Reflections of Havergal: 1994-2019

unthinkable—to be athletes. Such thinking challenged the social norm and, in turn, sparked a revolution. In the early 1900s, when women’s sporting opportunities were restricted by their so-called “anatomical and physiological limitations,” Havergal provided an environment that not only stressed academics but also placed significant emphasis on health and physical education through sports and games. The school’s robust athletic program continues to this day, of course, and the last 25 years have seen developments that reflect Havergal’s pioneering spirit and its deep commitment to healthy, active living. There is little doubt about the salutary effects of regular exercise on physical and emotional well-being:

In the short term, exercise has proven to lead to improved concentration, enhanced memory and learning, enhanced creativity, better imagery and problem solving, better task performance and improved mood state. The long-term benefits of physical fitness are even more impressive. They include decreased anxiety, decreased aggression, increased self- confidence, relief of frustration, improved resistance to stress and improved productivity. (“Athletics Help Girls Make the Grade,” Torch , Spring 2002) The Athletics Philosophy carefully articulates beliefs that were implicit in the school’s mission from the start: We believe that every student has the capability to engage in Havergal’s athletics program. Havergal’s athletics program has the breadth to meet the needs of a diverse group of students, and the depth to challenge students at all stages of development. It also develops in all

“A Few Facts About Sports, Education and Girls” Chronicle , 2003

Sports Uniforms: Then and Now

Ludemus , 1902.

Ludemus , 2011.

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