AFootball aims for victory after summer of hard work
s the leaves change colors and drift to the ground, the biggest sport in America starts up again. However, for the Fords, the season has already started.
“Preseason basically started right after EA Day last year. Especially with this group of seniors, they were eager to get to work,”
Coach Brian Martin said. “And when summer hit, it was full go: we were doing four days a week in the weight room and three days a week on the field. Since camp started on August 11th, we’ve been going from 3:00 to 8:00 p.m. every day.”
With a strong returning core, especially
Sixth Formers explore science research in area labs
Summertime—typically reserved for travel, spending quality time with friends, and, perhaps, summer reading—is a period of relative tranquility and freedom for students. However, a number of Sixth Formers worked to broaden their academic horizons through scientific internships.
Many students interned in labs at the University of Pennsylvania. For example,
Sixth Formers Jack Ford and Joseph Kahana worked in the GRASP lab on a concept known as visual inertial odometry.
con’t on p.6
among the Sixth Formers, expectations are high.
“This last year is very important—it’s a statement year for the senior class and the rest of the team,” James Madison University commit Sixth Former Matthew Jones said.
“We’ve shown improvement over the last
two seasons. Now we just need to bring it home this season—and we have the personnel to do it.”
con’t on p.15
Football team exits huddle before facing Wyomissing High School on Saturday, August 30th
The Haverford School · Haverford,
Matt Lo ’27
Ayush Varma ’27
Jack Ford ’26 drives a robot dog at Penn this summer
2025–2026 Staff
Ajay Chakraborty ’26
Editor-in-Chief
Ryan Wang ’26
Editor-in-Chief
Nate Gill ’26
Senior Managing Editor
Adam Brown ’27
Managing Editor
Matt Lo ’27
Managing Editor
Ayush Varma ’27
Managing Editor
Ben Qu ’28 News Editor
Edward Cheung ’28
Features Editor
Jayden Thomas ’27
Academics Editor
Byron Yang ’28
Neighborhood Editor
Keith DiMarino ’27
Campus Opinions Editor
Brandyn Luong ’27
Off-Campus Opinions Editor
Sahil Manjeshwar ’28
Off-Campus Opinions Editor
Peter McConnell ’26
Voices Editor
Will Komada ’28 Arts Editor
James MacColl ’26 Sports Editor
Jonny Wang ’26 Staff Writer
Charlie Schreiber ‘26
Photography Editor
Mr. Anthony Pariano Faculty Advisor
Mr. Thomas Stambaugh Faculty Advisor
The Index is a student-run publication of the Haverford School that does more than bring news: it provides the diverse perspectives of the Haverford student body. It is an outlet for student writers to take stands on issues they deem important. It chronicles the daily struggles and accomplishments of the Haverford community. The Index also provides a forum for discussion of pertinent issues, such as student culture, academic policy, and Haverford’s place in world affairs. The Index presents new ideas and aspires to influence constructive change.
All opinions and viewpoints expressed herein do not necessarily reflect those of The Index or the school. The Index is designed and produced digitally. Photographs may be retouched. Submissions and letters to the editors regarding any and all articles are welcomed at index@haverford.org
The Index, a member of the Columbia Scholastic Press Association, is composed using the applications of Google Suite and Adobe Creative Cloud. Its surveys are conducted via Google Forms and are advertised via email to current Haverford students. Graphic designs are created by Index staff via Canva. Southern Dutchess News prints 200-400 copies of each issue, and its editorial staff distributes them in the upper school on the day of release. The Index serves the needs of a total school population of 1152 community members, consisting of 952 students and 200 faculty and staff members.
Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 index@haverford.org
Twitter: @Haverford_Index
Instagram: @Haverford_Index
Volume 93, No. 1 - September 4, 2025
Live the full Haverford experience
Haverford provides numerous opportunities. We have worldclass academics and athletics, and our extracurricular activities encompass almost every interest a boy can have. Take advantage of these things.
How many times are you alone, scrolling on Instagram reels, instead of being out there doing something? Why not meet new brothers by playing a sport or participating in an activity? A happy student is a busy stu-
dent, and if you want to get the most out of Haverford, you have to put your very best into Haverford.
It’s the start of a new school year, and a time to start fresh. Forget any shortcomings from last year, and fuel yourself to be your best this year.
We urge you to try something new. Go out to sporting events. Join the musical. Participate in the service board. Spend some time in the robotics lab. Start a new club.
Letter from the student body president editorial
You will find your people, your purpose, and your passion somewhere, and you will always be supported.
This school year is your chance to put yourself out there. Nobody wants to leave Haverford with the regret of not trying something new or not working hard enough—with “what ifs.”
As you leave this place, you will realize that a full schedule is the key to making the most of Haverford.
Ihope everyone had a good summer. Personally, this was a great time to relax. I hope you did the same.
Going into this school year, I’m pumped to serve you all as student body president. It’s a huge honor to represent the community, and I will do my absolute best this year to make school great. I am forever in debt to Haverford.
If you are new to this school, I’m excited that you have joined the community. Haverford is a special place. I encourage you to pursue a fulfilling year and explore all the opportunities this school has to offer.
To the guys returning, I hope you’re ready for a good year. Whatever mistakes you made last year are now in the past. It’s time to clear the slate and learn from our past ex-
periences.
The beginning of the year stands as a time to reflect on the good and the bad and determine this year’s destiny. This year, we’re going to spend more time together than anyone else we know. It’s best that we treat each other as family to make the most out of our time together.
Packy Rouse ’26
Editors-in-chief, Ajay Chakraborty ’26 and Ryan Wang ’26
Ray Kresge ’27 founds Juniors Helping Seniors to spread communication and tech-literacy
Brandyn Luong ’27
Class President Raymond Kresge vowed to provide more opportunities to the Fifth Form as part of his election.
But it was not just a campaign promise.
It was inspired by his desire for connection in a world where technology often isolates more than it unites.
The premise of “Juniors Helping Seniors” is implied by its name.
“Family is my anchor. At the end of the day, what matters most is time spent with your loved ones.”
RAY KRESGE ’27
Haverford students visit local senior centers to help elders learn and use modern technology.
At the first event on August 26 at the Wayne Senior Center, a small group of students, including Fifth Former Thomas Lentz and Fifth Former Christian Case, guided seniors through questions about FaceTime, settings, and other apps. These one-on-one Q&A-style sessions aim to combat the loneliness many face with age, while also encouraging small talk across generations.
“Too often, people volunteer to check off a box for college. But really, service should be about giving 100 percent and really listening. When you give your time, you get just as much in return.”
RAY KRESGE ’27
Most people think of tech support as
troubleshooting, but this initiative is more than tech hour; it’s about students who share a part of their day, and in return, they hear stories, wisdom, and different perspectives from seniors.
One Sixth Former told Kresge, “You’re truly making an impact in our world.”
Kresge’s vision stemmed from his own family. His grandparents were not tech-literate. As he grew older, he cherished every moment he could connect with them, whether in person or through FaceTime.
“Family is my anchor,” Kresge said. “At the end of the day, what matters most is time spent with your loved ones.”
After losing his grandparents, Kresge wanted to give back by helping other elders stay connected with their families and com-
munities.
“Technology can isolate us. But it can also connect us in more ways than one. The experiance you create with it is evreything.”
RAY KRESGE ’27
For Kresge, the values behind Juniors
Helping Seniors extend beyond service.
“Too often, people volunteer to check off a box for college,” Kresge said. “But re-
ally, service should be about giving 100 percent and really listening. When you give your time, you get just as much in return.”
Although Kresge brought Juniors Helping Seniors to life, he insists the program is not about him.
It is about the idea that students and seniors, generations and often worlds apart, can both gain from coming together.
Seniors learn to use technology to stay connected with loved ones, while students discover that wisdom often comes from simply sitting down and lending an ear.
“Technology can isolate us,” Kresge said. “But it can also connect us in more ways than one. The experience you create with it is everything.”
Ray Kresge helping senior citizens navigate a computer
COURTESY OF RAYMOND KRESGE ‘27
Ms. Aki Torii, new visual arts department chair
After the retirement of art teacher Mr. Christopher Fox, Ms. Aki Torii will now serve as the chair of the visual arts department.
Ms. Torii views this new position as a great opportunity for her to share her artistic passion with others.
“It is an incredible honor to take on this new role as Head of the Art Department. What excites me most is the potential to create a space where boys feel safe to be open, expressive, and creative,” Ms. Torii said. “Art can be such a powerful outlet, not just for developing skills, but for understanding ourselves and the world around us.”
Leading the visual arts program requires rigorous study in painting, sculpture, printmaking, and many other intricate skills.
“As an art educator and an artist, I understand the impact of having someone who truly believes in you—someone who supports your creative and personal growth.”
MS. AKI TORII
“Advocacy is one of the most essential skills in serving as Head of the Art Department,” Ms. Torii said. “As an art educator and an artist, I understand the impact of having someone who truly believes in you— someone who supports your creative and personal growth—and how that support can shape the work you do.”
Ms. Torii also emphasizes that whether you are artmaking or teaching, the experience can sometimes feel isolating if you’re not intentional about staying connected and sharing with others.
Ms. Torii has worked as an art educator for over eighteen years. She started as a museum educator and teaching artist at the Pennsylvania Academy of the Fine Arts. Then, she
earned a Master of Fine Arts degree in 2008 and secured a position at the Delaware College of Art and Design (DCAD) as an adjunct professor, where she began to build a true passion for visual art education.
Ms. Torii finds Haverford to be unparalleled in its rich history and strong traditions of supporting boys. With the change in art department leadership, Ms. Torii plans
to continue the legacy established by her predecessors.
“This will be a humbling year for me, with so much to learn about Haverford as an institution, a community, and a culture.” Ms. Torii said. “I will be adopting and reinventing myself as an art educator to discover what is most appropriate and meaningful for this community.”
Mr. Nick Platt emphasizes consistency for success
The English department welcomes Mr. Nick Platt, who will serve as an English II and III teacher for Fourth and Fifth Formers and coach squash.
Mr. Platt brings an impressive academic resume, holding a B.A. in English Literature from Sewanee: The University of the South, as well as an M.Litt. from the University of St. Andrews in Scotland.
Before he arrived at Haverford, he served as an English teacher, advisor, and varsity squash coach for the Gilman School, a private all-boys school in Baltimore, Maryland.
Years of teaching have shaped his style and philosophy.
“As much as I enjoy doing close readings of the texts with students or reading a student’s compelling analysis of a text, I also emphasize with my students those small but impactful academic habits”
MR. NICK PLATT
to give to academic skills development,” Mr. Platt said.
Despite his love for literature, he believes that the real key to success in English or any course is consistent academic habits.
“As much as I enjoy doing close readings of the texts with students or reading a student’s compelling analysis of a text, I also emphasize with my students those small but impactful academic habits (annotating, note-taking, organization, drafting) that drive success in any course,” Mr. Platt said.
Mr. Platt encourages students to actually read the books assigned.
“The best advice I can give to new students is: do the reading! No, really—do it! [Students] are given some really interesting and challenging books to read, and so they should not forfeit that opportunity. I urge them [students] to not squander their chance to build their own capacity for thinking by taking shortcuts on writing,” he said.
Out of school, Mr. Platt enjoys a variety of activities.
“I like to spend time outdoors, whether it is hiking, being by the water, fishing, camping, or biking,” Mr. Platt said.
He adds that one of his fondest memories was biking from Seattle to San Francisco on the Pacific Coast Highway one summer in college with friends, with no prior experience.
Driven by his passion for literature, emphasis on good habits, and impressive background, Mr. Platt is prepared to make a substantial impact on the community.
“Teaching English at the middle school level taught me how much priority I need
Will Komada ’28
Edward Cheung ’28
Mr. Nick Platt will teach English II & III and coach squash
Ms. Aki Torii now chairs the visual arts department
Dr. Timothy Griffiths joins English department
Sahil manjeshwar ’28
With the departure of Mr. Keith Belson, the upper school welcomes Dr. Timothy Griffiths to the English department. He will teach Third and Fourth Formers in English I and II.
Dr. Griffiths holds a B.A. in English from the University of Massachusetts Boston, an M.A. in English from Brooklyn College, and a Ph.D. in English from the City University of New York.
He previously served as an Adjunct Professor at Pace University, Moore College of Art and Design, and Hunter College, and as a lecturer at his alma mater, Brooklyn College.
Additionally, Dr. Griffiths completed Postdoctoral Research at Penn State and the University of Virginia.
Dr. Griffith’s path to academia came from humble beginnings.
“My parents were fantastic, but they didn’t go to college and couldn’t give me the guidance I needed to succeed,” Dr. Griffiths said. “Getting on the academic path was very difficult.”
Despite the setbacks, Dr. Griffiths persevered, driven by his desire to learn and help others.
“I didn’t let that deter me, despite the times I felt alienated,” he said.
Dr. Griffith’s decision to specialize in English literature derived from his desire to help young writers. He received the LGBTQA+ Educator of the Year Award from Pace University students in 2022 as an adjunct professor.
“As an adjunct, you often feel like a freelancer, not fully part of the community. So it meant a lot to be recognized despite that.”
Dr. Griffiths encourages students to be consistent.
“You need to build the habit of reading and writing every single day,” he said. “Do it casually and you’ll discover if it’s truly something you want to pursue. Don’t narrow your interests too early, and be a copious and adventurous reader. Find people who challenge you and help you grow.”
Adding depth to Dr. Griffith’s skills is
his skill in writing and editing. Dr. Griffiths is most proud of co-editing a special issue of Legacy: The Journal of American Women Writers, which explores underrecognized histories of gender, sexuality, and LGBTQ culture in women’s literature.
“My colleague and I brought together
work from emerging scholars and others and even collaborated on the introduction and other works,” Dr. Griffiths said.
Dr. Griffiths is also an avid runner who has completed several marathons. He will join the cross-country coaching staff. He is also a member of a synth rock band, cur-
rently finishing up his album.
With his academic expertise, commitment to student growth, and professional endeavors, Dr. Griffiths is poised to make an impact on the school community.
Dr.Timothy Griffiths will teach English I and II and coach cross country
Research internships, cont. from front page
“The goal of visual inertial odometry is to figure out where our robot is and how it’s moving throughout a scene,” Ford said.
“So if you imagine that you’re controlling something like a robot dog or a drone, you want to be able to figure out where that robot dog or drone is in the world, and when it moves, you want to know how much it’s moved by.”
To do so requires specialized equipment and devices to capture the robot’s surroundings.
“Our method uses something called an event camera,” Ford said.
“A special type of camera that [can] record with a very high temporal resolution, which means that it can capture things that happen very quickly, and a high dynamic range, so if there’s a lot of lighting changes, it’s able to capture those as well.”
But figuring out how the robot actually moved from the recorded footage would require an entirely different kind of tool: artificial intelligence.
“We had to do a lot of machine learning. We learned and implemented various algorithms, and waited for weeks as they trained,” Kahana said.
The work with artificial intelligence proved to be extremely successful.
“We were really working at the boundary of knowledge, [as] many of the papers we were reading came out during our internship,” Kahana said. “We developed a new algorithm which performed…better than previous ones.”
Concurrently, Sixth Former Ranvir Gill interned at the University of Pennsylvania’s Madl Biomaterials Laboratory.
“ My work specifically was looking at muscle stem cell migration patterns on different viscoelastic versus elastic substrates,” Gill said.
“A lot of the stuff I did, may it be wet
lab work or computational work, I ended up learning during my time there.”
Other internships occurred outside of the University of Pennsylvania. At the Pennsylvania Governor School for the Sciences internship at Carnegie Mellon University, Sixth Former Ryan Shams interned for a month.
“My project was studying the effectiveness of sunscreen against UV-induced skin damage…and had about eight members,” Shams said. “There were a total of 70 rising seniors in the program.”
While these internships were all differ-
ent, all Sixth Formers found the experience rewarding.
“I would say I’ve learned more from this summer internship than maybe I ever have in my entire life,” Ford said.
“As a high schooler, I was kind of playing catch-up from the start, but once I figured it out, I now feel like I know these topics in a way that I never would have learned them in a classroom because I got to do it firsthand.”
Similarly, Gill emphasized the value of his internship experience, encouraging others to pursue their own internships.
“ For underclassmen, I’d highly recommend doing a lab going into senior year just because it’s this super-cool experience to get to talk to a lot of people who are really good at their job,” Gill said.
While these internships have concluded, more work remains.
As students in the independent study program led by Ms. Kara Cleffi, these Sixth Formers must create research papers and presentations during the fall, taking with them the knowledge, skills, and relationships created during their internships.
College counseling office leads Sixth Formers through application workshop
On August 21st, the college counseling department hosted an afternoon application workshop for Sixth Formers. The event provided practical support, clarification, and guidance as students navigate the busy fall college application season.
Students could choose to attend two of the three one-hour sessions, each covering an important aspect of college applications: the Common Application, supplemental essays, and the Self-Reported Transcript and Academic Record System (STARS).
Each session was led by members of the college counseling office: Mr. Jeremy Branch and Mr. Damian Long led the Common App session, Ms. Elizabeth Downing led the supplemental essay session, and Ms. Karen Ley led the STARS session.
In the Common App room, students continued to set up their accounts, fill in their college list, and provide all necessary information.
“I thought it was useful,” Sixth Former Ryan Shams said. “The college counselors helped me get things organized.”
Meanwhile, in the supplemental essay room, students explored strategies for the two main types of supplemental essays: the “why this college” and the “how will you contribute to this community” essays.
“The advice here was really useful, and it’s helped me write supplemental essays this
past week,” Shams said.
The STARS session helped students navigate the difficult process of self-reporting grades for schools like Penn State and the University of Pittsburgh, which are on many students’ college lists.
“I think the STARS workshop should be mandatory because many public universities use this system.”
SETH VIRMANI ’26
“I attended this room because I wasn’t able to figure out how to use STARS while working on my applications this summer,” Sixth Former Seth Virmani said. “I think the STARS workshop should be mandatory because many public universities use this system, and its website is very confusing.”
Virmani thinks the college counseling office could help clarify other parts of the application as well.
“I think an event discussing early-decision or early-action applications would be very helpful,” Virmani said. “It’d also be nice for the college counseling office to talk about letters of recommendation, and
to help students fill out the school-specific information,” Virmani said.
In general, the event allowed students to ease into the college application process and the school year.
“It was nice and relaxing, and it was good to be able to see some classmates again before the school year started,” Shams said.
Shams recommends that students attend college counseling events in the future.
“If you’re available, I think you should go to events like these,” Shams said. “They definitely help set you up in the right direction.”
Ryan Wang ’26
Ms. Karen Ley works with Seth Virmani ’26 during an August 21st essay workshop
Jack Ford ’26 and Joseph Kahana ’26 (third and fifth from the left) pose with their mentors
neighborhood
SEPTA funding cuts to affect all Philadelphians
As the Fords return to school, they’ll be met with more than just new teachers and fresh schedules. SEPTA’s latest changes to service, fares, and routes will impact many students’ commuting methods, resulting in longer commute times.
Starting September 2, the price of a single ride will rise from $2.50 to $2.90, the cost of a weekly TransPass+ will rise from $25.50 to $31 and the monthly pass will climb from $96 to $116.
As a state budget standoff leaves the agency without enough funding to keep trains and buses running at current levels, SEPTA has begun rolling out sweeping cuts
to bus and rail service, alongside higher fares.
For many students who rely on SEPTA to get to and from school, the changes mean longer waits, crowded rides, and uncertain trips home.
The first round of cuts took effect on August 25, and it’s only the beginning.
On January 1, 32 bus routes, a Metro line branch, and five Regional Rail lines will be eliminated, including the local Paoli/Thorndale line. Additionally, the remaining sixteen bus routes will see reduced service. Along with route eliminations, riders are facing higher prices.
Starting September 2, the price of a single ride will rise from $2.50 to $2.90, the cost of a weekly TransPass+ will rise from $25.50 to $31, and the monthly pass will climb from $96 to $116.
The estimated number of cars on the road will increase by over 275,000 across Philadelphia, Bucks, Chester, Delaware, and Montgomery counties.
The biggest hurdle for commuters around the city will be the 9 p.m. curfew, which will effectively end late-night train travel across the city.
These changes impact nearly every type of rider. Half of Center City residents don’t own cars, meaning thousands of daily commuters will be left with fewer options. In addition, the estimated number of cars on the road will increase by over 275,000 across Philadelphia, Bucks, Chester, Delaware, and Montgomery counties. All students will like-
ly face longer trips, and Sixth Formers without cars and others who cannot drive will feel the loss of accessibility sharply.
The alternate routes SEPTA provides are neither more efficient nor comfortable, with some having travelers stuck on a bus for two hours just to get home instead of the usual 30 minutes. With regional rail service near our school stopping in the new year, this will likely cause chaos in family schedules and could result in more tardiness from students due to new schedules and a lack of familiarity with the alternative options.
The impacts go far beyond daily school and work: The 9 p.m. curfew will also affect travelers from Philadelphia International Airport who are coming in late on crosscountry or international flights. Thousands who depend on the regional rail service to return to their homes in the city could be stranded because of these fare cuts.
The new hourly service will also have an impact on travelers as they might have to find more efficient ways of transportation into the city during the day, with fewer trains coming to pick them up. Those with limited options may rely on pricy Uber or Lyft services to get home. According to Uber, the average price from PHL to Center City is $32, and prices continue to surge.
Service workers and bartenders who rely on late trains to get home after shifts will also be left with few alternatives.
The cuts and limited services couldn’t come at a worse time. Eagles fans, concertgoers, and theater crowds will all feel the effects, especially once the 9 p.m. curfew begins in January. It will affect global events
too—when Philadelphia hosts the FIFA World Cup in June 2026, international visitors will face a city with fewer trains, earlier shutdowns, and less reliable service. Service workers and bartenders who rely on late trains to get home after shifts will also be left with few alternatives. The cuts threaten to reshape how Philadelphians move around the city.
The sports complex is already a nightmare to exit after games; with the recent cuts, this means more cars will be backing up on I-95, I-76, and Broad Street. Philly’s notoriously bad traffic will seemingly become even worse.
The effects of SEPTA’s changes leave a question looming: What happends to stations along the tracks?
SEPTA officials warn this is just the start of a series of measures meant to keep the system running while lawmakers in Harrisburg continue to fight over long-term transit funding. The agency insists these cuts are necessary to close a massive budget deficit.
The effects of SEPTA’s changes leave a question looming: what happens to the stations along the tracks? In the case of the new Ardmore Station nearing completion, it will live on—although with drastically fewer trains—as an Amtrak stop, with Keystone route service to Harrisburg and New York City. As for stops along routes only served by SEPTA, only time will tell.
Ardmore train station, between Lancaster Avenue and Suburban Square
Byron Yang ’28 & Adam Brown ’27
Student driving, parking contribute to school’s local reputation
Ayush Varma ’27
Since the first metaphorical brick was laid for the foundation of this school in 1884, Haverford has affected nearby communities, from helping local churches to packing parking lots for sports games.
Close neighbors of the school are affected the most. At every hour of the day, Fords drive to school, sports, and other events.
With Haverford’s reputation at risk every day with the possibility of a student driving carelessly, this naturally begs the question: What is Haverford’s driving and parking reputation to the community?
said, though he noted off-campus parking hasn’t caused him major problems.
Some students acknowledge the tension.
“There’s constant traffic—kids walking and driving everywhere,” Fifth Former Mookie Dombar said. “It’s kind of annoying because there are a lot of kids doing whatever they want, and it lines up with the complaints the school gets.”
Others have run into problems with parking itself.
“I’ve had to use two-hour parking zones before when I couldn’t get to Panmure [Road] in time,” Sixth Former James Friel
For students without campus spots, finding a place can be difficult and timeconsuming..
“There are so few spots on campus and they’re only for seniors,” Fifth Former Ezra Walters said. “The rest of us either get to Panmure early or move our car every two hours, which the teachers hate because they think it’s unnecessary and disruptive. Also, parents sometimes take parking spots in the morning.”
However, the tight parking space does not affect everyone.
“I live on the other side of Panmure, so the parking situation hasn’t really affected me,” Fifth Former Hugh Williams said. “However, students should only be able to park if they’re careful while driving in the neighborhood.”
As Haverford continues to grow, the relationship between students and the surrounding neighborhood will depend on awareness, caution, and respect.
The school’s reputation doesn’t stop at its gates—it follows every car that pulls out of the lot.
CONNOR PINSK ’23
Street sign at the intersection of Buck Lane and Panmure Road
campus opinions
Students are fortunate to have such an amazing campus. The school has done an impressive job building and managing the athletics building, academic buildings, and the music and arts building.
Not a day goes by that I do not think about how lucky I am to be going to this institution. I recognize that, as with everything, it is hard to be perfect.
This summer, I could not help but imagine what a perfect Haverford could look like.
Our squash team is known for having sme of the best and most dedicated players in the nation, and these players have done this with four courts.
Three major campus changes could boost our community, sports performance, and overall morale to a higher standard.
At number three, I have parking. Parking has been one of Haverford’s sour spots for as long as I can remember. There are barely enough spots for one grade, and Panmure Road is hard to park in if you have a bigger car. In my perfect Haverford, I have parking for every student in the high school.
Number two is a revamped athletics building. Some amenities needed in a new athletic building are two pools, ten squash courts, four basketball courts, and a designated wrestling room. These spaces could supercharge our sports teams and give us a better advantage over our competitors.
If I were to rank these in order of im-
A vision for future campus improvements
portance, I would rank a designated wrestling room at number one. Our wrestling program first started to be nationally known around the 1970s. This program has begun to revamp and deserves a new facility specifically made for wrestling.
Our squash team is known for having some of the best and most dedicated players in the nation, and these players have done this with four courts. The squash team’s Inter-Ac competitor, Episcopal Academy, has two-and-a-half times more at ten courts. Imagine what this team could do with ten courts.
Finally, as the school sees strengthening water polo and basketball programs, I believe that they will soon grow out of their current two-court and one-pool setup. This is why, in a new athletics building, the Fords would need two pools and four basketball courts.
Before I get to number one, I would love to give honorable mention to a tennis
program that requires more courts. Our tennis program is strong, and it would be interesting to think about what could happen if we gave them more courts to work with.
Finally, at number one, I have a revamped music and arts building. This is the oldest building on campus, built in 1984, making it 41 years old this year.
Music and the arts are one of the fastestgrowing facets of our generation. The school could do more to bring the building up to the current advancements, allowing performers to reach higher and achieve more.
Despite the campus’s tight confines, Centennial Hall is one of the buildings on campus that can be expanded. I would have a full redesign of the building, putting in the best space available, including a brand new conservatory and a second deck in the theatre, to fit the whole school in one assembly, and boost presence in our sold-out theatrical performances.
Soccer @ Shipley School
Friday, September 5, 5:00 pm
Keith DiMarino ’27
Students exit the dining hall last winter
CHARLIE SCHREIBER ’26
off-campus opinions
Philadelphia was once the world’s capital of freedom. The Constitution, an ultimate authority for our government, was written there, and Independence Hall served as the nation’s capital in its early years.
Nowadays, Philadelphia is one of the weakest major cities in the United States. Violent crime and poverty rates are significantly higher than average, innovation and new industry sectors are virtually non-existent, and economic growth has stagnated.
Simply, we are falling behind, and the local government has done little to address the numerous endemic challenges plaguing the city.
Philadelphia suffers most from the aftermath of redlining, a system formalized in the 1930s where federal agencies and banks denied mortgages or insurance to people in certain neighborhoods, largely based on race.
Redlined areas with populations primarily made up of African-Americans and first-generation immigrants were neglected by the city for decades. Infrastructure crumbled, schools and hospitals underperformed, and families living in these areas were presented with little opportunity for economic mobility.
Failure to invest in these areas has led to several problems. Many redlined areas still have poverty rates exceeding 40%, and few people in these areas have access to highquality healthcare. Modern-day shootings correlate strongly with historical redlined boundaries.
Houses for families in formerly “greenlined” areas became more and more valuable, but families in redlined zones were left behind. When driving through certain parts of Philadelphia, it is painfully apparent which neighborhoods were redlined and which were greenlined.
Although a few programs have been sponsored by the city to tackle the aftermath of redlining, they have largely come up short. Schools in redlined areas are still severely underfunded; the lack of intergen-
Why Philadelphia is falling behind
erational wealth and home value has been left unaddressed, and the lack of a robust public transportation system in these areas has made upward mobility careers inaccessible for many.
Compared to other formerly redlined major cities, Philadelphia’s struggles are clear. Boston has successfully implemented equityfocused transit and housing programs that explicitly target redlined areas to provide public transportation, healthcare, and housing.
New York City’s Mandatory Inclusionary Housing (MIH) program has made it so that 30% of houses in areas being re-zoned for housing development are considered affordable. Many of these programs are targeted at formerly redlined areas.
Several cities have established multiple community land trusts in formerly redlined areas, giving power back to the people living there. Philadelphia’s programs pale in comparison.
For much of the 20th century, Philadelphia was an industrial powerhouse. However, when factories went overseas and shipping moved elsewhere, Philadelphia struggled to reinvent itself in the way that Boston and New York City did.
Today, while these cities are widely recognized as global hubs of innovation and industry, Philadelphia remains defined by a slower economic transition.
Boston capitalizes on its elite universities, such as MIT and Harvard, to build one of the strongest biotechnology and life sciences clusters in the world.
The city is a magnet for startups, venture capital, and high-paying industries. AI, pharmaceuticals, and medicine all have a clear footing there.
The local government has used advantages such as its higher education sector to foster an ecosystem that encourages companies to stay and grow in the region.
New York City has followed a similar pattern of reinvention. They have maintained their footing in finance through Wall
Street, but they have also become a leader in media, tech, fashion, healthcare, and green energy innovation.
Aggressive investment in innovation districts such as Silicon Alley, combined with consistent business from across the world, has allowed New York to become a global powerhouse.
Instead, many of the jobs in these sectors are lower-paying and concentrated in narrow fields, leaving much of the workforce excluded.
Philadelphia’s struggles with poverty, crime, and stagnant growth cannot be understood without looking at both the lasting legacy of redlining and the lack of an innovation-based economy.
Philadelphia has struggled to make the same leap. Despite being home to top universities such as Penn, Drexel, and Temple, the city has failed to translate academic research into large-scale private sector growth.
Venture capital investment in Philadelphia lags dramatically behind Boston and New York.
In fact, Boston attracts nearly ten times more startup funding per capita. Software and biotech, while present and stable in Philadelphia, have not generated widespread prosperity.
Decades of disinvestment in these areas have led to a 23% poverty rate, the highest in all major cities in the United States. This feeds into the cycle of violent crime, weak consumer spending, and limited upward mobility.
Many of Philadelphia’s formerly redlined areas overlap with the highest-poverty and highest-crime areas, such as North Philadelphia and Kensington.
In the modern economy, innovation is the driver of job creation. Cities that have successfully transitioned into innovation hubs have seen dramatic gains in wealth and quality of life.
More innovation and venture capital investment lead to higher-paying jobs, expand the tax base, and reduce poverty by creating opportunities in supporting industries.
Even people who are not college-educated still have a place in an innovative economy.
Philadelphia has yet to commercialize research and build large-scale industries. This lack of innovation-driven growth has added to Philadelphia’s 23% poverty rate, a number that fuels all of Philadelphia’s chronic social challenges.
A Philadelphia street scene on IC Day, May 21, 2025
Ajay Chakraborty ’26
ANDREW WALKER ’27
CHARLIE SCHREIBER ’26
The artificial intelligence revolution has hit every part of our daily lives, from chatbots helping us understand difficult topics to AI helpers being integrated into every app we interact with.
What if this is as far as it goes? What if the introduction of these large language models, image generators, and personal assistants represents the peak, not the beginning, of AI progress?
We seem to be hitting a dead zone in AI progress, as illustrated by recent attempts to move forward with the revolution: the failure of OpenAI’s GPT-5, Apple’s struggle to refine its AI features, and bearish outlooks on artificial intelligence companies.
The central reason for AI’s existence is to rectify three main problems that ordinary computers cannot do: to think, empathise, or reason. Nearly 70 years after Professor John McCarthy at Dartmouth College developed ideas for “thinking machines” in 1956, the evolution of pre-trained large language models has come a long way.
However, it still falls largely short of our expectations.
For example, while AI chatbots like ChatGPT can provide detailed explanations and draft essays, they often fail when asked to solve problems that require deep reasoning or simple multi-step planning.
Image generators such as DALL.E or Midjourney can create breathtaking visuals from text prompts; however, sometimes they produce nonsensical images (called hallucinations), revealing a lack of true understand-
What if AI doesn’t get much better than this?
ing of what the creator specifically wants in their mind.
In more commercial settings, AI helpers or customer service assistants can only mimic politeness and respond to basic questions, but are unable to understand a person’s frustration or tailor advice with insight into a person’s emotional and physical condition.
These examples demonstrate that despite their certain capabilities, AI systems are limited in the very areas—thinking critically, logical reasoning, and empathy—that define
intelligence.
Although it might look like a stagnation with the progress in the AI sector for now, there is one key challenge that creators of AI could overcome: AI models and their algorithms are becoming so complex that their creators don’t understand how they work.
This “black box” problem leads to creators struggling to fully predict or explain their outputs, making debugging and identifying errors hard.
As models grow larger, expanding their
neural networks, we will not be able to just add more data or increase their computational power.
The future of AI, therefore, may depend on controlled development and interpretability, not only opening it up to current creators but also allowing it to be trained and developed by the whole technological community.
In other words, we need to work towards not a “smarter” AI, but one that works smarter with us.
Lawsuit against Roblox shows the necessity for child safety in online spaces
In the modern age of the internet, interest in video games and online social interaction unite much of the world. Despite the availability of such platforms, many dangers arise from open chatting with strangers.
Recently, the popular video gaming app Roblox has come under scrutiny for child safety concerns. Specifically, Roblox terminated a YouTube content creator, Schlep, from their platform. Schlep, in addition to other content creators like JiDion, has focused on exposing online predators in video games.
This response has sparked public outrage, with many criticizing the company’s attitude toward the predator-catching channels.
Despite this, Roblox has labeled such individuals as “vigilante groups” and suggested that their actions could increase the risk of exposing users to predators and delay enforcement efforts. This response has sparked public outrage, with many criticizing the company’s attitude toward the predator-catching channels.
Roblox has lost $12 billion in revenue and has faced bans in countries like China and Turkey.
Many say Roblox has failed to protect its users. Its reporting system is slow and often ineffective, with many predatory users remaining active despite reports. “Bathroom” games, “Escape to Epstein Island, Diddy Party,” and other inappropriate content run wild, showcasing a moderation system that
struggles to keep pace with the platform’s enormous user base.
The consequences of Roblox’s inaction highlight just how crucial child safety is in online spaces.
This lack of effective oversight has already had serious consequences. Roblox has lost $12 billion in revenue and has faced bans in countries like China and Turkey. Now, Roblox is being sued by the state of Louisiana and is under investigation by the U.S. government. Lawsuits against Roblox argue that they prioritize user growth and
profits over child safety, failing to implement basic measures like age verification and content moderation.
The consequences of Roblox’s inaction highlight just how crucial child safety is in online spaces.
Roblox’s disdain for these “vigilante groups” stems from the fact that taking action themselves would confirm that Roblox is a breeding ground for predatory behavior. With 89 million daily average players, the stakes are high. Companies that fail to protect young users risk not only legal repercussions but also their reputation and financial stability.
As online interaction becomes even more central to youth culture, Roblox’s inaction serves as a reminder that accountability and safety should always come before profit, or it all spirals out of control.
Brandyn Luong ’27, and Ben Qu ’28
Jayden Thomas ’27
Haverford School logo generated by DALL.E. Misspelling generated by AI
Roblox headquarters in San Mateo, California
Peter McConell ’26
Often, many students see summer as a time of freedom. Students of all ages can enjoy the beach, sleep in a bit, and take some time to enjoy their hobbies. However, another big piece of summer “vacation” is a summer job.
It could be working at the local pizza store, delivering food, lifeguarding, landscaping, or even working a job closer to the beach.
The three main benefits of summer jobs are the relationships made, the necessary experience gained for the future, and the cash earned.
The relationships are incredibly enjoyable, similar to the experience one can have here at school.
At Haverford, we have the “brotherhood,” where we see one another as people to learn from, grow from, and seek help when needed. This allows us to collectively enjoy our time in and out of school together.
At a summer job, the same camaraderie can be embraced. Friendships sprout from new people starting their job, resulting in new summer friends.
When the summer ends, it’s more than just seeing the summer leave behind you. Seeing the people you love working with go their own separate ways can be saddening.
While not all jobs offer this same experience, some allow for favorite hobbies to be embraced.
Sixth Former Thomas Nye enjoys landscaping, which means Nye gets to enjoy both the perks of making some extra money and also doing something he loves.
At the same time, he is learning the ins and outs of business owning.
The value of summer jobs
For Nye, it’s a special job because he does everything for his business. “I run my own business: I do the day-to-day stuff, the work, I do the customer interaction, I talk with them, I do the negotiating.”
Nye enjoys solving problems, planning, and working with customers, and thinks it is beneficial because he is able to gain experience and fill time in the summer with something he loves.
Nye argues that during the “three months off,” it’s a great time to “learn a skill, be able to put it in place, and make some money out of it.”
Lawn mowing is a popular summer job for students in high school
Ryan Wang ’26, Nate Gill ’26, and Ayush Varma ’27
voices
The Gift of Disappearing
Just decades ago, the greatest luxury a teenager could buy was the chance to vanish. A bus ticket, a little money, and suddenly you could be someone new.
Like Holden Caulfield dreaming of escape, I long for my own act of disappearance, slipping away without a trace.
Yet today, when every movement is tracked and every decision scrutinized, disappearing feels impossible.
The truth is, I don’t actually want to disappear. What I want is self-determination.
Disappearance once meant freedom, the independence to decide where to go and who to become.
Now every move is mapped and enforced, often by the people who love us most. Technology leaves no room to slip away, even for a moment.
At night, when the house finally quiets, I feel the absence most. Silence asks nothing of me.
For a little while, I can imagine a life that is mine alone. I watch my friends’ tail-
lights evanesce into the vastness of the world, like dreams slipping out of reach.
Maybe this longing for autonomy comes from the tension between inevitability and free will. The path ahead already feels drawn: work hard, get into college, follow the steps toward being a “successful” adult.
My parents want the best, but their hope often feels like control, slowly suffocating me. The harder I try to meet expectations, the more I feel my life unfolding as if written by someone else.
To disappear, for me, is not rebellion. It is breathing space, the room to stumble and choose, and discover who I am before someone else decides.
The kind of disappearance I dream of is not permanent. It is a pause, a step away from routine and surveillance long enough to prove I can stand on my own.
Maybe I don’t want to vanish after all. Maybe what I want is the freedom to choose, to trade certainty for the joy of writing my own story.
Brandyn Luong ’27
Portrait of Brandyn Luong ’27
London’s Great Gatsby musical brings Jazz Age to life
Jayden Thomas
2025 marks the centenary of F. Scott Fitzgerald’s The Great Gatsby. The new musical based on the novel is currently in production in London’s West End, at the Coliseum.
Kait Kerrigan’s musical adaptation at the Coliseum Theatre transforms the novel, read by Fifth Formers in English III, into a musical masterpiece. The score combines genres from pop and jazz and adds theatrical elements to capture the spirit of the Roaring Twenties and modern musical theater.
Visually, the musical is breathtaking. The lavish gold-encrusted sets and magnificent costumes make the world of the Jazz Age feel vibrant.
From Gatsby’s longing for Daisy to the thrill of his parties, the music and lighting capture the range of characters’ emotions. Every song conveys the characters’ desires and personal struggles in concert with the plot. Kerrigan highlights specific themes in the novel, turning them into musical numbers like “Absolute Rose,” “Past Is Catching Up to Me,” and “(The Party Goes) Roaring On.” The titles and lyrics of these songs exude specific themes that inform audience members of the characters’ thoughts and feelings.
Visually, the musical is breathtaking. The lavish gold-encrusted sets and magnificent costumes make the world of the Jazz Age feel vibrant. The combination of the music and exquisite acting allows the audi ence to experience the luxury of The Great Gatsby’s parties, overwhelmed by the tumult of the band, wild dancing, and visual effects. I felt that I was standing inside Jay Gatsby’s
While the production was dazzling with its music and visuals, it sometimes overshadowed the novel’s moments of heartbreak and tension.
Despite these challenges, Kerrigan’s adaptation succeeds in giving audiences a fresh and thrilling way to experience the story of The Great Gatsby, making the feel of the Jazz Age available to modern audiences. The musical is also running at the Broadway Theater in New York.
Performative male style introduced into music industry
Recently, a newfound surge in popularity for performative male music has taken place.
Associated with performative males, an archetype that went viral on social media in 2025, performative music includes music from artists who specialize in indie/alternative pop, jazz, and other “soft” mainstream genres. Such artists include Beabadobee, Laufey, Clairo, The Marías, and others.
The stereotype of performative music is to be attractive to women by listening to relatively popular female artists, perhaps for a social identity rather than a genuine connection.
Moreover, the music also fits into the “performative” fashion statement of wearing baggy jeans, consuming matcha-flavored drinks, collecting Labubus, and reading feminist literature - all part of being a performative male.
For some, performative male music
spurs the argument of attention seeking compared to genuine enjoyment.
While respect should be given to music artists’ creations, it is hard to conclude whether people who listen to this music actually find their vibe in it.
“It’s inauthentic— you enjoy music for yourself, not for social media or attention,”
BRANDYN LUONG ’27
“I think that music deemed ‘performative’ can sometimes be good,” Fifth Former Hugh Williams said. “However, I also think that the ‘performative’ thing is simply a meme.”
be very unique - yet, it also restricts people from expanding into new art styles. The per-
ceptiveness of fashion styles is shallow, but the potential is far.
Other students agree with Williams, acknowledging this trend as a meme.
“The only people who engage in this behavior are doing it to farm for engagement on social media,” Fifth Former Brandyn Luong said.
“It’s inauthentic — you enjoy music for yourself, not for social media or attention,” Luong said. “It’s a style, but because of social media, it’s been warped.”
Given these perspectives, it’s clear that students believe the “performative” style is an example of social media’s effect.
In its roots, the performative style can
actual colossally elegant mansion. Laila Abraham, a family friend, said, “Great stage sets. Great actors. Great experience.”
BenJamin Qu ’28
The final bow at an August 2024 performance on Broadway
JOE SHLABOTNIK VIA FLICKR
’27
Football, cont. from front page
Sixth Former James Friel is also confident in what this group can accomplish.
“In terms of football, I’m most looking forward to play Episcopal Academy, but I enjoy all of the games,” Friel said. “I believe that all of the current seniors will step up, as I’ve already seen.”
However, replacing the talent from last year’s roster hasn’t come without its challenges, especially on defense.
“It’s time for young guys, especially on the defensive side, to step up and fill the roles of the six graduated seniors from last year,” Coach Martin explained. “They’re coming along well, and they’re going to get their first action this week. I think they’re ready for the challenge.” Offensively, the Fords are more confident than ever.
“It’s our second year in this system, so the guys are more comfortable and they understand what we want out of them,” Coach Martin said. “It should be a fun offense to watch this year.”
Leadership has also been a major emphasis going into the season.
“I let the senior class lead, and I say it’s their team as much as mine,” Coach Martin said.
“We focus on two things: being focused and playing together. If we do those things, then our goal is to win the Inter-Ac championship. That’s why we do our two claps—to show we are focused and playing together.”
The Fords played their first game on Saturday, August 30th against Wyomissing, ranked 28th in the state, to open the season.
Despite a strong showing, the Fords fell just short, losing by three points in a 26–29 battle. Still, spirits remain high, and the team is already looking ahead.
“The first few games are always exciting,” Coach Martin said. “We’ve been getting after each other for a while, and I think the guys are ready to start hitting somebody in a different jersey now.”
If preseason has shown us anything about this team, it’s that the Fords are hungry and far from finished.
“I’m really excited to get back on the field in front of my classmates again, and to hopefully bring them a
Fords Soccer Off to Hot Start
As summer break comes to a close and the Fords re-enter campus, fall sports jump into action im-
mediately. While many have been away on vacation, enjoying their time sleeping in and resting during the hot summer days,
the Ford’s soccer team has been practicing twice a day. At just 8 in the morning, the boys go out on the field, scrimmaging and running drills while building strong team chemistry for their upcoming matches. After their multi-hour morning practice, the boys go home, eat and rest, and return to campus at 3 p.m. for a second practice—this time at the hottest part of the day.
“A lot of guys on the team don’t like two practices a day because of how much time it takes away from the end of their summer, but I actually enjoy it because it sets a tone for the season and prepares us well,”
Sixth Former Avery Paul said. “It gets us in shape and helps us learn how we work as a team.”
Soccer is a sport of endurance and technique, both of which can only be built through countless hours of practice. Their hard work this preseason has been paying off.
The Fords’ first game was against Conwell Egan, where they won 2-1 in a hard-
fought, close game. Fifth Former Brody Collins scored the first goal to tie the game, and Fourth Former Haven Hoilett scored the second, game-winning goal. With the momentum on their side, the team heads into the regular season looking to dominate both inside and outside of the Inter-Ac league.
Most recently, the team played Downingtown East in an intense and close game. The Fords went down 1-0 early in the first half and had a rough first 45 minutes.
“The momentum was clearly with Downingtown going into halftime,” Paul said. “I knew we needed a spark early on in the second to have a chance at winning.”
At the very beginning of the second half, Fourth Former Jose Hernandez scored a jaw-dropping goal to tie the game at 1-1. Then, in the last five minutes of the half, the Fords drew a penalty. Fifth Former Finn French kicked in the game-winning goal, and the Fords won 2-1.
Golfers begin season with a love for the game, and
After winning the Inter-Academic league and Pennsylvania Independent Schools Athletic Association (PAISAA) championships last year, the golf team has been excited to get back on the course and prepare for the season.
Varsity golf head coach Mr. Stephen Cloran recently reflected on the team’s goals as they approach the upcoming season.
“Repeating as Inter-Ac champions and PAISAA champions are not our primary goals. Our primary goals are to love the game, love the program, love each other, lock in every day on the golf course, and if we can accomplish those goals, we should be in a good position to three-peat and repeat,” Mr. Cloran said.
Widely known as a game of skill, golf requires intense patience and dedication. Knowing this, many students on the golf team worked hard over the summer to develop and continually improve their skills.
“Almost every boy in the program played in five or more summer tournaments to hone their golf skills and maintain their competitive spirit,” Mr. Cloran said.
Playing over the summer provides the students with even more experience on the golf course and helps them gain a competitive edge over the other teams in their league.
Mr. Cloran expressed his deep commitment and joy for coaching the team and his passion for the game.
“I just love being with the boys and my coaches. I try really hard not to forget to enjoy the challenge, the sport, and the relationships—to have fun,” he said.
This balanced approach not only helps Mr. Cloran with his coaching abilities, but also the members of the golf team by allowing them to stay relaxed, happy, and competitive.
“The boys are eager to perform day in and day out as best they can, both in practice
and matches. The program has been built on this expectation and standard, and I make it abundantly clear that it’s our turn every day
to love the program, love each other, and love the game,” Mr. Cloran said.
10-0 Inter-Ac sea- son,” Jones said.
Haverford playing against Wyomissing High School on August 30th
Will Komada ’28
Charlie Beifeld ’27 and Will Kelly ’26 play against Penn Charter last year
each other
James MacColl ’26
Young crosscountry team ready to run after preseason
With the fall approaching, the cross-country team prepares for a season filled with new faces, energy, and a long-term vision.
With a roster of many new athletes, this year is shaping out to be a rebuilding season.
Now that the preseason is almost over, the team will prepare for their upcoming competition and eventually, EA Day.
The infamous Time Trial—a test where athletes must run thirteen laps around a 396-meter track—took place four days into summer training.
In the last two years, Third Formers were only required to do two miles. The coaches raised the stakes this year, and Third Formers did the standard five-thousand-meter race.
Despite the strenuous trial, there is significant talent among this year’s Third Formers.
Sixth Form co-captain Nate Gill said, “Four freshmen this year ran it in under 21 minutes. Typical varsity-level runners run it around 18 minutes, so they are starting strong, including freshman Colin Park, who ran it in 18:50.”
With many talented Third Formers on the team, guidance and leadership will be necessary. This responsibility is entrusted to the new team captains.
Gill’s role of being captain holds significance to him.
“I believe it’s an honor,” he said. “I have been in this program for four years, and it’s great to finally be able to take another step in the footsteps of some of the guys I looked up to when I was younger.”
“The number-one thing is just leading by example.”
NATHAN GILL ’26
Gill believes quality leadership stems from courage, consistency, and positivity.
“The number-one thing is just leading by example,” Gill said. “If your teammates see you doing the workout, they’ll follow
behind. We’re also always trying to be positive, and we’ve already had one team dinner with more on the way. It’s about bringing everyone together.”
With school right around the corner, all athletes must maintain their focus and effort in practice even after school starts.
“Right now, it’s good because school hasn’t started yet,” he said. “Once classes and extracurriculars kick in, it’ll be about making sure everyone keeps that routine.”
Even for small things, like Labor Day weekend, Gill wants to ensure that the team is consistent.
“Even this long weekend is a test— making sure guys still run so they don’t lose fitness.”
Despite the large number of Third Form athletes, Gill believes that this year is
Water polo rebuilds for new season
The water polo team participated in their first series of games at the Philmore Cup from August 29-30, facing Calvert Hall College High School, Mount Saint Joseph High School, and Gilman School. Despite a difficult start, the team remains optimistic and focused on its long-term goals.
The Fords fell in their season-opening match against Calvert Hall, 8-12, then bounced back to win against Mount Joseph 14-5, before closing with a 5-8 loss to Gilman School. Still, the team is not deterred.
“We haven’t played much yet, so these first few games were tough,” Sixth Former Sam Putter said. “We played a bit sloppily, and we’re still learning how to strategize and play together. We’re looking to come out on top this Friday against Gonzaga High School.”
After losing nearly ten graduates last year, the team is rebuilding. The starting lineup now consists of Sixth Formers Matthew Cerniglia, Sam Putter, Connor Kirby, and Ryan Hayne, alongside Fifth Formers Thomas Springer, Henry McDabe, and goalie Mookie Dumbar, only three of whom started last year.
“[Connor Kirby] brings a different skillset, being very physical and quick.”
SAM PUTTER
’26
Kirby, despite this being his first year on the team, has made an early impact.
“He brings a different skillset, being
vital; a chance to lay the foundation to help the team compete at the top.
“It’s going to be a very fresh team,” he said. “We lost a lot of strong runners last year, but this freshman group is pretty amazing. Also, we are not the only ones who lost a lot of runners, so the Inter-Ac title could go to any team.”
Building year or not, the team still strives for success.
“Of course, we want to win,” Gill said. “However, equally if not more important is that we still want to be improving ourselves and getting faster and stronger.”
With their first meet coming on September 9th against Episcopal Academy and Penn Charter, their results will be a testament to their hard work and training from the preseason.
very physical and quick. He won almost every faceoff this weekend,” Putter said.
The team is also bolstered by a strong Third Form class, many of whom also play in local club teams, with players like Tristan Doener getting significant playing time.
The team began preseason training two weeks before the Philmore Cup, practicing Monday through Friday from 9 a.m. to 12 p.m.
“It’s been very difficult, as water polo is a very demanding sport,” Fifth Former Thomas Springer said. “Our practices are one hour shorter than they were last year, so practices have been even more intense.”
The team was joined by a returning coach, Bobby Halligan.
“He’s been a great addition. He has a lot of game knowledge, and he’s been able to give us individualized advice in real time,” Springer said.
The team has embodied a supportive environment and mindset.
“We really want to keep the team happy. That means taking accountability for our own actions, supporting and uplifting each other, and helping each other improve,” Springer said. “An environment where players get mad at each other and yell at each other is very hurtful.”
The team also looks to take the season one day at a time.
“We had doubts going into the season, unsure of how good we’d be. Which games we’d win and which games we’d lose and such, but that isn’t the right mindset to have,” said Springer. “I hope that we just train hard every day, improving our skills, and let our work show off with game results.”
The team’s goals are front and center, written on the locker room whiteboard: sweep the Inter-Ac, win Easterns for the third year in a row, make flight 1 at the Beast of the East tournament, and win EA Day.
The cross country team running on EA Day, November 9, 2024
Ryan Wang ’26
Jack Chisholm ’26 plays against Episcopal Academy, October 15, 2024
Edward Cheung ’28