The Index Eutαxia Swzein Dokei
Volume LXXVIII, No. 1
September 2016
Haverford, Pennsylvania
havindex.com
Dr. Nagl Charts Character Initiative
Bill Wu ‘17
While the student body has been busy with summer reading and catching up with friends, Headmaster Dr. John Nagl began planning a character program. As a first step, he asked each member of the faculty and staff to read New York Times columnist David Brooks’ The Road to Character. When interviewed by The Index, Dr. Nagl highlighted one quotation from Brooks’ introduction that sums up the book and also his plans this year: “We have a chance to take advantage of everyday occasions to build virtue in ourselves and be of service to the world.[...] Example is the best teacher. Moral improvement occurs most reliably when the heart is warmed, when we come into contact with people we admire and love and we consciously and unconsciously bend our lives to mimic theirs.” Dr. Nagl hopes that by exposing the faculty to this book, the student body will similarly look to mimic the faculty in leading “a life that is humble and of public service.” Since its inception, Haverford has made character development one of its main goals. Dr. Nagl’s efforts seek a more intentional development of character and citizenship than ever before. According to “Progress and the Path Forward,” a report on Haverford’s strategic vision,
Dr. Nagl points out a photograph in his office
the school approaches building character and citizenship through “global education, service learning, leadership, community life, and health and wellness” that is “woven throughout a student’s experience.” Dr. Nagl affirms that only through defining moments, or moments of discomfort when we are challenged and stretched, will we learn something about ourselves and about others. This simultaneous development of character and citizenship will hopefully help transform boys into young men with “the strength [...] to make a difference.”
New Physics Curriculum: One Size Doesn’t Fit All Nick Chimicles ‘19
A familiar sight for Third Formers
Index Staff
Third Form students begin their upper school science journey with physics, which combines the conceptual aspects of science with the problem-based nature of mathematics. Finding a balance between these two and ensuring that all students are adequately challenged has been the main goal of the Third Form Physics curriculum. Beginning this year, achieving this goal will take a fresh form: Third Formers will take one of two different paths: a problem-based
path focusing on process, problems, and theory and a conceptual path emphasizing content, concepts, and application. Science Department Chair Mr. Thomas Trocano explained that by supplying students with a course that “best suits their learning styles, interests, and skill set,” students will be able to build a strong “physics foundation” for future courses and for life. During Third Form Physics, some students excel in understanding the conceptual aspects, while others perform best with the mathematical aspects. This wide range of student ability and interest makes it difficult to find one course that will engage and challenge all students. Targeting individual interests with two courses may enhance a student’s learning experience by providing appropriate challenges and teaching methods to all students. Mr. Green perceives that although the concentration and teaching style in each of these courses might be catered towards the student’s strengths, it is still important that “our weaknesses are stretched as well”; by integrating aspects of each course into the other, Third Form students will still face an appropriate amount of adversity. (Continued on Page 3)
During end-of-summer faculty meetings, small discussion groups considered how the faculty presently teaches character, and how that might be expanded. From those meetings and the further consideration of the English I team came the first step the character initiative: an English I curriculum change. Lord of Flies and the Third Form personal narrative are here to stay, but they will now be taught through a different lens. The choices of Jack, Piggy, and Simon will be examined with a focus on
Boratto Beats Personal Best at 2016 Olympic Trials P.J. Rodden ‘18
In the spring of his Third Form year, current Fifth Former Alex Boratto was just fifteen when he found out that he had qualified for the 2016 US Olympic Trials. Finishing with successful results in qualifying meets held in Texas and Maryland, Boratto had qualified for two events for the Olympic Trials; 100m backstroke and 200m backstroke. Boratto said, “In swimming it’s very black and white. You either make the cut or you don’t get to compete at the Olympic trials. Depending on the event you swam, you need a certain time to qualify.” At the time, the accomplished swimmer of Upper Dublin Aquatic Club set his sights for what he would later describe as his most memorable summer yet. This past summer, Boratto spent thirteen days in Omaha, Nebraska to compete against and with the most talented swimmers in the country. Boratto said, “I spent the beginning of my summer training for the Olympic Trials, which started June 26 and lasted until July 4.” Like any serious athlete, Boratto followed a strict training regiment preceding the Olympic Trial event. He said, “I train all year round, and during the school year I would practice
Also inside this Issue... Water Polo Season Preview pg. 8
Mr. Vanni Profile pg. 3
Index Staff
ethics, morality, and character. As for the personal narrative, Third Formers will choose from new prompts like “What kind of man do you want to be?”, forcing them to think about their understanding of their own character at the start of high school. Before even discussing The Road to Character, Dr. Nagl pointed out a few pictures hanging in his office. The first depicted Abraham Lincoln reading the Emancipation Proclamation for the first time. (Continued on Page 5)
Rio Olympics Breakdown p. 7
in the mornings from 5:30 AM to 7:00 AM during the week and then go back and train again in the afternoon for another 2.5 hours. On Saturday I usually train from 6:00 AM to 10:00 AM.” Ultimately, “All these sessions are a combination of time spent in the pool and in the gym doing dry land work outside of the pool while trying to build some more muscle and get that explosiveness I need for my start and turns,” Boratto said. Heading into a major event like an Olympic Trials, Boratto would compete against ex-teammates, college athletes, and returning Olympians, but the level of competition did not faze him. “Since I had never ever experienced a swim meet like this before and since I was so young, my main goal was to just soak it all in, have fun, and get some experience at the highest possible level so that the next time everything won’t be so new.” Beginning his week at the Olympic Trials, Boratto went into each race with a positive mindset: “My attitude was just to have fun and to do my best and to make sure that when I reached the wall I had nothing left in the tank.” (Continued on Page 4) Article Letter fron the Editors Faculty Profiles Index Netflix Picks Should We Have APs? Soccer Preview XC and Golf Previews Football Preview Gary Johnson Outdex
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