milton academy

admission catalogue 2015–2016 message from the head of school

You are thinking about your next school, and we are what our families and our backgrounds bring to the School delighted to share Milton with you—through this book, community, and how the talents around us make our com- and milton.edu. We hope that you will soon join us for a munity so exciting. campus visit, as well. You’ll find that students at Milton are After immersing themselves in Milton’s opportunities, in friendly, happy, and completely engaged with their work and out of the classroom, Milton students graduate with and their many activities. As one student told me when I the confidence in themselves and the competence to suc- was learning about Milton, “I love the balance of this place. ceed at the most selective colleges and universities in the Academic standards are very high and we work tremen- country. Beyond these further academic pursuits, “Dare to dously hard, but we definitely have fun and laugh along be true” is the idea Milton graduates never lose; they apply the way.” He is right. At Milton, you’ll find a powerful, their spirit, skills and commitment to meaningful profes- challenging academic experience together with a warm, sions of all kinds. supportive environment. You’ll work in small classes, with skilled, caring faculty to develop your analytical skills, your We hope to have the chance to meet you in person very perspectives, your creativity and your awareness. soon. Come visit and learn first hand why students at Milton love their School, and feel the respect and support The power of the Milton experience grows out of remark- among students and faculty. We invite you to share Milton able relationships. Your teachers, coaches, house heads, with us. advisors and friends will get to know you well. They will inspire you, involve you and help you find out who you really are. Milton students love how different we all are:

Todd B. Bland Head of School contents

2 Our Mission 12 Boston Makes a Difference 14 What to Expect at Milton 17 Students 18 Faculty 21 Academic Life 22 English 24 History and Social Sciences 26 Science 28 Mathematics and Computer Programming 30 Modern and Classical Languages 32 The Arts 34 Off-Campus Programs 37 College Counseling 38 Residential Life: A Family at School 42 Walking Through the Milton Day 46 Weekends at Milton 48 Spaces and Places 50 Athletics 55 Music and Performing Arts 59 Community Service 60 Clubs and Organizations 62 Campus Resources and Campus Map 66 Admission and Financial Aid 68 History 69 Board of Trustees 70 Faculty 72 Directions

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School Address: Operating Budget (net), 170 Centre Street 2014–2015: $62 million Milton, Massachusetts 02186 Tuition: Admission Telephone Number: Boarding: $53,330 617-898-2227 Day: $43,780 Fax Number: 617-898-1701 Financial Aid Budget: $9.6 million Web Site: www.milton.edu Editors: Cathleen Everett, Erin Berg, Pat Finn, Liz Matson, Email: [email protected] Lauren Nivison, Nina Panarese, Head of School: Paul Rebuck Todd Bland Design: Moore & Associates, Upper School Principal: Cambridge, MA David Ball Photographers: Kendall Chun, Dean of Enrollment: Paul Rebuck Michael Dwyer, John Gillooly, Greg White Student Enrollment, Upper School (9–12): 700

As an institution committed to diversity, the basis of gender, race, color, handicapped Milton Academy welcomes the oppor­tunity status, sexual orientation, gender identity or to admit academically qualified students expression, religion, national or ethnic ori- of any gender, race, color, handicapped gin in the administration of its educational status, sexual orientation, religion, national policies, admission policies, scholarship or ethnic origin to all the rights, privileges, programs, and athletic or other school- programs and activities generally available administered activities. to its students. It does not discriminate on

1 our mission

2 Milton Academy cultivates in its students a passion for learning and a respect for others. Embracing diver sity and the pursuit of excellence, we create a community in which individuals develop competence, confidence and character. Our active learning environment, in and out of the classroom, develops creative and critical thinkers, unafraid to express their ideas, prepared to seek meaningful lifetime success, and to live by our motto, “Dare to be true.”

3 our mission: a passion for learning

Students and faculty at Milton openly enjoy ideas. We One day, walking into the Pritzker Science Center, I saw cherish curiosity and honor scholarship. Inspired by two of my friends in Mr. Bean’s lab. They were discussing an teachers and classmates, Milton students develop new independent biology project. Mr. Bean knew I was interested areas of interest and maximize their strengths. in science and casually asked me if I wanted to be involved. So I found myself learning how to take care of zebra fish— My favorite class is American Literature. I enjoy how we breeding them and studying their genetic traits. What a talk about the stories in-depth, and there is room for inter- great and unexpected experience to have as a freshman. It pretation and critical thinking. I also enjoyed my Seeing only increased my love of science. Literature course, in which we examined the visual imagery in written works. My favorite assignment was a 2,000-word —Iladro Sauls, Somerville, Massachusetts essay in which we explained our personal definition and Class I philosophy of “seeing.” —Caroline Wall, Greensboro, North Carolina Hathaway House, Class I

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• Beyond core courses and electives, students can find faculty sponsors and design independent courses. • Each spring, Class I students may commit their final weeks at Milton to com- pleting a “Senior Project.” Students must submit research plans in early winter, and a committee of faculty decides which proj- ects to approve. Each student aligns his or her endeavor with a member of the faculty or staff for support. Students in the Class of 2015 chose topics ranging from aviation to religion, from engineering medical devices to studying social justice. Students paint- ed, gardened, sewed, pre- pared concerts and recitals, shadowed doctors, coached hockey, learned instruments and languages, and volun- teered at a range of sites.

4 our mission: a respect for others

Milton is a safe and generous place for young people to live In our modern language classes, students learn that lan- and learn. The idea that each individual brings a unique guage is not just some sort of code; it’s about living another and valuable dimension to our shared experience drives the culture, acceptance and tolerance. The beauty of learning a relationships in our community. language is that once you start to open your mind to differ- ent ways of saying things, you open your mind to different I left Hong Kong for high school because I always knew I ways of thinking about things. The ability to see things with would go to college in the United States. I saw boarding different eyes, appreciate different cultures, be inspired by school as the right stepping-stone, but it’s been so much other ways of doing things, are attitudes the world needs. We more—a completely eye-opening and transformative experi- send our students out into the world to share the reality that ence. I have made amazing friends, and the academic and there’s more than one way to think about things. social life here is more than I ever expected. —Tracy Crews, Modern Language Department —Angela Feng, Hong Kong, China Millet House, Class of 2014

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• A committee of faculty and students met to determine guidelines for respectful and appropriate ways to debate online. Online conference charters reinforce that the forums for discussion are for members of the Milton com- munity who want to voice their thoughts, beliefs and opinions while being open to—and respecting—those of others. • Students’ favorite weekend activities are watching each other in performance—ath- letics, drama, dance, poetry reading, and playing rock, jazz or classical music. • Disciplinary Committees, which assign accountability for students who have vio- lated School rules, are com- posed of four students and four faculty members.

5 our mission: embracing diversity

To us, growing and learning among individuals who share There’s no exact formula for a Milton student. The students widely divergent life stories, and appreciating their respec- here are all different, and those differences help make the tive cultures, is an invaluable aspect of a true education. whole experience what it is. People here come from all parts of the world. They bring their own backgrounds, beliefs, Everyone here is a different person, but it’s easy at Milton to thoughts, experiences, personalities, talents, languages. That form friendships with all kinds of people. Some people are mix intensifies what each of us gets out of Milton. talkative and like to say what’s on their mind; others might be more shy. We all have different backgrounds, but being —Yemi Olorunwunmi, Brockton, Massachusetts who you are is easy here, trying new things, having fun with Hallowell House, Class of 2014 new experiences and people. —Jaejung Justin Yoon, Nashville, Tennessee Norris House, Class I

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• New student orientation includes visits to Boston’s many ethnic neighborhoods to experience their histories, foods and cultures. • All students are welcome to join any of Milton’s 14 iden­ tity and culture clubs. • On campus recently, in dis- cussion with students about race, identity and culture, were Junot Díaz, Pulitzer Prize-winning author; Erick Tseng ’97, social media and mobile engineer; Ha Jin, award-winning novelist; Jan Willis, Wesleyan University professor of Tibetan Buddhism; artist and activ- ist Derrick Ashong; Fields Medal winner and Harvard professor Shing-Tung Yau; and award-winning poet Kevin Young.

6 our mission: and the pursuit of excellence facts Milton’s energy comes from striving to meet our own expectations. Seeking to meet the highest standards—in • Continuing the long performance, athletic competition, artistic expression, lead- Milton tradition of excel- ership activity, intellectual exploration, and in understand- lence in writing, Jiyoung Jeong (II) was a semifinal- ing our world—is a cultural reality at Milton and a lifelong ist for the Smith College legacy for our students. Poetry Prize for her poem, “Watching Children at the I love chemistry with Mr. Moore. Because our class is small, Marketplace, One Day;” we have a close-knit group, and we all learn together. When Louis Demetroulakos’ (I) we’re studying for a test, Mr. Moore makes up review games poem “Hiroshima 1945” for us, like Molecule Ball and Jeopardy, to make studying was a Topical Winner in fun. Our learning is not all about the test, though. This is the American High School Poetry Contest; and Jonathan different from my previous school. At Milton, your teachers Chan (II) won third place in help you learn how to think about what you’re studying, and the Yale Scientific Magazine how to apply it. The exam isn’t the focus. Our teachers want National Essay Competition us all to truly understand the material. for his piece “The Good and Bad of Bias and Prejudice in —Joy Lee, Hong Kong, China Science.” Robbins House, Class III • Milton’s fifth annual Science Deciding to come to Milton has made a huge impact on my Symposium showcased advanced science students life. Milton students are passionate about what they do. and their DYO (Design Your There are so many opportunities, no matter what you’re Own) experiments in the interested in. If you just want to focus on academics, you Pritzker Science Center. can. If you are into arts, there is a huge arts program. If you Students structure and con- duct experiments exploring are into athletics, there are so many teams and activities. all major areas of science and And you don’t have to choose just one thing! Even if you are diverse hypotheses, from unsure at the beginning, everyone leaves here in love with road-salt runoff in a local this school. brook to the physics of ocean waves, from the effect of car- —Juliana Rogoff, Cambridge, Massachusetts bon dioxide on mung bean Class II germination to the effect of changing frequencies on a cornstarch concentration. • In 2015, the girls’ varsity tennis team dominated the courts of the Independent School League, going unde- feated (15–0) and earning the title of ISL Champions after beating Nobles and Greenough in the final match of the season. The team also earned the NEPSAC Championship trophy.

7 our mission: a community in which individuals develop competence, confidence and character

Milton students participate in numerous experiences and The most valuable part of Milton is the opportunity for relationships that ultimately affirm their aptitudes, values group-based discussions. Sitting around the Harkness table, and abilities. Milton alumni put their well-developed skills you’re free to say what you want, and it’s your responsibility to work in the most competitive colleges in the country and to make that thought relevant and productive. You have to pursue the broadest possible array of advanced studies and make your words useful, and I’ve gotten better at that. I professional careers. have more confidence in how I express myself. The more you participate, the better you get. Milton is a place where you can test the waters. In my fresh- man year, I went to a performance by the Miltones, one of —Neil Chandra, Sharon, Massachusetts the student a cappella singing groups. That was an eye- Class 0f 2014 opening experience, and I started listening to the music on Since coming to Milton, I’ve learned how much I’m capable my own. When it was time for tryouts, I decided to go for it, of. You don’t have your parents here to fix problems for you. even though I had never performed in public. Now I’m one You grow up more quickly, in a good way. For instance, of the Miltones, and the support from my peers is amazing. I have to make sure I’m eating healthy foods and managing They come to the shows and that means a lot. my time effectively. You’re never alone, though. You have —Iladro Sauls, Somerville, Massachusetts a great support system here. In any situation, you have Class I someone you can talk to, or someone who can help you out— students and adults. —Patryk Krzesaj, Bayside, New York Wolcott House, Class of 2014

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• One-third of all Milton students are community service volunteers, working in 35 settings—in Boston, in the town of Milton, and on campus. • The Outdoor Program, first led by the legendary moun- taineer H. Adams Carter ’32, boasts an indoor climbing wall. Outdoor gear includes a fleet of kayaks, mountain- eering boots, rock-climbing shoes, tents, four-season sleeping bags and outdoor cooking equipment. The pro- gram teaches students how to hike, climb and kayak, stressing safety training and preparedness. • Milton students stage 10 dra- matic productions each year. Among recent plays were the musical Spamalot, Nicholas Nickleby, Eurydice, I Hate Hamlet and Metamorphoses.

8 our mission: active learning environment, in and out of the classroom Acutely aware that every encounter affects a young person’s facts development, faculty consciously surround students with opportunities for intellectual and personal growth, not only • From Boston, Cambridge, during class and during their extensive extracurricular New York, Los Angeles and international locations, more lives but also within their social lives. than 40 guest poets, writ- I have lots of role models at Milton—the upperclassmen ers, historians, researchers and performers visited with really care about getting to know you. One senior I looked Milton students this year. up to encouraged me to join Model UN. I’ve always been • In 2015, Milton’s Robotics interested in global affairs and how nations interact, and I Team demonstrated decided to join the club with his encouragement. I love their robots in action at a Model UN, because we don’t just focus on the awards- Providence Bruins hockey winning aspect of the competition. We really want students game. The team was invited to be informed about the countries they represent and to attend the game and then used a dedicated space in enjoy themselves. The discussion, collaboration and debate the lobby between game with other students, on topics that affect the whole world, is periods to show hockey fans really exciting. what their robots can do. The team, in its second year as —Luis Viceira, Belmont, Massachusetts an official school club, uses Class II and competes with the VEX Robotics system. What I’ve learned from my photography teacher, Mr. Cheney, has become part of my everyday life. In that class we learn • Milton Academy’s Jazz Combos have performed on so much about light and the technical aspects of photogra- NPR’s nationally broadcast phy, but we also learn to “open our eyes again for the first quiz show “Says You” and time,” as he says. We learn about seeing the world from a frequently take to the stage different point of view, and about slowing down to see details at the Ryles Jazz Club in Cambridge, Massachusetts. that we might otherwise pass by. The jazz combos’ accom- —Yemi Olorunwunmi, Brockton, Massachusetts plished players have also Hallowell House, Class of 2014 toured South Africa and per- formed with T.S. Monk and for Jim Hall, Dave Holland, Archbishop Desmond Tutu and Danny Glover.

9 our mission: develops creative and critical thinkers

The mutual respect among faculty and students at Milton Math is my passion. By coming to Milton, I was finally able inspires—even demands—the free flow of ideas and to move up to a level where I feel challenged in math. I’m analysis that both groups find intellectually stimulating. working on all these great projects with my teachers and Identifying your own ideas, expressing them effectively, other students, I’m taking fun contest exams. I am learning and learning how to disagree, are core skills shaped at so many new things and doing really well in class. I’m final- Milton. ly doing what I want to in math, and that experience has been so cool. Every English class with Mr. Smith is fantastic. He feels like an anachronism to me. He’s been at Milton for a very long —Romain Speciel, Boston, Massachusetts time, and he still uses the chalkboard, but I’m fascinated by Forbes House, Class IV the way he teaches us. He edits our papers so diligently, with My favorite subject is history, ancient history specifically, so comments in the margins and numbered notes. He goes Ancient Civilization was the perfect class for me. Ms. Starks through every single line, which shows us how much he cares really helps move the discussions around the Harkness table about our learning and improvement. He gives us feedback to important topics she knows we would be interested in, and on everything. Now I look at a sentence and revise it before I we all learn from each other. We have so many perspectives hand it in, according to how I know he’ll analyze it. around the table. I might have a student from Japan telling —Emmie Atwood, Milton, Massachusetts me something about Japanese history that I didn’t know, but Class of 2014 that helps me understand an issue differently. —Teddy Beaudoin, Dedham, Massachusetts Class III

fact

• Andrew Byun (II) appeared onstage at Jordan Hall in Boston for the taping of the 300th episode of “From the Top”—an NPR program “dedicated to celebrating the stories, talents, and char- acter of classically-trained young musicians.” He played the third movement, Andante, from Cello Sonata in G minor, Op. 19, by Rachmaninoff and the third movement, Danza Finale, from Suite for Solo Cello by Gaspar Cassadó. The latter piece Andrew played onstage during last year’s Dance Concert, at the center of the choreography performed around him. He has been invited to play at Carnegie Hall in November 2015.

10 our mission: prepared to live by our motto, “dare to be true.”

Now in its third century, Milton has always developed Milton follows through on its mission and its motto. It strong, independent, confident thinkers. Students gradu- doesn’t say “Dare to Be True” and then make you wear a tie. ate with a clear sense of who they are, what their world is (A mandatory tie is a deal-breaker for me.) You’re allowed about and how to contribute. “Dare to be true” is not only a to be yourself here—to do the things you like to do and try core value; it describes Milton culture, and the exhortation new things, too. So many schools have good academics, but echoes in graduates’ lives forever. the combination of academics, athletics, arts, different indi- viduals, the culture of support, being so close to Boston: this The most valuable thing about Milton is feeling accepted combination is unique to Milton. There’s no other place here for who I am. That’s a big part of why I came to like it. Milton. I see so many students trying new things, straying from the norm. Being at Milton has allowed me to be com- —Jonnie Lawson, Ontario, Canada fortable in my own skin. I was always confident, but I’ve Wolcott House, Class I grown in my willingness to speak up. —Destiny Polk, Boston, Massachusetts Hallowell House, Class I

facts • Students earning Bisbee Prizes this year for outstand- ing research in U.S. History asked questions about about school desegregation, intern- ment of Japanese in Hawaii, U.S. intervention in Haiti, the Tet Offensive, and pho- tography’s impact on the American Civil War. • The boys’ track and field athletes made their mark in Milton’s history books by winning the team’s first Independent School League Championship in 24 years. During the 2015 regular season leading up to the ISLs, the boys shattered four school records. Domenic Cozier (II) finished the 100M in 11.04 seconds; Domenic Cozier (II), Mike Silva (III), Chris Lewis (I) and Clay Desir (I) ran the 4 x 100M Relay in 43.79 seconds; Jeff Brown (I) threw the javelin 189' 11": and Captain Bobby Gilmore (I) reached 151' 1" with the discus.

11 boston makes a difference

location

Just eight miles from cam- pus, Boston’s resources profoundly affect how we at Milton can think about educating young people. The many options within minutes of our traditional, scenic campus mean that Boston’s educational and cultural assets have become part of the Milton experience. Not only do we connect with many universities and artistic institutions, but also with the writers, historians, scien- tists, artists and musicians who choose to live in this dynamic city. Our urban backyard also allows us to educate ourselves about political and social questions in realistic contexts. The Boston–Milton proximity enriches what we can offer students every day.

Being so close to Boston is great. The first thing we all do as a dorm is go into the city together. It’s a great way for every- one to learn how to get around on the subway, find cool places to visit, and where to find the best places to eat! During exam week, I took a break from studying and went into the city, just for change of pace and to walk around. Boston is a great resource, and our campus has a close-knit, suburban feel, so it’s the best of both worlds! —Karla Alvarado, Chelsea, Massachusetts Hallowell House, Class I

12 urban-infused academics boston to milton milton to boston Faculty at Milton link learning Recent visitors include: Having access to Boston’s MIT, Harvard, Boston College, with distinguished scholars, art- universities, institutions and Northeastern, Wellesley and • Harvard professor Henry ists and professionals who live other resources is a particular Boston University in Milton’s Louis Gates Jr. and work in Boston, Cambridge advantage to our students. For backyard, our students have • Pulitzer Prize-winning writer and beyond. Each year, about example, students in American many opportunities to participate Jeffrey Eugenides 40 distinguished guests come Government and Politics attend in the academic and cultural • Dr. Eliza Byard ’86, execu- to campus. Their experience, programs at Harvard’s Kennedy environment of “America’s col- tive director of the GLSEN accomplishments and willing- Institute on Politics, the Kennedy lege town.” organization ness to engage with our students Library, and the Ford Hall Forum • Latin percussionist Rubén not only enliven the subject mat- at Faneuil Hall. Delegations weekend fun Alvarez ter, but also elevate the impor- attend the Harvard Model Con­ • Dr. James McCarthy from tance of academic work, and gress, the Harvard Model UN With Milton students, the Harvard’s Museum of model long-term commitment to and a similar program at Tufts Student Activities Office plans Comparative Zoology excellence. University. Calculus students and supervises group fun in • Award-winning photojournalist visit MIT laboratories, while Boston, taking advantage of Tyler Hicks Ancient Civilizations classes the range of activities the city explore exhibits at the Museum provides: of Fine Arts (MFA). The History • Live Band Karaoke of Art class also visits the MFA • The Boat Dance on Boston as well as Harvard’s Fogg Art Harbor Cruise Museum and the Isabella Stewart • Vans to Legacy Place and South Gardner Muse­um. Geology stu- Shore Plaza for shopping dents extend their class work to • Vans to JP Licks and Pinkberry the Charles River and the Blue • New England Revolution game Hills Reservation. Members • Apple picking of the Astronomy class experi- • Ice skating at Frog Pond ence the planetarium at the • Big Apple Circus Museum of Science. With Tufts, • LaserZone tag

teaching students to use boston

Milton Academy considers are careful to check for the num- cert or go to dinner in Boston, Boston to be a valuable resource. ber of students going together the younger students may ask We understand the need to (two at a minimum; three or permission for a “late night” teach students about using the more when possible), and for the (11:00 p.m. on Friday or Saturday city and to provide a structure ages of the students in the group. night). Permission is based on for oppor­tunities that are both the dorm faculty’s perception They review the students’ plans safe and age-appropriate. Milton that the plans are safe and well for safety before giving permis- plans faculty-supported activities organized. “Late nights” are con- sion. On the weekends, Class IV that involve Boston, and encour- sidered on a case-by-case basis— (Grade 9) and Class III (Grade ages students to explore the city up to four times each year. 10) students must return to cam- according to carefully reviewed pus by 7:30 p.m. Upper­class­men The opportunities to use Boston plans and permissions granted must return by check-in time. are thoughtfully considered by by parents earlier in the year. the faculty; the rules are age- When a group with an appropri- When house parents consider appropriate and change as a stu- ate ratio of older to younger requests for trips to Boston, they dent moves through the School. students wants to attend a con-

13 what to expect at milton

Being smart and interested is easy, fun and normal; Faculty get to know you well—who you are and what everyone around you is motivated, too. you care about; you’ll want to meet their high expecta- tions of you.  Learning is discussion-based, not lecture-based; intense conversation in the classroom makes the class Your courses are not limited to the texts; readings and exciting. You make connections and discoveries you discussions go beyond the textbooks, and teachers never imagined. respond to what students are interested in. Your teachers look for analysis, critical thinking,  Your art teachers are artists, in and outside of school; expressing ideas; they help you achieve these skills. your music teachers are musicians; your English teach- You’ll develop your own point of view, and you’ll learn to ers are writers; your drama teachers are performers, set respect others’ differing points of view. designers, and directors. All your teachers are scholars in their fields, and they love to teach. You have your own advisor. One advisor counsels you and a small group of other students throughout your Everyone here works hard, but they have a lot of fun, Milton years; guides your course selection; keeps in too. Students will tell you that they and their friends are touch with your academic and social progress; is your really happy, and that life here is collaborative, not family’s liaison to the School; and acts as your resource competitive. and advocate. You’ll be prepared to take AP tests, even if the course is not labeled AP. In fact, many upper-level courses are more challenging and rewarding than AP curricula. Teachers are ready and willing to help you outside of class; students visit faculty in the dorms and call faculty at home for help.

14 Our proximity to Boston is a unique and important fea- You’re given a lot of unstructured time (increasingly so, ture to our School. Only eight miles away, the city offers as you get older), but you also have a lot of support. Your so many opportunities for fun and for learning. friends, the upperclassmen in your dorm, your peers and your teachers want to help you. You won’t just become prepared for college—you’ll develop the skills that help you become prepared for life.  We’re a big school, but with a small feel. Your class- rooms have about 14 students in them. Everyone is part Your learning is more about process than outcomes, of the action. more about balance than stress. (For example, you’re only allowed a certain number of major assignments Options are plentiful, and choices are important. due each week.) Students run their lives and their days according to what they like to do. You’ll go to class, but then you’ll choose You can be involved in a lot of different activities here. your afternoon activities, and spend that time the way Many students try something new that they’ve never you want to. done before, and that’s encouraged. Or, you can take the thing you love to the max.

15 facts

Upper School students: 700, grades 9–12 Population of the town of Milton: 26,000 Foreign countries represented in the Upper School in 2015–2016: 25 Percentage of students of color in 2015–2016: 41% Student gender ratio in 2015–2016: 50/50 Students who participated in exchange programs or programs abroad in 2014–2015, studying in countries such as Spain, France, Italy and China: 40

16 students

Are you curious? Around the table in the classrooms, in laboratories, on Do ideas matter to you? fields, in studios and in your dormitory, you’ll find your Do you like a challenge? classmates caring, opinionated, funny and talented in Would you give yourself the chance to try something new? many different ways. Faculty whose passion for their disci- Would you like feeling really proud of your friends? pline feeds their love of teaching will draw you into the Do you care deeply about some things? discussion with the 12 or so other students in your class. Do you like thinking about lots of things at once? There are so many ways to get involved at Milton, and so Do you like to laugh? Can you laugh at yourself? many encouraging people, that you’ll find a niche just right for you—a place to develop new skills, take on leadership, Is your answer “yes”? Then Milton may be the school make good friends, and have fun. for you. What I like best about the student-teacher relationship here In the years I have taught at Milton, I have encountered is that it’s grounded in respect. It’s not a one-way street, some of the smartest and most motivated students I can ever where students simply respect the teacher. I respect them and hope to know. It’s intriguing for me to work with students their ideas. Milton students are so smart, so I set the bar this smart, this motivated. Add to that the fact that it’s part high. They’ll meet my expectations, and then they’ll exceed of Milton’s culture that these students are laid back about them, which causes me to raise my game. This is good, their success. It’s endearing to me that they work so hard, because it keeps me on my toes! do so well, and yet are very kind to one another; they’re very supportive of each other. They are nice to teachers, and —Peter Parisi, Performing Arts Department Chair teachers are nice to them. Students here are kind, happy, The students at Milton are so much fun—so lively; interact- vigorous, challenging and humane—especially in the ing with them is inspiring. Every day in the lab is different. classroom. Sometimes I’m using materials like tinfoil and marbles to —Michael Lou, History Department teach students how to mimic proteins moving through a cell; another time we’re conducting a human digestion simula- Every one of my friends has something admirable and tion that stinks up the room. I enjoy seeing them evolve as unique about them. Everyone has a passion, something they writers, too, from that first lab report in the fall to a final are good at, and they have a lot to say. Being around so project in the spring. many passionate people inspires you. It’s my favorite thing about Milton—people think what you do is cool, and what —Sarah Richards, Science Department they like to do is cool, too. —Jake Daniels, Dedham, Massachusetts Class I

17 faculty

For years and years after high school, Milton students stay The teachers are what make the classes here. I’ve always connected to faculty members who shifted the course of enjoyed math, and I took advanced classes in middle school. their lives—teachers who believed in them, supported But, as a freshman, calculus was one of my toughest sub- them, developed their skills and fueled their growth. The jects. I had Ms. Sugrue, and she is a great teacher. The deep commitment of a learned and experienced group of way she teaches made calculus easy to understand, and she teachers is Milton’s great treasure, today and throughout helped prepare me for the Math 7 Advanced Topics class. Milton’s history. More than half the faculty have devoted —Ravi Rahman, Needham, Massachusetts over 10 years to Milton students, in classrooms, on play- Class II ing fields and in dormitories. Scholars, writers, artists and researchers in their own right, these are skilled people who I’ve loved all my teachers. There are many who are hard and love teaching and the dynamics of learning. who challenge you, in a good way. I’ve learned so much in Chemistry with Ms. Zimmer. I knew nothing about chem- Faculty members at Milton are as diverse and individu­alistic istry at the beginning of the year. Now I could talk about as the students. They probe one another for new ideas. They the basics of the science for hours! The teachers here are so value each other’s openness, responsiveness, energy and passionate about what they are teaching and they foster that talent. They are passionate about their subject matter and passion in their students. communicate that passion to students. Togeth­er, they care —Juliana Rogoff, Cambridge, Massachusetts for individual students. They give totally of themselves. Class II My colleagues are incredibly passionate and well-read; they continue to expand their knowledge; they are never locked in old views. They like to think about things, to be open to new views. Even my older colleagues are surprisingly flex- ible. They have taken ownership of what they do: they can tell you exactly why they do what they do and never use the royal “we,” as in, “here’s the way ‘we’ do it.” They are open to new ideas, to each other, to new perspectives. You have this two-way flow of respect, which has an essential impact on the flow of ideas—they’re more fluid, more rich, more rapid, more dynamic. It’s the exchange of ideas that’s the premium, because for students to be able to truly under- stand concepts they need to speak about them. More sophis- ticated and varied interpretations of the ideas come out as the exchange goes on. We’re not in the business of giving out definitions. We’re here to help students develop interpreta- tions—understandings—of ideas. —Michael Lou, History Department Faculty do everything possible to enable students to learn at their own pace, and we really do not measure students against each other. We know them well. We support them individually. We spend lots of one-on-one time with them. That said, this is a rigorous and demanding curriculum. Keeping it going, and paying close attention to each student, takes real energy. —Jim Connolly, English Department

18 facts

Number of Milton Academy faculty (1798): 2 Number of Milton Academy faculty (2015): 140 Percentage of faculty with post- graduate degrees: 75% Percentage of faculty with doctorates: 10% Ratio of students to faculty: 5:1

19 At Milton, we encourage that paradoxically productive mix of independence and collabora- tion, humility and confidence, respect for the past and enthusiasm for the future. When we do so, we allow students to grow in enduring ways. Reflective and creative, they can approach new challenges with thoughtful determination, and because they learn to speak and listen with equal care, they develop the capacity to lead. Every day, in every moment, such growth takes place at Milton. To foster such learning, just to share in it, is a remarkable privilege. —David Ball, Upper School Principal and History Department Faculty

facts

Typical class size: 14 Typical number of courses taken per semester: 5 Number of history/social science electives: 22 Number of English electives: 20 Number of hardbound volumes in Cox Library: 46,000

Class IV: Grade 9 Class III: Grade 10 Class II: Grade 11 Class I: Grade 12

20 academic life the life of the mind is the pulse of the school

Milton’s environment is intellectually charged. Students and faculty are excited about learning. The wide world of academic opportunity at Milton engages students in a demanding program of the highest quality. Students develop competence in the core subjects and feed intellectual passion through electives and independent study courses.

Learning at Milton is interactive. and the world of writing enliven Thinking, imagining, growing. Dialogue, inquiry and reflection our classrooms. Visiting profes- Our teachers are skilled at their among faculty and students trig- sors, writers, scientists, journal- craft, and they are also serious ger extraordinary intellectual ists and artists are frequently scholars, artists and performers. growth. As students progress, part of campus life, not only for They care deeply about each stu- they learn to express themselves lectures but also for forums dent’s progress and about the in writing and speech. They and classroom workshops with liveliness of our learning envi- develop analytical skills and students. With Boston as our ronment. Milton is an active and the confidence to defend their resource and inspiration, cultural challenging academic commu- opinions. They learn to be inde- activities, political exploration, nity, where learners young and pendent, to take initiative and scientific ventures and arts initia- old think deeply, respectfully and to manage their own time. We tives thrive at Milton. imaginatively. expect students to direct their own schedules, participate in class, have work prepared, and balance their academic, extracur- ricular and social commitments. Boston is a resource. Because of our relationship with Boston and with major universities, discussions about international relations, historical perspectives, scientific research, film, environmental challenges,

The most valuable thing about Milton is the support system for academics. Any time I need extra help, I can meet with a teacher. There is always someone there, helping to guide me. The Skills Center is a great place to do homework. I meet with the director, Ms. Collins, and she helps me get organized and teaches me how to structure my time. She doesn’t do it for me, but she teaches me how to do it for myself. —Anne Malloy, Canton, Massachusetts Class II

21 english

English courses at Milton offer a continuous interplay between the traditional and the innovative, the ancient and the modern, the basic skills and the imaginative encoun- ter. All courses stress the development of writing skills through a series of assignments that demand analysis and originality. Careful faculty advising helps students choose a course of study best suited to their abilities and interests. As students progress from Class IV to Class I, the elec- tive choices increase. Milton Academy’s English program encourages spontaneity and creativity while emphasizing the rewards of discipline.

My favorite English class was Performing English, where Every day in my English classes, I have 12 to 15 teenagers we focused on performing scenes and characters. One main around the Harkness table who have done the reading. assignment is to interview a teacher. We record the inter- They’re not trying to get away from challenge, and they are views and use the recording to help us practice acting as that truly excited about our discussion. They ask great questions. teacher. I chose Ms. Marianelli, who teaches performing They love language. At Milton, you become a critical thinker. arts. I learned how to really listen to someone. I practiced It’s always been that way, and that’s one of the things I loved her mannerisms, the way she talked and even the way she as a student here. We have serious discussions about words, dressed. I really enjoyed it. The best part is giving solo per- and how to use words powerfully. Every minute, every class formances of our teacher at “Twilight Night” in Wigg Hall, period is packed. where anyone can come to watch. It was so much fun. —Caroline Sabin ’86, English Department —Angela Feng, Hong Kong, China Millet House, Class of 2014

a sampling of courses includes

Studies in English and American Literature (two-year course) Literature and the Human Condition American Literature Man and the Natural World Contemporary World Literature Shakespeare Modern Comparative Literature Three Writers in Depth Performing Literature Philosophy and Literature The Craft of Nonfiction Hamlet Creative Writing Advanced Creative Writing Woman, Man, and Their Fictions Literature and the Nature of Reality

22 from the milton classroom

Modern Comparative Literature: Samuel Beckett, Happy Days Award-Winning Writing Jim Connolly’s creative writing class, Reading List Harold Pinter, The Homecoming which helps students to shape their Edward Albee, The Zoo Story Each year, the Alliance for Young ideas, observations and memories Summer Reading Sam Shepard, Buried Child Artists and Writers recognizes a into works of fiction and poetry, Charles Dickens, Great Expectations David Mamet, American Buffalo select group of high school students depends largely on students “work Fyodor Dostoevsky, Crime and David Mamet, Glengarry Glen Ross who have demonstrated exceptional shopping” each others’ writing. Punishment David Mamet, House of Games achievement in their art. Award win- Work shopping peers’ writing is Anna Deaveare Smith, Fires in the ners are selected by a panel of profes- the hallmark of creative writing at Contextual Readings Mirror sional artists and are chosen from Milton; it helps students appreciate Eric Hobsbawm, The Age of Empire Tony Kushner, Angels in America: among thousands of submissions. the genre and become better writers William Barrett, Irrational Man Part One: Millennium Approaches This year, five Milton students earned themselves. One student says, “We Joan Didion, The White Album Suzan-Lori Parks, The Red Letter Plays national recognition for their writing approach each others’ work as if it’s Fiction David Henry Hwang, Yellow Face in the prestigious Scholastic Art and professional writing. Mr. Connolly Franz Kafka, The Complete Stories Caryl Churchill, A Number Writing Awards. Jiyoung Jeong (II) is so encouraging—he tells us to be James Joyce, A Portrait of the Artist as Caryl Churchill, Far Away and Chloe Kim (III) both won Gold ambitious in our writing. He’s never a Young Man Martin McDonagh, The Pillowman Medals for Poetry, Tiara Sharma condescending in his instruction; he Virginia Woolf, To the Lighthouse Lynn Nottage, Ruined (II) won a Silver Medal in Poetry, never says to us, ‘Oh, just write about Albert Camus, The Stranger Julia Grace (I) won a Silver Medal in what you know.’ He pushes us to go Writing Portfolio, and Hannah Iafrati Gabriel Garcia Márquez, One Hundred Examples of Class IV Talks outside of ourselves. Years of Solitude (I) won a Silver Medal in Fiction. In “Regional and national [creative J.M. Coetzee, Waiting for the All Class IV students give a prepared this competition—the country’s old- writing] awards that Milton students Barbarians speech to the entire class as part of est awards program for creative teen- win are amazing because they let Toni Morrison, Beloved the Class IV English course. Students agers—more than 185,000 students choose their own topics. submitted work for consideration. us know that we are not only strong Drama Only 2,700 were selected for medals. writers amongst each other, but that Henrik Ibsen, Ghosts • Women in Science we can compete with other students August Strindberg, The Father • Divorce across the country. That definitely Anton Chekhov, The Cherry Orchard • Spiritual Inspiration Found in helps build confidence and strength Luigi Pirandello, Six Characters in Christian Summer Camp in our work.” Search of an Author • Pros and Cons of Being Short Bertolt Brecht, Mother Courage and • The Healing Power of Laughter Her Children • Coming from West Texas • The Language of Hands

student poetry

Watching Children at the Marketplace, One Day Uncle says they are dirt. He sits at his stool behind apples and tangerines, cigar perched between lips to burn his throat and lungs until he coughs. Used to be one of them, I know— he murmurs something about cold winters and hurls a couple pork chop pieces for lunch at the kids now and then. They drag their shadows like unwanted luggage, heads bobbing over fruit and meat stands as if treading water below. And Uncle just listens to tongues swell in pleas, their voices frail like skinny branches just thawed from February snow—crab hands blue with morning cold, halo arms around empty tin bowls. Now, one by one they slip under Uncle, white knuckled buyers and fruit impossibly dreaming like dead men in search of their bones.

Jiyoung Jeong, Class II Semi-finalist for Smith Poetry Prize and a National Medalist in the 2015 Scholastic Art & Writing awards

23 history and social sciences

In history and social science classes at Milton, students from the milton classroom encounter, both in their readings and in class discussions, The Ethan Wyatt Bisbee Prize A Sampling of Modern World a variety of ideas and viewpoints. From textbooks and is an honor bestowed on students History, Class IV (Grade 9), documents and their own research, they gather evidence for outstanding research in United Research Paper Topics to help them assess the significance of intellectual move- States history. Each year, faculty • “Tulipomania” of 17th Century ments, of social relationships and of political institutions. teaching the U.S. History and Netherlands They look at particular cultures in depth and at the con- U.S. History in the Modern World • White Rose Society: The Heart of courses choose honorees from Opposition Against Hitler and the tacts among cultures over broad periods of time. They test among their students. The depart- Third Reich • The Second Italian-Ethiopian War their newly won insights in daily class work and in fre- ment invites prizewinners to the • Israel’s Response to the Munich quent writing assignments. They learn to question and to annual Bisbee Tea to celebrate Massacre know that great questions have more than one answer. their achievements and share their • The “Comfort Women” and the projects with faculty and fellow Silence of 50 Years honorees. Winning paper topics • Catherine the Great and the Myth of the “Enlightened Despot” recognized at the 2015 Bisbee Tea • Kashmir Divided and Indo-Pakistani included: Relations • The Armenian Genocide: A • The Dawes Act: Manipulated to Forgotten People’s Ordeal Deprive Native Americans of Their • The Road from the Slave Rebellion Land of 1791 to the Haitian Revolution • The Portrait of War: How • Constantinople: The Fall That Began Photography Impacted the the Rise Perception of the American Civil • The Politics of the Church in the War Spanish Civil War • The United States’ Intervention in • The Sinking of the Lusitania: Haiti: A City Upon a Mountain Conspiracy Theory • It’s All Just Black and White: The • Warsaw Ghetto Uprising of 1943 Incarnation of the Ku Klux Klan • The Battle of Stalingrad • American Eugenics: Perverted Self- • The Space Race Betterment on the Path Towards Self-Understanding • Honoring the Dishonorable: Course Reading, a sampling of A Comparison of Two Federal primary source material Holidays United States in the Modern World I • School Desegregation with White Ogier Ghiselin de Busbecq, Turkish Deliberation: How America’s Letters Systematic Racism Sabotaged the Mi’kmaq elder, speech to French Promise of the Brown v. Board of settlers Education Decision Trial of Anne Hutchinson • Power over the Pacific America’s Peter the Great, “Decree on the Rise to Dominance Invitation of Foreigners” • Nuclear Fallout: American Response United States Constitution to Hiroshima and Nagasaki at the Simón Bolivar, “The Jamaica Letter” Dawn of the Atomic Age Taiping movement, “The Book of • The Free Speech Movement: Why Heavenly Commandments” Students Reacted So Vehemently to Narrative of the Life of Frederick Administrative Policies Douglass a sampling of courses includes • Japanese Internment in Hawaii: Investigating the Factors that Led to United States in the Modern World II African-American History History of Art (AP) a Wartime Situation Different from Plessy v. Ferguson History of Modern China Psychology (AP) the West Coast John A. Hobson, Imperialism History of Civil Rights Topics in Modern World History • Abolitionists: Defenders of Societal Sakuma Shozan, “Reflections on My The United States in the History in Action for a Virtue Errors” Modern World Sustainable Society • “What the Hell is Going On?” Joseph Stalin, “The Results of the History of the Middle East Religions of Asia Deceptions Coming to Light and to First Five-Year Plan” American Government and Globalization and Islam Print after the Tet Offensive Politics (AP) Microeconomics: The Power Mao Zedong, “On New Democracy” Global Economics of Markets The Muslim Brotherhood, “Toward the Light” Richard M. Nixon, “Vietnamizing the War” Nelson Mandela, “The Rivonia Speech”

24 studying u.s. history in dynamic relationship with international events

American history has tradition- religious movements of early ment has created a syllabus that use is the slave revolution in St. ally been taught as a national modern Europe, and then at the emphasizes historical documents Domingue (present-day Haiti) narrative, as a history that was 18th-century political and eco- with accompanying secondary and the impact of the revolution independent of global dynamics nomic revolutions and how they source readings. One of the on the emerging sugar and slave that fundamentally influenced shook the world. In the second important tasks of the course is economy of the southern United and shaped its evolution. In year, students study events of to help students learn to read pri- States. As they learn about response, Milton history teachers the past 150 years and consider mary documents closely and to the first black republic in the spent several summers develop- how a variety of peoples have understand them in their appro- Western Hemisphere, students ing a course that put the story defined nationhood during years priate historical context. also explore the impact of of American history into the of industrialization, imperialism, Toussaint L’Ouverture’s success- Using newly published research, broader global context. Students global war, decolonization, social ful revolution on the abolition we have recently expanded our who take the United States in movements and cold war. movement in England, on the unit on the Atlantic Revolutions the Modern World, a two-year expansion of territory and slave- Since there is no textbook that of the early 19th century to give course, look first at the powerful holding in the United States, and teaches United States history in a particular emphasis to Haiti and empires that succeeded the Pax finally, on the end of the interna- global context, the history depart- New Orleans. The case study we Mongolica, at intellectual and tional slave trade.

Over time, students have started off with different assump- tions of the world. When I was a student, for instance, my world was divided along communist and non-communist lines. What would have made sense then, as an organizing principle, does not resonate now. The challenge is to find the place where students are now. We have grounded the course, United States in the Modern World, in the major religions, cultures, political organizations, and their connections. We are trying to make choices—within so much material—that have intellectual integrity as well as an appealing resonance with students. —David Ball ’88, Upper School Principal and History Department Faculty In United States History, the major assignment is the spring research paper. I had a love/hate relationship with my paper! A passion of mine is studying the ’60s and JFK, so I focused on the Cuban Missile Crisis. We had one month to work on it. The paper is a big project, so I felt overwhelmed at times. But in the end, the process of digging deeply into something I really care about—researching it extensively and formulating my own opinions—was an incredible experience. —Karla Alvarado, Chelsea, Massachusetts Hallowell House, Class I

25 science learning by doing

By engaging students at all levels in doing science rather than just reading about it, Milton tries to build on the natu- ral excitement of scientific exploration. We help students develop increasingly sophisticated skills in asking and answering scientific questions.

Milton’s course sequence begins ionic bonding is essential to with physics, and moves to learning about biological mol- chemistry and then biology. The ecules like proteins and DNA. physics-first curriculum relies Without a grasp of the atom and on hierarchical learning and con- bonding (from chemistry), learn- structivism: that is, building stu- ing about proteins becomes an dents’ understanding of scientific exercise in memorization rather principles from the ground level than in understanding. up. Experience with conceptual Milton offers honors and physics enhances learning in advanced-level courses as well chemistry, which in turn informs as deeply challenging electives. and supports understanding Milton Academy science is inter- molecular biology. For example, active and creative, reinforcing knowledge of the structure and investigation, imagination and reaction of the atom and an discovery. understanding of covalent and

science symposium: milton scientists share their culminating work

Milton’s annual Science in advanced biology, chemistry, Students work as individual DYO is meant to get us excited Symposium showcases advanced physics and environmental sci- investigators, in pairs, or in a about science and force us to use science students and their DYO ence, discussing independent team of three. They structure and all of the skills we have learned (Design Your Own) experi- projects that they’ve pursued over conduct experiments that explore during the year.” ments in the Pritzker Science several weeks is their culminat- all major areas of science and Examples include: Center. For students enrolled ing work. diverse hypotheses. The scien- tists develop posters describing • “Investigating the Effect of their work, and talk with faculty, Zinc Oxide Concentration on friends and parents about their UV Blocking: Does SPF Really process and outcomes. Within Matter?” the four discipline areas, student • “Introducing RNA interference projects are wide ranging. in C. eglans (temporary inacti- vation of the dpy-13 gene)” “The coolest part about the • “Soils of Neponset Estuary Salt DYO for me was designing the Marsh: A Study of Classification entire lab from start to finish,” Soil Moisture and Infiltration says one student. “The labs we Rate” conduct throughout the year are • “A Study of Wiffle Ball integrated into the day-to-day Aerodynamics” curriculum, which means that • “Cementing our future: exam- labs have a specific objective ining the effect of CO concen- in mind. The goal of the DYO, 2 tration over setting cement on however, is slightly different. CO absorption” Instead of focusing on a specific 2 topic for a certain reason, the

26 what is science like at milton? here’s what it was like for victoria.

Class I Class II Class III Class IV Physics with Mr. Moriarty Chemistry with Dr. Richards Honors Biology with Ms. SeplakiAdvanced Biology with Mr. Edgar Molecular Genetics I and II with Mr. Bean

“In middle school, I already knew physics behind it. When I went heart attacks through chryo I wanted to be a doctor. I did my from Physics to Chemistry, and injury, and then examine the eighth grade capstone project Chemistry to Bio, I remember fish seven days post injury, 30 on the history of medicine. I thinking, ‘This makes so much days post injury, etc. For my researched how physicians’ sense to me.’ senior project, I focused on the techniques and the use of phar- transcription factor NKX 2.5. In After my Class III year, I par- maceuticals changed over two the lab, we were trying to figure ticipated in the Cardiothoracic centuries. I also shadowed two out if development is the same as Surgical Skills and Education ER doctors. I was hooked. regeneration—a topic on which Center Stanford Summer there isn’t much research. I was deciding then between Internship. We took an anatomy three schools, and I chose Milton class, and in the “wet” lab we Next year, I am doing the pre- because I liked the class size practiced skills like suturing the med track at Amherst College, and the diversity. Everyone was aorta and ligating blood vessels. results. I became better at writ- but instead of majoring in sci- friendly. The faculty and the sup- We even practiced more complex ing lab reports. I made some of ence, I’m going to major in a port you could get here seemed procedures, like coronary bypass- my best friends in that class. We humanities field. Having Mr. awesome. es and valve replacements. Some were definitely being challenged, Chung for English and Ms. of these procedures were timed, but our teacher was so supportive, WuWong for history opened After my Class IV year, I did a to expose us to some of the pres- and we were all learning together. that door for me. Amherst has community service project with sures of surgery. an honors history and literature Global Works in Nicaragua. I During the summer after my major, and I know that will offer worked in a free medical clinic, I liked Honors Biology, because it Class II year, I worked in a lab at a good balance to my pre-med, which was an eye opening experi- really pushed me. The class was the Cardiovascular Regeneration science focus.” ence. Things we take for granted challenging, but the curriculum Center at Massachusetts General are luxuries, there. was interesting and so in-depth. Hospital. With zebra fish, we Victoria Ruvkun ’15 I learned to work hard for good were basically trying to mimic The way you experience science classes at Milton is different from “The way you experience science classes at Milton is different from other schools. other schools. The classes are building blocks for one another. The classes are building blocks for one another. You aren’t going to understand Bio as You aren’t going to under- well if you don’t understand the chemistry and physics behind it. When I went from stand Bio as well if you don’t Physics to Chemistry, and Chemistry to Bio, I remember thinking, ‘This makes so understand the chemistry and much sense to me.’” from the milton classroom

Resources Lab Experiments, examples: • Evaluate the percentage of baking Competitions and Projects soda in an Alka-Seltzer tablet, using • Inquiry laboratories available to • Design an experimental protocol to a method of the student’s design, to • Physics Olympiad students during and after normal measure the rate of production of record carbon dioxide emissions. • University of New Hampshire Forest school hours for independent or long- oxygen by the enzyme catalase mea- • Design an experiment to test the Watch term projects sured in moles of oxygen per second effect of an independent variable • Marine Remotely Operated Vehicle • Milton Academy’s Ayer Observatory, using a Vernier pressure probe. of your choice on the period of an (M.R.O.V.) used by the Astronomy and • Using “micro-lakes” to analyze the object in uniform circular motion. • Team America Rocketry Challenge Cosmology electives, the Astronomy toxic effect of acid rain. • Determine the relationship between • Annual National Oceans Science Club and the community at large • Pick a variable to measure its effect the intensity of a light source and Bowl (NOSB) • Boston Museum of Science on the development of sea urchin the distance the detector is from it. • New England Aquarium embryos using a dependent variable • Blue Hills Reservation, focal point of of your design. the Advanced Environmental Science • Using gel electrophoresis and vari- elective ous restriction digestions of DNA, a sampling of courses includes • Harvard Museum of Natural History put together a restriction map of an • Neponset River and Atlantic coastline unknown DNA source. Science in the Modern Age Engineering the Future • Local university laboratories and • Isolate and amplify mitochondrial Geology Cosmology and Modern Physics science facilities DNA, using PCR, for sequencing. Human Anatomy and Physiology Molecular Genetics • Northeastern University Marine Compare your DNA to the DNA of Marine Science Nuclear Physics Center, Nahant other students, other ethnic groups, Observational Astronomy Issues in Environmental Science • Lake O’Hare and wetland, and other organisms. on campus 27 mathematics and computer programming

The mathematics department works to deepen each stu- analyses. We emphasize process, from the milton dent’s understanding of the skills, the concepts and the and students recognize that stat- classroom ing the final answer to a problem habits of mind that are the keys to the mastery of math- is never sufficient. Rather, a well- Math Problems ematics. Through problem solving and investigation, stu- organized, clearly articulated 1. The Locker Problem dents come to appreciate the beauty and power of pure and written or verbal explanation of There are 500 students and 500 applied mathematics, and they more fully understand the that solution is important in help- lockers, numbered 1 through 500. connections between mathematics and other disciplines. ing the student effectively com- Suppose the first student opens municate the reasoning and the each locker. Then the second stu- dent closes every second locker. processes involved. The third student changes the state The mathematics department ability to do mathematics, so The mathematics teachers at of every third locker. The fourth provides interesting and appro- when faced with a novel problem, student changes the state of every Milton Academy work collab- priately challenging problems students will attack it with skill, fourth locker. This process contin- so that all students may explore courage, interest, enthusiasm, oratively, and the materials we ues until the 500th student changes and analyze data and consider and the belief that they have the develop allow us to determine the the state of the 500th locker. Which lockers are open? a variety of solutions to any one intellectual and technological nature and direction of course problem. Effective communica- resources that will aid in the work. We think and talk about Your first task is to figure out which what we are teaching so the cur- lockers are open. Your second task tion—both verbal and written— solution. is to explain why these lockers are is central: Students learn to speak riculum is responsive, efficient, Whenever possible, we encour- open. and write the language of math- customized and open-ended. age students to consider ana- Many of the problems we use are Source: Huetinck, Linda and Munshin, ematics in a student-centered Sara H. Teaching Mathematics in the 21st lytical, numerical and graphical environment where collaboration set in meaningful contexts, and Century, 2nd Edition. Pearson, 2004. solutions to a problem, and the we hope that students will real- is both encouraged and expected. 2. Prove the binomial theorem: calculator and computer are We make every effort to help ize the value and importance of instrumental in the different mathematics in their lives. n ⎛n⎞ students feel confident in their (∀ ∈ ) (∀ ∈•) ( )n = ⎜ ⎟⋅ k (n–k) a,b § n a+b k a b Σk=0 ⎝ ⎠

3. The Double Ferris Wheel A double Ferris wheel has a 30-meter rotating arm attached at its center to a 25-meter main support. The arm rotates in the counterclock- wise direction. At each end of the rotating arm is attached a Ferris wheel measuring 20 meters in diameter. Each Ferris wheel rotates in the counterclockwise direction as well. It takes the rotating arm six minutes to complete a full revolu- tion, and it takes four minutes for each smaller wheel to complete one revolution. Suppose that at time t=0 the rotating arm is parallel to the ground, and that your seat is at the three o’clock position of the rightmost wheel. Find a formula for h=f(t), your height above the ground in meters, as a function of time elapsed in minutes.

Final Projects for Advanced Placement Computer Science • Develop Android and iPhone appli- cations, such as a geotagged Twitter feed analyzer • Whole-language analyzer, harness- ing the A* algorithm • Study artificial intelligence • Develop steering behaviors for autonomous robots

28 In math classes at Milton, you learn from other students, a sampling of courses includes instead of going off by yourself to work on problems. The Math 4 Precalculus: Functions with Math 7 Advanced Topics teachers say, “Here’s a problem. I’m not giving you the equa- Mathematical Modeling Computer Programming tion—you need to take what you’ve learned and go figure Math 5 Calculus Advanced Computer Programming Math 5s Statistics Programming Applications it out together.” We do group graded assessments, where we Math 5/6 Calculus (Accelerated) split up into groups of three or four, and we work together to Math 6 Further Topics in Calculus (Honors) solve problems. You might have someone in your group great at algorithms, and another student who knows exponents really well. You all share what you know and learn together. —Juliana Rogoff, Cambridge, Massachusetts Class II

thinking and talking about what we are teaching, and why we are teaching it

“Working as a team, the math “As a department, and as a group The outcome of this collabora- “Outside of the classroom, we department spends time reflect- of individuals, we think and tion and attention to the craft of are making math more visible ing on practice, curriculum, and talk about what we are teaching, teaching is a curriculum that is on campus,” says Ms. Sugrue. pedagogical choices we make why we are teaching it, and how responsive, efficient, custom- “A new speaker series—Pi Talks, as teachers. We have 17 faculty best to teach it; it’s an essential ized, and open-ended. “I teach pairing math discussion and members who each bring their and ongoing conversation,” says two classes that each have a dessert—is for students and own flavor of mathematical Terri HerrNeckar. All those who single section of students,” adults to gain insights about enthusiasm to the classroom,” teach sections of a given course Erica Banderob says. “I write up math that go beyond academia. says Heather Sugrue, chair of the meet once each week; teachers of notes after each class meeting. Milton’s second math educators math department. several courses have many meet- My approach is not necessarily conference took place recently, ings. They discuss how classes the same as last year; it fits this drawing over 50 math educators The collegial interactions of have gone and roadblocks that year’s students exactly. When I from around New England. Both the faculty lead to exciting new have appeared; they agree upon see a need, I respond with the events brought new perspectives approaches in the classroom. For common homework assignments right thing, tomorrow!” Rather and energetic approaches to math example, all geometry classes and who will write an upcoming than following the pre-ordained at Milton.” now include an introduction to quiz. The discussions include: sequence in a textbook, “having computer programming, and “What method would you use to a database of our own materials higher-level courses will incor- solve this problem?” or “I want gives us the confidence to change porate computer programming, to introduce this concept. Do you the flow, based on the students,” as well. have an effective problem to do Ms. HerrNeckar notes. that?”

29 modern languages

Milton modern language students distinguish themselves as culturally aware, fluent speakers of the languages they have studied. Right away, students at the entry levels speak the target language rather than English with faculty, many of whom are native speakers. Literature, art, music, film, Internet-accessed news and cultural sites—even food—are bridges that immerse students in an exploration of lan- guage and culture. They advance, through fast-paced inter- active teaching, using their new language as articulately as they would English: sharing reactions to serious litera- ture, scanning the news and debating political events, discussing contemporary celebrations of art and music. Popular and valuable Milton programs in Spain, France and China, as well as School Year Abroad, allow an even fuller immersion into a language and a culture.

from the milton classroom

French Assignment Chinese 1 Assignment: Maintenant que le style de ce conte Describe a room using the vocabulary vous est connu, écrivez votre propre we have learned. chapitre dans lequel vous imaginerez de nouvelles aventures pour Candide. Servez-vous des techniques de l’ironie que nous avons identifiées en lisant le conte pour donner un caractère “voltairien” à votre chapitre. (From French 4 AP) Translation: Now that you are familiar Translation: My dorm doesn’t have air with the style of this philosophical tale, conditioning. It has a washing machine. write your own chapter in which you It’s a little crowded, but my room is very imagine new adventures for Candide. comfortable. I like my dorm a lot. Make use of the ironic devices that we identified while reading the work in order to give your chapter a “Voltairian” flair.

On my first day of Spanish 2/3, our teacher promised us that we’d be fluent by the end of the year. I was nervous— I thought I’d be the only student in the history of Milton to fall short! Our teacher completely immersed us in Spanish, but she was so supportive and warm. She demanded a lot of us, but she was always right there to help. At the end of the class, I was even thinking in Spanish! —Emmie Atwood, Milton, Massachusetts Class of 2014

30 classics

la voz, the spanish newspaper, The study of classical authors in the original language a milton student publication enables students to appreciate more fully the foundation for 30 years and development of English and European literature. Because students develop the skills of close textual analysis La Voz is a student-run Spanish Recent issues of La Voz have by examining words that have been debated for centuries, newspaper that includes news, featured personal narratives they begin to understand both the scholarly value of their opinion, regular departments from staff writers, anlysis of own interpretations and the degree to which the perspec- and reviews. The genre alone national and international news, tives of different eras affect the way a work is viewed. makes La Voz rare among and creative writing in the style school publications across the of Nobel laureate poet Pablo Students who take Latin or Greek are expected to master country, as does its continuous Neruda. the basic vocabulary, grammar and syntax of the languages publication (four to five times La Voz’s editors deal with well enough to translate and interpret some of the greatest over each school year) since the journalistic challenges that authors of Western civilization. first edition in 1986. In 2011, are unique to their genre. For the publication went online, as instance, both the writers for La a sampling of courses includes well: www.lavozdemilton.com. Voz and the readers have a range “We adhere to strict journalistic of ability; each issue involves Latin 4 Literature of the Golden Age Selected Readings Roman Elegy and Lyric Greek through level 3 standards,” says the faculty advi- at least three rounds of skilled Roman History Intensive Classical Greek and Latin sor to La Voz. “News stories, for editing. They have to teach their Roman Philosophical Writings instance, have to be researched writing staff journalistic style— and represent multiple points of in Spanish. The editors must view. If a student’s research has merge diverse articles, about the led him to some passionate con- world and the Milton campus, I studied Latin in middle school, but at Milton my whole clusions, he can express them in into a coherent and attractive experience with the language changed. I just got into study- the opinion columns, but not in whole. the news reports.” ing Latin a lot more. I always loved learning about the his- The editors have said they enjoy tory of the Romans, but this year I understood it in more The editors determine the the writing aspect of their jobs depth. In Latin III, we read Cicero and Julius Caesar’s theme with the faculty spon- most—doing the research, mov- sor and then assign writing ing to a framework of ideas, and accounts of his campaigns in the Gallic Wars. I really to eight to 10 writers to cover then writing. Working on La grasped Caesar’s way with words and speech. news, features and departments. Voz has helped their writing in —Jaejung Justin Yoon, Nashville, Tennessee They may focus on active politi- English, they say: Finding the cal, cultural or social events big ideas comes easier; good Norris House, Class I in Spain or Latin America, editing is worth the effort. and then include a focus on Creating something to share relevant Milton campus life. with readers on campus and Departments include op-ed around the world helps too. For opinion pieces, reviews of mov- 2015-16,the staff hopes to exper- ies and restaurants, cartoons, iment with embedded audio and and columns called “Gente” or video. “People,” and “Entrevistra” or “Interview.” a sampling of courses includes

French through level 6 Spanish 4 Language and French 4 Language and Literature (AP) Literature (AP) Spanish 5 Literature and Culture (AP) French 5 Francophone World Spanish 5 Inside Latin America French 5 Twentieth-Century France Spanish 5 Discovering El Caribe through Its Cinema Intensive French, Spanish and Chinese through level 6 Chinese Spanish through level 5

31 the arts

Our belief that all students can be artists is actually an idea music South Africa. Other ensembles about personal growth and process. Creative thinking, self- include the Flute Choir and sev- Milton’s music program provides eral jazz combos. expression, and encountering the challenges of an art form opportunities for both experi- empower students to be creative and confident in all areas enced and inexperienced stu- The School’s tradition in choral of life. dents. The program offers choral, music has strong historical roots. instrumental and jazz classes The Glee Club is the longest- In Milton’s arts program, students experience intense as well as courses in theory and running activity at the Academy. individual attention and coaching along with exhilarating history. Students may also take The Chamber Singers group has won several gold medals from team experiences. They spend hours with dedicated adults private lessons for credit from professional musicians in the the American Choral Directors who use a wide range of teaching and directing skills, Greater Boston area or study at association and has sung at the who bring to bear diverse and respected talents, who set the New England Conservatory. Association’s eastern convention. the highest standards for students’ performance, and who In recent years, this group has Our classical and jazz instru­ toured Romania, Kenya, England, honor each student’s contribution. mental groups are strong. The Ireland and the northwestern orchestras have toured the east- All Milton students explore their talents and foster their United States. The Miltones, ern United States and Canada. Octet, Epic and Three For Each creativity by taking at least one course in the performing The Chamber Orchestra has of Us are select groups of sing- arts, music, creative writing or visual arts. With varied performed in Prague, England, ers who perform contemporary a and comprehensive courses in each discipline, students Ireland, Italy and China, and the cappella music at assemblies and can develop their artistic interests both in and out of the Advanced Jazz Ensemble has per- many other events throughout formed in Florida, California and classroom. Milton’s extensive academic program in the the school year. arts is matched by its many extracurricular opportunities; students perform and showcase their talents, formally and informally, throughout the year. Students also routinely take advantage of the museums, theaters, concert halls and other artistic venues in and around the city of Boston. The arts departments help many accomplished Milton students prepare college portfolios and performance tapes as part of their work in applying to highly selective colleges.

visual arts performing arts

Milton challenges students to Performing arts faculty at Milton develop and to apply their skills help students tap into their at a high level in the many visual own creativity and imagina- arts courses. We ask each student tion. Courses in performance, to “see more,” to think creatively, theory and design are much to apply energy to expressing like laboratories where students ideas, to grow from criticism, can experiment, take risks, and to expect that virtually every and explore their own abilities. In the Class IV art program, we’re more interested in the piece of work will be exhibited. Classes include students from process than in a particular finished product. I pose a cre- No student can “speak” clearly all grades with varying degrees ative problem to the students. If 12 people are in the class, I or dramatically without learning of experience. The hands-on, want 12 different responses. In successive courses, students visual language. At Milton, beau- group-centered environment of ty and truth are not abstractions, the classroom prepares students narrow their focus and intensively develop certain skills but rather the raw material for for success in the varied extra- crucial to a particular art discipline, working to develop one artistic expression—in the tradi- curricular opportunities here. visual concept over the course of a semester. Pushing one tional forms of drawing, painting Four main-stage productions, big idea as far as it can go is an important experience for or sculpture, or in the contempo- two dance concerts, and three rary terms of digital photography studio plays give students an students, especially when they hit the wall and have to push or architectural design. Our stu- opportunity to hone their skills through it. dents ask and answer important in performance, direction, cho- —Ian Torney ’82, Visual Arts Department Chair questions about themselves and reography, design and technical their world, and art is the tool theater in a dynamic production that they use. environment.

32 a sampling of courses includes

Music Courses Performing Arts Courses Visual Arts Courses Orchestra/Ensembles/Chamber Acting Styles Advanced Drawing Orchestra Advanced Oral Interpretation Sculpture Chamber Singers Design for the Theatre Ceramics Jazz Improvisation Advanced Dance Advanced Photography Advanced Jazz Improvisation Choreography Architecture Music Theory Film and Video Production Painting History of Music Costume Design Advanced Independent Art Music Independent Study Installation Art

We are always learning. I tell the students, especially in Improv class, that you learn as much from your bombs as from your successes. I don’t ask them to do something I wouldn’t do myself. I always demonstrate, and I often demonstrate failure, not intentionally, but because it happens. I want them to see that I’m not going to shut down and never perform again because of a mistake. —Peter Parisi, Performing Arts Department Chair

33 off-campus programs

The Mountain School of Milton from Milton Academy are select- Cityterm at the Masters School in The Spanish Exchange is Academy involves Class II stu- ed to attend the Mountain School New York City is an experience- a school-to-school student dents (juniors) in a fall or spring each year. based interdisciplinary study exchange run jointly by Milton semester on a working 300-acre of the city for Class II students. Academy and Colegio El Pilar, The Maine Coast Semester is a farm in Vershire, Vermont. Each Students live at the Masters a private school located in the challenging academic program semester, 45 students from more School and travel into New York outskirts of Madrid. A group of for Class II students. It empha- than 20 schools join a corps City daily to study the tensions of 14 students and two faculty mem- sizes the natural sciences, envi- of faculty in a rigorous inter- public and private, commerce and bers leaves Milton for Madrid in ronmental issues and hands-on disciplinary program, which is culture, inherent in urban life. work. Community living, respect centered around issues of com- and responsibility are at the The French Exchange is con- munity and the environment. heart of this program, which ducted with the Lycée Georges Students work with faculty to is sponsored by the Chewonki Duby in Aix. Approximately 20 help manage the farm, its gar- Foundation. students from Milton spend more dens and animals, as well as its than two weeks in Aix, attending facilities. The semester is an School Year Abroad provides the Lycée and living with a host ongoing exercise in individual opportunities for students in family. responsibility and group coopera- their Class II or Class I year to tion. As many as nine students spend the school year studying in Spain, France, Italy or China.

At first, I was nervous when I went on the French Exchange. I was only a freshman, but French really clicked with me and I wanted to experience immersing myself in the lan- guage. I loved my host family. There were three children, but the youngest, a 4-year-old, helped me the most! She was always correcting my word choice and pronunciation. Other parts of the trip—attending the Cannes Film Festival, visiting Paris—were amazing. Even though it was only for two weeks, my French really improved. When I got back to Milton, I could express my thoughts more easily in French class. That experience helped me decide to do School Year Abroad in Rennes, France. —Alexis Allen, Stoughton, Massachusetts Class I

34 late May. Each Milton student The Chinese Trip provides a is paired with a student from El five-week experience for eight Pilar and lives with his 0r her to 10 students during the sum- counterpart’s family during the mer at HeiLong Jiang University four-week experience, which in Harbin, China, for the study includes cultural opportunities as of Mandarin. Students spend a well as classes. final week with a family at the Experimental Middle School in Beijing.

35 top college facts matriculations (four or more), Students in the Class of 2015: 181 2013–2015 Average SAT scores: Critical Reading—675 Amherst College 10 Math—686 Writing—687 Bard College 5 Bates College 7 Boston College 11 Boston University 9 Bowdoin College 9 Brown University 26 Univ. of California, Los Angeles 4 Case Western Reserve University 9 University of Chicago 21 Colby College 8 Columbia University 14 Cornell University 17 Dartmouth College 8 Emory University 6 Fairfield University 5 George Washington University 8 Georgetown University 7 Hamilton College 7 Harvard College 23 McGill University 5 University of Miami 4 University of Michigan 7 New York University 18 Northwestern University 11 Oberlin College 4 Princeton University 10 University of Southern California 7 University of St. Andrews 4 Stanford University 5 Trinity College 14 Tufts University 14 Tulane University 7 Washington University in St. Louis 8 Wellesley College 4 Wesleyan University 13 Whitman College 5 Williams College 4 Yale University 8

Accurate as of 6/18/15

36 college counseling

The College Counseling Office has created a highly college matriculation— personal and effective approach toward the college admis- class of 2015 sion process. Students are encouraged to direct their Allegheny College 1 University of Massachusetts, own search, in partnership with their parents and the American University 2 Amherst 2 College Office. Amherst College 3 University of Massachusetts, Babson College 2 Dartmouth 1 The counselors view the college process as part of a stu- Bard College 2 University of Massachusetts, dent’s total Milton education, involving personal reflection, Bates College 4 Lowell 1 independent reasoning, and informed decision making. Bentley University 1 McGill University 2 Boston College 7 University of Miami 2 Milton students over the years have earned the respect Boston University 1 University of Michigan 3 of college admission officers as a result of the quality of Bowdoin College 2 Middlebury College 1 their academic preparation, their individuality and their Brandeis University 1 Morehouse College 1 Brown University 8 New York University 7 thoughtful, well-written applications. Bryn Mawr College 1 Northeastern University 1 Bucknell University 1 Northwestern University 1 University of California, University of Notre Dame 1 Berkeley, 1 Oberlin College 1 University of California, University of Pennsylvania 2 San Diego, 1 Pitzer College 1 Case Western Reserve Princeton University 2 University 2 Rensselaer Polytechnic Chapman University 1 Institute 1 University of Chicago 9 University of Richmond 1 Colby College 2 University of Rochester 1 Columbia University 4 Rollins College 1 Connecticut College 4 Saint Anselm College 1 Cornell University 5 Scripps College 1 Dartmouth College 4 Simmons College 1 University of Delaware 1 Smith College 1 Drexel University 1 University of St. Andrews Duke University 1 (Scotland) 2 I love reading Milton Academy folders because the students Emory University 1 Stanford University 2 Fordham University 2 Trinity College 4 write so well. Franklin & Marshall College 1 Tufts University 4 —Admission Officer, Brown University George Washington Tulane University 3 University 3 Utica College 1 I like to save the Milton applications for last because Georgetown University 3 Villanova University 1 the students are so interesting and they present themselves Gettysburg College 2 Washington University so well. Hamilton College 1 in St. Louis 4 Hampshire College 1 Wellesley College 2 —Admission Officer, University of Pennsylvania Harvard College 13 Wentworth Institute of Harvey Mudd College 1 Technology 1 Haverford College 1 Wesleyan University 4 Indiana University at Whitman College 1 Bloomington 1 Worcester Polytechnic Iona College 1 Institute 1 Johns Hopkins University 3 Yale University 1 Lafayette College 1 Lake Forest College 1 Massachusetts Institute of Technology 2 Accurate as of 6/18/15

37 residential life a family at school

Milton is an academically rigorous school, and it is also a nurturing one. Students experience this important balance between the head and heart as members of Milton’s century- old boarding program. A diverse group of 325 students from 28 states and 22 countries live in eight single-sex resi- dential “houses” that are family-style and intimate.

Family style is best. House structure and rules sup- Ties with adults are strong and Our students answer: port the developmental needs of continuous. • Milton houses include all four “What kind of students would be teenagers. grades. • Each house is small and inti- happy living at Milton?” • Students live in the same house • House sizes: from 31 to 48 mate, with a faculty to student • Open-minded for their entire time at Milton. students ratio of 1:4. • Curious • Living with older and younger • Rooming options: singles, • Students receive 24-hour-a-day • Willing to work hard “siblings” gives students role doubles and triples guidance from adults they know • Tolerant models, support, a sense of • Family-style dining with the from the classroom, arts and • Ready to find out who you are belonging and family, and faculty, three evenings a week sports. • Willing to be true to themselves plenty of affection. • Proctored study halls each night • Each house faculty member • Faculty families—complete • Study help and advice from serves as academic and personal “What have you gained from living with children and pets—are faculty and older students advisor to six students in the at Milton?” connected to every house. • Ecumenical Chapel service each house. • New perspectives and ideas • Dedicated, experienced house Sunday evening about ethical • House heads provide leadership • Connections with adults I faculty carefully “parent” their and spiritual concerns and a stable, nurturing tone, admire students. • Valuable communication and lay the groundwork for a • Learning how to get along with between students and trusted close-knit community in the others, and how to decide what’s adults about issues in young house. important people’s lives • New student orientation helps • Responsibility, independence • Best of all, students can stay students get to know each other and confidence connected to home, thanks to and appreciate cultural differ- • Best friendships in the world telephone and email access in ences. It also offers guidance on • Getting to know people with every dormitory time management, technology amazing talents and campus resources. • Chances to learn new skills, like acting or wrestling

In my house, Hallowell, I love who we are together. Everyone I didn’t have a long transition phase when I came to Milton. is so different. We are quirky, crazy, and sometimes loud! I was homesick for only a week! Your dorm is so welcoming On a random night, we might end up having a dance party and you make new friends right away. Everyone in the dorm after studying. I love how everyone is talented at something. becomes your family. The older students really guide and We are painters, singers, musicians, athletes. Everyone is so help you as a freshman; all the girls become like your sisters. supportive of one another, and all my best friends are in the Even though we are all different people, we mesh together house. nicely. And the dorm faculty are always there for you. My —Destiny Polk, Boston, Massachusetts favorite person on campus is Mrs. Colson, my house head. Hallowell House, Class I On Thursday nights, we spend hours in her apartment; she makes homemade desserts and we can have long discussions about anything. —Angela Feng, Hong Kong, China Millet House, Class of 2014

38 I love all the activities Norris House does together, such as Hathaway has a home-like feel to it. We are a very tight dorm bowling and sit-down dinners. They bring us together group, like a sisterhood of 29 people. As a new student, it’s and we really get to know one another. One of my favorite important to put yourself out there in those first weeks. It dorm activities is Christmas caroling, when we go to all the isn’t always easy, but if you try your best to attend all the girls’ dorms and sing holiday songs. I had no experience events, and learn other students’ names, it pays off in a big singing in public. It was just something I liked to do on my way. Before you know it, you will have lots of new friends— own, but I discovered that I love it. in your house and all around campus. —Jaejung Justin Yoon, Nashville, Tennessee —Caroline Wall, Greensboro, North Carolina Norris House, Class I Hathaway House, Class I

39 facts facts The dorm faculty are always checking up on us and looking out for us. They come to our sports games to cheer us on, Number of students living Geographic Distribution of Milton they go to the plays on campus, they help us with school on campus: 320 Academy Students, 2015–2016: work. Mr. Kane is my advisor, and he’s the best. He takes Number of house faculty: 54 United States Countries California Albania our advisor group out for food or he’ll order dinner for us. Smallest house: 31 students Colorado Australia Mr. Kane is an advocate for me, and he helped me find my Largest house: 48 students Connecticut Bahamas Florida Bermuda own voice and become an advocate for myself, too. Best long weekend activities: Georgia Canada • Movie marathons Hawaii China (P.R.C.) —Jonnie Lawson, Ontario, Canada • Apple picking Idaho Egypt Wolcott House, Class I • Outdoor movies and s’mores on Illinois Ghana the Quad Indiana Hong Kong • Open House parties in each of Maine India the dorms, with themes Maryland Jamaica • The fall festival, with candy Massachusetts Japan apples and pumpkin painting Michigan Korea Minnesota Kuwait Favorite house traditions: Missouri Malaysia • Halloween pumpkin carving New Hampshire Mexico • Dorm bowling New Jersey Nigeria • “Wills” on graduation eve New York Philippines • Dorm softball in the spring North Carolina Russia • Caroling and decorating for the Ohio Saudi Arabia holidays Pennsylvania Sweden • Freshly baked cookies at Tuesday Rhode Island Thailand check-in Texas Tunisia • Dorm dodgeball in the ACC Utah United Kingdom Vermont Virginia Washington Washington, D.C. Wisconsin

40 It’s nice to have the dorm as my second home. The dorm parents are amazing. When you first move in, they and the upperclassmen embrace you and make you feel at home. We always have a good time together. I enjoy the house tradi- tions, especially when coming together for a potluck dinner. We all make different dishes we know from home and share them. I also love the fun competition we have with the other houses in the dorm dodgeball tournaments. We won the championship this year! —Miles Awofala, San Francisco, California Norris House, Class I

houses have boston traditions

Right after freshmen settle Bowl, or to favorite restaurants in, Goodwin House seniors in Chinatown are cherished introduce their new “younger activities. Milton students love brothers” to Harvard Square shopping, exploring museums, by taking them there on the T going to jazz concerts or sports (public transit) and for dinner contests. They learn about the at the Border Café. Similar tra- city with the help of faculty advi- ditions in other houses bring sors and older students. Their older students and new students access to the city has been care- together to learn about Boston fully considered by faculty, and and each other. Trips to Good rules in the student handbook Times for laser tag, to Boston guide their activity.

41 walking through the milton day

one milton day Assembly 8:00 a.m. Period 1 8:20 a.m. Period 2 9:15 a.m. Recess 10:00 a.m. Period 3 10:15 a.m. Period 4 11:05 a.m. Period 5 11:55 a.m. Period 6 12:30 p.m. Period 7 1:20 p.m. Period 8 2:10 p.m. Activities 3:00 p.m. Sports, clubs, arts and performance activities 3:30 p.m. Dinner 6:00 p.m. Study Hall 7:30–9:30 p.m. Check-in 10:00 p.m. Lights out 11:00 p.m.

Days at Milton are full. Classes are exciting, and the dis- cussion that starts around the Harkness table continues out of class. The occasional free period during the class day is a great time to talk with friends, get work done, grab a snack in the Schwarz Student Center or check on a project. After classes, the wide world of Milton’s activities and organizations opens up. Students may have an athletic practice every day until dinner, or they may get involved in theater tech or a publication or community service. Three times each week students have “sit-down”—shorthand for dinner with their housemates and house faculty. Day stu- neil chandra dents come to dinner, too, when they’re staying on campus Sharon, Massachusetts Class 0f 2014 for activities. The fast-paced Milton day helps you learn to manage your time, follow through on responsibilities, get I play saxophone and piano in the the different groups in the differ- work done and have fun with friends. There are so many jazz combos, and I love it. I tried ent places we visited, but I grew different music groups when I a lot while I was there. We were opportunities to get involved; you don’t want to miss out. started at Milton—orchestra and in a different hemisphere, in a chorus—but I love the freedom different climate. I felt an inde- The days are made up of many moments, and every of expression and the improvi- pendence and a freedom in being student can point to a certain “moment” that captures the sation of jazz. I went to South there. We got to play the music Milton experience. Here are some Milton moments as Africa with the jazz combos as that we love while experiencing students describe them: a freshman, and that was a life- a new culture. That trip was a changing experience. I not only defining experience for me. loved being able to play for all

42 liam white destiny polk Wellesley, Massachusetts Boston, Massachusetts Class of 2014 Hallowell House, Class I I was the only freshman on the Milton also gave me the oppor- Dance is important to me, and Last year I wanted to choreograph varsity team when I started play- tunities to try things that are Milton’s dance program gives a dance to the Sara Bareilles song ing soccer at Milton. The team completely unlike me. When students the freedom to explore “Gravity.” Coincidently, my dance worked hard, but our record I traveled to South Africa in what they like. Our dance teacher partner heard the same song and wasn’t great. The next year Coach middle school, I really admired is awesome. She has a structured had the same thought. We origi- Chris Kane became our coach; the dances there. So during my curriculum, but she is flexible nally planned a duet, but during he is so dedicated and enthusias- sophomore year, I tried out for in letting us try what interests the process of choreographing, tic. It’s been amazing to see the the Step Team. During the audi- us. The Dance Concert is our we changed it to become an team’s transformation. We made tions, I was totally lost, but I still big event. Students choreograph eight-person performance. That the playoffs my senior year. As made the team. I met some of the dances, and any student can is one valuable lesson you learn captain, I focused on keeping a my best friends in Step. They are audition to perform. During in dance: Some things have to go, high standard on the field and on mentors to me, and they’re always Dance Concert, you are sur- and you have to be okay with that. campus. I made sure my team- willing to work with me one-on- rounded by people who love to You have to be open to others’ mates realized that we should one. They gave me confidence dance. We might get physically ideas and suggestions. represent our team well during to show my personality through tired from practices, but then the school day. Our team’s cama- dance. At Milton, people appreci- there is a moment where it all raderie was a good example of ate you for not trying to fit a mold, comes together. That is the most sports bringing people together. and instead to follow an interest magical part—seeing an idea that I wouldn’t trade my four years of that you decided on your own is started in your mind come to life. soccer at Milton for anything. appealing to you. The school does a nice job of supporting that.

43 jerry ozor juliana rogoff Accra, Ghana Cambridge, Massachusetts Goodwin House, Class II Class II Coming from Ghana to Milton opportunities to try something When I was a freshman, I found- We started out with six members was a huge transition—meeting new. That’s one of the most valu- ed the Robotics Club with two of the first year, and now we have new people and even just getting able things about this school. my classmates. I had worked with over 20 members. We meet in used to the food! The guys in You meet a range of people in VEX robotics in middle school the Art and Media Center, where my dorm made the transition so the classroom, on the fields, and and wanted to continue that we store all of our tools and parts. much easier. We have such solid in the clubs. I performed in the experience at Milton. You work so During a competition in our first friendships. They feel like my Dance Concert two years in a row. hard on a robot for a long time, year, we placed seventh out of brothers. During my sophomore I even play JV ice hockey. When and it inevitably keeps breaking 80 teams. Mr. Bland, the head year, the seniors in the dorm I came here from Ghana, I had or not working, and then you of school, invited us to his office were the best leaders. They based never even seen snow, let along finally figure everything out and to congratulate us, and it was so their leadership on camarade- skated on ice! One of my friends it works! That’s the best part, and amazing to be recognized that rie. One senior helped me get a who plays hockey suggested I what I love most. And everyone way. The administration here handle on managing my school- try it. I skated with him before I on the team is involved. When makes itself really accessible to work load, and he did it in such a tried out. I fell A LOT! But I stuck you have a finished product, there students, and this was my first friendly way. with it, made the JV team, and is no robot that just one person experience with that. Since then, played in a few games this year. built. You might work on it for a we stay in touch with Mr. Bland Soccer is my main sport, and Stepping out of your comfort few hours, then leave the room in on our progress and results. I really enjoy the team. The zone to try something new is frustration, and another person We are looking forward to more friendships go beyond the field. important, and it’s easy to do that comes in with a different view, competitions because they are At Milton, you have countless at Milton. fixes something, and you go from so much fun, and it’s a real team there. effort.

44 te palandjian miles awofala Milton, Massachusetts San Francisco, California Class III Norris House, Class I I was a Class III rep, which This spring I also set up Coffee I knew I would play basketball the first time ever. I sing in the means I helped run morning for Change (C4C) in the Student at Milton; it’s my main sport. I Gospel Choir. You have to learn assemblies, organize class activi- Center, which raised over $700 also knew I would be in the jazz to manage your time and balance ties, and set the tone for the year. for a cause the students voted to program because I’ve played saxo- your activities and your academ- At the beginning of the year, support. The project helped me phone since fourth grade. What ics, but it’s worth it. Jacob (the other class rep) and I learn and appreciate the aspects I didn’t expect was how many My friends come from very decided to showcase teachers and of running a “small business.” other extracurricular activities I’d diverse groups of people from students in settings outside the Working out logistics and ingre- try, starting in my freshman year. all parts of the country and classroom. We got teachers to dients was a challenge, but I was I played freshman soccer, which the world. Some are funny and sing, dance, talk about their expe- most reliant on my more than was great for meeting other stu- entertaining; others love to riences, share hobbies, and lead 40 volunteers who made coffee, dents those first few months and dance or play sports. I also have activities. We also had students cleaned machines, bought per- playing a sport at the same time. a lot of friends who are in the perform, so the class could appre- ishables, managed social media, I joined the Step Team, even older classes. It’s important to ciate everyone’s special talents. and covered the shifts. Both C4C though I had never done any- be yourself; do the things you Mr. Beauchemin, our class dean, and being class rep taught me to thing like that before. I was in the love, and try new things. You’re said, “Being class rep will be look for support from the people Class IV Play, which was a ton of guaranteed to meet others who easier if you look to others to help around me—and that asking for fun. In the spring, I ran track for want to join you. you.” Teacher and student perfor- help is not a weakness, but can mances helped us appreciate one actually be essential for success. another’s interests and talents, People at Milton—students and and it made the programming so adults—are so hardworking and much more fun! supportive. They really want to help make your ideas come to life.

45 weekends

Play, or watch and cheer at athletic contests; perform or watch your friends perform in King Theatre; read your poem at the Beatnik Café; work out at the fitness center; sit around talking in the Schwarz Student Center; hike, rock climb or kayak with the Outdoor Program; bake cookies or make soup and watch a movie with your housemates; play pick-up basketball or Frisbee; sleep in and then go to brunch; visit friends’ rooms and listen to music; meet your friends at a dance; catch a game in Boston; watch a college comedy improv group at a dorm open house; get to know someone you don’t know well yet; relax and laugh.

The weekends at Milton are so full and so much fun. The Student Activities Association plans events for every Friday and Saturday night all year. They host dances and s’mores nights, carnivals with blow-up bouncy castles; they have movies and sundaes in Straus; and they run vans to the mall every weekend. My favorite events have been the hyp- notist and all the Beatniks [student-organized evening of performances]. Those are always the best. —Emmie Atwood, Milton, Massachusetts Class of 2014 When I’m not hanging out with my friends or doing week- end activities, you can find me in the Art and Media Center. I draw a lot! So I’m thankful that the AMC is always open. It’s such a great space to do art—it has these wide, long tables. I love to spend time there, just drawing with my music playing. —Joy Lee, Hong Kong, China Robbins House, Class III

facts

Miles from Milton to: Fenway Park 10 Museum of Fine Arts 10 Boston Symphony 10 Blue Hills Ski Area 4 Average number of student- sponsored social events per month: 20 Number of movies shown on campus, 2014–2015: 18 Number of dances on campus, 2014–2015: 7

46 47 spaces and places

48 My favorite place to study is on the hammock behind I love to get on my longboard and ride all around on campus. Goodwin House. It’s quiet and peaceful. When the weather is In the winter, we go sledding down Observatory Hill. When nice, it’s great to be outside relaxing while working. it’s warmer, I go to Turner’s Pond near campus to fish, either —Drew Hotte, Lower Gwynedd, Pennsylvania alone or with friends. It is a great way to relax. Goodwin House, Class I —Shay Quintin, North Attleboro, Massachusetts Class II

49 athletics

50 51 athletics

Coaches and teammates help Milton students learn the interscholastic teams great lessons of athletics: the value of working hard, Fall Winter Spring preparing well, taking risks, working collaboratively, and Girls winning and losing with dignity. Cross Country Alpine Skiing Golf Field Hockey Basketball Lacrosse Soccer Ice Hockey Sailing Through interscholastic and Milton competes in the Inde­ Volleyball Squash Softball intramural sports, as well as pendent School League (ISL), physical education courses, all which includes 16 independent Swimming Tennis Milton students are involved in schools and enjoys a long and Track physically active and challenging powerful athletic tradition. Boys pursuits that help form an excep- Mem­ber schools are based in Cross Country Alpine Skiing Baseball tional educational experience. Greater Boston, New Hampshire Football Basketball Golf Athletic activity is certainly an and Rhode Island. Games take Soccer Ice Hockey Lacrosse expression of one form of intelli- place across all three seasons. Squash Sailing gence, an intelligence that needs The ISL is considered an elite to be developed and nurtured, league in many sports. It pro­ Swimming Tennis like any other. vides great competition in soccer, Wrestling Track field hockey, football, squash, For the athlete interested in inter- wrestling, volleyball, basketball, scholastic play, Milton offers three intramural program baseball, softball, lacrosse, tennis, levels of competition in several track and several other sports. Fall Winter Spring sports. At all levels, experienced Milton offers interscholastic Strength Training Strength Training Strength Training coaches guide our athletes, often competition beyond the ISL as coming straight from the class- Outdoor Program Outdoor Program Outdoor Program well, in sailing and swimming. room to the field. We help indi- Tennis Pilates Ultimate Frisbee viduals and teams improve, while Students can also learn skills in Soccer Yoga also providing the framework for a variety of sports through our Yoga the personal growth that comes intramural program and physical from competition and teamwork. education courses. Our empha- sis is on physical activity and sportsmanship. I have played for a lot of hockey teams, but the girls’ hockey team at Milton is the best. The practices are intense, but I look forward to them every day. I’ve grown so much during my time on this team. Coach Stone is awesome, and he treats us so professionally, like a college team. We also have a lot of fun! —Anne Malloy, Canton, Massachusetts Class II

52 facts

Number of interscholastic girls’ teams: 15 Number of interscholastic boys’ teams: 15 Number of intramural offerings: 7 Number of athletic buildings on campus: 4 Number of fields: 12 Number of tennis courts: 13 out- door, 4 indoor Percentage of students partici­ pating in intramural or interscho- lastic sports, or physical education classes: 100% Number of full-time athletic trainers: 3 Sampling of interscholastic competitors: Andover Exeter Groton Middlesex Noble & Greenough Roxbury Latin St. Mark’s St. Paul’s Recent New England championships: Boys’ Tennis, 2005, 2006, 2007, 2009 Girls’ Tennis, 2005, 2014, 2015 Sailing, 2007 Football, 2008, 2013 Boys’ Hockey, 2011 Recent ISL championships: Girls’ Squash, 2009 Boys’ Tennis, 2006, 2007, 2009, 2014 Girls’ Tennis, 2006, 2007, 2008, 2013, 2014, 2015 Girls’ Skiing, 2010 Boys’ Hockey, 2011 Girls’ Cross Country, 2012 Boys’ Basketball, 2013 Football, 2013 Boys’ Swimming, 2014 Boys’ Track & Field, 2015 Girls’ Volleyball, 2015

53 music

Milton offers unparalleled opportunities for students who want to pursue music seriously as part of a broad high school education. Students take private lessons and participate in ensembles at the following renowned institutions: • The New England Conservatory of Music: Youth Symphony Orchestra, Youth Philharmonic Orchestra, Massachusetts Youth Wind Ensemble, Youth Chorale • Boston University • Boston Youth Symphony Orchestra • Longy Music School • Massachusetts Educators District and All-State Music Festivals Milton students participate in musical competitions spon- sored by: • Boston Symphony Orchestra • Harvard Musical Association • Quincy Symphony Orchestra • Boston Pops Orchestra • Wellesley Symphony Orchestra • Brockton Symphony Orchestra

54 music and performing arts performing opportunities distinguish the milton program

Music and performance weave through Milton life, build- jazz theatre ing on course work available from the beginner through Using what they learn about jazz A play is always in production in the advanced levels. The Jazz Combo may open Monday improvisation in the classroom, Kellner Performing Arts Center. morning assembly, and the speech team may follow with Milton’s jazz combos, at four lev- From Medea and Romeo and Juliet els, perform both on and off cam- winning selections from their weekend tournament. to Ibsen’s Enemy of the People, pus throughout the year. The jazz You’ll meet the cast of a 1212 production distributing to modern works like Avenue Q combos and many of their mem- and The Laramie Project and the tickets at lunch for a performance that night. Students bers have won several combo and Broadway musical A Chorus Line, wildly applaud the highlight of each Friday’s assembly—a individual national and regional Milton productions encompass Miltones or Octet song—just before dancers give a preview awards, and they have appeared at a broad cross section of theater, many International Association of the weekend’s attractions in King Theatre. Whether both classical and contemporary. of Jazz Education conferences. you are a performer or a fan, you will enjoy the prominent Milton stages four plays and a The combos have opened for such dance concert each year in the role that music and performing arts play in school life at artists as James Taylor (a Milton Ruth King Theatre. Campus per- Milton. alumnus), Poncho Sanchez, Elvin formances like the Class IV play, Jones and Abdullah Ibrahim. The spring dance concert, a popular choral music orchestral group has toured South Africa series called the 1212 Studio music nearly a dozen times, playing Over 200 students participate Productions, and student-directed for Reverend Desmond Tutu in one or more of six distinct Over 100 musicians play a string, one-acts make for rich and var- and actor Danny Glover, and has choral ensembles. Founded in woodwind, brass or percussion ied options at Milton. Each play also toured Florida, Montreal, 1925, the Class IV Glee Club has instrument for the Orchestral or performance relies on highly California and several European over 50 members and performs a Music Program. Featuring many skilled technical theater students jazz festivals. They have also minimum of two major concerts soloists, the orchestra performs who build sets, design lighting, performed at the prestigious each year. The award-winning two major concerts on campus incorporate media and execute Regattabar, Cambridge’s famed Chamber Singers—a select cho- each year. The orchestra is also the productions. Additional per- Ryles Jazz Club, the Gardner Art rus of 40—has toured Romania, well traveled, having toured the formances have included foreign Museum, and at the White House Kenya, England, the north- United States and Canada with language plays, faculty plays, for President and Mrs. Clinton. western United States, China, performances in Philadelphia, student-written and -directed The Jazz Program also hosts Hong Kong, Ireland, Hawaii, Washington, New York, Montreal plays, and senior projects. The many professional guest artists Italy, Poland and Germany. The and Hawaii. The Chamber expertise of a full-time technical who perform and work with our Miltones and Octet are a cap- Orchestra was founded in 1993 to director helps sharpen the profes- jazz students. Milton offers all pella groups of eight male and cater to the great number of tal- sionalism of each performance. students the opportunity to learn eight female singers respectively, ented orchestral musicians at the about and perform jazz from an who perform at assemblies and Academy and is open to students international perspective. many other events throughout by audition only. the school year. Several student- directed a cappella groups, such as Three For Each of Us and another female group, Epic, also perform often for the School community.

My approach to teaching is to start with movement—just movement. Students spend much of their day sitting and thinking; when they come into this room, we move. And I want my students to find their own ways of moving. I don’t want them to repeat movement they’ve learned in the past. For example, I may ask them to make a phrase just using their hands. My classes are often mixed level, mixed ages; the group dynamic has a lot to do with how we tackle the material. It’s great to have a combination of students. —Kelli Edwards, Performing Arts Faculty

55 dance

Each year, an ensemble of Milton students presents an evening of dance to a full house for three straight nights in the popular Winter Dance Concert. The pro- duction typically includes the work of more than 40 boys and girls from Class I through Class IV and is made up of dances choreographed by faculty, profes- sional guest artists, and students under faculty supervision. Both dancers and choreographers par- ticipate in Milton’s musicals, pro- duced jointly by the performing arts and music departments. An informal spring dance concert, an annual Arts Night, school assemblies, and various special event performances also provide many opportunities for dancers and choreographers to exhibit their work. speech and debate

For many years, Milton students Competitive Events “Limited Preparation Events” Debate at the state and national have taken advantage of an excit- “Interpretation” is the art of liter- re­quire students to prepare origi- level includes Lincoln-Douglas ing opportunity that is legendary ary performance. Unlike drama, nal speeches within a predeter- Debate (one-on-one debates on among Milton alumni—to learn which recreates scenes by simu- mined time limit. Events include propositions of value), Public the fundamentals of perfor- lating the real and visual world Extemporaneous­ Speaking Forum Debate (team debate mance, literary interpretation, through the use of props, furni- (current events), Impromptu on current events and popu- public address and debate as ture and a stage, interpretation Speaking (analysis of quotations), lar issues), and Congressional members of a supportive team. requires the performer to take on and Radio Broadcasting (news Debate (full chamber simulations Team members perform in tour- the responsibility of directing, reporting). of Congress). naments locally and around the acting and recreating the scene “Public Address” refers to country in several categories of without a formal theater. Inter­ memorized speeches delivered events, including oral interpreta- pretation events include Prose, to an audience. Events in public tion, limited preparation events, Poetry, Dramatic, Humorous, address include Oratory (an origi- public address and debate. They Children’s Literature, Duo Inter­ nal 10-minute speech) and Decla­ earn awards ranging from indi- pretation, and Play Reading. mation (a 10-minute published vidual state and national cham- speech written by someone other pionships to team honors. They than the performer). can also be recognized by honor- ary academic degrees from the National Forensic League, based on involvement throughout their competitive career. Tournament sites over the years have included national-level tournaments at Yale University in Connecticut, St. Joseph’s University in Pennsylvania, George Mason University in Washington, D.C., and Harvard University in Massachusetts, as well as state-level tournaments throughout Massachusetts.

56 facts

Number of students in orchestra: 100 Number of singing groups: 8 (Glee Club, Chamber Singers, Chapel Choir, Gospel Choir, Miltones, Octet, Epic, Three For Each of Us) Theatre productions, 2014–2015 Main-stage Productions: • Monty Python’s Spamalot • I Hate Hamlet, by Paul Rudnick • Metamorphoses, by Mary Zimmerman Class IV Play: • Nicholas Nickleby, by Charles Dickens 1212 Plays (Wigg Hall Productions) • Eurydice, by Sarah Ruhl • Wicked Sketchy, an original production written by students

57 facts

A sampling of popular Community Service sites: • Tutoring in eight Boston and Milton public elementary schools • ESL tutoring for Latina immigrant women and Chinatown residents • Massachusetts Hospital School (for physically disabled youth) • Milton Animal Shelter • Boston Home (residence for adults with multiple sclerosis) • Greater Boston Food Bank • Three daycare centers in Mattapan, Randolph and Milton • Milton Residences for Elderly Throughout the year, students vol- Students traveled to an island off the coast of Belize, volunteering for the spring (students serve lunch and unteer at the Greater Boston Food break community service trip. The group spent a week at the Ocean Academy, socialize with the elderly) Bank—as a weekly commitment, on the only school on Caye Caulker. In the mornings, students helped lay cinder- • Special Olympics team coaching Saturdays with advisee groups, dur- blocks with concrete and completed construction of a new classroom. In the ing Milton’s School-wide community afternoons, they tutored Ocean Academy students. While on the island, they • 230 students volunteer weekly service day—helping to separate, also helped with a mangrove restoration project and enjoyed learning about and or monthly organize and pack food and groceries experiencing some of the local culture. The Community Service Program has • 35 service sites in Greater that help to feed more than 394,000 also sponsored recent trips to the Mississippi Gulf Coast, a Navajo reservation Boston people annually in Massachusetts. in Arizona, and rural Appalachia in West Virginia. • 250 volunteers for one-time Students also organize and staff food special events drives on campus during the holiday • 26 faculty, staff and parent season to help feed local families in volunteer drivers need.

58 community service powerful learning

The Community Service Board works with 35 service sites where student volunteers commit to weekly service. They in Greater Boston, in addition to projects on campus. The also organize events such as the Special Olympics, blood board also manages major events on campus, and main- drives, Oxfam Hunger Banquet, a holiday party for chil- tains a bulletin board promoting its projects and the com- dren from a local shelter, and the Class III orientation, munity service pages of the school Web site. Every other which is a community service day. Board members educate year the board plans and implements an all-School service the community about service opportunities and have orga- day when all students and faculty participate in community nized several interscholastic conferences. Although service service. is not a required activity, every year nearly 300 students participate in community service at Milton, either in weekly Each grade has several representatives on the Community commitments or special projects. Service Board. The student board and faculty coordinators run the program. They manage relationships with agencies

Community service is optional at Milton, which means that students participate because they want to, not because they have to. This brings a positive vibe and unique aspect to all of the projects. Every week, I volunteer at the Taylor School, an elementary school in Boston. I love working with and form- ing relationships with the kids there. One of our big events each year is the Brookview holiday party. Brookview House helps homeless and at-risk families. For the party, we host all the kids on campus and we play games, have fun treats, and celebrate the season. Last year, one of my students from the Taylor School was also at the Brookview party. That was meaningful for me, seeing a connection from one community I was involved in to another.

—Luis Viceira, Belmont, Massachusetts Every spring, Milton’s campus hosts a Special Olympics event where nearly Class II 400 athletes and over 100 Academy student volunteers participate. Throughout the school year, Milton students coach Special Olympians from the Boston area—ranging in age from 10 to 20 years—weekly in soccer, basketball or track and field.

Milton is connected with more than eight schools and educational organizations In the spring, seniors launch the School-wide, biennial Community Service in and around Boston where our students read, tutor, play, provide homework Day, instituted many years ago by the student Self-Governing Association. The help, and offer assistance to learners of all ages. One group of Milton students day is a chance for both students and faculty to help out in our surrounding recognized the need for art education at a school whose program funding had communities, and also to learn about related social, political and environmental been eliminated, so they spent time each week drawing, painting, sculpting issues. Service projects at numerous locations, off campus and on, offer myriad and creating with the school’s first graders. ways to help, from cleaning up town parks, to volunteering at the local animal shelter, to playing music for hospital patients.

59 clubs and organizations make your mark at milton academy

Would you like to see your writing in print, organize sup- cultural student port for an environmental idea, or run a mock election? groups publications Do you want to film a student production, compete with Share in the diversity at Milton Poet, journalist, or critic, you other high schools in math, or promote the visual arts all by joining one of the active can become a published writer over campus? Whatever your inclination, whatever you’d cultural groups on campus. at Milton. Put your French or like to try, Milton has opportunities for you. Milton’s wide Discuss issues of ethnic identity Spanish skills to the test in one range of clubs and activities profoundly affects students’ at a Common Ground meeting, of our foreign-language publica- learn how to make paella with the tions, take on a controversial lives; students experience leadership, teamwork, perfor- Spanish Club, or debate politics topic on the editorial page of The mance and service. at a GASP! gathering. Each group Milton Paper, or read your class- warmly welcomes students of all mates’ poetry and short stories in backgrounds. the Magus Mabus. No prior expe- rience required! students as campus and • Asian Society leaders community • Christian Fellowship • The Milton Paper (weekly service • French Club newspaper) Milton’s student leaders take • GASP! (Gender and Sexuality • The Milton Measure (biweekly their responsibilities seriously. Whether you’re giving a tour for Perspectives) newspaper) From managing class assemblies, the admission office, running • ONYX (African-American • The Milton Academy Yearbook to organizing community service an AIDS awareness assembly, or culture) • Magus Mabus (literary commitments, to implementing tutoring at the Mujeres Unidas • Common Ground magazine) year-long projects, students learn women’s center in Boston, • Jewish Student Union • Mille-Tonnes (French to set expectations, motivate your Milton experience will be • Latino Society newspaper) others and fulfill responsibili- enriched by service opportuni- • Spanish Club • La Voz (Spanish newspaper) ties. Weekend training retreats, ties both on and off campus. • Gender Equity Club • The Asian (cultural periodical) working relationships with Programs begin right here at • Caribbean Club • Helix (science magazine) faculty advisors, and observing Milton, extend into the Greater • SIMA (Students Interested in • The Issue (current events the legacies of prior leaders help Boston area, and even include Middle Eastern Affairs) online publication) train students for the roles they Milton Academy chapters of • Aché (celebrating diverse undertake. The voice of student national and global service special interest cultures) leadership sets the tone for organizations. clubs the ambitious, exciting Milton leadership environment. • AIDS Board Interests at Milton extend beyond opportunities • Amnesty International the classroom, fields or stage. • CARE (Campus Awareness for Students share their passion for As a student-elected leader, your Recycling and the Environment) facts hip-hop music, yoga, knitting, input can have a real impact on • Community Service Board film, and political interests in the life at Milton. Strengthen your • Habitat for Humanity Adjectives most frequently used many, varied clubs on campus. public-speaking skills, learn by accepted students to describe • Individual Student Support Try your hand at improv comedy, diplomacy and organization, get Milton: academic, challenging, (advanced peer counseling) step dancing or cooking. Anyone to know your school administra- diverse, friendly • Lorax (environmental can join, and anyone can bring tors, and translate your ideas and Pool of students elected to serve on organization) their own interests and hobbies to your classmates’ ideas into action. a Discipline Committee: 15 • Orange and Blue Key tour share with classmates here. • Self-Governing Association Number of student-run guide program publications: 10 • Peer Counseling • Film Club • Boarding Council • Public Issues Board • A/V (Audio/Visual) Club • Day Council Frequency of The Milton Paper student newspaper production: (current events educators • Arts Board • Student Activities Association Weekly and programmers) • Improv Club • Athletic Association • Step Club Frequency of The Milton Measure • Rangers (student technology student newspaper production: assistants) • Hip-Hop Club Biweekly • Students Against Destructive • Speech and Debate Team Decisions (SADD) • Model UN • World Health Organization • Save Darfur (WHO) • Rock ’n’ Roll Club • Meditation Club • Math Club • Robotics Team

60 Math Club is a place where we can marvel in math’s beauty and revel in its practicality. Math is beautiful and practi- cal, not always at the same time, but sometimes at the same time, and that’s magical. —Emily Bargar, Math Department I started on the Step Team as a freshman and I was co- captain my junior year. We perform at student assemblies and dance concerts; basically whenever we can! The Step Team is like a family. It is really fun and we produce some great stuff. We have auditions, but we encourage anyone to try out, even if you’ve never stepped before. —Juliana Rogoff, Cambridge, Massachusetts Class II

61 campus resources

athletic and rooms for speech and debate convocation training; classrooms and practice center rooms for work in chorus, orches- tra and jazz; a “black box” studio The Athletic and Convocation theater; fully equipped scene con- Center honors Milton’s tradi- struction and costume shops; and tion of excellence in athletics the Ruth King Theatre. A gift of and enhances opportunities for novelist Stephen King in honor of students to participate in a wide his mother, the theater is one of range of sports, at varying levels, a kind at the high school level in on an interscholastic or intra- the United States. With an audito- mural basis. The Fitzgibbons rium equipped with elevators Convocation Center (south field and movable chairs, it is a house) includes three basketball 20th-century adaptation of courts, convocation capacity for Shakespeare’s Globe Theatre. Its the entire school, and an indoor flexibility allows the department track. The north field house pro- to present productions in creative vides a hockey rink, and alterna- configurations, and to change Herbert G. ’24 and Esther B. Stokinger Fitness Center tively, three tennis courts once the configurations to suit plays from ice is gone or an indoor practice various historical periods. Kellner area for field sports. The facility’s is a busy center of life on campus, sive and prolific visual arts pro- ing all books required for course center section houses boys’ and inside and outside the classroom. gram. The Nesto Gallery, with its study, the store handles a large girls’ home and visitors’ locker ambitious and multidisciplinary variety of school supplies, toilet- rooms. The second floor houses art and exhibit schedule, attracts view- ries, pleasure reading material, the Herbert G. ’24 and Esther B. media center ers on the building’s lower level. athletic clothing and gift items. Stokinger Fitness Center, coaches’ Open since 1972, the Nesto Some of the items you’ll find offices and training rooms. Alive with the color, texture and Gallery hosts eight exhibitions include: energy of artwork, the Art and a year, two of which are student • birthday and special occasion kellner Media Center includes two com- exhibitions. The gallery has gar- cards mon labs, split to create four nered metropolitan press atten- performing • class rings and graduation spacious, natural light-filled tion. The Boston Globe and many arts center mementos classrooms and a digital media South Shore papers highlight the lab. The 45,000 square feet of • Milton T-shirts, sweatshirts The performing arts department gallery schedule and review the space allows faculty members to and shorts and music department thrive shows each year. have offices that double as stu- • mugs, cups and keyrings in the Kellner Performing Arts dios. A separate faculty lounge • cold drinks, snacks and Center. Kellner includes a large academic includes storage for tools and toothbrushes dance studio; spacious class- materials supporting the exten- skills center cox library The Academic Skills Center provides students with aca- Cox Library provides a compre- demic resources such as tutoring, hensive range of resources for help with organizational and students, faculty and staff. The time-management skills, and a collection includes approximately comfortable site at the center of 46,000 volumes, classified using campus for studying or working the Dewey Decimal System and with one of the faculty mem- Library of Congress subject head- bers who works with the direc- ings, and is available in open tor. Located in Cox Library, the stacks. An integrated library auto- Academic Skills Center is staffed mation system provides access throughout the academic day and to the catalog via public access has evening hours. terminals on each floor within the building and access to the col- bookstore lection from outside the library via the Internet. The library The Milton Academy Bookstore subscribes to approximately 150 is located in the lower level of periodicals and newspapers, with Warren Hall. As well as stock- back issues available in print and Athletic and Convocation Center

62 Art and Media Center Pritzker Science Center microfilm. Holdings include the health and • provide overnight accommoda- pritzker science complete run of the New York counseling tions for students who require center Times since 1851 on microfilm center additional attention while not and a growing collection of online feeling well; The Pritzker Science Center programs including, Ethnic The Health Center staff provides • see that laboratory tests are per- integrates classroom areas with Newswatch, Info Trac, SIRS, UMI health care services 24 hours a formed or ordered as indicated; laboratory tables and equip- Proquest, and encyclopedias. In day to Milton Academy students • administer allergy shots with an ment, creating an environment addition to offering a comfortable while school is in session. The order from a physician; that allows students to work environment for study, research philosophy of the Health Center is • arrange gynecological services collaboratively and move seam- and recreational reading, the that of preventive care. The staff and contraceptive counseling at lessly between discussion and library has microform readers, works with a student’s primary a student’s request; hands-on lab work. Faculty use reader/printers, computers and a care physician, supporting his or • assist in arranging transporta- advanced teaching methods in copier for student use. The library her role in the student’s health tion to medical appointments spaces designed for their specific is open to students and faculty care. The Health Center staff will: arranged by the nurses. disciplines, encouraging explora- weekdays, evenings and through- tion, unique approaches, and the The School has easy access to out the weekend. discovery of answers to probing the services of Milton Hospital scientific questions. and major Boston hospitals. In a medical emergency, a nurse will Inquiry that is specialized, or accompany the student to a medi- independent, or that needs to cal facility or arrange ambulance continue for longer periods of transportation. time, takes place in four inquiry labs. Larger than the classroom Milton provides professional labs, the inquiry labs are on the counselors to students who want first floor, open and beckoning help with personal problems to all who pass. To provide ulti- or who are facing obstacles to mate flexibility and prepare for personal and academic growth. potential new teaching strategies, Three full-time counseling pro- several of the inquiry labs and fessionals staff the center and classrooms are separated from others are available on a consult- one another by “garage door” type ing basis. Personal counseling partitions. Those laboratories can is offered to students on a con- double in size, allowing for vari- fidential basis. Confidentiality able uses of space. is waived only when a counselor deems that the student’s health The Pritzker Science Center was or safety is endangered. designed with sustainability in mind to meet silver LEED Kellner Performing Arts Center specifications. The building

63 located in Ware Hall is fitted with • spaces for faculty-student the best headphones and the lat- meetings; est software, enabling students • a snack bar serving a variety of to practice the spoken language food at different times of the outside of the classroom. day, including bagels, smooth- ies, pizza, fruit and popcorn; Each dorm has a satellite com- • lounge area with large, flat- puter center with three or four screen television. Dell PCs and a laser printer that is available around the clock and the robert maintained and checked by a trained Tech­nology Ranger. m. ayer ’28 observatory All campus computers are con- nected by the campus data net- In addition to providing tele­scopic work, which is connected to the views of the sky, the Ayer Obser­ Internet. Academy Technology vatory allows astronomy students Services (ATS) arranges network to observe the celestial objects connection of student-owned they are studying. Students also Computer Centers computers, provides virus-protec- conduct individual projects there. tion software at no cost, and per- Past senior projects have included is constructed primarily from and Pentium computers, laser forms repairs of computers and astrophotography and variable recycled, renewable and locally printers and scanners. In addi- printers at reasonable cost. star monitoring. The observatory sourced materials, and the build- tion, computers are available to has a 12-foot dome housing a ing’s hot water system runs students in the skills center and schwarz five-inch Clark refractor for gen- mainly on solar energy. The several department areas. The student center eral classroom use and another building’s “dashboard” demon- digital imaging lab is equipped smaller dome housing a nine- strates energy use and savings in with 16 computers, Adobe Photo­ The Schwarz Student Center is inch Takahashi reflector. Eight real time. shop®, scanners and a projector. part of daily campus life for all piers just outside of the observa- The digital imaging lab supports students and adults at Milton. Its tory provide smaller, portable computer and enhances the strengths of design enhances opportunities telescopes for larger groups. The centers Milton’s traditional fine arts for building relationships, a hall- observatory is located at the far program which concentrates on mark of the Milton experience. right of Nash Field overlooking The Academic Computer Centers, teaching students visual literacy, The center includes: the football field. located in the Schwarz Student creative thinking, self-expression • out-of-class gathering places for Center, serve students with an and technical proficiency.The students and adults; up-to-date network of Macintosh state-of-the-art language lab • offices for student activities;

The Bookstore Schwarz Student Center

64 the milton academy campus

legend 1 Straus Library 9 Cox Library 20 Robbins House A Outdoor Swimming Pool 2 Wigglesworth Hall 10 Kellner Performing Arts Center 21 Forbes Dining Hall B–O Playing Fields 3 Schwarz Student Center 11 Pritzker Science Center 22 Forbes House B Faulkner Field 4 Warren Hall 12 Junior Building 23 Facilities Building J Nash Field Upper School Admission 13 Hallowell House 24 Goodwin House M Stokinger Field 5 Ware Hall 14 Apthorp Chapel 25 Hathaway House O Dennis Field 6 Greenleaf Hall 15 Williams Squash Courts 26 Health and Counseling Center P Parking 7 Caroline Saltonstall Building 16 Athletic and Convocation Center 27 Academy Day Care Center K–8 Admission 17 Ayer Observatory 28 Millet House 8 Art and Media Center 18 Robert Saltonstall Gymnasium 29 Norris House 19 Wolcott House

65 admission and financial aid

Milton Academy welcomes board- year-round and welcomes visits Special Interest The application consists of ing and day applications for from interested families from During your time at Milton, three parts: admission to Grades 9, 10 and 11. June through early January. you might also take advantage of Part 1 During the fall semester, families the chance to meet with a faculty In a typical year, Milton enrolls may schedule visits on Monday, member who directs a special • Candidate Profile—begins the following number of new Tuesday, Thursday and Friday at program that interests you. the application and should be students in each entry point: 8:15 a.m., 10:15 a.m., 1:15 p.m. and Department chairs, coaches submitted well in advance of Boarding Day 2:15 p.m., and on Wednes­days at and program directors are avail- the January 15 deadline. Grade 9 (Class IV): 60 40 8:15 a.m. and 10:15 a.m. Please able to meet with you during • Application Fee Grade 10 (Class III): 25 5 allow two hours for your tour and your visit. If you are interested Part 2 Grade 11 (Class II): 12 0 interview. in such a meeting, please inform the Office of Admission when you • Short Answers and Essays The Office of Admission is getting started schedule your campus visit. • Parent Statement closed Labor Day, Thanksgiving To begin your conversation with Thursday and Friday, and standardized Part 3 Milton Academy and add your between Christmas Eve and New Year’s Day. testing • Recommendations—submitted name to our mailing list, com- online by current teachers plete and submit the Request The campus visit includes: Standardized testing is an impor- – School Administrator Information form online at tant supporting element of a Recommendation Personal Interview www.milton.edu or call the admis- student’s academic record, and – English Teacher All candidates for admission and sion office at 617-898-2227. all candidates for admission are Recommendation their parent(s) or guardian(s) Admis­sion packages are mailed required to submit the results of – Math Teacher participate in a two-part personal weekly. Included in the package the Secondary School Admission Recommendation interview with a member of the is information on how to apply Test (SSAT). Applicants should – Personal Recommendation* Admission Com­mittee. (See online as well as how to schedule register for and take the SSAT by – Special Interest timeline, at right.) Both informa- your personal interview. The January 2016 and request that Recommendation* tive and evaluative, the interview application deadline is January 15, scores be sent to Milton Academy. is a lively, often relaxed conversa- 2016. The SSAT school code for Milton • Transcript—submitted tion between visiting families Academy is 5098. Applicants for directly by school and the admission officer who campus visit Grade 11 may substitute the SSAT – Current fall term or conducts the interview. Each with either the PSAT or SAT-I semester grades student meets one-on-one with A visit to Milton’s 125-acre cam- Reasoning Test. – Final grades for the past pus in suburban Boston is an an interviewer prior to the par- two years important part of the application ent discussion. The interview is For international applicants or process. The Office of Admission, an opportunity for each student students for whom English is not financial aid located in Warren Hall, is open and his or her parents to discuss their first language, theTest of special interests and accomplish- English as a Foreign Language Milton Academy values diversity ments, and for an interviewer to (TOEFL) is strongly recommend- in all its forms and maintains determine whether Milton is a ed. The TOEFL school code for a generous financial aid budget admission good match for the student. We Milton Academy is 8125. of $9.6 million in support of facts evaluate students on their aca- this goal. demic achievement, intellectual final All aid is need-based, and Milton Number of completed applications curiosity, maturity, personality, application strives to meet 100 percent in 2015: 1,458 character, confidence, commit- of the demonstrated need of Candidates for admission in Applicants accepted: 19% ment to or leadership in extracur- each student offered admission September 2016 should apply Students newly enrolled: 144 ricular activities, and citizenship. to the Academy. Awards are Interviewers also consider a stu- online using the Gateway to Prep Median SSAT percentile for made annually, and returning dent’s “fit” for the rigorous col- Schools application. The com- accepted students: 90th students must reapply for aid pleted application must be sub- lege preparatory program Milton each year. Assuming financial Median SSAT percentile for offers and, for boarding students, mitted on or before January 15, enrolled students: 90th circum­stances do not change sig- 2016 to ensure a March 10 deci- its residential program. nificantly, a family can expect a Percentage of newly enrolled sion. A late application may be 52% Campus Tour comparable amount of aid for the students of color: considered as space allows. The Each visit to Milton includes a duration of their time at Milton. Percentage of boarders from application is available at www. personal, 45-minute campus tour outside Massachusetts: 73% gatewaytoprepschools.com. The with a student guide. application fee is $50 for domestic applicants or $100 USD for appli- cants with an international mail- ing address. *Optional

66 financial aid facts

Financial aid budget, 2015–2016: $9.6 million Students on financial aid, Classes To be eligible for financial assis- I–IV: 35% tance, parents must complete and Contact Information: submit the Parents’ Financial Office of Financial Aid Statement (PFS) to the School and Milton Academy Student Service for Financial Aid 170 Centre Street (SSS) by January 31, 2016. The Milton, MA 02186 Tel: 617-898-2233 school code for Milton Academy Fax: 617-898-1701 is 5098. In addition, parents must submit a signed copy of their 2014 Federal Income Tax Return to the SSS by January 31, 2016. For detailed information regard- ing the application procedures, criteria and assessment, please read the brochure “Financial Aid at Milton Academy.” timeline

Interviews • By January 15, 2016 to guarantee a March 10 decision Standardized Testing • Schedule and take before January 2016 Application Deadline • January 15, 2016 Financial Aid Deadline • January 31, 2016 Admission Decisions • March 10, 2016 Deposit Deadline • April 10, 2016 On April 7, 1905, the head­ master of Milton Academy, Mr. Richard Cobb, received the following letter from Mrs. Charlotte C. Eliot, of St. Louis, Missouri: My dear Mr. Cobb, I do not know whether in my last note I made it sufficiently explicit that if after reading my letter and looking over my son’s (Thomas Stearns Eliot) sched- ule, you approve of his entering Milton Academy, I desire to make formal application for his admission into the Upper School dormitory buildings. Yours very truly, Charlotte C. Eliot T.S. Eliot graduated from Milton Academy in 1906.

67 history a timeless mission, a third century

On one hand, Milton is a visionary and bold school— “dare to be true” “facing the street,” as Head­master Field metaphorically Adopted in 1898, Milton’s motto resounds in the minds described us in 1942. Yet our School is one whose oldest and hearts of today’s students and graduates. Often cited values are the most enduring. Generations of graduates by both faculty and students as the litmus test for word speak about the School’s respect for the individual. They or action, “Dare to be true” not only states a core value, it describe the ways faculty members supported young describes Milton’s culture. Milton believes that a vital and people striving to grow in both confidence and compe- effective community is built on individuals’ self-confidence tence, to trust the validity of their ideas, to challenge them- and shared respect. We do our best to foster an atmosphere selves. They remember Milton as the place where they of intellectual freedom, and we encourage initiative and first learned to love ideas. Here they learned to set high the open exchange of ideas. Doing so requires consider- expectations for themselves, to pursue their goals and to able energy. Teaching and learning at Milton Academy are honor a responsibility to a broader community. active processes, supported by the recognition of the intelli- The Academy’s charter, given in 1798 under the Massa­ gence, talents and potential of each member of the School. chusetts land-grant policy, bequeathed to the School a Grounded in values, deeply respectful of diversity, and fully responsibility to “open the way for all the people to a higher aware of the issues of their time, Milton students graduate order of education than the common schools can supply” fully prepared to continue working to meet their own high (Richard Hale, Milton Academy, 1948). Milton was estab- expectations in the many venues that follow. lished as a coeducational day school, and preparation for college was the primary goal of the School’s program. Early in 1900, reacting to an increase in the interest in separate education for young women, the Academy divided into separate schools. For most of the next century, the Milton Academy Boys’ School and Girls’ School main- tained separate faculties and facilities; today Milton has returned to its coeducational roots.

68 board of trustees

Robert Azeke ’87 Margaret Jewett Greer ’47 Caterina Papoulias-Sakellaris facts New York, New York Emerita Milton, Massachusetts Chevy Chase, Maryland The year Milton was chartered as Charles Cheever ’86 H. Marshall Schwarz ’54 a coeducational land-grant school: 1798 Concord, Massachusetts Franklin W. Hobbs IV ’65 Emeritus Emeritus New York, New York Douglas G. Crocker II ’58 The year Milton separated into a New York, New York girls’ school and boys’ school: 1901 Delray Beach, Florida Dune Thorne ’94 Harold W. Janeway ’54 Lincoln, Massachusetts The year coeducation returned to Bob Cunha ’83 classes at Milton: 1970 Emeritus Chestnut Hill, Massachusetts Erick Tseng ’97 Webster, New Hampshire Number of living Milton Academy San Francisco, California alumni: 9,498 Mark Denneen ’84 Claire Hughes Johnson ’90 Boston, Massachusetts Kimberly Vaughan ’92 Market value of Milton’s Menlo Park, California Boston, Massachusetts endowment: $268 million (as of Elisabeth Donohue ’83 June 2015) Peter Kagan ’86 President Dorothy Altman Weber ’60 New York, New York Annual fund gifts in 2014–2015: Chicago, Illinois Boston, Massachusetts over $4.39 million Stephen D. Lebovitz Randall Dunn ’83 Ted Wendell ’58 Weston, Massachusetts Chicago, Illinois Milton, Massachusetts Yunli Lou ’87 James M. Fitzgibbons ’52 Ronnell Wilson ’93 Shanghai, China Emeritus Jersey City, New Jersey Chestnut Hill, Massachusetts Stuart Mathews Kevin Yip ’83 Vice President John B. Fitzgibbons ’87 Hong Kong Waban, Massachusetts Treasurer Bronxville, New York Chris McKown Milton, Massachusetts Wendy Nicholson ’86 Vice President New York, New York

69 faculty

Darlene R. Anastas (1981) Alisa Braithwaite (2012) Performing Arts English B.A., M.A., University of B.A., Barnard College California at Santa Barbara M.A., Ph.D., Harvard University Elaine S. Apthorp ’75 (1999) English, History Paul Cannata (2003) A.B., Williams College Physical Education and M.A., Ph.D., University of Athletics California at Berkeley B.A., Hamilton College M.S., American International Corey Baker ’03 (2011) College Cox Library B.A., Swarthmore College Jamila Capitman (2014) M.L.S., University of Denver Multicultural Programming B.A., Temple University Elisabeth Cory Baker (2001) M.A., Boston Arts Academy English B.A., M.A., Middlebury Hugo A. Caraballo (2006) College Modern Language M.F.A., University of B.A., Colby College Massachusetts, Amherst M.A., Middlebury College

David B. Ball ’88 (1999) Séverine Carpenter (2009) Tracy Crews (2005) Michael Duseau (2004) Ann E. Foster (2003) Upper School Principal Modern Language Modern Language Science History A.B., Princeton University Technicien Supérieur en B.A., Eastern University B.S., University of B.A., Hobart and William A.M., Duke University Commerce International M.A., Middlebury College Massachusetts, Amherst Smith Colleges M.A., Middlebury College Erica C. Banderob (1978) Britney Carr (2011) Steve Darling (2002) Michael H. Edgar (2000) Mathematics Assistant Athletic Director Athletics/Health Education Science Douglas C. Fricke (1987) A.B., Oberlin College B.A., Bowdoin College B.S., Northeastern University B.S., Bates College English Ed.M., Harvard University Ed.M., Harvard University B.A., Colgate University Amanda S. Chapin (2013) Suzanne DeBuhr (2006) Ph.D., Pennsylvania State John T. Banderob (1974) History Spiritual Director Kelli Edwards (2001) University Mathematics B.F.A., University of B.A., Saint Olaf College Performing Arts B.S., Yale University Massachusetts, Amherst M. Div., Harvard University B.F.A., University of Christopher Shane Fuller M.A., Lesley University Missouri, Kansas City (2008) Emily Bargar (2013) Gregg Deehan (2015) M.F.A., Smith College Performing Arts Mathematics Bryan C. Cheney (1968) History B.S., Oral Roberts University B.A., University of Chicago Visual Arts B.S., Georgetown University Joshua Emmott (2004) M.F.A., Regent University M.S., Northeastern University A.B., Harvard University M. Div., Andover-Newton History John E. Bean (1993) Kendall Chun (2007) Theological School B.A., Wesleyan University Thomas A. Gagnon (1992) M.A., London University Science Science Outdoor Education Sarah W. Dey ’69 (1981) B.S., Brown University B.A., Middlebury College B.S., University of History Linnea Engstrom (2009) Ed.M., Harvard University M.A.L.S., Wesleyan Pennsylvania B.A., Yale University Science M.S., University of University M.Ed., University of New M.Ed., Lesley College B.S., Dickinson College Hampshire Massachusetts, Boston Matthew K. Bingham (1998) Salomón-Gerardo Diaz- Linda S. Eyster (1990) M.A.T., Bridgewater State Science P. Tarim Chung (2001) Valencia (2013) Science College B.A., Middlebury College English Modern Language B.S., University of Andrea Geyling (1992) M.Ed., Boston College B.S., Cornell University B.A., University of Cauca, Southwestern Louisiana M.A., Bread Loaf School of Community Service, History Todd B. Bland (2009) Colombia M.S., University of South English, Middlebury College B.A., Stanford University Head of School M.A., University of Francois Carolina M.Litt., Bread Loaf School of Ed.M., Harvard University B.A., Bowdoin College Rabelais of Tours, France Ph.D., Northeastern English, Middlebury College Ed.M., Harvard University Ph.D., University of Francois University Eve Goldenberg (2015) Katie Collins (2010) Rabelais of Tours, France English Matthew W. Blanton (2015) Melissa M. Soto Figueroa Academic Skills Center A.B., Barnard College History Donald M. Dregalla (1981) (2014) B.A., University of M.A., New York University B.A., Dartmouth College Music English Connecticut M.A., University of B.M., M.M., New England B.A., University of California Todd Goodman (2006) M.Ed., Simmons College Wisconsin, Madison Conservatory of Music at Los Angeles English Ph.D., University of Michigan Nicole Colson (2006) Ph.D., Ohio State University Ed.M., Harvard University B.A., Union College English M.S.Ed., Simmons College M.Ed., University of Jessica Bond (2002) Geordie Dunnington (1988) B.A., Williams College Pennsylvania English Physical Education and Lawrence J. Fitzpatrick (1980) Ed.M., Harvard University A.B., Harvard University Athletics Athletics/Health Education Charlene D. Grant (1979) M.A., Middlebury College James F. Connolly (1983) B.S., University of B.S., M.Ed., Norwich Physical Education and English Massachusetts, Boston University Athletics Jaclyn M. Bonenfant (1981) B.S., Northeastern University B.S., Indiana University Academic Dean Tasheana S. Dukuly (2015) Heather Flewelling (2002) M.Ed., Bridgewater State B.S., University of New English Teaching Fellow Director of Multiculturalism Mark GwinnLandry (2004) Hampshire Mark Connolly (2002) B.A., Bates College A.B., Harvard Radcliffe English M.M.E., Worcester Modern Language Colleges B.A., Bates College Polytechnic Institute B.A., College of M.S.W., University of M.A., University of New The Holy Cross California at Berkeley Hampshire M.A., Boston College Ph.D., Tufts University

70 Christopher A. Hales (1999) Patrice M. Jean-Baptiste ’88 Mathematics (1999) B.A., Emory University Performing Arts B.A., Boston University Nicole Hall (2012) M.A., Trinity Rep Athletics Conservatory/Rhode Island B.S., Westfield State College University M.S., University of Peter Kahn (2002) Massachusetts, Amherst Mathematics B.S., Johns Hopkins Katherine B. Hamblet (2014) English Susan K. Karp (2013) B.A., Yale University Mathematics M. Phil., University College, B.A., Haverford College/Bryn Oxford University Mawr College M.P.A., Brown University William P. Hamel (2001) M.A., Columbia University Modern Language B.A., M.A., SUNY Albany Michael Kassatly (2006) Mathematics André Heard ’93 (2000) B.A., Cornell University Associate Dean of Students M.S., University of New B.A., University of Virginia Hampshire Michael S.L. Lou (1995) Bradley Moriarty (2004) Matthew Petherick (2011) Mark R. Heath (2014) M.A., University of History Science Athletics History Teaching Fellow California-Los Angeles B.A., Brown University B.A., Georgetown University B.A., Brandeis University M.A., Harvard University M.Ed., Boston University A.B., Harvard University Malinda Polk (2011) Anne L. Kaufman ’79 (2002) B.S., Northeastern University Kevin M. Macdonald (1996) English Teresa J. HerrNeckar (1996) Mathematics M.S., Massachusetts Institute Athletics B.A., Connecticut College Mathematics A.B., Smith College of Technology B.A., Alfred University M.A., University of Montana B.A., College of the Holy M.A., University of M.A., Wesleyan University Ph.D., University of Maryland Cross Lisa Morin (2010) Massachusetts, Boston M.Ed., Cambridge College Director of Counseling M.F.A., University of Iowa Elizabeth Hetzler (2008) Katherine Mary Kelleher (2015) B.A., Saint Anselm College Susan Marianelli (2004) Lawrence Pollans (1985) Academic Skills Center Modern Language M.S.W., Southern Performing Arts History/Visual Arts A.B., Smith College B.A., Syracuse University Connecticut State University Ed.M., Harvard University B.A., University of Evansville B.A., Franklin & Marshall James C. Kernohan (1988) Cedric Morlot (2010) College Rebecca McCormick (2010) Mark S. Hilgendorf (1982) Science Modern Language B.F.A., Boston University Mathematics History B.S., Denison University B.A., University of Nancy II, M.F.A., Tyler School of Art B.S., Lafayette College B.A., University of Wisconsin Ed.M., Harvard University France M.A.T., Northeastern M.Ed., University of New Harold I. Pratt Jr. (1990) Amy Kirkcaldy (2012) University Hampshire Kevin Moy ’05 (2012) Mathematics College Counseling Ph.D., Duke University M.S., University of New Science B.A., Connecticut College A.B., Harvard University Hampshire B.A., Oberlin College M.Ed., Lesley University Jennifer E. Hughes (2014) M.Ed., Fitchburg State Visual Arts College Robert McGuirk (2010) Eleza Moyer (2004) Hannah Pulit ’07 (2014) B.A., Wellesley College History Performing Arts English Rachel Klein-Ash (1996) M.A./M.F.A., University of M.A., Fitchburg State College B.A., M.A., New York B.A., Colby College College Counseling Iowa University B.A., Colby College Jose Benitez Melendez (2014) M.A., University of New Laurence Huughe (2004) M.S.Ed., University of Modern Language Louise E. Mundinger (1986) Mexico Pennsylvania B.A., University of Music Modern Language Melissa E. Ragonese (2015) B.A., M.A., University of Puerto Rico B.M., Valparaiso Isabelle Lantieri (2001) Math Teaching Fellow Paris IV—Sorbonne M.A., Middlebury College M.M., New England Modern Language B.A., Columbia University Ph.D., Brown University Conservatory of Music B.S., Université de Paris Paul E. Menneg Jr. (1980) Paul Rebuck (2004) Eric Idsvoog (2014) Visual Arts Tasha Otenti (2012) James L. LaRochelle (1996) Dean of Enrollment English B.F.A., Ohio Wesleyan Classics Science B.A., Amherst College B.A., University of Wisconsin M.F.A., University of Kansas B.A., Wellesley College B.S., University of Maine M.S., University of Jeanne Smith Jacobs (1996) Francis D. Millet (1942) Patrick M. Owens (2014) Massachusetts Cameron Larocque (2015) Mathematics Admission/Classics Mathematics Teaching Fellow Athletics Lamar Reddicks (2008) A.B., Harvard University A.B., Harvard University B.A., Georgetown University B.S., Merrimack College Director of Athletics M.A.Ed., Washington Joel D. Moore (2014) Peter G. Parisi (1995) B.S., Bentley College University–St. Louis Elizabeth Lillis (2006) Science Performing Arts Gregg W. Reilly (2001) Ed.M., Harvard University Science B.S., Oklahoma State B.A., Bridgewater State B.S., Georgetown University Mathematics Martha Hinds Jacobsen (1985) University College M.Ed., University of B.S., University of Mathematics Ph.D., University of Kansas M.F.A., University of Texas Maryland-College Park Massachusetts B.A., Smith College Laura Pearle (2015) M.S., University of New M.A., New York University Jaye G. Locke (2015) Director of Cox Library Hampshire History B.A., Hamilton College B.A., Williams College M.L.S., Long Island University

71 directions

Kelly Reiser (2010) Heather Sugrue (2001) From Boston or From the Massachusetts Turnpike: Director of Student Activities Mathematics Logan Airport: Take i-95 south (Route 128 B.S., University of Connecticut B.S., Massachusetts Institute of Take i-93 south (Fitzgerald south). When i-95 veers off to Technology Sarah Richards (2012) M.Ed., Boston College “Southeast” Expressway) to Exit Providence, stay on 128 south Science 10, Squantum Street, Milton. (i-93 north toward Braintree) to B.A., Bates College Virginia M. Swain (2014) Ph.D., Yale University Visual Arts Turn right at yellow blinker. Go Exit 5B. Then follow directions 2 B.F.A., Boston University ⁄10 mile to Y intersection, then on left. José Ruiz (2012) M.A., Boston University bear left onto Centre Street (fol- Dean of Students From New York City via low hospital sign). Milton aca- B.A., Middlebury College Lydia Thorp (2010) Providence: Modern Language demic buildings begin just after Caroline Sabin ’86 (2007) Take i-95 north to i-93 north B.A., Skidmore College the second traffic light. Turn left English toward Braintree (Route 128 into the parking for the Office of A.B., Harvard University Ian Torney ’82 (2012) south) to Exit 5B. Then follow Visual Arts Admission. Follow campus signs Thomas W. Sando (1988) B.A., Bowdoin College directions on left. Science to the Office of Admission. M.A., Rhode Island School of Design B.S., Duke University From Boston by M.F.A., Lesley University From the South Shore: M.S., University of North Carolina public transportation: Follow Route 3 north to i-93 at Chapel Hill Robert S. Tyler (1988) Take MBTA Red Line (Harvard- Science south (Route 128 north toward Jesse Sawyer (2014) Ashmont) train southbound A.B., Harvard University Route 95) to Exit 5B. Travel north Classics for Ashmont—not Quincy or M.S., Northeastern University on Randolph Avenue (Route 28 B.A., University of Massachusetts Braintree. At Ashmont, change M.A., University of Georgia Sarah Wehle (1977) north) to the third traffic light. Classics for trolley marked Mattapan. Get Elihu Selter (2008) (Do not turn left at the second A.B., Radcliffe College off at stop marked Milton. Tele­ Counseling Services traffic light where Route 28 Ed.M., Harvard University phone for a taxi or walk one mile B.A., University of Rochester diverges). At the third traffic south on Randolph Avenue. Ph.D., Massachusetts School of Edward J. Whalen Jr. (1995) light, turn left again into lim- Professional Psychology Music B.M., University of Rhode Island ited parking for the Office of Julie Seplaki (2011) M.M., New England Conservatory Admission. Follow campus signs Science of Music to the Office of Admission. B.S., Rutgers University M.P.H., University of California, James W. Williams, Jr. (2014) Los Angeles Mathematics B.S., Tufts University Deborah E. Simon (1980) M.S., University of Massachusetts Performing Arts B.A., M.A., University of Vivian S. Wu Wong (1992) the Pacific History B.A., Stanford University Indu Singh (2013) From Boston M.Ed., University of Massachusetts Dean of Teaching and Learning MBTA and Points B.S., University of Georgia Michael Wood (2015) North

M.A., Middlebury College Math and Economics e A u dam B.A, St. John’s College s Exit 10 ven Robert M. Sinicrope (1973) A M.A., Tufts University 3 Squantum Street Music ton Street Ph.D., University of Chicago an Milton C enue B.S., Worcester Polytechnic Institute venue Av M.Ed., Boston University Yulan Xia (2013) Road ntral A Brook Modern Language Ce Sherrod E. Skinner ’72 (1999) B.A., Fudan University, China Director of College Counseling M.A., Fudan University, China Centre Street A.B., Ed.M., Harvard University 1 M.Ed., University of Maryland Terri Solomon (2005) Shimin Zhou (1998) College Counseling 3 Modern Language 2 4 B.A., Wellesley College 3 milton academy B.A., Beijing Normal University, ve. M.S.Ed., University of Pennsylvania China nton A Ca Legend 3 Randolph Margaret J. Stark (1986) Heather Zimmer (2012) Milton Campus Visual Arts Science 1 Upper School Admission Office A.B., Hamilton-Kirkland 2 Town Hall B.S., Massachusetts Institute of M.F.A., University of Kansas 3 Church Technology 4 Public Library Laurel Starks (1986) M.Ed., University of Massachusetts, N History Amherst B.A., Wellesley College Exit 5B From Quincy M.A.T., Memphis State University and Points South From Ryan Stone (2013) Mass Pike Physical Education and Athletics and 1-95 B.A., Lawrence University

72 milton academy 170 Centre Street Milton, Massachusetts 02186 617-898-1798 | [email protected] | www.milton.edu | #daretobemilton