Introduction While students enjoyed their summer vacations at the shore, abroad, or at home, 19 members of the Haverford community met regularly as part of the Safety, Character, and Culture Task Force that was assembled this spring. The task force’s aim was to develop policy recommendations for the Board of Trustees to implement following local police’s discovery of the infamous “Main Line Takeover Project.” This finding led to the arrest of several alumni and one Haverford student. Between May 1 and August 1, the task force, led by Board of Trustees Vice-Chairman Dick Graham ‘52, met dozens of times to conduct research, hold discussions, and speak with people outside our community. It was divided into three subcommittees, each made up of six members. The “Safety and Health Subcommittee,” headed up by Mr. Graham, included Lower School Dean of Students Jay Brown, parents Barbara Klock, Sharon Merhige, and Vince

Rossi, and Assistant Headmaster Mark Thorburn. Upper School Counselor Ms. Janet Heed was later added to this group. Amy Petersen directed the “Character Subcommittee,” which included parents and alumni Bob Clothier ‘79 and Maurice Glavin ‘83, Director of Admissions Henry Fairfax ‘99, Upper School Dean of Students Mark Fifer, and Haverford parent Ken Schwenke. The final subcommittee, the “Culture Subcommittee,” was led by another Haverford parent, Jack Lynch. His team included Liz Anderson, Associate Headmaster Brian McBride ‘82, Assistant Director of Athletics Michael Murphy, Middle School Dean of Students Tracy Nelson, and Mark Turner. The task force devoted over 500 man hours to try and solve the apparent drug problem among Haverford students. “We talked to a lot of people,” said Mr. Graham in a recent interview with The Index. “I talked to 15 headmasters of different schools all across the country, some of whom I knew, to see how they were handling the situation. We did a lot

of reading, a lot of internet searches.” After three months of deliberation, the task force recommended that the school not impose a policy of random, mandatory drug testing for marijuana. Instead, the focus of the new policy shifts towards proactive education and stricter disciplinary measures while retaining the right to drug test on the basis of “reasonable suspicion.” The school will also implement the “Brother’s Keeper” policy, which will provide amnesty to all students whose friends or family seek help before the student is caught using by the school. For more detail, read the following sections that cover each major aspect of this new policy.

Why Haverford Did Not Implement Random Testing In the May issue of The Index, Headmaster John Nagl was quoted as saying that he felt drug testing would be implemented by the start of this school year. In early August, however, after a prolonged period of silence from members of the task force and Dr. Nagl himself, the school released its new drug policy, one that does not entail any sort of mandatory drug testing program.

So, what is behind the apparent about-face? “I learned. A lot. This was the biggest learning point, not just for me, but for the task force,” Dr. Nagl remarked. “There were a number of people like me who came to the task force convinced that a random drug testing program would keep the boys safe. We looked extensively at this issue, and there is no consensus that drug testing programs have any [positive] effect on the health and safety of boys.” Mr. Dick Graham added, “We found experts on either side of the equation, but it was not the majority that [supported drug testing], and their evidence of why they thought it was the right thing to do did not tackle why it stemmed drug use.” Both men also pointed to the link between

testing for marijuana and a rise in alcohol consumption, the latter of which is more likely to result in death among adolescents. Dr. Nagl put it simply, saying, “Anything that would increase the chances of a boy dying, we had a hard time advocating.”

Editor-in-Chief Manav Khandelwal ‘15 thoroughly explores the recommendations and rationale of the drug task force. These include an emphasis on education, the decision not to test randomly, and the new ‘Brother’s Keeper’ policy.

The IndexVolume LXXVI, No. 1 September 2014 Haverford, Pennsylvania - haverfordindex.com

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Letter fron the EditorsLab Cooperative FeatureDirector of RoboticsMeet The New TeachersMr. Cloran’s Final YearFords FocusPA Governor’s RacePolice MilitarizationOutdex

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See page 14 for Eric Petersen ‘15’s analysis on the Ukrainian Civil War.

Haverford Overhauls Drug Policy, Makes Decision Not to Test

Random Testing Would Have Achieved Little

Ethan DeLehman ‘16

An infrastructure for dealing with substance abuse based on trust and cooperation between students and the School is preferable to random testing, says Ethan DeLehman ‘16.

Manav Khandelwal ‘15

Alex Sanfilippo ‘16 argues that, if random drug testing had been implemented, there would actually be fewer harsh punishments handed out to students who violated the School’s drug policy.

Alex Sanfilippo ‘16

“Anything that would increase the chance of a boy dying, we had a hard time advocating.”

Continued on Page 4

submit to the Index: index@haverford.org

Why Random Drug Testing Might Have Worked

After Ninth Headmaster Dr. John Nagl announced the decision to establish a Character, Safety, and Culture task force, and that the primary objective of the task force was to discuss the possible implementation of a random drug testing program, the initial reaction amongst Haverford students, and even a number of faculty members, was resoundingly unanimous, “No.” Few afforded to give the Task Force the necessary thought and reflection regarding such a monumental decision. After all, decisions such as these are not made lightly, and without careful consideration of the prospective benefits for all Haverford School students. While the school still reserves the right to test students for drug use, at the discretion of Mr. Green and other administrators, a wave of relief swept the study body after the decision

was announced to postpone the possibility of mandatory, random drug screening. In general, a significant portion of the student body would not have been directly affected by this policy, and instead seemed to view it as a controlling exercise of power restricting the liberties we often afford ourselves as adolescents. In addition, the lack of student input regarding this decision failed to placate anyone’s frustrations. Despite widespread unpopularity, the implementation of a mandatory drug testing policy does have its merits– Dr. Nagl even confessed that he began the 500-plus hours spent in meetings with fellow task force members fully expecting mandatory drug testing to be the outcome. The primary goal of any drug testing policy is to both prevent and deter the use of marijuana and other illicit substances.

Continued On Page 12

The discussion that has dominated student life at Haverford over the course of the last several months has revolved around the potential implementation of drug testing on students, particularly without warning. To say that this sparked a bit of a response from the student body would be an understatement. Almost immediately, claims of an impending deterioration in trust between students and administrators began to sprout up at an alarming rate. This was then accompanied by accusations that the entire student body was being subjected to an unnecessary measure in order to punish the actions of select individuals. From these claims came countless arguments, two of which appear to hold the most water. Firstly, administering drug tests with the intention of then taking those results and giving outright punishments to those marked positive would be far from

the best approach of tackling the issue. Secondly, the key to forming a Haverford community that acts in unison to assure that no student struggles with addiction is strengthening trust among students and faculty, not taking measures to weaken it. In an interview regarding the decision whether or not to implement drug testing, Headmaster John Nagl was quoted saying the following in regards to measures that could assist in getting students help, “We talked a lot about the mythical Boy Code; it’s the boys against the adults, and we want to inculcate the idea that ‘I am my brother’s keeper.’ It is not snitching to let an adult know that your friend is having a problem with weekend binge-drinking, that is getting him help.” At the core of both of the aforementioned arguments is a sense of safety in getting students struggling with substance abuse the help that they need.

Continued on Page 12

bloomberg.com

Harry Bellwoar ‘15 gives his take on senior exams on page 13.

Also, see page 7 for Sixth Former Ian Riley’s monthly Film Review Column.

Index Haverford’s own student newspaper since 1888, the Index is printed monthly and has been the extracurricular destination of choice for many of Haverford’s best writers and brightest minds over the years. Writers can contribute by writing news pieces, editorials, humor, political commentary – the options are nearly limitless. Stop by Mr. Kellen Graham’s room on the third floor or speak to either Brendan Burns or Manav Khandelwal for more information.

Mock Trial In Mock Trial, students take on the roles of lawyers and witnesses and compete in a local competition at the Montgomery County Courthouse. Each year, the PA Bar Association publishes a full case modeling a hypothetical lawsuit, replete with witness statements and exhibits. As a team, members study the case materials, work with real Philadelphia lawyers, and prepare statements and examinations of witnesses. Preparation culminates in

competitions in real courtrooms in front of professional judges and lawyers acting as jury members. Last year, Haverford won Montgomery County and moved on to the State competition for the third time in school history. The club meets weekly, and as the competition nears, members often meet multiple days during the week for one to two hours. For more information please see Jake Pechet, Jack Henderson, Sra. Carmen Mateos, or Mr. Jamison Maley.

- Jake Pechet

Speech & Debate If you love to argue, act or compete in academic arenas, the Speech & Debate club might be the right fit for you. If you join Debate, there are two routes you can choose. On one hand, there are many speech categories such as dramatic and humorous interpretation. On the other hand, there are two main debate formats: Public Forum and Lincoln Douglas. In Public Forum, teams of two will make persuasive, logically built arguments affirming their side of the monthly resolve, which can range from economics and foreign policy to

constitutional law and immigration reform. The highlight of public forum debates is the exchange of questions and answers during a heated crossfire, similar to that which you would expect in CNN’s show titled “crossfire.” Alternatively, Lincoln Douglas is a one on one debate addressing morality and fundamental democratic ideals. Moreover, Lincoln Douglas is slightly more structured and technical. For all categories, underclassmen can ease into the competition by competing at the Junior Varsity level. Debate has weekly meetings from 5:30-6:30 on Wednesdays, while the competition are on Thursday afternoon every month. During practice, the team will discuss the resolve, brainstorm potential contentions and conduct practice debates. For more information please see Jackson Simon, Manav Khandelwal, Brendan Burns, or Ms. Rachel Jennings.

- Jackson Simon

DECA DECA continues to be one of Haverford’s most successful clubs, sending dozens of students to the state and national competitions every year. However, you may be wondering, “What exactly is DECA?” DECA is a competitive business competition for either an individual or a

two-person team. You may select a variety of categories ranging from Quick Serve Restaurant Management to Marketing Communications Team Decision Making. At the competition, you will be required to sit for a 100-question examination based primarily around the category you have selected. You will be tested on topics such as the principles of finance, marketing, and business administration. The emphasis on a specific principle depends on the category you have selected. A mock interview, referred to as a role-play, follows the test. Before the interview with the judge, you are given a scenario relating to your category about a problem your “company” has been experiencing. It is your job to prepare a presentation for the judge, often acting as a company executive, on your solution to this problem. DECA normally meets after school a few times before competitions. If you are interested, please contact myself, Jackson Henderson, Manav Khandelwal, or Mr. Stephen Patrylak.

- Alex Sanfilippo

Continued on Page 7

Mason Hall I worked in the Russell Lab at Drexel University this summer under the direction of Dr. Jacob Russell. I spent the summer working mainly with a graduate student in the study of the aphid-infecting fungal pathogen Pandora neoaphidus. My day-to-day work mainly consisted of DNA extraction, maintaining fungal subcultures, running PCR reactions, performing gel electrophoresis, and curing aphids of bacterial symbionts with antibiotics. The highlight of my lab experience was making a time-lapse video of an aphid infected with Pandora succumbing to the fungus. Working in a lab was a fantastic experience and I definitely recommend anyone interested to apply to the lab cooperative program.

Tim Delaney This summer, I had the privilege to intern at a lab for the neurosurgery department of The Children’s Hospital of Philadelphia under the supervision of Dr. Adam Resnick. My project involved examining BRAF fusions in cells that lead to pediatric brain tumors. Along with my two lab partners, undergraduate students at the University of Pennsylvania, I tested different combinations of drugs to see their effects on the growth of tumor cells. Something that I did not enjoy about my lab was the amount of prep work I did for doctorate students’ experiments, which drew time away from working with my partners on my own experiment. However, I am proud of the work my partners and I were able to accomplish because the experiments we did will directly affect how patients in the future will be treated. The lab program strengthened my passion for neuroscience that I intend to pursue in college and beyond.

Jackson Simon I worked in James Wilson’s Gene Therapy Lab at the University of Pennsylvania. Gene therapy in general is the practice of delivering a correct version of a specific gene to someone with a genetic defect such that they can express functional proteins. My project deviated slightly from the standard path of gene therapy. Instead of working with a monogenic disease, I researched Breast Cancer, which results from the accumulation of many different mutations to many different genes. Specifically, I researched HER-2 Positive Breast cancer, which is the most aggressive form of breast cancer, as the breast cells divide rapidly and are more likely to metastasize. For current Juniors, I suggest working in a lab this coming summer if you are interested in pursuing science as a college major and/or career. I definitely learned that in research you have to be willing to accept failure and repeat experiments over and over again. On some days, you might work for five hours and have to repeat the same procedures the following day. Despite a lot of tedious lab work, the theory driving the experiments was incredibly intriguing and the people around the lab were always there if you

needed help. Overall, it felt great to explore the world of scientific research.

Manav Khandelwal This summer, I had the special opportunity to work at the premier gene therapy laboratory in the world, Dr. James Wilson’s Gene Therapy Program at the University of Pennsylvania. Working with Associate Professor Maria P. Limberis and researcher Marco Crosariol, I took part in a project studying the possibility of a passive immunization strategy in the event of an influenza epidemic. Because normal vaccines take weeks to work, Dr. Wilson and Dr. Limberis are looking for a way to use gene therapy vectors, adeno-associated viruses, to deliver a gene expressing an antibody to the nose; a successful injection has been shown to protect humans against the influenza virus. My specific project examined the effect of an infection with the virus on cells in the nose in mouse models, trying to figure out whether or not a person will be protected by the antibody after they have already been infected once. It was incredibly novel experience for me, having never done formal lab work or research before, and it is certainly an opportunity I encourage all Haverford upperclassmen to take advantage of if they have interest in science.

Brendan Burns Along with fellow Sixth Formers Jackson Simon and Manav Khandelwal, I spent

seven weeks this past summer working in James Wilson’s Gene Therapy Lab at the University of Pennsylvania. I worked with a graduate student on Gene Therapy for OTC Deficiency, a genetic disease in which the patient will be unable to break down nitrogenous waste from proteins and can ultimately suffer debilitating or fatal brain damage from the buildup of toxic ammonia in the blood. Working in the lab was always intellectually challenging; the concepts behind the procedures I conducted were fascinating, and doing real-world science (instead of classroom science) was a very valuable experience. Working in Dr. Wilson’s lab was, without a question, an incredible opportunity. That being said, labwork is not for everyone. Not all are suited for the laboratory environment, and so perhaps the most important function of my experience this summer was to determine whether I would like to pursue lab research in college and beyond. While I personally don’t see myself spending more summers pursuing research, I do recommend that all Fifth Formers and underclassmen who are interested in a scientific career investigate this unique opportunity for themselves.

Connor Atkins Over this past summer I spent seven weeks working in the Mitchell Lazar Lab, which is part of the Obesity, Diabetes, and Metabolism Department of the University of Pennsylvania. A large component of the labwork was mice-based testing, so I began my summer by doing a lot of work breeding mice, tagging the mice, and lastly genotyping the mice in order to know whether or not they had certain genes. Throughout the summer I worked with a couple different lab engineers completing a range of tasks from assays to real time PCR reactions. Then, with about two weeks left, I put everything I learned together and began working on my own project which involved me harvesting my own mice in order to test different adipose tissues, liver tissues, and blood. Overall, it was a great experience and I definitely enjoyed my summer.

Page 2 The Index September 2014

Editorials FeaturesThe Index’s Editors-In-Chief

2014 Advanced Research Cooperative: Haverford Scientists Make a Difference At Local Laboratories

Compiled by Index Staff

Letter from the Editors

Page 3 The Index September 2014

Every year, a select group of Haverford students conduct research at laboratories in Philadelphia sponsored by Penn or Drexel. Below, each participant details his own experience this summer.

med.upenn.edu

Attention Underclassmen: A Snapshot of Haverford’s Clubs

Compiled by Index Staff

Sixth Form Club Leaders introduce some of Haverford’s most popular and distinguished extracurriculars.

Letter from the President

The Index2014-2015 Staff

Manav Khandelwal ‘15, Editor-in-Chief Brendan Burns ‘15, Editor-in-Chief Jack Henderson ‘15, News and Features Editor Alex Sanfilippo ‘15, Opinions Editor Jackson Simon ‘15, Sports Editor Ethan DeLehman ‘16, Arts Editor Eric Petersen ‘15, Politics Editor Otis Baker ‘15, Outdex Editor Drew Sterman ‘16, Web Editor Kenny Fitzpatrick ‘16, Web Editor Mr. Kellen Graham, 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.

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 Mac OS X, using Adobe InDesign CS5.5. Its surveys are conducted via SurveyMonkey and are advertised on Facebook to current Haverford students. 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 1091 community members, consisting of 975 students and 116 faculty members.

Contact The Index:450 Lancaster Ave, Haverford, PA 19041hsindex@gmail.comhttp://www.haverfordindex.com/(610) 642-3020 x. 1222Volume LXXV, No. 1 - September 6, 2013

Hello everyone, and welcome back to school. I hope everyone had as busy and great of a summer as I did. Even though I love summer, towards the end of August I was ready to get back to school and start working again. There’s something about the start of school that not only excites me, but also creates anxiety. This year hasn’t been any different. The stress of applying to colleges and wondering when the next Asian Station will appear at lunch has me losing hair before I even hit college. This is one instance when being Greek and Italian is an advantage – I may lose a few strands here and there, but I’ll always have more hair than the average person. This brings me to my next point and something I’m excited about for this year: Movember. Even though this year is going to be a grind

for all of us, it’s imperative that we all find time to have fun. That’s why during the month of November, we are going to have a Movember competition for who can grow the best mustache. I don’t want to make Dr. Ehrhart nervous, but all participants must be clean-shaven by November 1st. This is just one of the ways that we all can take a break from the normal. There will be more on this at a later assembly. As far as the rest of this year goes, I hope we all understand the foundation that I’m trying to set here. I couldn’t pick one theme this year, so I decided to go with a trio. These themes include: being your brother’s keeper, doing the right thing when no one is watching, and being remembered for doing good deeds. These are the rules that I’m trying to live by, and I encourage you all to do so as well. Even yet, by no means am I someone to emulate or follow. I want all of us to create our own path here

in Wilson Hall. All I’m doing this year is setting a base and foundation for everyone to start at. It’s up to you to build the house. Build a shack or build a mansion, but whatever you do, do it with a purpose. Make your name heard. It feels as though

every year seniors complain about how badly they are going to miss Haverford and what the regret doing or lack thereof. If we follow the themes that I set for this year, there will not be a list of regrets. Leave behind a positive impact on the school. As I’ve said before, it doesn’t matter if you’re a freshman, sophomore, junior, or senior, we all need to work together. Every year, sports teams that make it to the championship games always have the most fun off the court. It’s because the bonds that they make with their teammates fuels their desire to win. The Legion of Boom could not be stopped last year. The Boston Red Sox all grew beards, and won The World Series. And brotherhood in sports cannot be brought up without mentioning The San Antonio Spurs, who have had the same three core players for the past thirteen years. The recurring theme here is that friendship and fraternization breed success. Haverford is a special place. Whenever someone asks me what the best thing about Haverford is, there’s only one word that

playersoftomorrow.orgStudent Body President Nick Greco.

Student Body President Nick Greco outlines his goals for the Student Body this year.

Nick Greco ‘15

James Wilson’s Gene Therapy Lab at Upenn, where three Sixth Formers conducted research this past summer.

Dear readers,

We would like to welcome all of you back to another year at The Haverford School, the 76th in the modern era of The Index. This year’s staff is extremely excited for this upcoming school year, which provides an opportunity for The Index to bring you student-produced journalism that will inform the Haverford community, provoke deeper discussions about issues at this school, and highlight the achievements of the many talented people on campus. One priority for our staff this year is more consistent and engaging web content through our site, haverfordindex.com, an effort being led by newly-appointed Web Editors Drew Sterman and Kenny Fitzpatrick ‘16. We would also like to broaden our print-edition readership to the broader parent and alumni population through publishing an online version and promoting greater awareness of the paper in general. In addition, we will be using this monthly letter to our readers as a platform to discuss issues that we feel are important to the School. The issue that we would like to discuss this month regards the academic relationship between Haverford’s faculty and their students. Haverford students have a unique opportunity to discuss important topics, especially ones related to history or current

events, with a group of knowledgeable and astute faculty. What seems to lack in Haverford’s educational environment, however, is open encouragement or even acceptance of student opinions, especially ones that differ with those of authorities like administrators and teachers. That is not to say that we believe all teachers need to be more flexible. There are certainly teachers at Haverford who seek their students’ opinions on a daily basis, but on more than a few key issues, a large number appear to view students challenging their opinion as a distraction for the class or a sign of mild disrespect. In most instances, a teacher will present an opinion, normally but not always their own, on a complex and nuanced topic to the class in an academic way. A student who disagrees will then respond with his differing opinion; in some cases, the teacher will pause his or her lesson to engage in a lively debate over the merits of each argument, but in many cases, he or she will proceed to respond briefly to the student’s remarks without allowing time for further discussion. Learning subjects thoroughly, especially the humanities, requires more than just rote learning of facts. English and history are two extremely nuanced subjects that require the presentation of multiple styles and beliefs to give students an accurate picture of any given topic. Classroom debates are some of the best times for teachers to

offer a diverse picture to their students and avoid dominating the class and allowing the line between fact and their opinions to blur. Entertaining these discussions also reinforces students’ confidence in taking intellectual risks, which are extremely important for developing minds. Students who are unable to develop, test, and refine their own ideas may be successful at Haverford and in college – that is to say, they may be successful in the classroom environment, but their ability to perform well beyond that will be severely limited. This “mandate” also holds true for students. Unfortunately, our educational environment puts priority on grades first and learning second. Even worse, the classroom social environment can devolve into a “race to the middle,” in which students would rather be quiet and not engage themselves vocally than be the one student to speak up and probe deeper into the material. This normative force can become so strong that many students hesitate to ask teachers for explanations when they are confused, assuming that their question is a waste of everyone else’s time. This is not what private school education, with its more intimate classroom sizes and engaged instructors, is meant to be. Students often criticize one another for challenging a teacher’s point of view because today’s educational culture promotes a level of intellectual conformity. We should not mock each other for challenging a teacher’s statement, because learning is an active process. Teachers are human, and therefore can make mistakes,

but more importantly, some have been teaching a subject a certain way for so long that it is not unreasonable for students to challenge assertions if they feel differently. Whether or not one agrees with his classmate, he should not hold differing opinions in contempt; in fact, both sides learn more about the topic at hand from a lively, respectful debate. It is when students turn on each other for challenging established assumptions that a classroom turns into a factory of learning, where an assembly line of knowledge is fed to students rather than taught organically. On a much broader scale, it has rarely been those who have been content to take in information and passively accept it who have defined history. Rather, it has been those who deviated from the standard of mediocrity and chose not to participate in the “race to the middle” who have accomplished truly exceptional feats. Whether in Science, Politics, Literature, Art, or any other discipline, remarkable people are often characterized by their ability to think independently and challenge commonly held assumptions. If Haverford wants to breed remarkable men, it would do well to cultivate a classroom environment that allowed for that type of student to thrive.

Sincerely,Manav Khandelwal & Brendan Burns ‘15 Editors-in-Chief

This year, Mr. Gino Tagaytay will join Haverford as both a member of the Math department and as the new Director of Robotics. Mr. Tagaytay was born and educated in the Philippines, living there for the first twenty-eight years of his life. When he was growing up, he noted that he “built everything from pig pens to chicken houses,” and it is this love of construction and engineering that motivated him to pursue the sciences and robotics in his career. Mr. Tagaytay graduated from the University of San Carlos in Cebu City, Philippines with a Bachelor of Science in Secondary Education in Physics and Chemistry. After college, he taught physics, chemistry, earth sciences, and robotics for five years in the Philippines. He then made the long journey to the United States, making his residence in the Baltimore City area, where he taught science and coached robotics for the past four years. Over the course of his teaching career, Mr. Tagaytay has taught at the lower school, middle school, upper school, and college levels.

Mr. Tagaytay has worked with the VEX Robotics platform for five years and the VEX IQ platform since its inception in 2013. For the past four years, Mr. Tagaytay has been managing the VEX Robotics program in Baltimore, MD. He taught robotics over the summer for two years, and for the past three years, he coached VEX Robotics Team 2528, the Robodoves, based out of Western High School. The Robodoves were quite successful last year, winning two design awards at Maryland VEX competitions over the course of the season. Along with coaching the Robodoves, Mr. Tagaytay also taught several physics courses at Western High School. Over his Robotics career, he volunteered at several different VEX competitions, coordinated the Robotics program for the Baltimore City Summer Program, and served as the Robotics Works Facilitator for the Baltimore City Works Professional Development program, where he implemented a robotics curriculum to help schools start new robotics teams. As the Director of Robotics, he will oversee the entire robotics program,

from Jr. Kindergarten through the Upper School, which includes the First Lego League (FLL) team in the Lower School, the VEX IQ team in the Middle School, and the VEX Robotics team in the Upper School. Mr. Tagaytay will go with teams to their respective competitions and hopes to further implement robotics into the school curriculum. Additionally, he will oversee the new mentors for the Upper School and Middle School robotics programs. Furthermore, this year, Mr. Tagaytay hopes to brings as many teams from Haverford as last year to VEX Robotics World Championships. Last year, under Head Coach Chuck Glick, Haverford brought seven teams to the World Championships in Anaheim, CA, breaking the record for most teams competing from one school. Mr. Tagaytay also wishes to further grow both the Upper School and Middle School robotics programs and hopes to host or organize a robotics competition at Haverford. As a member of the math department, he will also be teaching two sections of Algebra II. Mr. Tagaytay is very excited for both the upcoming robotics season and school year, and the Haverford community looks forward to welcoming him with open arms.

Meet one of the newest additions to the Haverford community: Mr. Thomas Kates, investment banker-turned-history teacher. Throughout the school year, Mr. Kates will be teaching four sections of Fourth Form Modern World History. If you are not a fourth former and don’t have the pleasure of having Mr. Kates as a teacher, there is also a chance that he might be your basketball or lacrosse coach this year. Kates was born in rural Connecticut, where his father was a teacher. He attended St. Paul’s School in Concord, New Hampshire and then moved on to the University of Virginia, where he earned his bachelor’s degree. Mr. Kate’s first job was in investment banking. However, he soon realized it wasn’t the right job for him. When asked why he decided to go teach History instead, Mr. Kates answered, “Having been around coaching and teaching my entire life, I decided to

give it a try. One day I had an epiphany – I wanted to do something different. I didn’t want to work with spreadsheets for the rest of my life.” Mr. Kates proceeded to quit his job as an investment banker and became a History teacher. When asked what attracted him about teaching, he said, “I value the student teacher relationship, giving back and making a difference.” His teaching career started in Atlanta, where he has worked for the past eight years prior to coming to Haverford. When asked what his impressions of Haverford and Philadelphia were thus far, Mr. Kates had a lot to say. When he was giving a lecture in his Modern World History class last week on culture, he went on to talk about how culture varies in different places. He connected the lecture with his real life experience of getting assimilated into Philadelphia’s culture. As soon as he left Philadelphia International Airport on his way to his interview he received a nice,

hearty Philly welcome when his cab was cursed out by a Philadelphian just outside of the airport parking lot. He was caught a little off guard by this, saying that “that sort of stuff just doesn’t happen in Atlanta.” When Mr. Kates came for his interview, he loved the energy of the School. “Everyone seemed happy to be here,” he says. He also noted how nice all of the faculty and administrators were and how welcomed he felt from the beginning. What he liked most about Haverford’s culture from his interview was that the “expectation is you’re going to be the best inside and outside the classroom. I could see there was no complacency here.” Speaking of a lack of complacency, even in his first few days on the job, he has brought a new idea into the community. In class, he expects nothing but the best from his students. On quizzes, he makes students sign a pledge under our name that we will not talk to any other classes about the quiz we just took. Students found to break the rule will be sent to the Honor Council. This prevents students who have

an assessment in an afternoon class from having an unfair advantage over kids who have an assessment in a morning class. When asked about his teaching style, Mr. Kates responded, “ I have high standards but I’m willing to help in anyway possible. My style, I feel, is engaging. I try to vary the types of classes to keep students engaged.” One of Mr. Kate’s core beliefs is that through history his students should be learning how to grasp important themes and when to ignore the insignificant details. He feels as though getting a grasp on the major topics of history is essential to the success of all the students in his class. When asked about upcoming school year, he said that he was “excited for the challenge to grow as a teacher and a coach. I want to be a contributing member of the Haverford community and attend as many practices, performances, games and events as possible. I want to support the boys inside and outside the classroom.” That last quote should tell you everything you need to about Mr. Kates, a teacher bound to assimilate well into Haverford’s community.

Mrs. Susan Mitchell, the new chair of the Mathematics department, comes to us from her various travels across the United States and across the pond. She received her undergraduate degree in Mathematics at Virginia Tech University, her Masters degree in Mathematics at the University of South Alabama, and her Masters in Education from the University of Pennsylvania which she just finished at the end of the July. If she had to sit down and watch any movie, even if she had seen it before, it would be the Lord of the Rings or Top Gun. It was easy for her to identify her favorite TV show as Game of Thrones.

Her mini-figurines of a dragon and the Khaleesi remain in one of her windows as a token of her love for the show. Mrs. Mitchell is also a big fan of all kinds of music and she listens to almost anything, though it is Boston that captures her heart. Mrs. Mitchell would spend anytime she has outside of school with her family, which includes three children. One son is at the Air Force Academy, David is a Fifth Former at Haverford, and her daughter is entering the Sixth Grade at Baldwin. She also loves hiking, spending time outdoors as she travels the world, and baking, but wishes she had more time to do it. Mrs. Mitchell’s experience in high school helped lead her interest in becoming a math teacher. During her senior year, while she

was preparing her college applications, she deeply connected with a math teacher that she respected and admired. She was trying to choose a major and this teacher in some ways served as her mentor and suggested mathematics as a possible major to Mrs. Mitchell because it opens many doors to a wide range of careers. Mrs. Mitchell has not reached where she is today without a few challenges along the way beginning with her college math class. Mrs. Mitchell graduated from a small-town high school and felt unprepared to handle a large university like Virginia Tech. She found in her first calculus class that she initially struggled for the first time in her life, but eventually excelled in it. Another difficult experience was when she and her family moved to London with her 4 year old and a newborn. Moving and trying to adapt to a different country was enough of a worry

in addition to caring for her two young children. Lastly, as a high-schooler, she and her dad went on a 6-day biking trip every summer. One year, they hiked and biked around Mount Mitchell, the highest peak east of the Mississippi. They had biked 100 miles that day and the last mile was uphill all the way to their campsite. That ended up being one of the most physically challenging experiences she ever had. She has also run a marathon. Mrs. Mitchell has many goals for the Math Department. She wishes for students to be excited to take math classes and for boys to graduate from Haverford mathematically prepared to do whatever they choose, whether that be calculus or journalism. In sum, her goal is to prepare each Haverford Boy for a mathematical life. She is very excited to meet the boys and become part of the Haverford Community.

Another factor that played into the decision not to test is one that has been used by opponents of drug testing from the start: maintaining the prized trust between Haverford’s faculty and its students. After speaking with numerous boys through both formal interviews and informal conversations, Mr. Graham was convinced of its importance, saying, “[Maintaining that trust] played in big time. I got this from 100 percent of the boys I talked to . . . we looked at the situation and thought our task was a difficult one because the overall culture of the school is great, so we needed to tweak it because what led to the problems is a weakness in our culture.” Ms. Heed, who, as mentioned earlier, was added by Mr. Graham to the task force because of her invaluable input, added, “Everything that we thought about was within this umbrella of maintaining the things about this place that are precious, so we were very thoughtful about wanting to maintain what was good and true about Haverford culture, one of which is that students and faculty are very close.” With its effectiveness in doubt and its harmfulness being taken into account, drug testing was not an option come August 1. The school, however, still maintains the right to test any student for any substance given “reasonable suspicion,” which can be invoked by Dr. Nagl and his three department heads, Mr. Matthew Green, Mr. Jay Greytok, and Dr. Ron Duska. If a faculty member believes a student to be under the influence, he or she can report that student to one of those four for evaluation and possible testing.

A Stricter Disciplinary Code In an attempt to deter students from using, the school will enforce strict disciplinary measures for students caught distributing, possessing, or using banned substances, which include marijuana, alcohol, and misused prescription drugs. Unlike the past, when the school’s

policies regarding discipline were vague, Dr. Nagl has very little discretion. “The drug policy, the one that was in effect prior to now, was a little wishy-washy, and could lead outsiders to think somebody was getting special treatment,” Mr. Graham remarked. “For example, there was a boy caught using marijuana on campus. The punishment, according to the old drug policy, was that he got talked to.” If a student is caught distributing, he will be expelled with no chance for readmission. If a student is caught in possession of an illicit substance, he will be dismissed with a chance for readmission the following year. If a student is caught using, he or she will serve a suspension. Of the new policy, Mr. Graham says, “It doesn’t give John Nagl any wiggle room, which is what he likes.” Dr. Nagl adds, “My ability as Headmaster to pardon youthful indiscretions and mistakes is far less this year than it was

last year. The Board has handcuffed me, and said that this problem is serious.” The only discretion that exists in the system is whether or not a student will be readmitted after caught possessing and the length of a suspension for using. Those will be based off of the severity of the transgression on a case-by-case basis. Dr. Nagl also says that the school can discipline similar acts even if they occur off-campus during non-school hours.

“Be Your Brother’s Keeper” One of the inevitable parts of the culture at any all-boys school is the “mythical Boy Code,” as Dr. Nagl puts it, and the school hopes to alter the perception that seeking out an adult to help with a friend’s drug problem is equivalent to snitching. “One of the saddest things in all of this has been the recognition that a number of boys knew what was going on and chose not to help their buddies,” said Dr. Nagl. “As a result of that, people’s lives are going to change forever. College scholarships have been lost, people are going to go to jail, and Haverford School men could have prevented that from happening.” This recognition has spawned the school’s new “Brother’s Keeper” policy, in which the administration will not

invoke the disciplinary policy if a member of the Haverford community tells a faculty member about a student’s drug problem and requests their assistance. The preferred faculty member is Ms. Heed, the Upper School Counselor, whose third floor office behind the Big Room is one of the most valuable resources for all students in need of help and guidance. Dr. Nagl remarks, “It is not snitching to let an adult know that your friend is having a problem with weekend binge-drinking, that is getting him help, and that may lead to him not dying . . . they need to protect each other against a lot more dangerous things than getting in trouble.” Ms. Heed challenges Haverford students to think more deeply about the definition of the oft-cited “Haverford School brotherhood,” adding, “Being a brother is more than just having your friend’s back and helping him cover up transgressions, which I think often is how we understand

brotherhood. Being a brother means caring about someone in a deeper way, and sometimes that care includes recognizing when you may be in need of additional resources to help your friend.” Without naming its source, the school will tell the affected student’s parents and seek counseling for him. This is one of the toughest parts of the new policy to push forward, seeing as it challenges the fundamental belief among Haverford students that telling an adult is automatically snitching. Ms. Heed, however, hopes Haverford students will rise up to the challenge and become better men for it. “I am very hopeful that people will be inspired; I sort of see this as a calling or a mission. This is harder. Students are being asked to step up to something. It’s harder to be there for a friend when you sometimes have to do what your friend might not think is in their own best interest.” Dr. Nagl expects to discuss this topic and more with the student body on September 15 during a speech he will deliver during assembly time.

Parents: You Have A Responsibility As Well There is hope among many at Haverford that this past year’s unfortunate events will galvanize parents in the community to take responsibility of their kids and ensure their health and safety. Dr. Nagl is adamant that this should be a learning experience for many, saying, “If there’s a kitchen table in the Haverford community where parents have not had a discussion with their boy about drug and alcohol use over the course of the past three months, shame on those parents. This is a wonderful opportunity to influence their decisions and their actions.” Mr. Graham took it one step further, citing parental tolerance and ignorance as vital reasons for the pervasive drug and alcohol consumption among Haverford students. “We’re not only going to have to

educate the boys, but the parents as well. To me, that is one of the biggest hurdles. A good number of parents, I am sure, say, ‘I’d rather have my son drinking or even using marijuana at my house, at least I can watch him.’ And that is wrong.” Dr. Nagl’s message to parents? “Drug and alcohol use is pervasive and dangerous; you should do everything you can to stop it from happening.” The school plans to take numerous

steps to educate and involve parents, including possible mandatory meetings with students and their parents. Ms. Heed adds, “The school is making an enormous commitment to education and ongoing education . . . there is going to be a significantly increased commitment to educating parents. I don’t think enough parents know what risk their kids are being subjected to.”

Education Remains At the Forefront With the decision not to implement drug testing, the school has decided instead to prioritize proactive education measures to increase awareness among members of the Haverford community. Mr. Graham believes that there were too many gaps in the health curriculum regarding drug and alcohol education. In the past, middle school and upper school students in 8th and 11th grade have each had one-week drug and alcohol use courses with the group Freedom from Chemical Dependency, a non-profit substance abuse prevention organization. That, however, is no longer enough: “One of the things we want to do is educate . . . we will continue to use the outfit FCD; we’ve beefed that up, and we now have their number one person who we did not have before. We have an Upper School plan that starts at the beginning of the year and goes all the way through.” He hopes that education will accomplish more than just deterrence through fear, which is what a drug testing program would have. “If we educate them we can influence them, and that means that during the long months of the summer, when the parents have the boy, the boy is not using.”

What’s next? The task force has not been dissolved; in fact, it will remain active until Dr. Nagl and the Board of Trustees see fit. Dr. Nagl is adamant that these changes are just the first step, and that the task force still has work to do.

Mr. Graham even admits that a failure of these policies to remedy the situation would allow drug testing to re-enter the conversation. “If what we are recommending is not working, there’s no reason to say we could not introduce some type of drug testing in the future. I don’t want to do it, because I really think it will hurt [the school’s] culture.”

Page 4 The Index September 2014

NewsDrug Task Force Makes Initial Recommendations (cont.)

Page 5 The Index September 2014

News – Teacher ProfilesHaverford Unveils New Director of Robotics

Arnav Jagasia ‘16

Arnav Jagasia ‘16 profiles the new Director of Robotics, set to improve an already dominant program.

Continued from Front Page

“One of the saddest things in all of this has been the recognition that a number of boys knew what was going on and chose not to help their buddies. As a result of that, people’s lives are going to change forever. College scholarships have been lost, people are going to go to jail, and Haverford School men could have prevented that from happening.”

- John Nagl on the Spring Arrests of Haverford Graduates

“A good number of parents, I am sure, say, ‘I’d rather have my son drinking or even using marijuana at my house, at least I can watch him.’ And that is wrong.”

- Task Force Chairman Dick Graham ‘52The Haverford School

Taking the Role of Math Department Chair and Haverford Parent: Mrs. Susan Mitchell

Samuel Turner ‘18

Samuel Turner ‘18 profiles the most recent addition to the Math Department.

Haverford introduces Mr. Tom Kates

Connor Lees ‘17

Connor Lees ‘17 welcomes the investment banker-turned-teacher to the History faculty.

Top to Bottom: Mr. Gino Tagaytay, Mrs. Susan Mitchell, Mr. Tom Kates

Index Staff

mainlinemedianews.com

Index Staff

Index Staff

Newly hired Spanish Teacher Ms. Catherine Schroeder is very excited to start her second stint here at the Haverford School. Ms. Schroeder first taught at Haverford four years ago as a semester-long substitute for a teacher on maternity leave. Ms. Schroeder majored in Spanish at Roanoke College, a small liberal arts school in Virginia. While at Roanoke, she took advantage of a study-abroad program and studied in Madrid, Spain, where she fine-tuned her Spanish tongue. Afterward, Ms. Schroeder obtained her Masters’ Degree from Georgetown University and studied in Quito, Ecuador for six months while attending Georgetown. After a year at Haverford, Ms. Schroeder worked at Baldwin, where she taught and oversaw a Spanish Literary Magazine. Following her first full year at Baldwin, Ms. Schroeder found out that she was expecting a baby boy, followed by another boy the year after that. Coming into the school year, Ms. Schroeder stated that she was a little nervous, but had good expectations because she knew Haverford was a great place: “I knew that the school had a great reputation. In addition I know that the school is very competitive, but also one where kids are able to be very well-rounded, be who

they are, and pursue their own interests.” When asked if Haverford fulfilled her expectations, Ms. Schroeder replied, “[They were] definitely surpassed. Both the faculty and the students have been amazing.” Ms. Schroeder will be teaching Spanish II and Spanish III*, as well as serving as a Third Form advisor. She is currently situated in Señor Bleckner’s old classroom, so if you are around and want to stop and introduce yourself, the door is always open.

When Holly Golecki first applied for a job at Haverford, she had a clear goal in mind: to provide students with the best possible experience they could possibly have. Since the start, Ms. Golecki has always been passionate about education. After attending high school in Scranton, Pennsylvania, Ms. Golecki decided to set her sights on the field of education, and she moved to Philadelphia, graduating from Drexel University with a B.S and an M.S in Material Science and Engineering. Eager to continue her education, Ms. Golecki acquired another Masters degree in Bioengineering from Harvard University. She served as a teaching fellow in her time at Harvard University before eventually becoming the curriculum designer and seminar teacher at Concord-Carlisle High school in Concord, Massachusetts. While Ms. Golecki anticipates that her educational background might be well-known to her students, she also has an athletic background, an aspect of her life that could be overlooked by students at Haverford. While attending Drexel University, Ms. Golecki rowed crew, a sport which is not only physically demanding, but also mentally intense. She documents her experiences in crew: “I rowed crew at Drexel after walking on my freshman year.

Spring training was a great reward for the physically and mentally challenging erg workouts all winter! Balancing a Division I sport and engineering coursework taught me good time management that I still rely on today.” As she mentioned, Ms. Golecki managed to balance participation in the challenging Division I sport while completing her academically demanding coursework in Engineering. One may wonder how a person could achieve such a feat, but Ms. Golecki provides students with the secret of success – time management. Not surprisingly given her commitment to rowing crew at Drexel, Ms. Golecki still maintains a healthy lifestyle. She recently completed the Philadelphia Marathon. Ms. Golecki also plans to carve time out of her schedule to help out with the Crew team later this year. One of Ms. Golecki’s favorite aspects of teaching is watching students challenge themselves and come up with creative solutions to real-world problems. To the student body, Ms. Golecki says, “I love cross-disciplinary collaboration, so if anyone wants to work on a project, come on by!” She looks forward to seeing and meeting all students in this new school year.

This year, Haverford welcomes Ms. Pam Greenblatt, who will serve as the Director of Academic Support and the Enrichment and Learning Center. Ms. Greenblatt earned an M.A. in Speech Language Pathology, a B.A. in Speech and Hearing Science, and a B.A. in Psychology from The George Washington University. Armed with these impressive credentials, Ms. Greenblatt has worked in a local Philadelphia private school as a speech pathologist, more commonly referred to as a speech therapist, assisting students with communication difficulties. Ms. Greenblatt then served as the Director of the Speech and Language Department, ultimately transitioning to the Director of Curriculum and Instruction, which prompted her interest in the field of Educational Leadership. Explaining her initial interest in this field, Ms Greenblatt became “very interested in how we disseminate information to teachers and how that impacts students in the classroom– I became really involved in teacher education and curriculum development.” Ms. Greenblatt then decided to enroll in the doctoral program for Educational Leadership at the University of Pennsylvania, which she hopes to complete by 2016. She will be working on her dissertation throughout the year. As the Director of Curriculum and Instruction, Ms. Greenblatt worked with teachers in order to ensure that they received the professional development necessary for success

and effectiveness in the classroom. At her most recent school, Ms. Greenblatt helped institute and facilitate the implementation of an entirely new curriculum. Although Ms. Greenblatt will not be working directly on tasks regarding curriculum development at Haverford, her exposure to such tasks will undoubtedly assist in her primary focus, which will be working with students and teachers to ensure that the necessary accommodations for students are being applied in the classroom. Ms. Greenblatt’s move to Haverford was prompted by two specific reasons. “I have only ever worked in schools designed for students with learning disabilities, and while I have been able to meet some fantastic, bright kids, I have really wanted the opportunity to work in a non-LD environment with students that might struggle, so I can bring the knowledge that I have and apply it in a mainstream school,” said Ms. Greenblatt, who commented that Haverford ultimately earned her application over her pleasant surprise regarding the academic support contained in the Enrichment and Learning Center (ELC). She professed her appreciation for the ELC and the School itself by saying, “I thought that was extremely admirable of such a high-caliber school, and it spoke a lot to the type of students the schools wants.” Quick to establish objectives for the ELC, Ms. Greenblatt explained the primary aim of the ELC staff (Mr. Stephen Cloran and Ms. Katharine Hudson) is to establish relationships with the students in order

to identify their needs and the ways in which the ELC can lend support. Another essential goal is, as Ms. Greenblatt stated, “Establishing some consistencies between the divisions, so as boys move through the divisions there is a consistency with their needs being met.” One of the more intriguing goals set forth by Ms. Greenblatt is the desire to work with teachers, focusing on student testing and its relation to academic support and progress. “Within the staff we want to have a deeper understanding on some of the testing that comes through– namely, what that means for students and what that indicates in terms of how we can support them in the classroom,” said Ms. Greenblatt, who also mentioned that both standardized and classroom tests would be used. Ms. Greenblatt described how there is a “wealth of information” that can be obtained from classroom testing. Through this initiative, the ELC team hopes to view these tests from multiple perspectives, revealing how a student

is learning and what he would benefit from if alarming trends appear. Using this new information, the ELC would work with the student to find more beneficial ways of approaching the subject. This specific approach to academic support has the potential to greatly enhance the learning process for many students at Haverford. While there are no major changes on the horizon for the ELC, Ms. Greenblatt expressed her own personal goal for the year of getting a “lay of the land”, specifically within the ELC. “I want to understand the history of the center and how it has fit into the school,” said Ms. Greenblatt. She would then use this information to chart a specific course for the ELC. Ms. Greenblatt encourages all students to develop a relationship with the ELC staff and to use the center as the useful resource it was established to be. “I think everyone in the Learning Center is really fond of the students here, and if nothing else, the students have an ally down here– someone they feel they can come to and express any feelings or worry,” remarked Ms. Greenblatt, who then reiterated a central theme of the Learning Center– that it is not just for students who are struggling, but can be used by all students as a quiet space, a resource for academic advice, and much more. Ms. Greenblatt confidently stated, “I think the Center has something to offer for probably everybody.” Ms. Greenblatt is clearly enthused and passionate about her new position, and the Haverford community extends her a warm welcome.

Page 7 The Index September 2014

News / ArtsPage 6 The Index September 2014

News – Teacher ProfilesThe Future of the ELC: Ms. Pamela Greenblatt

Alex Sanfilippo ‘16

Ms. Greenblatt will be taking up the mantle of Director of the Enrichment and Learning center this fall.

Cameron Miller ‘16

Haverford welcomes Mr. Elias Rodriques

Brendan Burns ‘15

Fifth Former Cameron Miller ‘16 profiles world-traveling Spanish Teacher Ms. Catherine Schroeder.

Introducing Ms. Catherine Schroeder & Ms. Holly GoleckiIndex Staff

Haverford welcomes Ms. Holly Golecki – engineer, rower, and science teacher.

Index Staff

Index StaffMs. Holly Golecki

Ms. Catherine Schroeder

Tim Scheuritzel ‘18

Extracurricular Roundup, continued Continued from Page 3 Model UN Model UN is a club in which students represent a country and meet with other delegations to resolve global issues. The club meets during clubs period on Friday to discuss parliamentary procedure and to have mock session where new students can learn how to be successful at conferences. Delegates directly use procedure from the United Nations and act as though they were the representative from their nation. It is also important that once country assignments are sent out, everyone researches their topic thoroughly. The whole year leads up to major conferences in which students miss school to tackle topics on a range of committees. The whole process is a lot of fun and it is easy to meet people from school across the country.

- Eric Petersen Glee Club and Jazz Band As in years past, the Glee Club is starting up in September. Those interested should either email Mr. Mark Hightower at mhightower@haverford.org or stop by his classroom in Centennial Hall during the school day. There is no formal audition required to join. Mr. Hightower will do a brief assessment of your voice range, to determine whether you are a Tenor I, Tenor II, Baritone, or Bass. Rehearsal days are based off of which voice range you are placed into. Typically (although this is subject to change), basses and baritones

meet Tuesday, Wednesday, and Friday, while tenors meet Monday, Wednesday, and Thursday. Glee Club rehearsals run from 8:00 AM - 8:30 AM, except for Wednesdays, when the 9:00 start allows for longer practices. The Glee Club has two concerts during the school year, one during the Holidays, and one in late April. Most years, the Glee Club also does a concert with Agnes Irwin and Baldwin in the Winter, as well as concert with the Brearley school in New York City. Glee Club counts as one arts credit towards graduation.

- Sam Dyer

Jazz Band is a great club where students who share a passion for music hang out and play jazz. It is not too rigorous, and meets once a week on Tuesdays at 6:30 in Mr. Stroud’s music room in Centennial Hall. We would be thrilled for anyone who plays or has played to come out and join; instruments include the saxophone, trumpet, trombone, guitar, drums, piano, and even clarinet. The band performs at least twice a year, at the annual Winter and Spring Concerts. Overall, Jazz Band is highly enjoyable, and we are always looking for new members people so don’t hesitate to show up.

- Will Hyland

Diplomacy Society The Diplomacy Society is a club unlike any other at Haverford. Diplomacy, created in the mid-1950s, is a board game that at first glance appears similar to Risk, but is an entirely different animal. There is no element of luck in Diplomacy; instead,

seven players (each as one of the seven empires of pre-World War I Europe) compete in a game rooted in negotiation, alliance, backstabbing, and pure strategy. Engrossing and fiendishly addictive, Diplomacy is a fantastic game that has quite a following at Haverford. The Diplomacy Society runs multiple games at any one time, with games for both novices and experienced veterans. Speak to Mr. Mark Hightower or Sixth Formers Otis Baker and Brendan Burns for more information.

- Brendan Burns

Sustainability Alliance The Sustainability Alliance is a club dedicated to providing a sustainable environment within the Haverford community. Run by Presidents Eric Petersen, Jordan Siegal, and Mathias Fink, the Sustainability Alliance looks to find different ways to make an environmental impact. With the strong support of the librarians, especially Mrs.

Kirk, the club meets on Fridays and some Wednesday mornings, looking to deepen its understanding of environmental problems prevalent in our community and society today. Our accomplishments include 100% paper and plastic recycling, brand awareness, and meetings with different community members who have a role in protecting our community. By putting an emphasis on composting last year, the club hopes to see this carried out within Haverford in the near future. Every Wednesday for the past several

years, a group of Sustainability Alliance members recycle the paper in every building on Haverford’s campus. In addition to paper bins, the Sustainability Alliance has supplied each classroom with a green plastic bag, which teachers and students are now able to use to recycle their plastics. The Sustainability Alliance will be taking a trip this year to Lincoln Financial Field, where they will experience one of the greenest stadiums in the

world. In addition, this year the club will be starting a presentation series, where club members will make presentations on various topics concerning our environment. With a multitude of projects going on within the club itself, the close to 20 members of the Sustainability Alliance hope to build a greener Haverford.

- Jordan Siegal

Brendan Burns ‘15 profiles the English Department’s newest member.

Haverford welcomes Mr. Elias Rodriques to the English Department. Mr. Rodriques will be teaching two sections each of Fourth and Fifth Form English, as well as coaching track in the Spring. Mr. Rodriques attended a large public school near his hometown of Palm Coast, Florida, which is located between Jacksonville and Orlando. Mr. Rodriques studied English literature at Stanford University. After starting out with a concentration in philosophy and literature, Mr. Rodriques says he “moved to a strictly English focus” as he was “less interested in questions that were becoming increasingly esoteric.” Mr. Rodriques explains that this change in his focus, and ultimately why he decided to teach English instead of pursuing

a Ph.D, is that he was looking for a more “concrete” pursuit than simply analyzing literature because of its own intrinsic importance. Instead, Mr. Rodriques says, “books are important because they teach us about people.” This focus on real-world issues and problems has characterized his studies. Mr. Rodriques has maintained a focus on gender studies, saying that his “academic lens tends to be feminist [and] marxist criticism.” Mr. Rodriques also worked at a literary magazine called n+1, which publishes content related to literature, culture, and politics. Before coming to Haverford, Mr. Rodriques taught for a year at Phillips Andover Academy, a boarding school in Massachusetts. “Living in a small suburb in a really cold pace is a weird thing to do as a fairly young person from the South, where’s it’s pretty warm,” he says. “It was a really great teaching experience;

I learned a lot pedagogically and got a lot of experience in the classroom.” Mr. Rodriques’s interest in real-world applications of literature wasn’t the only reason he began a career in education: “I had always been interested in teaching. My mom was a seventh grade teacher in Harlem, and I admired what she did.” Mr. Rodriques’s personal interests are diverse. They include hip-hop theater – a form of theater that makes use of one or more of the four elements of hip-hop (rapping, DJing, breakdancing, and graffiti) to tell a story, and British Modernist literature. Something unusual or interesting about Mr. Rodriques that his students might not know? “I studied the harp in college.” Haverford welcomes Mr. Rodriques to the English Department and wishes him an enjoyable and successful tenure at the School.

Index StaffIndex Staff

Recently, an entertainment icon passed away. Robin Williams was an inspiration for many performers, and there are few who weren’t entertained by his antics from a young age. Whether it be as the Genie in Aladdin, as the titular Mrs Doubtfire, or even in Jumanji, Robin Williams’s filmography left a lasting impression on many children. In honor of him, I set off to broaden my horizons as to his long career in film. It was on this spiritual journey that I discovered a recent gem of his that breaks from the family friendly comedy I grew to know him for. “World’s Greatest Dad,” written and

directed by comedian Bobcat Goldthwait, is an independent dark comedy from 2009 that has since garnered a cult following and has been gaining more and more attention since Williams’ untimely passing. Appearing on only 30 screens at the peak of it’s cinematic release and earning just over $200,000 gross, “World’s Greatest Dad” could have gotten lost in the scores of independent films released in the last half decade, were it not for its truly inspired story and its cynically dark humor. Robin Williams stars as Lance Clayton, an English teacher and struggling writer attempting to get a novel published. Lance is dating the charming Art teacher, Claire Reed, played by Alexie Gilmore. His son,

Kyle, played by Daryl Sabara (Juni from “Spy Kids”), is a perverted high school loser who is on the brink of being sent to a special needs school due to his social issues. Lance’s world, however, is turned upside down when Kyle dies in an embarrassing accident. Trying to save face and protect his son’s dignity, Lance makes it look like a suicide and pens a false letter. Little does Lance suspect that the letter will be leaked into the school and create a sensation. As Lance continues the ruse, he just falls deeper and deeper into the lie, eventually creating a whole false persona for his son. Williams is given an opportunity to really show off his range as the depressed, grieving father. He displays a more wry side to his humor, mumbling sarcastic quips that break the serious mood, then turning it around and showing genuine, heart

wrenching grief for his son. If there was a character more opposite William’s typical manic persona, I have yet to see it. All the emotion and guild that has grown in the character ends up exploding at the climax, with perhaps the peak of the memorable soundtrack filling the background. The film is dark and depressing at times, while still managing to keep the mood light. It is a different role for Williams, playing a repressed wallflower as opposed to his normal jovial characters. The film can be difficult to watch at points, especially considering the serious subject matter and the circumstances of Williams’ passing, but at a brisk 100 minutes, “World’s Greatest Dad” is an enjoyable watch. Any fans of dark comedy or Robin Williams’ more serious work should consider this a must-watch.

Film Review Column – Robin Williams’ Dark ComedyIan Riley ‘15 reviews one of the late Robin Williams’ lesser-known works, “World’s Greatest Dad.”

Ian Riley ’15

A Diplomacy Game with each country’s starting positions.Index Staff

As the new school year begins, so does a new season for Haverford’s Water Polo team. For the first time in many years, the race for the Inter-Ac title is wide open, and the Fords have as good a chance as anybody win it. With a roster that is brimming with both experience and the desire to win, the Fords appear ready to compete despite the graduations of John Zipf ’14 and Alexander Heldring ’14. One reason why the Fords are in such good shape this early into the season is a wealth of collective experience. The team has an astounding thirteen seniors, many of whom have extensive varsity experience. The team is lead by Sixth Form goalie Colin Moran, who has over a year of experience as a starter at the varsity level. Sixth Formers Jake Pechet, Ben Nelligan, and Luke Ryan all figure to be starters in the field, with Manav Khandelwal,

Curran Browning, and Mason Hall earning extensive playing time as well. The team also has great depth, with Sixth Formers Curran Aiyer, George Hall, Ben Euler, Ryan Fuscaldo, Jimmy Boyle, and Sam Dyer all coming off the bench to provide support. Even with the impressive group of Sixth Formers, underclassmen will also play

large roles in the team’s success. Juniors Harrison White and Reed Haabestad will most likely start, with Kenny Fitzpatrick, Matt Haigh, David Mitchell, and Alex

Sanfilippo all playing various roles. Sophomores Charlie Ryan, Joe O’Brien, Ross Harryhill and goalie MJ Tricolli will earn time in the pool, along with freshmen Matt LaRocca and Alex Boratto. On offense, the team will rely on Jake Pechet and Harrison White to set the tone as the main hole sets. Hole sets tend to be

the large, physical players who set up right in front of the goalie. Luke Ryan and Reed Haabestad will be the lefty shooters, while Ben Nelligan, Charlie Ryan, and Curran Browning figure to be the big time shooters from the right handed side of the pool. Both Ryan brothers, as well as Nelligan, will be relied on to manage the fast breaks because of their speed. On defense, Pechet will be the primary hole set defender, with other players matching up on the perimeter. The strength of the defense is goalie Colin

Moran, who has played very well so far this season. Moran has been strong as both a goalie and an outlet passer, which will only aid an offense that is already potent.

While the team has been very successful under the spotlight on EA day over the last few years, this year’s team has bigger goals. Moran believes that “this year, our team has a serious shot at winning the Inter-Ac. We have worked extremely hard this offseason, and we are ready for the difficult path ahead. Instead of accepting defeat after losing our two star seniors we decided to rally and work harder than ever. I am confident in our team this year and expect a great season.” In the team’s first regular season game, it defeated Friends Central 15-5 using only bench players, displaying the team’s depth even at the bottom of the bench. During the Philmore Cup, an annual Labor Day weekend tournament held in Baltimore, the Fords finished 1-2, but were only a couple of goals away from being 3-0. 9-8 losses to both Mt. St. Joseph’s and powerhouse Calvert Hall were tough, but the Fords rebounded in the final game of the tournament to defeat McDonogh 11-8. This close game experience should only help team going forward into Inter-Ac play, where the stakes are as high as ever.

It all began on a summer day in August. My family and I were driving home from Wayne, when we decided to grab a bite to eat. We entered the packed Five Guys, and I was hit by familiar sights, sounds, and smells; a true bombardment of the senses. As I waited in line, the pleasant bouquet of sizzling bacon and hamburger meat on the hot griddle delighted my olfactory senses. I waited in the long, lunch rush line for what seemed like an eternity, allowing the smell of the cooking food wash over me as I decided what to order. Finally, it was my turn to order. A friendly gentleman with a genuine smile greeted me. I ordered a bacon cheeseburger, fries, and a small drink. Ordering a small drink is key if you plan to dine in, because all fountain drinks have free refills. While I waited for my food, I approached the soft drink machine. Five Guys restaurants have upgraded the

soda machines to new Coca-Cola Freestyle machines, which hold almost every Coca-Cola beverage available. I mulled over the seemingly endless choice, which ranged from flavored water, to flavors of Fanta I had never heard of. After filling my cup to the brim with lime coke, I filled a little dish with complimentary peanuts, and snacked while I waited for my food. After a short while, my number was called and I approached the counter. A familiar sight greeted me; brown bags covered in grease stains, just as I had come to expect. I sat down at my table, and emptied the first greasy bag of its contents. I unwrapped the aluminum foil that contained my meal, and feasted my eyes upon the beautiful burger that Five Guys is so known for. The cheese was stuck to the foil as I opened it, and the burger was heavy in my hand. As I took my first bite, a sense of euphoria washed over me. The bacon was crispy, as it should be. Many burgers have slimy, floppy bacon, which has never lead to an enjoyable meal.

Many fast food chain burgers look like big, fulfilling burgers, but really have a lack of substance to them. The burger at Five Guys as a whole is a dense, strong burger. The french-fry bag was absolutely soaked in grease. Five Guys uses cups to hold its fries, but the bag is always filled with way more fries than a cup can hold. The fry itself was long and crispy, and did not require any sort of condiment. Putting salt or ketchup on a Five Guys fry is an insult to the fry. It is okay to use ketchup or malt vinegar while enjoying your fries, but use them sparingly so then you do not mask the taste of the fry, but compliment it instead. A lot of restaurants are very lacking in the fry department, but Five Guys really knows how to make a good french-fry. Make sure to grab extra napkins before you eat, the burger and fries are very greasy. The greasiness of the meal did not detract from my enjoyment of the meal; rather, it met my expectations of a good, American burger. Five Guys Burgers and Fries are truly in a master class of its own. The burger-fry combination was out of this world. Five Guys was strong in the two main departments: food and service. Five Guys

restaurants do not try to create a certain ambiance, the interior is rather plain, with a red and white checker pattern on the walls, and simple décor. Five Guys really lets the smells and sounds of the restaurant create the ambiance, and the food really speaks for itself. Five Guys franchises often have excerpts from magazines and posters stating all of the awards it has won. The menu is not extensive, because it doesn’t need to be. Customers come for the burgers and fries (and sometimes hotdogs). I knew what to expect going into the Five Guys, and Five Guys certainly delivered. My burger and fries left my appetite satisfied, and I was very pleased with my meal. After I returned home from my lunch, I thought to myself, “Could it get any better than this?” I recalled two other restaurants with a strong pedigree, Shake Shack and Smashburger. Both of these restaurants have been highly touted by various friends and colleagues for their burgers and fries. So I have decided to try these two restaurants and finally end the debate of which restaurant has the best burger on the Main Line.

While each Haverford instructor undoubtedly strives to leave the school a better institution than the one he or she entered, few can claim to have revitalized and advanced their department in such a monumental fashion as Mr. Matthew Mr. Cloran, who is entering his tenth, and final, year of service to The Haverford School. Haverford is not only losing a valuable instructor with a comprehensive knowledge of all aspects in his field, we are saying goodbye to the director who has tirelessly devoted the last decade of his life to improving the overall quality and entertainment of both annual Haverford School productions. Mr. Mr. Cloran has agreed to comment on his final year in the classroom, on the stage, and his overall creative process, allowing us to see a glimpse inside the imaginative mind responsible for the work seen on Centennial Hall’s stage in the Fall and Spring. One of the most crucial tasks for a high school director, often taken for granted, is the selection of the shows to be performed during the school year. With innumerable possibilities to choose from, the Director must first mold the show around the students. Mr. Mr. Cloran described this exactly by saying, “I consider my senior and junior theatre guys, students who have been heavily involved in the drama program during their first two years of high school. What would be a good match for those students while also challenging them?” An integral part of theatre, and all of the performing arts, is providing an entertaining and enriching experience that either provokes thoughtful conversation or leaves audiences cordial and charmed. With this in mind, Mr. Mr. Cloran attempts to delve into the minds of Haverford students, “I think about plays that Haverford students would like to attend. I love when our guys come to support their friends who are in the play and see me in the hallway and share that they were surprised how much they enjoyed the experience -

that’s especially satisfying.” Although this thorough process should surely reveal an outright victor, more deliberating ensues. Mr. Mr. Cloran provides the core theatre students a “final three,” who then comment on their preferred choice. Despite Mr. Mr. Cloran’s comment that, “It isn’t always the most popular one with the students but the feedback I receive still helps in making the final decision,” the inclusion of the students helps to foster excitement for the upcoming year. The final decision lies

with the Director, and rightfully so, as Mr. Cloran pointed out that, “Since I am going to spend 4-5 months with the production, I look at plays I’m excited about directing because I want to make sure I want to give that much time and energy to the piece.” The “creative process” is a Director’s most intriguing and extensive duty. This description is purposely vague, for it is impossible to truly capture the essence of a director’s contributions to a production in a mere phrase. It involves taking the selected play, and transforming the written word into the lively spectacle on display for the opening performance. The monumental nature of this task reveals the incredibly difficult and sacrificial nature of the directing position, while also clarifying why the position is so rewarding. Two key components in this process are thoroughness and meticulous attention to detail. Regarding the former, Mr. Cloran expressed the rigorous nature of the job by saying, “I read the plays I choose to direct

over and over and start getting ideas for how to approach what the production will look and feel like almost immediately.” The latter portion of this statement is a testament to Mr. Cloran’s experience and diligence as a Director. His ability to formulate stage pictures and a general sense of the show simply though frequent readings is a unique skill only ascertained by consistent devotion to the theatrical field. Pertaining to the second key component, Mr. Cloran’s attention to detail includes both close reading and studying the actors on stage. By creating an atmosphere in which all ideas are viable, from both the director and student-actors, creativity flourishes. Mr. Cloran emphasized this by saying, “This is important - I leave plenty of room for what the actors bring to the rehearsal period. I’ve gotten many of my best ideas for blocking (an actor’s movement on stage) from what the actors do in rehearsals.” Establishing a personal relationship with each actor creates a collaborative feeling during the rehearsal period, generating new concepts that might have remained dark in a closeted atmosphere. A final attribute essential to the success of the Director is flexibility. While this is an indispensable trait required for most fields, it presents itself as virtually mandatory in the theatrical business for everyone involved, not just the Director. Successful Directors embrace rapid change and improvisational tactics, knowing that in the realm of theatre, there are numerous ways to approach each situation and that there is no indisputably correct answer. Firmly backing this policy, Mr. Mr. Cloran stated, “I do come prepared to rehearsals with a plan, but often the plan changes because of what my talented actors and actresses think up.” With these these three traits firmly embedded in the work of Mr. Mr. Cloran, it is easy to see the rise in quality and popularity of Haverford School productions in recent years. These characteristics aid Mr. Cloran in all elements of the aforementioned “creative process” – conjuring up plans for the set design, lighting, costumes, blocking, and much more. In addition to Mr. Mr. Cloran’s contributions within Centennial Hall, his prowess as an instructor prevents itself

daily in Ball Auditorium. While there are specific goals in mind for each level of the Theatre classes, Mr. Cloran expressed his overarching theme present in all courses, “My approach to each level, especially in high school Theatre education, is it has to be fun.” As with any progression in a specific field of study, the later Theatre classes require students to call on previously studied material to assist in the creation of the thesis project, a student-produced play. This course, Theatre III*, is a culmination of two years dedicated to the Theatrical field and as Mr. Cloran described it, “It’s about taking the information learned in Theatre I and Theatre II and putting them into practice while also working on communication, deadlines, asking for support, etc.– the final weeks are intense but the performances are incredibly satisfying for everyone involved”. While each class has specific focuses that build off of one another, Mr. Mr. Cloran has successfully mastered the ability of teaching two crucial skills to all Theatre students– public speaking and improvisation, skills that make the Theatre courses beneficial and practical for all students. While most would expect the show selection to be dramatically different this year, given it is Mr. Cloran’s final year, he nonchalantly stated, “Perhaps picking the productions was a bit different that this is my last year.” The fall play, Is He Dead, was chosen as a result of Mr. Cloran’s penchant for a specific type of Theatre, “My all-time favorite shows are ensemble pieces– plays and musicals where the characters are together on stage for most of the story creating that special audience experience. I wanted to pick productions where that “magic” was taking place and that certainly is the case with Is He Dead, our fall production.” The strong core of Fifth and Sixth Form actors, in addition to it being the closing act of Mr. Cloran’s tenure at Haverford, will make for a charged atmosphere in early November, when Is He Dead is expected to premiere. The highly anticipated spring musical is still undecided, “I still haven’t picked the musical but the list is Bye, Bye Birdie!, The Drowsy Chaperone and The 25th Annual Putnam County Spelling Bee.”

Page 8 The Index September 2014

ArtsRoster Analysis: Fords Feature Balanced Roster

Sam Dyer ‘15

Page 9 The Index September 2014

Sports: Water Polo

Main Line Culture Column: The Restaurant Dilemma

Ryan Conway ‘16

The End of an Era: Exploring Mr. Cloran’s Final Year

Alex Sanfilippo ‘16

Alex Sanfilippo ‘16 explores in-depth the process that legendary theater instructor Mr. Matthew Cloran uses to craft each and every play.

Season Outlook: Inter-Ac Title Hopes Strong for 2014Kenny Fitzpatrick ‘16

Player Profile: Co-captain Jake PechetKenny Fitzpatrick ‘16

In his inaugural edition of the Main Line Culture Col-umn, Ryan Conway ‘16 visits the Five Guys in Wayne and reports back on its famous burger.

haverford.org

Mr. Matthew Cloran.

Sixth Former Ben Nelligan in action. Mr. Jim Roese

As the school year starts up, so does the bulk of Water Polo season with its onslaught of relentless training, games, and tournaments. Recently, the squad has not had the best luck with league competition despite having been blessed with tremendously talented players. Despite losing two of its biggest producers, Alex Heldring and John Zipf, the Haverford Water Polo team has high hopes to capture the Inter-Ac title. It’s very easy to give up on the season given the situation but the exact opposite is the case. The thing is: it wasn’t only Haverford that lost major producers, but also Malvern and Penn Charter, two of the other Inter-Ac powerhouses. As usual, the team was into the pool for preseason in the month of August where the players were tested physically and mentally. However, this summer the team

took a rather new approach in adopting a summer club team to work out the players consistently so that come preseason, the team would be in game-ready shape. Unlike previous water polo squads in the past, this year’s team is much more balanced as a whole rather than being reliant on just a few players. When Sixth Former Curran Browning was asked about his thoughts for the season he responded, “Well, many of the current players have been playing together throughout both the spring and summer on the Maverick Water Polo team so that most definitely helps with cohesion as well as team dynamics. In addition, our preseason games have shown that we attain the majority of our success when working together as a whole unit. This year one individual will not flood the stat sheet as in years prior, but instead an even keel will be evident as figures are spread among a multitude of players.” As mentioned by Browning, Haverford’s

varsity Head Coach, Kevin Van Such, strategically scheduled several non-conference games for the team. His scheduling rationale is that the team will be able to work out its small kinks during these games so that come Inter-Ac play, the players will be ready to play primetime. Another rather significant change to the schedule was that the team will not only be participating in its usual preseason tournament, the Philmore Cup, but also is entered into some of the larger water polo tournaments on the east coast: The Beast of the East and Easterns. While these tournaments are seen as important pieces to the season, the pinnacle of the year will as always be on November 8th, EA Day. In recent memory, Haverford has walloped Episcopal’s respective squad in the pool gallery. However, this year the game should be highly contested as both squads have made improvements to their depth chart, game plan, and focus.

However, to some players a win on EA Day isn’t as satisfying as an Inter-Ac title. Just ask Jake Pechet: “As always, we look at EA Day as the culmination of our season, but I think we have higher aspirations than just a win against EA to close out the season. Our games against Malvern and Penn Charter, perennial contenders for the league title, are crucial. If we want to win the Inter-Ac, we have to beat those guys and do something that’s never been done: beat PC in their own pool.” The water polo’s season is shaping up with exciting possibilities. All that the team needs now is some fire under its belly and a culmination of all the hard work that has been put in so far. Don’t jump to conclusions, however. The young team still has much to prove until it can be a force to be reckoned with. Will they answer the call? Only time will tell.

Of all the players on the Varsity Water Polo team, Sixth Former and captain, Jake Pechet embodies the “complete water polo player.” Much of Jake’s leadership and ability comes from his years of experience. Ever since entering the middle school in sixth grade, Pechet knew he was going to be a water polo player. Despite some early hesitation due to his aspirations to become the school’s next “QB1,” Jake decided to try out water polo. Jake is now entering his seventh year on the squad. Obviously, in order to stay committed to a sport as physically and mentally demanding as water polo, there must be some sort of motivator that fuels the mind to stick with it. When I had the opportunity to ask Jake what this motivator was – what exactly he loved so much about the sport – he had this to say: “

There isn’t one aspect that stands above the rest, but there a few things that I love about water polo. I love the team aspect of the sport, because while crew, another sport I play, is sometimes called the ultimate team

sport, in water polo I can really feed off my teammates in ways that I can’t in crew.”For most water polo players, the sport that more often than not compliments their water polo ability is swimming. This is for obvious reasons – mostly because water polo

requires great endurance, a physical asset swimming breeds. Not for Jake, though. Although he swam throughout Middle School, Jake never enjoyed swimming and thought it was the “hardest sport he’d ever

played.” So, when he entered the high school as a Third Former, Pechet decided to experiment with crew, a sport he now plays in the winter, spring, and summer. When I asked Jake about his opinion crew’s impact on his water polo game he responded with the following, “While crew definitely makes me stronger and gets me in unbelievable shape , it hasn’t helped me as a water polo player too much. In fact, as I’ve found out the hard way, land shape isn’t pool shape, and vice versa. I can be in phenomenal shape on the

water, but once fall rolls around and it’s time to get in it, I have to get in an entirely different kind of shape. Also, because crew naturally makes you more lean, I had to work hard to put on some extra weight. One way the two sports feed nicely off

each other, though, is that they give me a break from each other. After 3 seasons of rowing crew, I can’t wait to get back in the pool, and the fire is reignited in me.”To the average spectator, water polo doesn’t appear to have any positions. However, this is not the case. In the sport, there are six potential positions; the one, two, three, four, five, or six, each number corresponding to a spot in the pool. For Pechet, the position he occupies almost every time he enters the pool is the six, otherwise known as “the hole set.” That being said, Pechet is no one-trick pony. When the “hole” position is taken by another one player; notably Fifth Former Harrison White or Fourth Former Charlie Ryan, Pechet finds himself on the perimeter at the two or the three. When Jake is not in the pool playing Water Polo, he is someone one could describe as the “complete Haverford student.” Pechet enriches himself in many extracurricular activities, most notably the Mock Trial Team, which he captains, and the Honor Council, on which he serves as vice chairman.

Pechet in the pool. Mr. Jim Roese

Want to guess the last time a Haverford basketball player was ranked as a top 100 player in his class in the nation? Don’t, because it is a trick question: it has never happened. That was until this summer, when ESPN ranked Sixth Former Levan ‘Shawn’ Alston, the Fords’ scoring and assist leader from last season, 85th in the nation as a four-star recruit. A few weeks, with the eyes of the nation—given the geographic distribution of schools who had offered him a scholarship, that is not a hyperbole—watching, Alston announced that his commitment decision would come down to six schools: Marquette, Temple, Virginia Commonwealth (“VCU”), Notre Dame, the University of Pennsylvania, and Penn State. He chose those six from over fifteen schools who had made him offers. A majority of Alston’s offers, including Notre Dame and VCU, came after an incredible summer from the 6’4”,

175-pound former Inter-Ac MVP. Playing for a star-studded Team Final team in the Nike Elite Youth Basketball League (EYBL), Alston proved himself thanks to incredible on-the-court performances. Despite playing alongside two fellow four-star recruits and five-star Syracuse commit Malachi Richardson, Alston still managed to stand out in front of scouts. He averaged 14.0 points, 3.8 rebounds, 3.0 assists, and 2.3 steals per game this summer according to EYBL’s official website. Those statistics, however, do not reflect the Haverford star’s complete dominance at times. He scored 25 points or more on three separate occasions, one of only three players to do so on the circuit. Many might think that, after such an impressive summer, the hard part is over for Alston. While that may be partially true, that assumption would sell the difficulty of making a life-altering decision well short. Alston continues to weigh all his options, and here we take a school-by-school look at his final six.

Temple is an obvious starting point. What is attractive about them? “Temple is close to home,” said Alston. “My dad went there, and their coaching staff, I like them.” As he points out, Alston’s father, Levan Alston Sr., played his college basketball there as well, and North Philadelphia is Alston’s hometown. Led by famed coach Fran Dunphy, the Owls migrated recently from the Atlantic-10 conference to the recently formed American Athletic Conference. Trey Lowe, a friend and Team Final teammate of Alston’s, recently committed to play at Temple; given their past talks about committing as a duo, many believed Lowe’s decision could nudge Alston in Temple’s direction. That, however, appears to hold little truth. “I like it the same, you know, whether Trey went there or not,” he clarified. The other Greater Philadelphia school on Alston’s list is the University of Pennsylvania, the outlier. Known for its academics rather than its basketball prowess, Penn nevertheless remains at the top of Alston’s list. One of the biggest draws is Jerome Allen, Alston’s godfather and Penn’s head coach. Alston, however,

also points to the scholastic opportunities it offers. “Basketball doesn’t last forever, and at any given moment it can be taken away,” he says. “With a degree from Penn or Wharton business school, you can do basketball, but it does not have to be the only option anymore if you get that degree. The biggest up-and-comer among the six is VCU, led by charismatic young head coach Shaka Smart. Smart is definitely a huge plus for the Rams, says Alston: “Shaka Smart is one of the best coaches in college basketball right now, so that is a big plus . . . I want to play for a coach that has a good pedigree and a good record behind him.” Smart certainly owns the pedigree; he has taken that VCU program from relative obscurity to four straight NCAA tournament appearances, including a Final Four berth in 2011.

Continued on Page 12

Quinn Letter entered the Haverford School soccer program as a new student his Fourth Form year. The now-starting goalkeeper entered the program having previously played both in the field and in net. Seeing that he would probably not see many minutes as a field player, Letter decided to pursue goalkeeping. Quinn spent his first year on Varsity under the tutelage of the former goalkeeper Jeff Green. After Green’s graduation, Letter found himself as the starting goalkeeper for his entire Fifth Form year. Leading the team to an Inter-Ac championship and PAISAA Finals, Letter has proven himself to be an indispensable asset to the team. Without him, the team may have not achieved its successes of the

2013 season. Quinn saved multiple penalty kicks during a semifinal PAISAA matchup against Springside Chestnut Hill Academy. The starting keeper also kept the Fords

ahead in certain games making several key saves to ensure Haverford victories. The two-year starter and now captain of the Varsity team is not only recognized for his miraculous dives and saves, but also for his ability to direct and lead the team. The endless barking from the team’s organizer keeps the team in correct formation. This ability is often overlooked or is brushed aside for the big goals or plays, but Letter’s constant management is what makes him a truly crucial resource for the Fords. When asked about how he keeps his calm, a trait needed of goalkeepers, Quinn responded, “I don’t think about the game until we get into the locker room. I think of just doing my job on the field to the best of my ability. I visualize myself making big plays.” Quinn’s ability to remain composed under pressure is what has separated

him from other Inter-Ac goalkeepers. A goalkeeper is not often called to perform his duty, but when he is, a keeper must be able to execute without fail, a quality Quinn has embodied over this past season. Letter also advises any aspiring soccer players, “Never be outworked.” The words are fitting coming from a Sixth Former who is always working on his game and encourages hard work in games and on the practice field. This coming season Quinn aims to lead his Fords to another Inter-Ac title, but also reclaim the PAISAA title and become immortalized in Haverford history with the elusive undefeated Inter-Ac season. While these may seem like lofty goals to some, if anyone is able to lead a team to achieve them, it’s Captain Quinn Letter.

Coming off another award-filled season, the Fords return 9 of their 11 starters from the Inter-Ac Champion and PAISAA Finalist teams. The squad relies heavily on the Class of 2016, with 6 of its starters being Fifth Formers. Also returning to the squad are the three First Team All Inter-Ac players in Fifth Former Connor Gregory, Shane Bradley, and Conference Player of the Year Conor Bradley. Connor Gregory, last year’s top goal scorer, has evolved into the striker needed to replace the loss of two-time Gatorade Player of the Year Brett Campbell. Gregory seems to find the back of the net regardless of the circumstances. In the midfield, Conor Bradley is supported by first-year player Grant Yu. It seems fitting that he replaces his brother Sander Yu in the same position wearing the same

number 8 jersey. Yu, not having played his first two years due to academic restrictions, could be the wildcard on this veteran team. Look out for Grant to cleverly work the midfield just as his brother did last year. The Fords’ back four is looking as strong as last year. Losing only one of the four, and with Senan Farrelly stepping into that position, it will be difficult for even the strongest of opponents to score a clean goal against the Fords. Combined with their defensive ability, outside backs Brandon Shima and Senan Farrelly are both able to make deep attacking runs and serve excellent crosses to the heads of aerial threats such as Gregory and Bradley. The Fords don’t only boast one of the best starting lineups in the Inter-Ac and country, but also rely heavily from productive minutes off the bench. The demanding role of the team’s wide players requires changes to be made often. Expect

junior winger Alec Haas to contribute to the Fords’ success when taking off Karalis or McBride late in both halves. Also, in the midfield, don’t be surprised to see junior Matt Mayer give Grant Yu a break as the starting midfielder is still returning from injury. Mayer saw himself in a similar role last season whenever Sander Yu was tired or injured. Returning to the program after a one year hiatus, senior Logan Atkins has potential to make an impact when Gregory needs a break leading the offensive charge. Beyond the talented starting lineup and first substitutes, the Fords program prides itself on its deepness throughout the Varsity and JV squads. The Fords are three or four deep at most positions with equally talented players. In case of injury or other reasons, look out for Sophomores Josh Ridenhour, Caleb Clothier, and first-year student Evan Scott to fit into a starting role seamlessly.

Page 10 The Index September 2014

Sports: Soccer/Cross CountryPage 11 The Index September 2014

SportsVarsity Football Season Preview and Roster AnalysisRoster Analysis: Fords Soccer Using 4-2-3-1

Jamie Leyden ‘15

Cross Country Poised for Breakout YearCameron Miller ‘16

Player Profile: Goalie Quinn LetterJamie Leyden ‘15

Jack Doran ‘15

Golf Looks to Rebound After Down YearJack Henderson ‘15

The Fords’ Starting Formation. Index Staff

Quinn Letter on the pitch. Mr. Tim Stay

Season Outlook Of the five Haverford teams that compete on EA day every fall, one team has consistently failed to earn a victory against the Churchmen. That team is Cross Country. In fact, the runners haven’t defeated Episcopal Academy in more than 14 years. No matter what promise the Cross-Country team seems to have, EA just always has found a way to top it. However, led by captains Alex Kim, Greg Kirwan, and Peter Rohr, this team holds more potential for success than any of the previous years’ squads, and this potential, along with a collective desire to win, could be felt as soon as the season started last month. The team is coached by Mr. Brian Skelly, who also teaches World Cultures in the Middle School. On the first day of practice, Mr. Skelly made it clear that this year was going to be different, and that this XC team would be the first team in recent memory to defeat the Churchmen in November. In fact, Mr. Skelly outlined a few major expectations for this squad and while they are certainly daunting, they are achievable. The first of these is that Mr. Skelly fully expects his group of relatively older runners to defeat EA on EA Day. What makes this year somewhat easier to defeat the Churchmen is that their squad graduated most of their accomplished varsity runners. Such is the case for many of the other Inter-Ac schools, leading into the second major goal which is to finish 2nd in the Inter-Ac. Why not aim for first, you may ask? What stands in the Fords’ way is Malvern Prep, and even Mr.

Skelly has admitted that it will be tough to beat them, as they are the clear Cross Country powerhouse in the Inter-Ac. As Mr. Skelly’s right-hand men, Mr. Harry Green and Mr. Kellen Graham both bring a different background to the team. Mr. Graham has joined the squad from the Freshman football team, bringing positive energy and a recreational running background. Mr. Graham will mentor and run alongside the younger athletes. Mr. Harry Green, husband of History Department Chair Ms. Hannah Turlish, joins the team for his first year with the Fords. Mr. Green’s running pedigree is unprecedented. In 1988 he finished fourth in the Olympic Trials 10k in just 28 minutes. In addition, Mr. Green brings

another level of intensity and determination to the Fords and it is safe to say that he has already bolstered the team’s work ethic and tightened its sense of purpose. Together, Mr. Green and Mr. Graham hope to help each runner realize his potential. The Cross-Country team understands that students, faculty, and parents have grown tired of seeing the team lose each year to EA. It looks forward squaring off against its arch rival on the second Saturday in November.

The Squad This 2014 Cross-Country season looks to be one of the best in recent memory and part of the reason why is the mass amounts of talent that the squad possesses. The squad has a lot of young talent in addition to a very strong senior presence, as seen through captains Alex Kim, Greg Kirwan, Peter Rohr and many others. Sixth Former Alex Kim looks to break into the 16-minute club in his final year, a feat that has not been accomplished since 2009 by track legend Mike Petrakis. When asked about this possibility, Kim said that “it will definitely be a challenge, but certainly within reach.” Fifth Former Charlie Scales, the number two runner for this year’s team, also has the 16-minute club in his sights. “It might happen, and I would like that to happen, but I can’t guarantee it,” he says. Contributions from number three runner Alex Keszeli round off a quality top-three group for the Fords. Positions 4-10, however, are not as locked up, as stated by Coach Skelly. Sophomore Anthony Calvelli finds himself in a position to thrive this year, looking to establish himself at the top. Also in the mix are captains Peter Rohr and Greg Kirwan as well as Peter Merhige, Ross Higgins, and

Eric Petersen. A young bright spot for the Fords is freshman Isaiah Winikur. At the team’s first meet this year, Isaiah finished 22nd out of over 150 JV runners, a very special accomplishment for such a young runner. The balance of strong older runners as well as promising young ones like Isaiah is something that Kim really likes to see. “This year, unlike other years, the former underclassmen have gotten stronger and are joined by a promising group of current underclassmen,” he says. Captain Greg Kirwan also had this to say: “This team is a lot more focused on winning races, being dedicated to the team and improving on a daily basis. In addition we work harder than previous years and bring a higher intensity to practice.” With the amount of experience, talent, and even youth that the Fords find themselves with, there is no doubt that Fords can make a huge splash this season.

The reigning Inter-Ac football champion Fords have a bright season to look forward to this Fall. The Fords return a bevy of all-league selections from last year in Mike Gindhart (Defensive End), Chauncey Simmons (Tackle, Defensive tackle), Brian Denoncour (Offensive Tackle), Frank Cresta (Defensive End), Phil Poquie (Running Back), and LJ Barlow (Linebacker). Coach Michael Murphy is not afraid of any adversary, as he scheduled arguably one of the most competitive schedules in Southeastern Pennsylvania with 6 of the team’s 11 games against ranked opponents. The Fords will look to be fast and efficient on offense as they build on the new spread offense from last year. The offense is built around one on one matchups and pure athleticism with an emphasis on urgency and a no-huddle scheme. Junior Quarterback Kevin Carter was given the reigns and is a perfect fit for the system. He has the ability to beat defenses with his strong arm and blazing speed. The dual-threat quarterback is also very excited about the weapons he has on his offense. Derek Mountain and Dox Aitken, who both tower at 6’5” and 6’3” respectively, are huge

targets on the outside. Those tall, lanky receivers are complemented by speedsters Micah Sims and Eli “Flash” Godfrey, a Fourth Former transfer from Roman Catholic. Sixth Formers Niles Easley and Jack Doran provide stability in the slot as possession receivers. When not in the spread the Fords will look to grind it out in the run game with standout running back Phil Poquie. Poquie is periodically relieved by sophomore Malik Twyman, who has proven his running ability early in the year. The ground game is assisted by Sixth Form lineman Julian Jamgochian (Left Guard), Chauncey Simmons (Right Tackle), and Connor Atkins (Center). Fifth Form Linemen Brian Denoncour (Left Tackle), a returning All-League selection, and Frank Cresta (Right Guard) look to add a physical presence to the line. At tight end, Noah Lejman is back for his third year as a starter. On the defensive side of the ball the Fords return seven starters. LJ Barlow

headlines the defensive efforts alongside fellow linebackers Mickey Kober, Chris Sabia, Noah Lejman, and Derek Mountain. The Fords’ 3-4 defense is designed in favor of the talent and depth at the linebacker position. The scheme is dependent on the skill and versatility of linebackers. Mike Gindhart and Frank Cresta, both returning

All-League selections, provide unmatched pass rushing ability, which causes opposing quarterbacks to scramble and make poor decisions. Others in the defensive rotation

are Eric Follman, Chauncey Simmons, and Corey Richards. Often the hero at the end of the pass rush is the secondary, headlined by Fifth Form safety Dox Aitken. Dox is a ball-hawking free-safety who can run the alley and make physical tackles. Lane Odom and Jack Doran provide the force in the secondary with consistent help in

the run game at strong safety. At cornerback Micah Sims, Tommy McNamara, and Eli Godfrey bring lockdown coverage. The Fords are poised for a breakout season. The Sixth Form leadership and depth are unparalleled by any other Ford Football teams of the past. The coaching staff has placed a huge emphasis this season on making a mark and gaining recognition by winning games in the out of league portion of the schedule against

some of the best teams in the state. The Fords could be an early favorite in the Inter-Ac next to Malvern.

Sixth Former Alex Kim. Mr. Jim Roese Fifth Former Charlie Scales. Mr. Jim Roese

The Fords Varsity Golf team looks to rebound this year from a disappointing second-place finish in the Inter-Ac last year. There was much turnover this offseason, as along with the departure of three dedicated seniors in Cole Berman, Jake van Arkel, and Ryan Tetrault, the team also lost its great Scotsman in Mr. Gerry Rooney who decided to step down. In his place Mr. Gui Costin ‘85 and Mr. Stephen Cloran look to fill Mr. Rooney’s big shoes and help the Fords make a permanent residence atop the Inter-Ac standings. This year’s Varsity team of eight men includes an astounding six seniors, three more of which round out the top twelve players. The starting eight are senior co-captains Jay Losty and Otis Baker, Ryan Bowman, Jack Henderson, Matt Grubb, and Teddy Selverian, along with junior Max Siegfried and eighth grader Peter Garno. The Inter-Ac changed its league schedule a few years back, so that all six

Inter-Ac squads could play each other on the same day at the same course in the same conditions. Not only is this format more fair, but it also alleviates a perpetual struggle with course access. Under this new format each team can essentially play five separate matches, leaving more time on courses for team practices. The team’s season concludes with the intense EA Day golf match, which has been moved to Friday afternoon at the famed East Course at Merion Golf Club to account for the Saturday morning SAT test. The team is looking for a very large showing from the Gentlemen’s Club as they will miss their afternoon classes and make the 2-minute drive to Merion to cheer on their fellow Fords in their fight to keep the Sweater.

Teddy SelverianTeddy was not in the starting eight last year, but he went on to shoot 74-76-73 over the course of three days of tryouts, beating the rest of the field by seven shots - a truly remarkable accomplishment

considering the wealth of talent on this team. One of Ted’s advantages is his consistency from tee to green. Although his height would seem to be a problem, he is actually one of the longer hitters on the team. His irons are almost always pure and tight to the pin, but in the event that he makes the occasional mistake, he is a lights-out putter from inside six feet.

Peter GarnoPeter is joining the team as an eighth grader, which often can lead to problems connecting with the other players but he is one of the most outgoing and friendly guys around. He is also an incredible golfer for his age. He is a small guy, but he puts all his weight behind his driver, which allows him to keep up with the team’s average driving distance - still an impressive feat when understanding he has yet to enter high school. What Peter loses in distance, he makes up for it with his consistent right-to-left ball striking and marvelous short game.

Max SiegfriedAs a junior Max had the best tournament performances this summer of any player on the team. Once you see his game it is easy to see how. There are not many weaknesses in Max’s game as he is long and accurate off the tee, has pinpoint accuracy with his irons, and can make the clutch putts needed to win tournaments and matches. Max looks to maintain and improve upon his summer tournament performances and help lead the team back to another Inter-Ac title, State Championship, and EA Day victory.

Fords Focus: Shawn Alston Down to Six Schools

Manav Khandelwal ‘15

Manav Khandelwal ‘15 sits down with the Fords’ guard and four-star recruit.

Running back Phil Poquie rushes against Malvern. Mr. Jim Roese

Mr. Jim Roese

As seemingly all eyes are focused on the myriad of tossup Senatorial races, many in the political world are simply forgetting another set of equally important elections: gubernatorial races. Ever since the Tea Party wave swept Democrats and moderate Republicans out of office, the governorships have been firmly Republican, as a slight majority of state leaders were elected in 2009 and 2010. Just last year, only twenty of fifty governorships were held by a Democrat, the lowest number in decades. This greatly contrasts with the Senatorial picture, as politicians up for election last ran in 2008, a massively Democratic year. While most of the political elite admit that the Senate will probably turn red, the governorships across the United States may swing blue for the first time in several years, with Pennsylvania at the forefront. Tom Corbett, a Tea Party favorite who upset the status quo, entered office with high approval ratings and represented a nationwide upheaval of the balance of power. However, his approval ratings began plummeting within a year of his inauguration, as his fiscal policies where among the most conservative in the nation. In an effort to balance the budget, Mr. Corbett led a charge to cut state funding for public universities like Penn State and Temple by 50%, which would force institutions of higher learning to hike tuitions. This, along with other radical cuts to the state’s budget, angered many throughout the state, sending approval ratings permanently below 30%. Mr. Corbett’s intense fiscal orthodoxy was coupled with equally regressive social

positions, further alienating swing voters. Just recently, a flurry of court cases issued by marriage equality advocates brought the gay-rights to the forefront of national, and statewide, debate. By comparing same-

sex unions to incest, many on both sides saw his reelection becoming less and less likely. From his pro-life stance on abortion to his many gaffes on the topic of marriage equality, Tom Corbett has not operated as a traditional purple-state governor, which will likely cost him the election in November. Tom Corbett’s uphill battle for re-election is just a symptom of the changing attitudes of independent voters. The elections that catapulted Barack Obama to victory six years ago also brought many Democrats to positions in red-states. Senate positions in states like Arkansas and Montana held by Democrats are now being challenged after an easy 2008 campaign season. This has been true of Republican, and specifically

Tea Party, governors elected in the wake of the Affordable Care Act legalization push. Only in 2011 did the Democrats start gain back the support they lost in 2009-2010, but the Democratic Party seems unlikely to win back the level of support it received in 2008. It does appear poised, however, to gain governorships in blue and battleground

states with weak governors. Just last year in the famous Virginia-New Jersey off-year elections, Democrat Terry McAuliffe beat Ken Cuccinelli, the Attorney General for former Virginia Governor McDonnell, currently standing trial for corruption. Now with twenty-one state leaders, the Democrats will almost definitely expand. Another likely win for the Democrats comes in the liberal state of Maine, where a gaffe-prone Tea Party incumbent attempts to somehow gain reelection. Paul LePage has continually refused to work across party lines and has annoyed many national GOP officials. Always on the rocks for his unpolished and often offensive remarks,

Mr. LePage faces a tough election. From accusing Barack Obama of “hating white people” to claiming the Affordable Care Act would “create a new Gestapo,” Paul LePage’s chief purpose seems to be providing fodder for the Rachel Maddow Show. Another Republican governor under threat is located not in the northeast, but Kansas. The sunflower state elected Tea Partier Sam Brownback to office, sweeping out a moderate Democrat. But now that his partisan and extreme conservative beliefs have been felt by Kansans for nearly four years, the moderates are revolting. After challenging Brownback unsuccessfully in the primary, huge numbers of Republicans are pledging to do the unthinkable: vote Democratic. Middle-of-the-road Paul Davis has spent much of his uncontested primary appealing not to the liberal base, but the moderate conservative lion share of Kansas’s electorate. Other GOP leaders in states like Michigan and Wisconsin are also threatened from strong Democratic challengers, and the majority of states may soon have progressive executives. Tom Corbett’s difficult reelection campaign is just a symptom of the increasingly equal divide in public opinion that has been riding blue states of conservatives and red states of liberals.

It is the opening month of school, and many of us are just beginning to get back into the swing of things. Getting up early, homework, tests, and quizzes are all part of school. We work hard and do our best because we know good grades are an important part of being admitted to college. No class is more worried about this than the Sixth Formers, many of whom are preparing to send their transcripts to colleges in the following months. The first half of the Sixth Form year is one of the most rigorous times of high school, but we know it is all part of making the leap to college. Many Sixth Formers will apply under an early decision or early action track, and for this reason the first quarter of grading will be shortened. This means teachers will give more tests in less time so that they can give students an accurate grade to send to colleges. This is how the Haverford School, along with many other schools, has done things since before I arrived and it makes sense. When you combine a rigorous academic schedule with the additional burden of applying to college, it becomes apparent that the fall semester is one of the most difficult in our high school experience. We work through it, however, because we know it will all be worth it when we get accepted– but that is not the end. All students still have a couple months of school remaining, but these months are

the time to relax. I’m not encouraging senioritis, but school should no longer be as rigorous now that the Sixth Formers have been successfully accepted into college. One way Haverford has promoted this was by giving Sixth Formers exemptions from final exams, as long as they could retain an average of a B+ or higher in their classes. However, over the summer, the school decided to end this privilege, and now all seniors must take final exams. In the past, exemptions from final exams have allowed seniors to keep a good balance between staying focused while not stressing out. It is a long-standing tendency for Sixth Formers to slack off in school once they are in college because their grades are no longer as important. Of course they cannot start to fail classes, but Sixth Formers could allow their grades to drop without worry of the repercussions. Final exams, however, do carry enough weight that if a student performs poorly on the exam with grades already below average, he could have a potential problem with the college he had worked tirelessly to be accepted into. Therefore, many students still worked hard to keep their grades high and avoid possible sanctions by Haverford and/or their selected college. The final exam exemption policy has further encouraged students to stay focused throughout their final time at Haverford by offering an incentive. It did this by rewarding students who performed well in their classes, while students who

succumbed to the cultural phenomenon of “senioritis” would have to continue working with the material in order to take their exams. This policy was the best of both worlds, but now it is gone. In a recent interview, Mr. Green said the change was not because the faculty were frustrated by underperforming second semester Sixth Formers. His reason for changing the exemption policy was that, “A cumulative exam is a learning experience designed to give students a chance to exercise their important second-tier thinking skills like analysis, synthesis, and application.” Mr. Green continued to say, “The process of preparing for an exam increases the likelihood that the material will stick and be available to a student should he need it in the future.” Mr. Green also mentioned that the former model was used for students taking AP courses who had already completed a major assessment by the end of the year, the AP test. While this is all true, the administration failed to seek the opinion of the student body, which could have been very valuable and revealing. Knowing this, it is not surprising that that the exemption policy needed to be revamped, but did it need to be completely changed? Another possible reason for ending the exemption policy was to make sure students did not coast for the minimum grade, and be rewarded for this minimal effort by not being administered a final exam. While this makes sense, it also punishes Sixth Formers who work hard all year and still have to take exams. There are many Sixth Formers who are upset with the changes to the school’s policy.

Sixth former Spencer Rappaport is one of these students who thinks it is unfair. He believes the reason for the change is that “the school probably did it in order to force seniors to pay attention, instead of giving in to senioritis.” However, he believes the policy should have stayed the way it was, but the minimum grade for the exemptions should have been raised. This would have kept the incentive, but increased difficulty, therefore ensuring students stayed focused and diligent with their studies. Fellow Sixth Former Arjun Dravid believes college seniors are an example of why the exam system should not have changed. He said, “College students in their senior year do their thesis, similar to our senior projects. If college seniors had to do their exams and thesis, their work would suffer.” Arjun’s concerns with the change pertain to the overall effect they will have on the quality of our senior projects. He continued to say, “with us I think you are going to see worse projects and less desirable exam results.” It may be too late to change the system for this year, but that does not mean hope for change should be abandoned. Sixth Formers have worked hard to get into college, and they deserve extra privileges. Giving Sixth Formers, who have showed that they understand what they are learning, an exemption from exams hurts no one. All it does is encourage Sixth Formers to keep their grades up at a time when they can falter. It does not make sense for the school to fix a system that is not broken.

Page 13 The Index September 2014

Opinions/PoliticsDecision to Institute Senior Exams Not the Right One

Harry Bellwoar ‘15

Sixth Former Harry Bellwoar argues that having the graduating class sit for exams in June is misguided.

Page 12 The Index September 2014

Sports/Opinions

Why Random Drug Testing Might Have Worked, continued

Pennsylvania Governor’s Seat Likely to Go Blue

Eric Petersen ‘15

NO: Drug Testing Is Not the Answer

Eric Petersen ‘15 analyzes the politics behind the ongoing gubernatorial race in Pennsylvania.

Pennsylvania’s two gubernatorial candidates: incumbent Tom Corbett (R), and Tom Wolf (D), who is leading in the polls.

pennlive.com

Continued from Front Page

While studies have shown that drug testing is not an effective way to deter students from engaging in substance abuse in the future, the implementation of at least a temporary policy could have established a tangible precedent for the School’s stance on drugs and alcohol. As it currently stands, the first palpable demonstration of the School’s new policy is likely to result in the suspension or expulsion of a student. Dr. Nagl reinforced this notion by saying, “My ability as Headmaster to pardon youthful indiscretions and mistakes is far less this year than it was last year. The Board has handcuffed me, and said that this problem is serious, and to change this culture, you’re probably going to have to dismiss someone.” The only way around this unfortunate circumstance is through the newly established “Brother’s Keeper policy,” alluded to by Student Body President Nick Greco in his opening day speech. While this policy will be discussed at length in an assembly, Dr. Nagl petitioned students to look after one another by saying, “[The task force] talked a lot about the mythical Boy Code; it’s the boys against the adults, and we want to inculcate the idea that ‘I am my brother’s keeper.’ It is not snitching to

let an adult know that your friend is having a problem with weekend binge-drinking, that is getting him help, and that may lead to him not dying– they need to protect each other against a lot more dangerous things than getting in trouble.” While this policy will certainly be an effective and beneficial tool for students, the concept of seeking out an administrator for help regarding another student is “socially unacceptable”, and it will be difficult for this concept to pervade the minds of all students in the near future. Therefore, the first news a student may hear regarding disciplinary action concerning drugs or alcohol could be the suspension or expulsion of a close friend, an action that could have potentially been prevented through a mandatory drug testing policy. While this seems to be contradictory, since it would be assumed that a drug testing policy would result in more disciplinary action, the likely sanctions regarding drug testing would be a warning and evaluation for a first offense. This would be sensible considering the policy would have been announced in the latter stages of summer, and punishing students for choices made in the summer with no knowledge of the new policy would be absurd. Although a second offence would undoubtedly result in more severe consequences, the students would have been provided more

than enough guidance and deterrence from making a second poor decision. In effect, a drug testing policy could have potentially aided more students, while decreasing the number of disciplinary cases heard by Upper School administrators and the Honor Council– It seems preposterous, but it was certainly possible. Instead, choosing to establish a stricter set of consequences for students will not affect many poor decisions from being prevented, since rules are often regarded as immaterial and do not pose a direct threat. The very real threat of drug testing, however, could have prevented such decision-making. The decision reached by the Character, Safety, and Culture task force, while extensively researched and thoroughly debated, suggests that some members of the Haverford community are reluctant to accept the reality of student drug use. Although the new policy allows administrators to condone testing on students with established records of drug abuse, the implementation of a school-wide mandatory policy could have hurt diligent students who would have continued to hold the sterling reputations they have worked for, and rightly deserved, if no such policy existed. Students who have tirelessly given back to the school in the classroom and beyond would suddenly be directly exposed

for actions taken off-campus, where one can argue the school has no jurisdiction, and the decision made by the task force conveys a frightened tone about exposing the drug culture at Haverford. While the increased emphasis on education and other initiatives taken by the task force regarding substance abuse will undoubtedly assist a portion of the student body, mandatory drug testing provided administrators with a concrete way to hold students to the all-important code of conduct laid out in the Upper School Handbook and frequently expressed as an integral part of the Haverford School mission. The lack of drug testing for the 2014-2015 school year is an admittance by Haverford that holding students to this code of conduct is increasingly difficult. While I know for certain that the task force had the safety and concern of students as their top priority, drug testing may have been the best option for ensuring that the values and conduct Haverford prides itself on are being followed by all members of the community. The upcoming school year will prove to be the benchmark for the drug and alcohol policy adopted by the school, and it is certainly plausible to expect modifications to the established policy for the 2015-2016 campaign.

Continued from Front Page

Naturally, the first hesitation to arise in the mind of a Haverford student would be of the potential repercussions that he or his Haverford peer may face should either of them seek help. Why risk a punishment or the loss of a valued friendship for the sake of reporting questionable actions? This mindset, this (admittedly somewhat justified) attitude of complacency is accomplishing little more than prioritizing sustaining a dangerous lifestyle over making the right decision to reach out to the resources available. Of course, this isn’t a claim that can be leveled at a singular group, whether that be the students or the administration. Instead, it must become the top priority of the community as a whole to attempt a type of mass readjustment. A proponent of this “mass readjustment,” Dr. Nagl stated that, in order to lessen substance use among the school’s students, “I think there would need to be a widespread recognition among parents, teachers, and boys that drug

and alcohol use among adolescents is bad for their development, stunts their emotional growth, their motivation, their ability to become productive citizens, and all of us, boys included, need to do everything we can to stop that.” Through a series of educational rather than disciplinary attempts, steps must be taken to ensure that every student is comfortable with the processes for reporting substance abuse. These steps would ideally include: a thorough recognition of the effects that drug and alcohol abuse can have on any given high school student, as well as being conscious of the untapped resource in the form of the student body– a group who is clearly far more aware of the goings on of their fellows students than the administration. In order to achieve success in helping Haverford men separate themselves from poor decisions and allowing them to move on with their academic careers, a joint-effort must begin to take shape. At the center of this joint-effort is the “brother’s keeper” policy and the

perception of what is in the best interest of the students. The concept of drinking large quantities of alcohol on weekends or using substances carelessly as a type of reprieve from the high pressure environment of educational institutions has become so thoroughly ingrained in American culture that it is rarely given a second thought among students. “How has it gotten to that point, and is that perspective at all justified?” are two questions that come to mind when a fact as rarely contemplated such as that is brought up. When addressed with a similar question, Dr. Nagl replied with, “I did not realize the problem is as pervasive as it apparently is... And I certainly had not thought through the binge-drinking culture that is prevalent at American colleges and is beginning to trickle down to American high schools.” The concept of students, both college-age and younger, drinking illegally is nothing new, and realistically is unable to be federally regulated. In some capacity, it will always happen. What can be controlled is how comfortable members of the community allow that thought to

become. This is not to say that it is in the best interest of the school to demonize the mistakes made by select individuals. Rather, it is the school’s responsibility to make absolutely certain that they are doing everything in their power to allow their students to make educated decisions about what may negatively impact their future. The success of randomized drug tests would have been marginal in comparison to the potential success that will be had in lessening dangerous behavior and getting students help simply by establishing a trusting environment. This method of an increased emphasis on perspective and trust will certainly not have as instantaneous a result as drug testing may have had. However, when looking to the long-term future of The Haverford School, it is clear that an educated, compassionate student body working together to make everyone succeed is far preferential to a hostile student body concerned about a potentially failed drug test tainting their individual reputation.

Fords Focus, continuedContinued from Page 11

Speaking of coaches, Marquette, the fourth school on Alston’s list, added a new one in Steve Wojciechowski. Wojciechowski served under the legendary Mike Krzyzewski at Duke for fifteen years before joining the Golden Eagles. Alston likes the hiring, saying, “He was the assistant coach for Coach K for a while, so he has a lot of connections with Krzyzewski, USA basketball, NBA, and things like that.” Marquette had made it to March Madness in each of the last eight years before this past season, and they seem poised to return to greatness, already having two four-star 2015 recruits signing on to play there. Adding Alston would make it one of the top recruiting classes of the year. Another school with a strong 2015 recruiting class is Penn State, led by Pat Chambers. “Pat Chambers is a Philly guy, an Inter-Ac guy too, so that is a good

relationship to have right there,” says Alston. He even notes that Chambers, a former Episcopal Churchman, came to watch an Inter-Ac game or two this past season to see Alston play. Alston is also excited about the direction of the Nittany Lions’ program, with Penn State already having the 80th and 88th-ranked players in the Class of 2015. He says, “Penn State is definitely on the rise. They have a top ten recruiting group right now, if I were to go there it would be a top five recruiting class.” Alston plans to visit State College later this month to help him in the decision-making process. Rounding out Alston’s “Super Six” is Notre Dame. Alston cites the rich history of the school and its overall culture of athletic excellence as a major benefit of joining the Fighting Irish. He also likes the system he would be playing in, saying, “They have a lot of guards that come out there. It is very important. I think it is a

good system that Coach [Mike] Brey has.” Alston certainly has the future in mind, even thinking about a school that will give him the best chance professionally: “NBA is the ultimate goal, and international basketball is also on the rise. People make great money over there also. NBA is a goal, but if it is not that, international basketball would not be a failure at all.” He also would like to keep schools with strong academic records like Penn in mind, but he does not want to sacrifice his basketball career for a school like that, one of the reasons Harvard did not make his short list. Alston tells The Index that his decision will be made by early October.

Shawn Alston shoots against Penn Charter. Mr. Jim Roese

“To Protect and Serve,” the iconic motto of the Los Angeles Police Department, has been adopted by numerous other police departments across America because it accurately and succinctly describes how police have traditionally viewed their role in our society. However, the unsettling images of the highly-militarized police response to the recent unrest in Ferguson, Missouri have caused many people to question whether today’s approach to policing has evolved too far away from the accepted ideal in a free society and more towards a model where the police and the citizens are considered enemies. Since 1999, the US government has been giving surplus military equipment to local police forces across the country. Many federal programs allow local police forces to receive surplus military equipment, including anything from assault rifles and military style uniforms to military aircraft and tanks. I am concerned that this militarization of local police forces has also ushered in a new philosophy that views average citizens not as entitled to and deserving of protection, but rather as potential enemies that need to be controlled before they commit a crime. In Ferguson, peaceful protesters were confronted by armored vehicles and heavily armed police who looked more like soldiers in their camo uniforms, armed with short barrel 5.56 mm rifles, scopes that can hit a target from 500 meters away, pistols, body armor, and six extra magazines with each magazine containing thirty rounds of

ammunition. The police even used tear gas, rubber bullets and sound cannons on the media covering the events as well as the peaceful protesters. In the days following the Michael Brown shooting, the police in Ferguson were functioning not as police, but rather as soldiers. They drove armored vehicles instead of police cruisers, they

wore camo and body armor instead of police uniforms, and instead of carrying pistols, tasers, and batons they shot tear gas, rubber bullets and aimed military rifles at unarmed citizens who were exercising their constitutional right to assemble and protest. The images looked like Tiananmen Square under a brutal dictatorship rather than an average Missouri town in a constitutional democracy that prides itself on freedom. A sad irony is that when there was actual criminal activity in the form of the looting of numerous businesses, the police, even with all their military equipment, stood by impotently and refused to protect the law abiding citizens who owned these businesses; instead, the criminals were allowed to have free reign despite the outsized police presence. The police then used the looting

as the basis for other arbitrary restrictions on the law abiding protesters, such as limited assembly zones and curfews. The police are not just becoming militarized in Ferguson. Bucks, Delaware, and Montgomery Counties each have a mine resistant vehicle. Philadelphia and Montgomery Counties each have an armored truck. Bucks and Montgomery Counties each have a fully tracked personnel carrier. I doubt anybody can see a legitimate need for a mine resistant

vehicle in Montgomery or Bucks County. New Jersey has gained 516 M16 assault rifles, 365 M14s, dozens of humvees and armored trucks; there is a mine resistant ambush protected vehicle in Middletown, NJ; and night vision goggles, range finders, and a grenade launcher in Bergen County. Why? In those unusual circumstances where

military firepower is warranted, the National Guard can and should be summoned – that is its function. Heavy militarization leads to a more aggressive police force and possibly the equivalent of martial law. After the Boston Marathon bombing, citizens of Boston were told to stay in their homes as armored vehicles rolled down residential streets. The police entered citizens’ yards without warrants and yelled through megaphones for people to get out of their homes with their hands up. They would yell this to them with helicopters above and armored vehicles parked in front of their homes with sniper rifles aimed at the people inside. When the people left their homes, many were handcuffed and subjected to lengthy interrogations. The danger of a heavily militarized police force can be seen easily from the lockdown of Boston. It can lead to an overly-aggressive police force that

resembles the army rather than the police. It was not necessary to threaten people with armored vehicles. What happened to Boston was martial law, and the people enforcing the lockdown were soldiers, not police. The more militarized the police become, the weaker the people will be. Washakie County, Wyoming has 8,000 residents and three armored vehicles. A county of 8,000 does not need three armored vehicles to protects its citizens. This same build up is occurring in police forces across the country. With the militarization of police, focus shifts from a presumption of citizen innocence to a presumption of guilt and the idea that we must assume the average citizen poses a threat to the police. We must not forget that in our country all citizens are innocent until proven guilty and all citizens have a right to peacefully protest, even if such protests are inconvenient to the police. It is the duty of police to protect protesters and to actively facilitate their exercise of their constitutional rights. Militarization is happening in our skies as well. We now have American drones flying in our airspace, and the government is considering arming drones with tear gas and rubber bullets. Montgomery County, Texas is even thinking of arming their drones with tasers. If this trend continues, it is only a matter of time before drones are lethally armed. Police forces should return their military grade vehicles and weapons to the military, where they belong, and all federal programs which supply these weapons and military equipment to police need to end. Having a heavily militarized police force is leading America down a slippery slope that is creating an aggressive and overbearing police force. Throughout history, an aggressive and militarized local law enforcement has never benefited the citizens who stand by and let it happen.

This fall is shaping up to be one of the most violent seasons in Europe since the Second World War. With each news report, the region begins to unwind further, and a once promising EU candidate continues to crumple under tremendous pressure. These unfortunate series of developments did not happen overnight, as other European nations were complicit in the destabilizing of Ukraine. To understand why this situation has unfolded into a civil war, it is crucial to understand Russia’s economic ascendency. A combination of Russian economic might and Vladimir Putin’s master diplomacy allowed for the region to enter a period of chaos, from which nothing is certain in the future. But as the nation disintegrates day by day, it is important to recognize how a possible addition to the European community was neglected and left to fend for itself against overwhelming Russian power. The main reason why Russia was able to annex the Crimea and send shadow armies to the east of Ukraine is the complete fear of the nation by the European Union. Since his inauguration to the office of President, Vladimir Putin has been turning European nations against each other by flooding markets with capital and abundant Russian natural resources. One example of

Putin’s charm offensive predating conflict in Ukraine is its relations with Greece, a volatile yet influential voice in the European Parliament. Russia has started construction on pipelines to carry oil to Continental Europe through the coastal nation, giving its economy a boost the country desperately needs. A shared set of conservative values along with Russian weapons exports helped to boost opinion of the power, giving Russia a solid voice among the Eurozone’s largest economies. Of the European nations polled by the Pew Research Center in 2014, Greece was the only country to have a favorable view of Russia, with 61% approving of the nation’s policies. Another smaller war for the hearts and minds of Europe has continued successfully in Cyprus, as Russian officials have encouraged wealthy Russians to deposit money in Cyprian banks, now completely dependent on capital from Eastern Europe. But while the Russian Federation may have bought itself some friends, its money and resources have mainly been used to incapacitate old enemies. The United Kingdom, France, and Germany are Western Europe’s economic powers, and all three have had increasingly complicated relations with Russia under Putin. While Great Britain likes to side with the American government on foreign policy issues, the nation showed great reluctance to involve itself in Ukraine

because of the immense capital flowing from Russia to London. The oil barons and banking oligarchs have invested heavily in London real estate, as the city is known for its high returns on investment. Some have even dubbed certain upscale neighborhoods “Londongrad”.

Russian-language schools have opened their doors and Russian expats represent key players in London’s financial center, which is in constant competition with New York to claim the title of world financial capital. British intransigence on the topic of Ukraine was mirrored in France, for slightly different reasons. Many oligarchs enjoyed long vacations at French chateaus, boosting rural economies

in a time when France’s stagnant economy needed the cash flow. But the chief reason the French turned a blind eye at Russia’s foreign policy was the lucrative military contracts that Russia offered, paying billions for ships and weapons to boost Russia’s growing stockpile. German unease with Russia did not directly involve the flow of capital, but rather a constant fear of energy insecurity. Germany imports the vast majority of its natural gas and most of its oil from Russia, making it completely dependent on the nation to keep its economy functioning. The Germans, like other European nations, hoped to find a middle ground in the conflict, allowing it to spiral completely out of control. That was before the downing of Malaysian Airlines Flight 17, which forced the EU’s hand against its neighbor to the east. Since the flight crashed two months ago, killing the entirety of the Dutch-majority flight, trade wars have begun as Europe and Russia began feeling the bite of sanctions. But the sudden pivot in foreign policy begs the question: If European leaders knew sanctions against Russia were unavoidable, would they act sooner to end the violence? Although we will never know, we can guess with some certainty that Vladimir Putin would not have sent troops across the Ukrainian border knowing Europe would actually respond with action. Although Russia is the aggressor in this world conflict, the origins of the instability lie in the appeasement of Western European powers.

Since the early 1990’s, local police departments have received upwards of $5 billion worth of military-grade weaponry. This sudden, rapid increase in the amount of military equipment available to local police is the result of a Department of Defense program designed with the intention of allowing local departments to combat terrorism and drug cartels. Rather than gaining national recognition for accomplishing either of those two goals, this initiative has instead been pushed to the forefront of the nation’s political discussions for an entirely different reason.

On August 9, 18-year-old Michael Brown was walking on a street with his friend in Ferguson, Missouri. A police officer, Darren Wilson, had been called into that area on a report regarding a robbery that had taken place earlier that day. According to reports, Wilson pulled up alongside where Brown and his friend were walking in order to request that they relocate to the side walk to permit traffic to flow unimpeded. After the two of them reportedly refused to do so, Wilson opened his driver-side door, allegedly reaching for Brown’s neck. What occurred from that point forward has been highly debated and will continue to be. Most of the arguments that have occurred thus far have revolved around two different sequences of event. In the first scenario, after Wilson pulled up alongside Brown and his friend, Brown opened the driver-side door and reached in, in an attempt to take the officer’s gun. A struggled followed that resulted in Wilson discharging six shots at Brown, who the police have claimed was charging towards him. In the second scenario, Wilson pulled up next to Brown and his friend, asked them to relocate, they did not, and so Wilson exited his vehicle and began to assault Brown before attempting to force him into the back seat of his police cruiser. A shot was then fired. Brown began to run away while being shot at, only to turn around with his hands raised requesting that Wilson stop shooting before being hit six times. An incident that initially appeared to be a straight-forward case of police brutality has exploded over the span of several weeks and has now become a national talking point. Within hours, watching Brown’s mother and stepfather recount the childhood of who they described as a reserved and well-intentioned young man has driven the people of Ferguson to the point of protest. Masses crowded the streets of Ferguson with their hands raised, recognizing

Brown’s final attempt at submission before being killed. Unfortunately, what began as a peaceful protest against a tragic phenomenon (police brutality), which has gained national coverage countless times in the past several years alone, quickly evolved as some saw the fragile state of this shaken community as an opportunity to wreak chaos. Widespread looting took place, windows were shattered, storefronts wrecked, and fear was instilled in the already tense people of Ferguson. All of this leading to what, in hindsight, was likely the biggest misstep of the local police forces. In response to both the looting and the protests regarding the death of Michael Brown, the local police of St. Louis

county assisted in turning a city that was already on edge into what would later be depicted in some photos as a war zone on U.S. soil. It was at this point that those previously mentioned 5 billion dollars in military-grade weaponry came into play. Officers in full camouflage uniforms raising and pointing assault rifles at U.S. citizens – this is the image that has accompanied countless talking-head news interviews and articles criticizing police behavior. It also symbolizes the main issue with providing local police with such dangerous equipment: these men and women are woefully under-trained and not at all qualified to use such unnecessary brutality in situations such as these. A member of the United States military made a special point to inform the American public in response to that specific image that military members were, in fact, trained to do the exact opposite of what those officers were doing. He then went on to say that beginning an interaction with civilians with a raised weapon is a sure-fire way to spark more conflict. Attempting to explore the individual intentions of each of the officers involved in that situation and similar situations that followed would be an arduous task, to say the least. Regardless of whether or not they believed they were reacting accordingly, the bottom line is that they are not qualified to be operating such potentially harmful machinery. Why then, did the Department of Defense devise a plan that provided under-trained police officers with such deadly equipment? Why then, was three helicopters, six pistols, twelve assault rifles, and night vision equipment given to St. Louis County in the last eight years? These are the questions that Congress is now attempting to answer, as the past few weeks have been spent debating and, for the most part, ripping apart the defense legislation that approved this measure

in the first place. Senator Tom Carper of Delaware was quoted saying, “These programs were established with a very good intention: to provide equipment that would help law enforcement perform their duties. The question is whether what our police receive matches what they truly need to uphold the law.” Initially, he is repeating the same sentiment that has been echoed countless times since the measure has been implemented. With the context of the full quote, however, he appears to land more in the middle ground of the argument. Others, such as Senator Rand Paul of Kentucky, believe that the entire measure is ludicrous. Paul was quoted saying, “They think these are for riot suppression ... There have been maybe two instances of terrorism and we’ve spent billions and billions of dollars.” This is the core of the anti-militarization argument, from a congressional standpoint. We are spending unnecessary amounts of money and putting the well-being of our people at risk by supplying these departments with weaponry that hardly fit their job descriptions. On the other side of things, others have pointed to the Boston Marathon incident as the exact reason why this measure is justified, stating that, should an incident like that ever occur again, we must be certain that our local police are prepared to respond appropriately and efficiently. To them, Ferguson appears to be an outlier among countless possible situations in which terrorists could strike on U.S. Soil. Among talks revolving around racial tension being the primary motivator behind the escalation of this situation, it seems as though the media and certain congressmen attempting to defend the militarization of local police departments have made this situation out to be a rarity– a one-time incident that will act as the precedent for the worst a situation like this can go. In reality, a poverty-stricken neighborhood experiencing an act of police brutality and rallying together to protest against it is not a situation that can be considered either rare or unlikely to happen again. If anything, this is the situation in which the abuse of police power could be considered the most likely. To the St. Louis County police, an act of protest against the actions of one of their fellow officers is a type of assault on their authority. This is not to say that every police officer has the same mentality, that it is he or she who has final authority, regardless of the situation. Rather, this is to say that when a situation such as the one in Ferguson arises, it is a mere series of false steps away from becoming just as out-of-hand as this has become. The rapid escalation of this event is not entirely due to police interactions with the people of Ferguson. If anything, the police behavior shown towards the journalists was arguably even more unnecessary and potentially dangerous should it be used a precedent for future events of a similar nature. Throwing canisters of tear gas at the men and women trying to cover the story is an astonishing abuse of power– going so far as to use the tear gas to remove them from a given area only to be caught on camera going in afterward and dismantling their video equipment so they cannot continue to report is nothing short of atrocious. This angle of the situation brings up an entirely different discussion regarding police behavior towards not only journalists, but also anyone attempting to film questionable extensions of authority. In this specific situation, however, it is fairly straightforward. The police officers in Ferguson recognized their questionable behavior as it was taking place and

continued to act without deviation. Other incidents involve the detaining of reporters guilty of no crime, threatening them should they attempt to get closer to the center of the action, and lying about dangerous situations simply to keep these journalists from reporting on the situation as it evolved. As reports of these seemingly uncontrolled police behavior continues to surface in the looming aftermath of the Ferguson incident, a concept that would work to monitor police behavior has returned to certain discussions nationwide. The proposed concept involves keeping cameras on the person of every police officer so that, should an incident with a civilian occur, there would be a video recording of the event in order to avoid any opposing stories. Recently, in both Anaheim and St. Louis County, as a response to the Ferguson incident, a certain percentage of officers were given cameras to be kept on their person at all times. St. Louis County in particular acts as a ringing endorsement for a method that has been proven to have nothing but success, both in limiting civilian reports regarding police behavior and in limiting the amount of suspensions given to police officers across numerous counties. If Congress is unable to come to a solution regarding the demilitarization of local police departments, then this will have to be considered as a requirement for all police officers nationwide in order to limit abuses of power.

Ferguson has been as revealing a domestic incident we have faced in quite some time. It has shown the American public some of the most fundamental flaws in our current law enforcement system. It has shown the American public that, under certain circumstances, individuals with authority can limit our constitutional right to freedom of press. It has shown the American public that neither of the two previous statements should be true. Ferguson, while gruesome, horrific, and ineptly handled, has provided congress and the American people with an opportunity to spearhead reform regarding our law enforcement and our general sense of safety, no matter where we may be. No young man, African-American or otherwise, should be actively contemplating the possibility of being killed in the street by a police officer. No journalist attempting to update us all on a breaking story that has gained national interest should be fearful of tear gas or plastic handcuffs. Our rights are not to be infringed upon. Michael Brown was shot six times on August 9. He died in the street. The key to assuring that no individual faces a similar fate will be determined by the ability of the American public to recognize this not just as a tragic incident, but the result of a fatal, yet fixable flaw.

Police Militarization Across the United States

Page 14 The Index September 2014

PoliticsPage 15 The Index September 2014

PoliticsLessons From Ferguson

Ethan DeLehman ‘16

Examining the Origins of the Ukrainian Civil War

Jack Molitor ‘17

Eric Petersen ‘15

Ethan DeLehman ‘16 discusses the issues of police militarization and brutality underlying the ongoing up-heaval in Ferguson after Michael Brown’s shooting.

Protestors in Ferguson, MO demonstrating their anger over the shooting of 18 year-old Michael Brown.

Many believe policemen should wear cameras, such as the one pictured above, while on-duty.

newsrescue.com

bet.com

Politics Editor Eric Petersen ‘15 analyzes the bigger picture of Russian aggression in Eastern Europe.

Jack Molitor ‘17 argues against the militarization of police forces from Ferguson to Montgomery County.

A Mine-Resistant Ambush-Protected Vehicle (MRAP). Originally designed to protect Army Troops in Afghanistan and Iraq from roadside IEDs, now the property of the San Diego Police Department.

npr.org

Page 16 The Index September 2014

OutdexRecently at The Haverford School...Ian Riley ‘15, Will Solmssen ‘15, Brendan Burns ‘15, Miller Joyce, Chris Ley 15, Jack McAleese ‘15, James Greytok ‘15, Jake Pechet ‘15, Paul Harryhill ‘15, Arjun Dravid ‘15, and Otis Baker ‘15.

When asked about the growing threat of ISIS, Dr. Nagl replied, “Is that what the kids are calling it now?

Dr Nagl has announced a Battle of the Bands to take place later in the school year, continuing his pledge to turn Haverford into a daytime sitcom.

By the way, Dr. Nagl: Kung-Fu Movies called. They want their gong back.

When setting up senior parking this year, Mr. Fifer was only given one criterion, and that was not to put Austin Krell within 100 yards of any type of building with windows.

The Main Line Art Center has already filed a lawsuit against the School after news broke that Austin Krell would be “parking” there for the second semester.

Public Service Announcement: A Haverford School student has recently lost his calculator.

Julian Jamgochian has been expelled due to his flagrant disregard for school policy demonstrated by his insistence on flexing in a strict no flex zone.

Breaking: 12 students and 9 members of the faculty suspended for possession of chai tea at roughly 8:16 this morning.

Piero Sassu has reopened the previously closed case of the sudden and unexpected disappearance of Dr. Rutter, citing suspicion of foul play. Of the ongoing investigation, he says, “Until the suspect is apprehended, unfortunately, it will be necessary to close the red lot, effective immediately.”

Most students are now aware that Piero Sassu was sworn in as an officer of the law over the summer. What many don’t know is that he is also now a licensed animal control officer. Last week, students witnessed Animal Control Officer Sassu execute his first capture. Some witnesses claim to have seen a wild gorilla, but others believe it may have been Ben Euler in a speedo.

When given a new tie for his birthday, Marc Johnson was seen throwing it out stating, “If it ain’t loony toons, I ain’t wearing it.”

Haverford has decided to switch to Canvas for the foreseeable future, as a result of too many students mentioning how easy and accessible Engrade was.

Apparently Mr. Ron Duska learned to play the drums faster than Joseph Sweeney departed from the classroom.

Mr. Green was spotted in his office yesterday with a pile of sticks he had picked up earlier that morning. Haverford students remain confused.

Students are beginning to wonder whether or not Bill Wardle has actually aged since he began working at Haverford.

Re: It was a TI-84 GREEN Edition

In an attempt to continue building a “greater community” amongst all athletic teams, the administration has decided to eliminate all doors on the stalls in the locker room for students to feel more open with one another.

#FindJamgosPencil

A certain freshman witnessed Nick Greco paying Ms. Smedley before his first assembly. Reasons for this transaction are not yet known.

coming soon:

Learning to Eat Meat Without a Knife by Lt. Col. John A. Nagl