happening, but, even so, you may find the large-scale action sequences entertaining. All of the actors are great. Still, I always found Daniel Radcliffe (Harry Potter) to be the weakest actor, but I feel that, with this movie, he finally gave a great performance. Nevertheless, Alan Rickman as Snape upstages everyone. There is a sequence that focuses on his backstory, and that scene alone should get him nominated for awards... Voldemort is over the top, but it fits the character. I was disappointed that the Battle of Hogwarts would sometimes be interrupted by scenes with the three main characters, but those few glimpses of the battle are great.

You feel the gravity of what is happening, especially when significant characters are killed. It is the shortest Harry Potter film, but it does not feel that way. It is a very satisfying watch, and a satisfying end to a great film series.

SEE IT

My Approach:

Super 8 This movie is very much like a mid-period Steven Spielberg film, such as E.T. It is a movie that takes place during the 1960’s and features child characters caught in the middle of a supernatural event out of their control. The first hour or so of the movie is enjoyable to watch. The characters are shooting their own zombie movie, and although the setup of this movie is not very original, the competent child actors give the movie some charm. The tone of the movie changes when a train derails and crashes, releasing something mysterious, while the characters shoot their film. The movie then slowly transitions to what basically is a thriller, and, while I had no problem with this, other moviegoers and reviewers have taken issue with this aspect of the movie. I can see why since the film became heavy on explosions and less on character development. However, I felt that this part of the movie was entertaining and had a more adventurous feeling rather than that of a mindless action movie. I am still unsure if I was satisfied with the ending, but that is something you have to judge for yourself. This is a charming, and sometimes intense, movie that you should definitely check out.

SEE IT

Captain America: The First Avenger Given the cheesy source material, this movie had the potential to be very silly, but the filmmakers found a way to make it work.

This is mostly due to the great cast they assembled. They all play their parts well, and they all have their moments. I did not think that Chris Evans (Captain America / Steve Rogers) would do well in a leading role, but it turns out he was the right person for the role, and he pulled it off perfectly. I am not too familiar with the comic book, but I found a scene utilizing Captain America’s costume to be very clever, and it helped in making the movie more believable and less cheesy. The movie takes place in World War II-era, but it feels more like Indiana Jones than Saving Private Ryan. The special effects are not very good, the second half felt rushed, and Steve Rogers suddenly knowing how to use his new abilities right after getting them did not make sense. However, these are minor criticisms, and overall this was an entertaining watch. You may find the ending to be abrupt, but you will feel more satisfied when you continue to watch after the credits where a teaser for next year’s The Avengers plays.

SEE IT

This summer movie season was filled with sequels, remakes, and adaptations. But while this summer lacked imagination, it definitely did not lack in pure entertainment. Before I talk about any movies, let me explain how I grade them: I feel that people misinterpret number or letter grades, so I have a more simplified system, one that hopefully also encourages you to actually read the review rather than skipping to the score at the end.

SEE IT:

This movie may have its flaws, but it is still very entertaining and worth the watch.

RENT IT: This movie is far from perfect, and might not be worth to watch in the theaters. However, it is still worth checking out.

SKIP IT: This movie has little to no redeeming qualities. Avoid it like the plague.

Scan QR Codes to watch the corresponding trailers Cowboys & Aliens Like you, I laughed when I saw the name of this movie. But then I realized how many talented people were behind it, both in front of and behind the camera. I thought that this had the potential to be cheesy but fun.

Unfortunately, after the first few minutes, not one bit of the movie is entertaining. While it was a good-looking film, it was dull, cliché, predictable, and boring. Now, I am fine if a movie like this does not have that much action, but the little action it has should be good. That certainly was not the case with this movie. The climactic sequence near the end was neither exciting nor memorable. And the whole mystery behind Daniel Craig’s character just was not interesting. There is nothing in this movie that you have not seen before. This movie was my biggest disappointment this summer.

SKIP IT

30 Minutes or Less Like Cowboys and Aliens, this movie had a lot of talented people behind it. It is from the director of Zombieland, and features Jesse Eisenberg (Mark Zuckerberg of The Social Network) Aziz Anzari (Tom Haverford of Parks and Recreation), and Danny McBride (Kenny Powers of Eastbound and Down).

If you like the three lead actors, you will definitely get something out of this movie.

While this movie has many funny moments (and a decent car chase scene), it is still very forgettable. There are not any quotable lines or memorable moments like, say, The Hangover.

And, while it is enjoyable the first time, it may not be on repeat viewings for that reason. The antagonists are also portrayed in a way that makes you unsure if you should like them or not. But, as I said, this movie has its moments, and it is worth sitting through the entire film just for those.

RENT IT

Movies I Regrettably Did Not See

Transformers: Dark of the Moon Though I hated the second film (and most Michael Bay movies), it seemed that from interviews the filmmakers knew the mistakes they made with the second film, and were able to correct them in the third one. While I assume this movie had tons of mindless action, I am sure it must have been fun to watch.

Horrible Bosses From what I hear, this movie “outHangovered” The Hangover: Part II. It is such a simple concept, but it has a really good cast.

I am definitely checking this out when it comes out on DVD. Crazy, Stupid Love I am a fan of Steve Carell and Ryan Gosling, and this movie looked like a nice little comedy that takes an honest look at relationships.

Movies I am Glad I missed out on

Green Lantern From what I have seen of the trailers, the movie is about Ryan Reynolds’ disembodied head gaining a fake looking CGI body, meeting silly looking aliens, and hitting people with green stuff he made from a ring.

Cars 2 Being a big Pixar fan, I actually felt insulted that they would pull this nonsense after the amazing Toy Story 3.

The Smurfs Have we not learned from Garfield and Alvin and the Chipmunks that this just doesn’t work? Come on, Hollywood.

Notables Hit Perfect Pitch Andrew Helber ‘12

Mr. Stairs enjoys a moment with the Philly Phanatic Photo by Philadelphia Phillies

The Notables have been active this summer. With the departure of the large Class of 2011, the Notables knew that they would have to put in a lot of work to have a successful year. They did this by having sectional rehearsals almost every week over the summer to prepare for the year.

The high point of the Notables’ summer came when they sang at the PhilliesPadres game on Saturday, July 23rd. The group, singing in over 100˚F weather, was composed of a mixture of members from the classes of 2010, 2011, and 2012. Notables Coordinator Mr. Michael Stairs was even challenged by the Phanatic to a conducting battle: of course, Mr. Stairs won. Many students and faculty members joined the

group in watching the game, which the Phillies won 8-6.

Because of the mandatory evacuation of Avalon due to the impending arrival of Hurricane Irene, the Notables were not able to go down the shore for their annual retreat this summer. Mother Nature did not set them back though, as they continued to hold daily rehearsals at Haverford instead. In fact, they practiced for so long that the security guard occasionally had to kick them out in order to lock up.

Looking ahead, the Notables will be singing in the immense Princeton University Chapel, in addition to many concerts with Agnes Irwin and Baldwin singers. As always, the group has a very full holiday schedule planned. Mr. Stairs commented that “This is one of the best groups of young men I’ve had!”

Scan this QR Code to watch the Haverford Notables sing at the Phillies game (with a surprise at the end)!

Page 7 The Index September 2011

Arts & Entertainment

Eating with Sam: Sweetgreen ingredients that Sweetgreen puts in its salads are locally grown. So not only do you get to eat great, fresh food, but you also get to support local farms.

However, not everything about Sweetgreen is great. I recommend staying away from the frozen yogurt. It is both very bitter and very tart. Although I put chocolate chips and blueberries on mine, it still didn’t taste sweet.

So if you are in the mood for yogurt, pass by Sweetgreen and go to one of the many other frozen yogurt stores that have opened in the area.

Overall, Sweetgreen is a great cheap lunch option. They serve salads that are both tasty and healthy. If you are passing through Suburban Square or if you are downtown by Penn, make sure to stop by Sweetgreen for some great salads.

Sam Bloch ‘13 There are so many great restaurants on the Main Line that serve foods which are not especially healthy. However, sometimes one may be in the mood for a healthier, lighter meal such as a salad. Sweetgreen is a chain of salad and yogurt stores that has two area locations. One of the locations is just down Lancaster Avenue from Haverford in Suburban Square while the other one is downtown at 39th and Walnut. This summer I visited Sweetgreen on multiple occasions and each time I came away impressed.

There are six elements to a Sweetgreen salad: greens, veggies, cheeses, proteins, crunch, and dressing. Within each of these categories there are many different options so you can make your salad just the way you like it. Sweetgreen offers four kinds of lettuce, twenty-two kinds of vegetables, five kinds of cheeses, seven kinds of protein, nine kinds of crunches, and fifteen kinds of dressings. With all of these options, everyone is sure to find a salad that suits them. If you really are not in the mood for a salad, Sweetgreen also offers to make any salad creation into a wrap. If you are like me and having all of these options makes it too difficult to choose what you want, Sweetgreen also has eight salad ideas for you.

When I visit Sweetgreen, I order a Caesar salad. I have enjoyed many Caesar salads in my time and that of Sweetgreen is one of the better ones I have had. The heart of a salad is the lettuce, and in this category Sweetgreen is sure to impress. The romaine lettuce is

Photo by Fisher Pressman

fresh and has the perfect crunch. But what really makes a Caesar salad is the dressing. I personally am a fan of the heavier, creamier Caesar dressing that Sweetgreen uses.

While all that is really needed for a Caesar salad is lettuce and dressing, it is the other elements that Sweetgreen adds that make the salad so good. Most Caesar salads have croutons, but Sweetgreen adds both croutons and parmesan crisps to their salad. The croutons and crisps give the salad a crunch that most other salads lack. I chose to put grilled chicken into my salad to give it some protein, which turned out to be a wise decision since it was hot, flavorful, and juicy. The salad was

then topped off with freshly shaved parmesan cheese.

To complement the salad, Sweetgreen gives you a piece of whole wheat bread. Personally, I find the bread to be a bit dry. Because I like the dressing so much, I save my bread for the end and use it to soak up the extra dressing. This solves the dry bread problem.

While this salad may seem like a classic Caesar salad, it is far from it. The main reason is portion size. This salad is big enough that it can be eaten as a lunch or dinner. The main reason for this is that the protein is added liberally and nearly every bite of salad will have some chicken. Also, many of the

Scan these QR Codes to locate Sweetgreen on Google Maps

Downtown

Ardmore

Mr. Kolade’s Music Recommendations Mr. Luqman Kolade

Scan these QR codes to listen to these songs via Youtube

Wale ft. T.C.B – “Bait” A fellow Washington, D.C.-born Nigerian, Wale, decided to go back to his roots with this percussion-driven summer banger. A song that takes its melody from D.C.’s go-go music, “Bait,” D.C.-area slang for someone of the opposite sex, is full of all the fun and whimsy of that genre.

Go-go is a primarily percussion-based form that celebrates all that is D.C. There are lots of bongos, congas, and basically anything that you could use to make music in your backyard. This is the essence of Wale’s song from his “The Eleven One Eleven Theory” mixtape (the date of his upcoming sophomore release). To an outsider, the music can sound like pots and pans banging together, but “Bait,” with the help of T.C.B. (Total Control Band), manages to take something wholly D.C. and make it palatable for the masses. This is a song that automatically makes one want to dance. To me, the best part of this song is that Wale left his fellow MMG (Maybach Music Group) mates behind and went back to his origins when he just rapped and sold his mixtapes on the subway. Hopefully, he finds this same balance in his upcoming album.

SBTRKT ft. Drake & Little Dragon – “Wildfire” (remix) Anytime Drake appears on a song, it can be taken over by his charm and his tendency for selfreflection. However, this song from SBTRKT, a South London based producer, is dominated by the vocals of Yukimi Nagano of the Swedish electro-pop soul group Little Dragon and SBTRKT’s heavy-synthesized bass. Drake hops on this remix adding a little more hip-hop braggadocio to the dubstep-influenced song while providing a nice contrast to Nagano’s ghostly and pleading lyrics.

The track, in a trance-like way, lends itself to dancing, while the lyrics, especially Drake’s, almost oppose this. This juxtaposition makes the song a standout from this summer and will hopefully lead to much more popularity for the talented group Little Dragon.

Kids These Days – “Clear Eyes” Kids These Days is a genre-bending rap/jazz/blues fusion group of young adults from Chicago that will soon be extremely popular. According to their Facebook page, the group consists of a rapper, three horns, a blues-rock trio, and a female singer. While they have not been around long, “Clear Eyes” is a perfect example of their music and sound: insightful lyrics, soulful melodies, and horn solos. The song is a poignant look into the soul of a troubled, but thankful young man. Voiced solely by rapper Vic Mensa, an artist more reflective and mature than his 18 years suggests, this song sticks with the listener long after it is done. The honesty and authenticity of their sound will make it hard for people to dislike Kids These Days. If you like any kind of music, I would give them a listen.

Mr. Frock: Artist Profile Amar Patel ‘13 Although to students they may often seem like simply teachers, Haverford’s faculty does more than just teach in the classroom: they concurrently pursue their own aspirations, which allow them to develop their field of study.

Mr. Matthew Frock, aside from being Haverford’s multimedia teacher and yearbook supervisor, is a developing artist, producing artwork which he displays in either books or studios.

Since 2007, he has been working on his illustrated book entitled Love2. This book explores the theme of love and how it plays a role in keeping harmony and peace in our lives. The protagonists, Gary and Ronda, attempt to determine why people become

irritated in traffic jams and waiting lines at the supermarket. Although Gary creates a formula which seems to explain the situation, he and Ronda realize that there is still an important term missing. They venture through the galaxy looking for the missing element, which turns out to be love. Mr. Frock does a splendid job in using his artwork to complement the plotline.

Although this piece of artwork defines who Mr. Frock is as an artist now, it took time and experience to help him mature to this point.

He originally began his career as the production manager of a weekly newspaper in California. There, he began to improve his skills in graphic design and pagination, skills he uses today as the faculty administrator of the yearbook.

After his job as a production manager, Mr. Frock continued his education, earning a

Master of Fine Arts degree at the University of the Arts in 2007. During this time, Mr. Frock began defining who he is as an artist.

Since then, Mr. Frock has been a proud teacher at The Haverford School and strongly believes that his time here has not only been most transforming but also most demanding.

Unlike his previous jobs, teaching did not require him to master a certain skill set, but rather helped him acquire a much broader, more universal one and then show other aspiring artists how to develop their own talents and skills.

It is to these budding artists that Mr. Frock gives this advice, “No matter what you intend to create, the end product is a new object in a world of other objects. Why should your audience choose to approach and investigate the object you’ve made? It’s because we’re

saturated with objects that craftsmanship becomes so important.” Mr. Frock admits that even today he is improving his craftsmanship and growing as an individual.

A Sample of Mr. Frock’s Work Photo by Mr. Frock

Page 8 The Index September 2011

Sports

Football Looks to Three-Peat Stewart Denious ‘13 & Joe Solomon ‘13 The Fords football program has high expectations coming off of an undefeated Inter-Ac season. Just like last year, Coach Murphy did not hold anything back when scheduling non-conference games. The Fords will be looking to make a splash in their non-league schedule, with matchups against some of the area’s most elite teams including state champions West Catholic, perennial powerhouse Cardinal O’Hara as well the strong 4-A team Pennridge.

As Sixth Form captain Chris DiBello put it, “As always we are looking to go undefeated and do very well in our out of league schedule, but of course we want to defend our title as Inter-Ac champions and three-peat.” With the perpetually tough Inter-Ac schedule in the second half of the season, Haverford’s fans will certainly not be in short supply of quality football games to watch. With high hopes and high expectations, the Fords are looking forward to another great season.

This year the team is looking to put together a high powered offense with the return of five starters including Sixth Form captain and starting quarterback James Chakey. The offense also features an offensive line made entirely of Sixth Formers: Josh Nelson, Tom McCarthy, Grant Jamgochian , Lou Moeller, and DiBello; they will provide a strong backbone to what should be an impressive offense. The Fords will look to take advantage of the strong athleticism of both their skill players as well as their line, using the same style of hurry-up offense that worked well

Preseason Football Practice Photo by Index Staff

during the Inter-Ac Championship run of last season.

The Fords will also look to take advantage of the versatility of starting Fifth Form tight end Matt Galambos, who played everything from fullback to tight end to wing in last years offense. Galambos was recently named to the Southeastern PA 150 watch list as a junior, an impressive accomplishment for the young man who turned more than a few heads last year as a Fourth Form two-way starter. He had this to say about his recent ranking, “I feel

Cross Country Team in Good Position

of how young we are, [the underclassmen] need to step up and play a role in scoring and helping out the team. We have a solid core of It is 3:37 A.M., and the lights are still on. upperclassmen but if someone gets hurt we A mixture of dirty clothes and candy bar are really going to need them.” Prince foresaw wrappers litter the floor. A burst of joyful a problem of a different kind: “This season laughter erupts mixed with the mournful needs to be about being focused and avoiding complaints of another at the end of a distractions. We must maintain an attitude competitive, drawn-out game of Super Smash where it’s about the running, and being the Brothers. All the while down the hall the best team we can be, sliding of poker supporting each other chips continues to improve, and, more is heard as if in a importantly, keep our singular circular objective to improve in motion. Bonding. mindset.”

And they should Prince, Collins be bonding. With and Khan will be key only one Sixth varsity runners this Former, Dean season. When asked Feinman, most of how he might make a these gentlemen difference to the team, will be together Collins very modestly for at least two Coach Skelly (right) lays out the plan to stated, “I would like to years. Team Eamon Glavin (left) and Lucas Elek (middle) help lead the younger bonding was the Photo by Index Staff guys as well as trying central focus of this to be a solid top-five guy.” Khan, as usual, took year’s highly successful three-day preseason a different route “I feel like my role on this training camp, kindly hosted by Fourth Former team is like Ocho Cinco on the Patriots: I have Faasel Khan’s family. to make a name for myself. I also need to have The team has two of its finest runners some nice touchdown dances. It would be a returning: Fifth Formers Erich Prince and big difference: I would have nicer touchdown Lucas Elek both made the sixteen-minute dances than before.” club last year. Prince also obliterated the prior Unexpectedly, the most controversial Haverford Fourth Form record by running a question was whether the lack of a Sixth Form stunning 16:35. Also returning is Khan, who class would have an impact on the team this astonished all with a Third Form recordyear. Coach Skelly said of Feinman: “Dean setting time of 17:05 last year on EA-day. In is a good leader. It is good to have someone addition Fourth Former Eamon Glavin and who is willing to lead who is not a top runner.”

Fifth Formers Grayson Sessa and Josh Collins He also said, “I don’t think [that the lack of a all ran impressive times last year. But all Sixth Form class] will have an impact, I think of the veteran runners realized the cost of a that we have plenty of Fifth Formers who are lack of a Sixth Form class. However, it was willing to step into a leadership role.” probably Coach Bryan Skelly who articulated Coach Skelly wisely cautioned against it the best: “We are young but talented. It will thinking too much about next year: “[It’s] take a few weeks to get things in place. It will almost a trap to start thinking about next year: probably depend on the Third Formers more you start making a pass on this season. I am than I would like to or more than we have trying not to look too far ahead. The talent is in the past, but by championship season we definitely there this year and it’s just a matter should be fine.” He later stated that “Not the of pulling it together.” When asked what he first few weeks, but certainly by September was most looking forward to this season, and October we will probably have two or Coach Skelly talked about constructing a three [Third Formers] who will be contributing training plan and the uncertainty of knowing consistently.” how fast the team can really be.

Collins had similar sentiments. “Because Lucas Elek ‘13

like it’s a great accomplishment to be named among the top players from South Eastern Pennsylvania. [Fourth Form] year really helped me get noticed and gain experience playing at the varsity level which allowed [me] to make the list. Being ranked at what I am now is only a number for individual statistics and I look forward to playing even better my Fifth Form year to help the team win a third Inter-Ac Championship in a row.” With the impressive collection of athletes on this offense the Fords look in prime position to be a major offensive

force in this year’s games.

The team also has the majority of its starting defense returning, as it is looking to pick right back up where it left off last year.

This year, however, the Fords defense promises to become even more dominant. “With a good number of returning guys and most new starters having seen action sharing time with older It seems like Haverford’s student guys or on body is ready for football season special teams, Poll of 57 Fourth through Sixth Formers conducted by James Shecter ‘13 our defense looks like it could be one of the best in the area,” said Fifth Form defensive end Stewart Denious. DiBello remarked, “We look to be aggressive and give nothing away. We have the mentality of a sledge hammer and we look to hit our opponents with the same force every time they choose to step on the field against us.” With seven Sixth Formers on the defense and a returning Fifth Former, experience and aggressiveness are not issues, and this defense promises to be just as tough as it was in the years past.

Chakey summed it up pretty well when he said, “[I], along with the rest of the squad, am looking forward to this season and what we believe will be a three-peat.” The Fords certainly know what they are after and will be giving it all they have this year to accomplish their goal.

Golf Team Prepared to Excel

on the team compete to see who wins the eight spots on varsity. This gives everyone the chance to be on the varsity squad, according to The Haverford School’s golf team will have head coach Mr. Gerard Rooney. He also notes a tough act to follow when it begins playing that the competition “is very tight and will go this year. In their last season, the Fords posted right down to the last an impressive hole.”

10-1 record The golf team with 9 of those will also be able to wins coming compete in the EA against InterDay competition Ac opponents. alongside the four The wins were other fall sports. In usually marked the past, EA Day had by significant the potential to end amounts as in a tie due to the well: the team presence of only four won by ten or sports; the addition of more strokes golf puts an end to the nine time and possibility of a draw twenty or more as golf now acts as the strokes seven unofficial tiebreaker. times. Their However, the lone loss came biggest change for in their first golf over the offmatch of the season, like most year against teams, is making Episcopal up for the departure Academy of the members of during a the Class of 2011. torrential This year, the golf downpour. team lost former This Sixth Formers Luke spectacular Doughterty, Sam record earned Richman, Sachin the team the Patel, Armen Melikan, honor of Interand Ted Brennan, one Ac champions. of last year’s captains.

In addition, Mac Selverian (left) and Scott Jaster (right) approach a putt Despite these Ted Brennan ’11, Photo by Ms. Dawn Blake losses, the future for Kevin Zipf ’12, this year’s golf team looks promising. Many Mac Selverian ’12, Scott Jaster ’13, and Cole members of last year’s team are returning Berman ’14 were all named to the First Team better than ever, including Fourth Former of the All Inter-Ac golf team.

Cole Berman, who consistently shoots low, This year, the golf team underwent a major including an incredible four under par during a alteration from the previous season: the team pre-season tournament, and Fifth Former Scott will now compete in the fall instead of the Jaster, who last year was the team’s #1 golfer. spring, a switch that many Inter-Ac schools The squad also has many strong incoming have made. This change brings about many Third Formers; the twelve newcomers to the changes, notably the ability to take advantage team make up almost half of the entire roster. of the allotted two-week “preseason” for all Their quality performances are not going fall Upper School teams. unnoticed at the preseason tournament as “[The preseason] is very helpful,” says Mr. Rooney claims that the incoming Third Fourth Former Ryan Tetrault, “It’s great to get Formers make the team “well set for a number a feel for the courses we will be playing on of years.” With these pieces in place, the and the players we will be playing with before Fords appear ready to repeat as Inter-Ac the season [starts].” One of the things the team champions and strive for their ultimate goal: can now partake in during this time frame is a win on EA day. preseason tryout tournament. The 25 golfers Rudy Miller ‘14

Page 9 The Index September 2011

Sports

Soccer Optimistic with New Coach Alex Dubow ‘13 & Trevor Atkins ‘13 Going into the 2011-2012 season, Haverford’s varsity soccer team is prepared to answer any questions about how it will do with a new coach and the departure of many contributors from the Class of 2011.

Fortunately for the team, it looks like it will be stronger than it has ever been before.

Starting off the season, many students, players, and teachers were very anxious to see how this year would progress with new Head Coach Bill Brady leading the way.

So far the team is very impressed and excited for this upcoming year. Coach Brady is a stern coach with a light and joking facet to him. He knows how to get a team going: he started off preseason with a rewarding but challenging fitness test that tested the team both physically and mentally. Everyone on the team respects him greatly and is excited to play for him in this upcoming season.

Before coming to Haverford, Coach Brady coached at Haverford College. Hopefully with his skill as a coach and knowledge of the collegiate game, he will lead the Fords to an Inter-Ac championship this year, an accomplishment that the team has not achieved since 2008.

Expectations are very high this year and even ESPN Rise, a popular high school sports

Harrison Kendall (right) blows by a pair of defenders in a late-August scrimmage.

Photo by Index Staff

magazine, has taken a look at the team. ESPN Rise believes that the team can break the “Powerade Fab 50,” a ranking of the top 50

Water Polo Primed to Bounce Back

really hard throughout the preseason and have been coached very passionately by coaches Let’s be honest – for the past two years Deasey, Van Such, and Hansen.” the Haverford water polo team has been The team is looking forward to a few games underwhelming. They performed as expected in particular. The Philmore Cup, which takes during the regular season, but, as soon as EA place over Labor Day weekend, will give the Day came up, they lost disappointingly. team ample practice early on in the season However, this year promises to be different. to work on its skills against some of the best While many of the other Inter-Ac schools teams in Baltimore. Some other games of great lost some of their best players to graduation, importance include those against Penn Charter Haverford will have a prime chance for a and Germantown Academy. successful season due to its many returning Helber says, “Personally, I am looking starters. forward to all the Inter-Ac games. The ones Last year, some of the best Haverford water that really stick out are the Penn Charter and polo players to have ever graced the pool had Germantown Academy games. I have made graduated in the Class of 2010 and left vacant some enemies on the Penn Charter team, and spots for the taking. That team was somewhat [our games against them] will possibly be for successful with a record of 4-4 in the Interthe Inter-Ac title. GA also has a few studs, Ac and 9-10 overall. It played very well in [who will provide] a great challenge.” many of its games, such as the Philmore Cup; And of course, EA day. The past two years however, have been the team embarrassing fell short for both the during EA coaches and Day, where players, but it suffered this year another the team shameful certainly defeat as it has a great had in the opportunity year before. to beat the And yet, Churchmen. this year, EA has lost there is many of its hope. The best players starters will to graduation be a group and one who of Sixth moved back Formers, many to Spain, thus Andrew Helber makes his way across the pool Photo by Fisher Pressman of whom have it only has one played for seven years. They have grown as returning starter. Deasey explains, “Hopefully a team, and, with the support of the younger the guys can use that as motivation, but I’m players and underclassmen, this year appears just as concerned with our games against most promising. Head Coach Matthew Deasey Malvern, Penn Charter, and GA.” commented, “I am very optimistic about our Helber adds to Deasey, saying, “To be prospects for the coming season. The team honest, EA Day was embarrassing. We really looks strong. We have lots of returning players used it as a rally point for us to work hard who seem willing to work together.” and improve during preseason and during the The core group of upperclassmen will be off-season. That being said, EA lost one of lead by Sixth Formers Andrew Helber and Max the best players in the country, their goalie, Whitehead. Along with fellow Sixth Formers and only have one returning starter. I would Kevin Zipf, Connor O’Prey, Pat Meehan, Jack expect a good day for Fords fans on the second Meehan, Jimmy Orsini, and Peter Rogers, the Saturday in November.” team will have a strong and well-practiced And so, Haverford has what looks to be the starting string. Other varsity players include foundation of a very successful year for the Fifth Formers Patrick Somers, Colin Meehan, water polo team, probably the most successful Travis Chou, Jimmy Jamison, JJ House, Reilly in recent history. The team is lead by a strong Hupfeldt, Harry Rosenberg and many others upper class and, the junior varsity team is as well as the “swing” players, who play both filled with many underclassman, yearning varsity and junior varsity. to learn what it takes to be a varsity athlete.

Helber adds, “The team is lead by a core The coaching staff is as prepared as ever for group of Sixth Formers, [most of whom] have this year. This year the team is set to thrive, been playing for at least six or seven years. and with an EA Day victory this year’s team These Sixth Formers are helped by some good can redeem the name of the once-undefeated younger players as well. We all have worked Haverford water polo team.

Fisher Pressman ‘13

high school soccer teams in the country.

Aside from the new coach, the team faces another important hurdle: the absence of

several superb recent Haverford graduates.

For example, the departure of star goalie Max Kurtzman has left a big defensive hole.

Fortunately, Fifth Former Jeff Green has stepped up as he did last year while Kurtzman was injured, and he seems more than apt as the new keeper.

The absences of left back Alec Sowers and forward Scott Safford will be felt, but their spots have been filled by Sixth Former Nate Arronson and Fifth Former Brett Campbell, respectively.

Nevertheless, there are still many familiar faces that have been on the team in years past.

Over fifteen varsity players from last year are returning and they will be led by experienced veteran Sixth Formers Arronson and Harrison Kendall.

The team came out of its first matchup with a 5-1 victory over the Berkshire School and went on to beat Conestoga 2-1 in a scrimmage, hopefully an indication of things to come.

Although there were no major mistakes in these games, the team will nevertheless look to refine its skills and improve in its upcoming matchups.

Overall, the team appears poised to make a strong run and it seems that Haverfordians will be in for a treat: the Haverford soccer team has an outstanding chance at taking home the InterAc title, now more than ever.

NFL Lockout: What Happened?

really fair by ratifying it amongst themselves before the players did the same. Though as When talks between the players and more facts came out in the coming days, owners wrapped up at the end of July and the it became clear that this was only the rash new Collective opinion of a minority Bargaining of players who had not Agreement studied the document (CBA) was carefully and the new ratified, CBA was, in reality, happiness comprised of exactly spread to all what both sides had football-minded agreed upon.

Americans across Sixth Former B.G. the country.

Lemmon came to the After 132 days conclusion that the deal of doubting favored the players whether there slightly, but that this Photo by Index Staff would be football this year, the country let out was not necessarily a bad thing. He explained, a collective sigh of relief as its favorite sport “The players have had their practices lightened came back to life. up a bit and now there are less two-a-day It seemed as though the weeks leading up practices than there were in years past.” He to the settlement were filled with conflicting later went on to say, “[The players] are the reports about how the talks were progressing. ones doing the work, so they deserve to be Deadlines such as July 4th and July 15th had rewarded fairly and not have the owners gyp been broadcast as the latest possible dates them of any money.” for an agreement in order to maintain normal Philadelphia fans were able to forget the preseason and regular season schedules. frustrations of the work stoppage as quickly as Obviously, the media was basing these any in the NFL. The Eagles’ front office was supposedly “crucial” dates on misinformation. well prepared to take advantage of this unique It was not until July 25th that the players and situation where an entire off-season (except the owners approved the new CBA, yet no notable draft) was condensed into a period of a couple preseason or regular season games were lost. weeks. They had been expecting this “buyer’s The only casualty of market” for years, and came the lockout was the out with a whole new crop cancellation of the of pro-bowl players on their annual Hall of Fame roster. Lemmon expounded, preseason game; this “Because of the lockout, year it would have players were looking to find been played between homes and money fast, so the Chicago Bears with an aggressive front and St. Louis Rams office like the Eagles, they on August 7th. were able to go out and get Fourth Former their players before anyone Will Panarese stated, else.”

“I honestly didn’t After months of grief, Many Haverfordians are surely happy with think the deal would anger, and boredom caused the end of the lockout get done when it did Poll of 57 Fourth through by the NFL lockout, the 2011 Sixth Formers conducted by James Shecter ‘13 because I heard that off-season ended as quickly the owners were just bullying the players into as it had begun. Fans around the country a deal.” can now shift their focus towards the regular Panarese was one of many who suspected season as teams’ rosters are set. Although it that the owners were being unfair with the took longer than everyone was hoping for, players in the latter stages of negotiations. As the two sides eventually were able to come part of the slew of factually-incorrect reports, together and compromise. By putting their certain news companies made it seem like the differences aside, they have prevented the owners had altered the deal that the players had possibility of an entire country sitting clueless agreed to. At first, people speculated that they on their couches during Sunday afternoons. were pressuring the NFL Players’ Association Now we will see if the NBA can follow suit (NFLPA) to vote for an agreement that was not and end its own lockout.

Drew Field ‘13

Page 10 The Index September 2011

Opinions (Continued from Page 2) Legacy Status and Affirmative Action?

“Yes!” “No.” The topic that concerns most people, however, is why the pie is divided. Why should a college want a racially diverse student body?

What good does admitting legacy applicants do? Overall, would college admissions not be so much more beneficial to all if everyone was competing against everyone for admission?

The answer is: absolutely not.

Many explanations have been thrown around for justification of these admissions boosts, especially in regards to URMs. Affirmative action, the giving of preference to URMs, was created decades ago for several possible reasons. Some of the more popular explanations included the belief that it creates opportunities to those who are disadvantaged, or that it was a way of giving back to the minorities that spent years in slavery.

What may have been the reason affirmative action in the working world appeared in the 1960s is not the same as the reason it still lives on in college admissions in the 2010s. Today, diversity for the sake of diversity has come to be one of the hallmarks of an elite university.

Creating a class based on merit alone would likely result in extremely disproportionate amounts of each race. Whether we like it or not, race is and will continue to be a very critical issue within society. Because of this, people of different races often experience very different lives and incomparable perspectives.

This is true even if two people of different races grow up in similar socioeconomic environments. It is especially important for those who have spent their whole lives before college living in racially homogeneous environments.

Another reason for diversity is to create an environment conducive to the elimination of prejudices and stereotypes. Fear of the unknown breeds hate and dislike, and a homogenous college in which students rarely get to interact with students of varying races and perspectives would leave them with no idea of what to expect in the real world when it may be too late to learn such things; college is supposed to prepare students for the real world, and part of that requires it to provide an environment similar to that of the real world.

At college, many people take control of their lives, begin to form life-long opinions, and meet friends that will never be forgotten.

The experience of diversity is one that most certainly should not be left out of the educational puzzle.

On the surface, legacy applicants may seem to have little in common with URM applicants.

Nonetheless, the admissions boost given to each of them serves one common purpose: to create a better college and experience for all those who attend it.

Step into a university’s shoes. Why would they possibly care to give admissions boosts to children of their alumni? Three possible answers come to mine: donations, networking, and the desire to give a helping hand to former students. And all of these explanations are warranted.

The idea that colleges take away opportunities from more “deserving” students for the purpose of earning more money via donations may appear greedy and unjustifiable, but by digging deeper one can see that this is clearly not the case.

Colleges are known for their ability to spend more on students than the students pay in tuition. That extra money has to come from somewhere, and donations are certainly a notable source of revenue. While determining a rule as to how much extra in donations a college would receive by practicing legacy admissions is challenging, inexact, and any study claiming to do so is bound to be wrought with assumptions and inconsistencies, it is nonetheless logical to think that keeping alumni happy rather than rejecting their

children admission would result in some sort Diversity is a legitimate goal because students from a wide variety of cultures and of donations increase. backgrounds can bring different, enlightening These donations go to helping the college: world views to the college. But a diversified all of its students – even the non-legacy ones student body should be possible even if the – benefit.

Another reason mentioned was the college’s college selects from the pool of qualified applicants. All people are equal: modern desire to simply be helpful to its alumni. In a society believes that there are no inherent way, the aspect of legacy admissions is just differences in ability simply on the basis of another perk given to those who attend the race. In a nation where opportunities are equal, college. It is the college’s decision to sacrifice there should be a wide variety of qualified a portion of its class for, again, the benefit of applicants from all different races. Affirmative all of its students. action is embarrassing for minorities because it assumes that this is not the case!

The quality of networking and connections In fact, choosing an unqualified applicant in that legacy preferences might induce is another the name of “diversity” does nothing more than factor. What good is a class full of smart, harddevalue the educational system. The purpose working people if they are held back by a lack of attending college is to learn. If a candidate of friends in high places? Granting admission who is less prepared for the work and less to children of alumni could certainly encourage likely to gain lifelong skills from the education the alumni to become more involved with their is offered old college, admission, and thus more the college opportunities has arrive for wasted its resources. all students.

The Denying eventual legacy alumni of applicants the school would have will be less the inverse productive, affect. be less All of successful, these effects and end up of affirmative reflecting action and poorly on the legacy education preferences the school ultimately provides. lead to Photo Illustration by Index Staff But furthering the overarching mission of the college and its backers are not the only most colleges: offer the best education and losers: the applicant who lost the spot to an preparation for life to their students as they can unqualified candidate pays the real burden. possibly put together.

Though they may have exemplary skills, the If one can concede that diversity and the fact that they were born to a “less-desirable” various effects of a legacy presence on a family impedes on their education. We are college campus bring educational benefits, always reminded of the days of signs, such as “Irish need not apply,” but is this not simply a then practicing policies of affirmative repeat of that portion of history in the opposite action and legacy preferences is no different direction? Is this not “reverse racism”? When than building, for example, a new science a minority loses a benefit, be it a job or a loan, building. Consider: Cost of building? Money on the basis of their race, everyone recoils at which could theoretically instead be used to the ugly head of racism rearing up. So, how accommodate more (best qualified) students is it any different if a qualified person loses into the college. Benefit? Better education something simply because they are not a and opportunity. On the other hand we have minority? It is not. Every time that affirmative affirmative action and legacy preferences. action is considered in the selection of any Cost? Less of the best qualified students candidate, someone loses part of their deserved are able to attend. Benefit? Better education future on the basis of their race. It is the same prejudiced outlook that tortured minorities for and opportunity. The exact same results, yet decades, simply now turned onto a different nobody is complaining about colleges trying to better the quality of their institutions by way of victim in today’s overly politically-correct world. enhancing more traditional aspects of college The practice hurts yet another party. Now, life. when an applicant of some demographic Much of this argument has assumed that minority is awarded a spot they are left with the admission of URMs and legacies is a the unanswerable question: Did I get in “sacrifice” made to better the college. Yet, because of my abilities and potential or simply sacrifice is much too harsh a term. In the because of the amount of melanin in my skin? case of legacies at some of the most selective The initial excitement at an acceptance letter colleges, the vast majority of legacy applicants from a competitive college may be diminished when applicants realize that the college may are denied admission. The situation is similar have no interest in them but only in their with URMs. This proves that it still takes a motivated, dedicated, and often extraordinary individual to make it in regardless of what “hooks” he has; the colleges sacrifice very little hooked applicant and a hook-less applicant is currently so minute that it would be ignorant to in quality of student body in exchange for the numerous benefits that these groups of students claim that the former is downright inferior to bring. The hooked applicants are the ones most the latter. As to the mindsets of the applicants benefiting from these preferences themselves: suitable to play the necessary role that is for they are great, talented individuals who have the greater good. been granted an opportunity, and it is up That being said, the one issue that remains to them to prove any doubters wrong and is the mindset of the students on the receiving do something great with it. Opportunities end of these benefits and how they are viewed present themselves at different stages in life to within society. It is popular to argue that these admissions boosts belittle the accomplishments different people, and this is theirs.

In the end, it all boils down to what each of legacy and URM applicants, or maybe even individual college thinks makes for the most that they do not deserve the opportunity to elite education and experience that it has the attend an elite college. capability of creating. Take a step back from Nevertheless, the difference between a

skin color. Former President George W. Bush said in a statement against the University of Michigan’s admissions policy, “Quota systems that use race to include or exclude people from higher education...are divisive, unfair, and impossible to square with the Constitution.”

Maybe, even for the minorities themselves, affirmative action does more harm than good. Political science professor Philip C. Aka writes for the American Bar Association that some African-Americans “complain that these policies stamp a ‘badge of inferiority’ on beneficiaries, and that they reinforce stereotypes that blacks, particularly AfricanAmerican professions, cannot compete without these helps.”

In his “I Have a Dream” speech, Martin Luther King, Jr., argued for a society where his “four little children will one day live in a nation were they will not be judged by the color of their skin but by the content of their character.” Affirmative action in pursuit of “diversity” dishonors King’s legacy. Maybe the United States has reached a point where “Whites Only” signs are all but nonexistent.

But this country has failed this part of King’s goal to date. When college application season comes around, students are asked to check a box indicating their race. An application, where admissions office may never actually see the applicant in person, could be the the best incubation area for the implementation of King’s Dream. These applications could be truly colorblind. However, today, the younger generation who will eventually lead the nation is consistently forced to express issues of race. The leaders of tomorrow will grow up with an acknowledgement of race akin to one you might have found in 1950’s Mississippi. As long as society forces race to be considered part of a person’s core, the United States, and more importantly the world, can never move any closer towards a colorblind society. Colleges, once bastions for the progressive agenda, should not be on the front line of perpetuating racial divisions. Of any part of society, it should not be academia that makes King’s words seem far-fetched and undesirable.

These institutions that debatably have the greatest influence on idealistic young adults remind them either to flaunt their race for the beneficial treatment and be ashamed of it. They are judged based on their race as opposed to the “content of their character.” Is this anything less than utter disrespect for King’s Dream?

For a country that celebrates King each year, we have failed to make much progress in certain directions.

Special treatment not based on merit in college admissions should be a joke. In what sort of world do applicants who are less meritorious than their counterparts win admission - to an environment where they are comparatively unlikely to succeed? Under what circumstances should the absolutely random fact of an applicant’s race entitle them to success or doom them to failure? Why would society allow these racial divisions to blister and flout King’s legacy? Affirmative action just is not fair. And while some may argue that the world is simply not fair, it is not colleges’ place to contribute to any inherent “unfairness.” And, honestly, it is not “unfairness,” it is racism. viewing issues of fairness on the surface of these arguments, and take a look at the intricacies that make these systems necessary and stealthily beneficial to all involved.

In a utopia where race, money, and reputation have no effect on the world, affirmative action and legacy preferences might very well not be necessary - they would not be factors in putting together an elite education. But in our present flawed society, these preferences are part of what makes the American system of higher education a leader in the world. Without them, some of the most important aspects of education in today’s society would be lost.

Page 11 The Index September 2011

Opinions Parking Problems Must Be Fixed So where is the money going?

Students pay thousands of dollars each year to go to school, and yet there is not sufficient As early as seven o’clock, some Haverford parking for the students? students can be found at school. They are not Now, some may say that the school there to study, to play sports, or to socialize: has better uses for their money other than they are just there to park. These students purchasing land to be used desperately want to park in primarily for student parking, the finite amount of spaces but other schools do just that. around the campus, leaving Some may say that Haverford earlier than they would does not have the land to use, otherwise just to get a spot for but that is because the school the day. did not renew their lease on This is the problem: there the land they had. And some is not enough parking for may say that students do not student drivers, and the need parking spaces, yet many school is doing little to aid through Sixth Formers conducted students carpool and have those who find themselves in Poll of 57 Fourth

by James Shecter ‘13 siblings they need to drive. need of a spot every day of the Mr. Green explains, “We have a finite week. budget most of which is dedicated to program While it may be a nice gesture to have (teachers, lab equipment, activity budgets. approximately fifty on-campus parking spots etc.) Adding to our parking capacity is for some Sixth Formers, the school still falls certainly a priority looking ahead, but the short of the mark. The school has three forms school will need to think carefully before of students driving, but can only accommodate embarking on any capital project that addresses half of one. this specific concern. In the meantime, we will On top of that, the school has recently continue to look for creative ways to alleviate chosen not to renew the lease for the Our at least some of the overflow.”

Mother of Good Council (OMGC) location, So, what to do?

Haverford West, where the school had a The school is thinking of what to do and number of parking spaces, most of which were how to proceed in the future, but this is a being used by students. These students were problem that will be costly to fix and will take then unable to use this land to park. quite some time.

Head of Upper School Mr. Matthew Green Alternatives may include building a parking adds, “That we have significantly fewer garage for students, but this would be costly parking spaces then we have student drivers is and would take some time to see through. obviously a challenge we, as yet, have not been Another option could be to purchase more able to meet.” land in the vicinity of Haverford, which would It may just be the author’s perception, but there certainly seems to be a problem here. The provide more parking spaces for student drivers.. school already does not have enough parking, Mr. Green adds, “Given our proximity yet they are still cutting back on the available to public transportation, access to school parking. bus service, a general movement toward At seven in the morning, students are now sustainable practices such as carpooling, not further forced to compete for spots close to to mention rising gas prices, it is my hope that Haverford, a school most pay to attend. someday, there will simply be fewer drivers.”

Fisher Pressman ‘13

Midterms Opinions (Continued From Cover)

“Bad Change”

While we have ended midterms, all that has really happened is that the nerve-calming review week was stripped from students.

Students will still expect the same challenging midterms in many of their classes but now must deal with them in the midst of a normal school workload.

Previously, students could count on a week free of anything other than studying and interspersed exams: no homework, competing tests, or stressful projects. Now, having midterms during double periods, means that a student may have to hand in an assignment to their first-period teacher before heading down the hall to their midterm. The night

before would not have been last-minute review of important concepts: it was completing homework for five other classes with an imposing midterm in the sixth.

As far as cumulative testing is concerned, there is no middle ground. If we have it, the necessary steps for preparation need to be taken. If we choose to forego the review period yet still require cumulative testing, then the student body is at a greater disadvantage than before. Midterms are a “give and take,” with merits to either having them or not. We need to be honest about the realities of cumulative testing and the associated positives and negatives.

“Good Change” Teachers will be able to prepare their students for the big test all the way up until the day before the test, as opposed to the old possibility of a break as long as a week between the last day of exam review and the last exam of the period. The new flexibility should also put an end to certain teachers cramming a few final subjects onto the exam that they thought would easily be covered by exam time when they created their syllabi, but the class moved at a slower pace than expected and students find material on a midterm or final that they had not been tested on before that day.

The extra teaching will be of benefit to all parties as there will be more quality class time, whereas students used to spend about 10 hours at school during a five to six day period in the old system. Students who have trouble coping with the stress of impending midterms will benefit from the lack of a break between the last class and the exam, and all students

should be as well refreshed as possible for “cumulative test.”

The best part of the new system is the flexibility teachers will be allowed. If a teacher feels no need to administer a mid-year assessment, nobody will be forcing them to do so. Teachers will be granted full permission to design the pace and schedule of their class to whatever they feel is best. Certain teachers may have always felt mid-year exams were a waste of time: now with no requirement to hold a test, they can go through the first semester and decide if they really feel it is necessary to spend an entire double block on a large cumulative semester test. Haverford got it right with these new changes as teachers now have full flexibility to design their class in whatever way they feel is best, and students will no longer have a five day chunk of lost classes where only 10 hours are actually spent taking tests, and not one second is being spent learning new material.

Schedule in need of Switch?

Fisher Pressman ‘13 As soon as you get in your class, do you feel as though you are rushed away to your next class as soon as you have started learning?

Do you feel that the current schedule gives you too much homework every day? Do you feel as though the schedule needs to change?

Well, at The Haverford School, the schedule needs to shift from the fast-paced elementary school-type to the more sophisticated, and yet also simplistic, college style.

First, what is wrong with the current schedule?

The first problem is the timing. Some classes are rushed while students feel others are much too long. As for the teachers, some need more time and others can do what they need to in the time they are allotted. When time is short, students may feel as if they immediately have to get up and go to their next class not long after they sat down.

Also, the current schedule results in too much homework for students. With as many as seven classes a day, homework can pile up quickly and students are forced to stay up very late to complete their homework. Currently, only one class drops per day, making it harder to put off some work until the next day.

Finally, the current schedule is outdated and no longer effective for a preparatory school like Haverford. In college, classes are not designed like the class schedule we have now, and so it does not make sense to use a schedule that will not appear later in the educational system.

However, Mr. Green adds, “During what some would describe as a time of dizzying change, our current daily schedule has provided us with much-needed stability. I heard one faculty member say that if our goal is to keep doing exactly what we have been doing, then we have the perfect schedule.”

And yet, change is a good thing. Both the Pennsylvania Association of Independent Schools and Independent School Management have suggested that the school overhaul the schedule and try to update the eight-to-ten year old schedule. And so, there are options for change.

One idea for the switch would be that which many schools in the area, including Baldwin, have done. Their schedules contain “A” and “B” days in which the eight blocks they have are distributed into two alternating days around the necessary lunch and community blocks. One benefit from this type of schedule is that one can never have homework due the next day. In addition, the roughly four double blocks per day allow for more in-depth discussion, much like the college system.

Another option is the modified version of the A/B schedule, where there are a few longer and a few shorter blocks all determined by the amount of time the subject needs. This would allow for the longer classes, such as science, which may have labs for students to complete, to use more time and the classes which need less time, like English or language, to use less.

A final option is one in which students simply go to the classes they choose in order to satisfy basic attendance requirements. This would afford students the freedom of decision they will have in college while still ensuring that they attend certain classes. They would be able to choose when to attend class and when to opt out in order to do something more productive.

Mr. Green adds, saying “It’s probably time to engage the community in a thoughtful examination of why we allocate time as we do, a process driven at the very least by basic best practices, but perhaps more compellingly could be driven by collective and new vision of what a school can be.”

No matter what the change is, it is important that the school changes. Just as many other schools in the area are changing, Haverford should also reevaluate what it needs from its

Screenshot by Index Staff

schedule and make the necessary changes.

In the end, a new schedule will help the students, the teachers, and the school. It will allow for more time in certain classes, more time actually spent learning rather than moving from class to class, and will positively affect the students. A new schedule will change the school, but it is a good change: one needed to facilitate better learning, deeper discussions, and happier students.

Page 12 The Index September 7, 2011

The Outdex

Did You Know that Haverford is Celebrating its Second tricentennial?

The Blurb President Obama blames the recent earthquake on a new fault line that sprung up from 2001 and increased in volatility until 2009. Obama says the aptly named “Bush’s Fault” was a problem he inherited and one that he had no control over.

Fitz Tepper just completed his college orientation. Best of luck this year, Fitz!

The U.S. Mint was briefly shut down last Monday so that Dr. Cox could make enough Haverford coins to last throughout the year. The current total stands at 5,000 which most likely will only last through the first semester, according to many estimates.

Severinghaus Library will allow Facebook, games and noise above five decibels in a complete reversal of previous policy.

The Insomniacs Association of America has decided to boycott the Philadelphia Eagles organization as they were offended by the term “The Dream Team.”

The past earthquake and hurricane have proven to the architectural community that you can build a school out of cardboard and recycled glass bottles in the name of sustainability that will not crumble immediately with the first natural disaster strike. Haverford School 2 - Mother Nature 0.

A few members of the Robotics Team recently tried out for the varsity football team after receiving “insider advice” from team member Jonathan Paras. However, it turns out that touchdowns cannot, in fact, be kicked. Sadly, such a loophole in the rules does not exist.

Jonathan Paras, upon hearing the news Photo by Chris Compendio

Mr. Green’s New Policies Cause Natural Disasters

Earthquakes, hurricanes... A volcano eruption seems to be inevitable.

Your move, Mr. Green.

Photo Credit: http://www.haverford.org/ and http://www.volcano-facts.com/

Just hours after word circulated that The Haverford School would not be offering midterms, an earthquake shook the community in protest. Mr. Green quickly laughed off the earthquake shouting, “Is this all you’ve got?”

The forces of nature proceeded to send in Hurricane Irene to finish off what the earthquake had started. However, two disasters that left millions without power and thousands without homes proved no match for Mr. Green’s unrelenting support for his

administrative changes. We here at The Outdex tried to reach Mr. Green for comment but none was available. However we did run into Mr. Fifer barricading his office with a weeks supply of rations and water as he prepared for Mr. Green’s next big change.

In light of the recent events The Outdex is willing to take a stand. We cannot allow anymore new changes to occur. What’s next, a typhoon or a tsunami? Please, Mr. Green, protect the student body and stop these radical new policies.

Rex Ryan Catches Bronchitis, Fired by Front Office New York Jets coach, Rex Ryan, was fired last week in a shocking move by CEO Woody Johnson. Coach Ryan apparently contracted a case of bronchitis that will last into the regular season. Johnson released this statement: “All of us in the Jets organization would like to thank Rex for all the hard work he’s put in the past few years. However, due to his recent illness and the fact that he can’t talk for a few weeks because of it, the team had to let Rex go.”

Sources state that Coach Rex needed full use

of his vocal chords in order to fulfill roughly eighty percent of his contract’s demands. Ryan’s contractual obligations included but were not limited to, dressing up like his brother during press conferences, picking verbal fights with Tom Brady and the Patriots organization, and generally being as outlandish as possible in order to distract everyone from how bad of a quarterback Mark Sanchez is. Possible replacements include John Madden or anyone who simply talks a lot about football without a great understanding of it.

Rex appears none too pleased with the decision Photo Credit: http://blogs.app.com/trueblue/

The Outdex is The Index’s humor page and is neither true nor intended to offend anyone. Please email hsindex@gmail.com with any questions or concerns.

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