Milton Admission Catalogue 08-09 - Milton Academy

message from the head of schoolThe images in this view book—students and teachersthinking, laughing, listening, and watching—reflect thevitality of the Milton community. As you learn more aboutus, I think you will agree that Milton is a rare and remarkableschool, one that offers a challenging academic experiencein a supportive environment. Through seminar-stylediscussions and problem solving, teachers guide studentsto develop critical thinking skills and a sense of the worldbeyond our campus.At Milton, you will develop close relationships with teachers,coaches, house heads and staff, advisors, and friends.These people will inspire you, involve you, and help you todiscover who you are and what you aspire to be. You willcome to know what you have in common with others andto value the diversity in personalities, talents, races, andethnicities that makes Milton thrive.This combination of rigorous academics and a human, caringcommunity generates unusual personal growth. Miltonstudents graduate with competence as thinkers, confidencein their potential, and character as human beings, and theyexperience success at the most selective colleges and universitiesin the country. With “Dare to be True” as theirwatchword, Milton graduates bring their spirit, skills, andcommitment to all kinds of professions, but more importantly,to their lives.I hope you will visit our campus and feel the vitality of thiscommunity, the mutual respect, warmth, and commitmentbetween students and faculty. You will begin to see why studentslove their School, a place that gives life to our values.Find out if Milton could be your School.Rick HardyInterim Head of School

our missionMilton Academy cultivates in its students apassion for learning and a respect for others.Embracing diversity and the pursuit of excellence,we create a community in which individualsdevelop competence, confidence and character.Our active learning environment, in and out of theclassroom, develops creative and critical thinkers,unafraid to express their ideas, prepared to seekmeaningful lifetime success, and to live by ourmotto, “Dare to be true.”2

our mission:a passion for learningStudents and faculty at Milton openly enjoy ideas. Wecherish curiosity and honor scholarship. Inspired byteachers and classmates, Milton students develop newareas of interest and maximize their strengths.It’s not that everything at Milton is really new, it’s just thatit’s done in a different way. I love how everything we learn isdiscussion-based. It’s very different from home where we hada textbook, we had to memorize stuff, it was a big, lecturestyleclass. [School] wasn’t half as exciting as it is here, andyou don’t really understand that until you experience it.Here you’re allowed to ask questions, and they make youwant to ask more questions, and at the end of the day, youleave with the answers.—Kayrus Unwala, Mumbai, IndiaForbes House, Class IISitting at the lunch table we bring up all kinds of issues totalk about. We discuss pretty large topics on a very maturelevel. It’s funny, because lunchtime is our time, our downtime,and we still discuss intellectual topics, our beliefs—I don’t think you could do that anywhere else, especially atmy age.—Uchenna Ngwudo, Baldwin, New YorkHathaway House, Class IIAt my old school you didn’t have to be attentive all the time,but here I know I have to be prepared because I’ll be “teaching”half of the class. Here you’re teaching your peers andlearning from them at the same time—you’re all asking thequestions and answering the questions. Everyone is sitting upstraight, and you walk out of class saying to each other,“Wow! That was such a great Latin class!”—Hannah Smith, Millboro, VirginiaMillet House, Class IVfacts• Beyond core courses andelectives, students find facultysponsors and design independentcourses.• Dr. Linda Eyster, a sciencedepartment faculty member,was named “Science Educatorof the Year for NorfolkCounty” by the MassachusettsAssociation of ScienceTeachers (MAST).• The Milton Academy PublicIssues Board launched TheIssue, a weekly news digestwith unbiased, bullet-pointsummaries of current events.The online publication providesa simple way for theMilton community to staycurrent and promotesinformed discussion anddebate about local, nationaland world events.4

our mission:a respect for other sMilton is a safe and generous place for young people to liveand learn. The idea that each individual brings a uniqueand valuable dimension to our shared experience drives therelationships in our community.I’m surrounded by all these talented people here—like DylanTedaldi who just won the Prix de Lausanne [internationaldance competition]—and I think that’s what pushes me towork harder. We all push each other, but in a good way, andwithout saying a word. I see all the phenomenal teachers,artists, dancers, athletes, thinkers around me, and it makesme strive to do well, too. If you’re placed in an area filledwith success, you’re bound to make yourself successful as well.—Cam Nevin, Moretown, VermontForbes House, Class IIIFreshman year I came from a school that was predominantlyMexican, and Milton is actually much more diverse than myold school. Coming from so far away, however, I was lookingfor something that I could relate to that felt a little more likehome, so I joined the Latino Association. As a group we dothings that celebrate the Latino culture—we cook food, watchmovies, have discussions about relevant topics. We invited aLatino drummer here once who was actually from my neighborhoodin Chicago.—Tonantzin Carmona, Chicago, IllinoisHallowell House, Class IMilton is like a person; it grows and learns and reflects thepersonalities, abilities and interests of people. Milton is aprep school, but not a pretentious school. It’s friendly, downto earth and realistic.—Olivia Woollam, New Orleans, LouisianaRobbins House, Class Ifacts• A committee of faculty andstudents met to determineguidelines for respectful andappropriate ways to debateonline. Online conferencecharters reinforce that theforums for discussion are formembers of the Milton communitywho want to voicetheir thoughts, beliefs andopinions while being opento—and respecting—those ofothers.• Students’ favorite weekendactivities are watching eachother in performance—athletics,drama, dance, poetryreading,and playing rock,jazz or classical music.• Disciplinary Committees,which assign accountabilityfor students who have violatedSchool rules, are composedof four students andfour faculty members.5

our mission:embr acing diver sityTo us, growing and learning among individuals who sharewidely divergent life stories, and appreciating their respectivecultures, is an invaluable aspect of a true education.My main reason for coming to Milton—aside from it beingclose to Boston—was the fact that it seemed so much morediverse than the other schools I looked at. I come from a verydiverse background myself, so I look for that and I need that.I think that’s one of Milton’s biggest strengths. And it’s notonly the student body or the faculty that make it diverse, butthe whole atmosphere of the School. Even in the architectureof the buildings on campus you can see it.—Massimo Soriano, New York, New YorkNorris House, Class IThe diversity at Milton is such a valuable part of this place.There are all different types of people, and I don’t just meanin terms of race or religion. People have different hobbies,different talents, they like different sports and are in differentclubs. For instance, in morning assemblies, the studentannouncements could go on forever—“Try out for thelacrosse team! Come see the play! Write for the paper!”—Henry Russell, Norwell, MassachusettsClass IVThe girls in my dorm foster me. They truly have become myother sisters. And there are all different girls—from Classes Ithrough IV, Christians and Muslims, from Maine andSaudi Arabia. I have the whole world in my one house.—Chelsea Mehra, McLean, VirginiaHathaway House, Class IVfacts• New student orientationincludes visits to Boston’smany ethnic neighborhoodsto experience their histories,foods and cultures.• All students are welcome tojoin any of Milton’s 12 identityand culture clubs.• On campus recently, in discussionwith students aboutrace, identity and culture,were Ha Jin, award-winningnovelist; Jan Willis, WesleyanUniversity professor ofTibetan Buddhism; Wu Man,Chinese Pipa virtuoso;Martin Espada, poet and professorof Latino poetry; andOscar Kashala, presidentialcandidate for the DemocraticRepublic of the Congo.6

our mission:and the pur suit of excellencefacts• Brian Kong, Class IV, wasselected as a finalist in theU.S. Physics Team contestleading to the selection of thefive Team members to representthe United States at the39th International PhysicsOlympiad in Hanoi,Vietnam. Brian scored exceptionallywell on the series ofexams administered to thousandsof students across thecountry by the AmericanInstitute of Physics (AIP) andthe American Association ofPhysics Teachers (AAPT).• Last fall, Dylan Tedaldi, ClassII, was one of the top-threeprize winners in the 36thAnnual Prix de Lausannecompetition in Lausanne,Switzerland. The Prix deLausanne is an internationaldance competition reservedfor young student dancersaiming to pursue a professionalcareer in dancing.Chosen among just 71dancers—20 of them boys—to participate, Dylan competedin both classical andcontemporary styles againststudent dancers from all overthe world.• Kyle Roy, Class II, competedlast season in the NewEngland Prep SchoolWrestling Tournament as thesixth-seeded wrestler in the160-pound weight class. Kyletook home the first place trophyin the tournament alongwith the title, New EnglandPrep Wrestling Champion.Milton’s energy comes from striving to meet our ownexpectations. Seeking to meet the highest standards—inperformance, athletic competition, artistic expression, leadershipactivity, intellectual exploration, and in understandingour world—is a cultural reality at Milton and a lifelonglegacy for our students.I just finished my DYO [Do Your Own] project in Physics,and I enjoyed it because my partner and I tested whether ornot the Doppler effect is true, whether velocity does affect frequencyof sound. Since I was nine years old I’ve had a passionfor science. This project gave me a new perspective onhow to work in the lab—the conduct, the research. We reallyhad to create the process from the beginning—forming ourhypothesis, working with control variables. I’m planning towork at NIH [National Institutes of Health, Bethesda,Maryland] in the lab this summer.—Chelsea Mehra, McLean, VirginiaHathaway House, Class IVMy favorite course right now is Photography with Mr.Cheney. I’ve learned so much from him. One of the reallycool things we just did was build our own working camerasout of things like magnifying glasses and foam board. Webuilt the whole thing—lens, shutter, viewing screen, film system.And they worked! All the cameras that we made wereon display in the library for a while. We’ve learned how touse a traditional darkroom in that class too, and now we’restarting to learn more about digital images and working withthose—like in Photoshop.—Miranda Wheeler, Washington, DCHallowell House, Class II came from a public school where no one really cared thatmuch about the work. It was all just for a grade. But here,it’s so nice being around all these people who work hard andare planning for their future. Everyone at Milton, the studentsand teachers, they honestly care—not about the gradeas much, but about the learning. They appreciate learningand they know how the work is benefitting them. Everythinghere is more advanced, more challenging, and the expectationsare so much higher. At Milton you can say, “Oh, let’sgo study together” because being smart and doing your workhere doesn’t make you a “geek.” Everyone is smart here, andeveryone works.—Tonantzin Carmona, Chicago, IllinoisHallowell House, Class I7

our mission:a community in which individuals developcompetence, confidence and char acterMilton students participate in numerous experiences andrelationships that ultimately affirm their aptitudes, valuesand abilities. Milton alumnae put their well-developedskills to work in the most competitive colleges in the countryand pursue the broadest possible array of advancedstudies and professional careers.One of my favorite classes was Advanced Oral Interpretationwith Mr. Parisi and Mr. Ball. For our project we interviewedMilton grads who were involved in WWII, and it was so eyeopening. We conducted amazing interviews—one was with apilot who was put in a prisoner camp when his plane wasshot down. I also interviewed my grandmother who is ofJapanese descent and was living in California and wasinterned, which was a story that my mom hadn’t even fullyheard. The project is challenging—we had to cut 500 pagesof transcript down to a 100-page script that we performedwith our interviewees in the audience, using their own words.It’s the perfect class for me, because it combines history withperforming.—Zach Pierce, Denver, ColoradoNorris House, Class IThe most valuable thing about Milton is the courage of thestudents. Nobody is afraid to say what they think. They havecourage in the classroom, and on the athletic fields. I thinkthat goes hand-in-hand with the pride that people have forour school as well.—Henry Russell, Norwell, MassachusettsClass IVI’ve learned at Milton that you shouldn’t be afraid of takingon something. Chances are, you will be able to do it. What’skey is knowing what you have done, and building on that.And you have to trust yourself to handle what’s comingat you.—Zach Moore, Newton, MassachusettsClass Ifacts• One third of all Milton studentsare community servicevolunteers, working in 28settings—in Boston, inMilton and on campus.• The Outdoor Program, firstled by the legendary mountaineerH. Adams Carter ’32,boasts an indoor climbingwall. Outdoor gear includes afleet of kayaks, mountaineeringboots, rock-climbingshoes, tents, four-seasonsleeping bags and outdoorcooking equipment. The programteaches students howto hike, climb and kayak,stressing safety training andpreparedness.• Ten dramatic productionsgraced Milton stages thisyear. Among them wereDiary of Anne Frank, NoMother to Guide Her, Hecubaby Euripides, and the annualdance concert.8

our mission:active learning environment,in and out of the classroomAcutely aware that every encounter affects a young person’sdevelopment, faculty consciously surround students withopportunities for intellectual and personal growth, not onlyduring class and during their extensive extracurricular livesbut also within their social lives.I love being close to Boston. Location and atmosphere gohand-in-hand. A city where you can experience new thingscomplements a school environment where you can experiencenew things. A few weeks ago I went to the New Rep Theatretwo towns over and saw a show there. Then some friends andI were in Boston and it started to rain, so we ducked into theaquarium and ended up having a great time there. I alsolike that New England has four distinct seasons; that’s fourseasons worth of activities that I get to do.—Cam Nevin, Moretown, VermontForbes House, Class IIII decided to run for SGA [Self-Governing Association] classrepresentative sophomore year after I was voted one of theBest of Class IV Talks. After getting up there and talking infront of my class, I became more comfortable speaking.People suggested I run for SGA, so I did! I really like doingthings for my class, but it can take up a lot of time. One ofthe things we planned was Sports Night. We had three courtsin the ACC where everyone in the class—boys and girls—were playing basketball, soccer, dodge ball. We had the icerink open for us, and we got a ton of food. It was a really funthing to do to have all the class get together and relax beforeexams.—Tonantzin Carmona, Chicago, IllinoisHallowell House, Class II’ve been sailing for as long as I can remember. We practiceevery day in the spring in Marina Bay and then we usuallyrace on Wednesday and Saturday. It’s a huge time commitment,but I really enjoy it. I love the feeling of sitting in an8th period class and thinking, “In one hour I’ll be out on thewater.” The team is coed, and we spend a lot of our timetogether. We’re together a lot on weekends, because that’swhen we’re usually traveling, and we’ve become a reallytightly-knit group.—Massimo Soriano, New York, New YorkNorris House, Class Ifacts• From Boston, Cambridge,New York, Los Angeles andinternational locations, over40 guest poets, writers, historians,researchers and performersvisited with Miltonstudents this year.• Twenty-five students participatedin last year’s communityservice trip to Belize, SouthAmerica. Assisted by the nonprofitgroup Peacework, studentsrefurbished the SaintBarnabus School, just outsideof San Ignacio in the country’smountainous interior.Working eight-hour days,they painted and tiled a classroombuilding and tutoredelementary school students inlanguage and mathematics.• Milton Academy’s JazzCombos have performed onNPR’s nationally broadcastquiz show “Says You” andat the inaugural ball ofMassachusetts GovernorDeval Patrick. The jazz combos’accomplished playersfrequently take to the stageat the Ryles Jazz Club inCambridge, Massachusetts.They have also toured SouthAfrica and performed withT.S. Monk and for Jim Hall,Dave Holland, ArchbishopDesmond Tutu and DannyGlover.9

our mission:develops creative and cr itical thinker sThe mutual respect among faculty and students at Miltoninspires—even demands—the free flow of ideas andanalysis that both groups find intellectually stimulating.Identifying your own ideas, expressing them effectively,and learning how to disagree, are core skills shaped atMilton.Mr. Chung is the best English teacher I’ve ever had. Hissense of humor crosses over to what high school studentsactually think is funny, and to sit around the Harkness tablewith him, it feels like we’re all peers. The conversation justflows—you don’t need to raise your hand, there are no sideconversations going on. Mr. Chung knows practically everyword in the English language, so we play “Stump theChump” with him where we try to find big vocabulary wordsthat he might not know. We try to come up with old Englishwords that mean “rock” or “hill” but have no Latin root.—Rachel Black, Needham, MassachusettsClass IVIn my Film class with Mr. Peck we created videos from all differentperspectives; we learned how to put our own personalspin on similar material. One day he came in with all thisfootage of feet and told us to make a video out of it. People createdlove stories, commercials for Adidas, music videos thatsynced up with different kinds of music. It was cool to have thefreedom to do whatever and to see what people came up with.—Brian Mason, Bronx, New YorkWolcott House, Class III took U.S. in the Modern World with Mr. Lou and it was oneof the most interesting classes I’ve ever taken. We learned thathistory is about so much more than what has happened andwhen—it’s really about connections, connecting everything.You learn that similar things are happening everywhere, andhave happened before, and are still happening—in differenthemispheres, in different empires. And Mr. Lou is crazy andwonderful. He’s so very smart and so thoughtful. That’s beenone of my favorite classes, hands-down.—Sarah Diamond, Coral Gables, FloridaRobbins House, Class IIfacts• The annual Persky Awardsrecognize the best studentreporting, editorial writing,editorial cartoons, and creativewriting.• Milton Academy’s remotelyoperated underwater vehicleteam (M.A.R.O.V.) earnedthird place in the fifth annualNew England Regional R.O.V.Competition, facing highschool teams from New York,New Jersey and around NewEngland.• Last year, Jehane Noujaim’92 returned to campus asthe 2008 graduation speaker.Jehane, director of theacclaimed film documentariesControl Room andStartup.com, is not only aprovocative, successful,young documentary producerand filmmaker; she is aninternational activist whobelieves passionately in thepower of film to help movepeople toward global acceptanceof diversity.10

our mission:prepared to live by our motto, “dare to be true.”Now in its third century, Milton has always developedstrong, independent, confident thinkers. Students graduatewith a clear sense of who they are, what their world isabout and how to contribute. “Dare to be true” is not only acore value; it describes Milton culture, and the exhortationechoes in graduates’ lives forever.In my Performing class we read Twilight by Anna DeavereSmith, which is about the Rodney King riots in Los Angeles.It’s essentially a book of interviews conducted with peoplewho experienced these riots and how it affected them. In classwe each have a certain monologue from the book that we’reperforming for the class. It’s more than just reading outloud—you have to use a lot of inflection and make it interesting.It’s almost as if you’re reading to a younger sibling orcousin. What I like about this unit is that it’s real, raw materialabout something that has happened in our lifetime.—Kyle Kankonde, Greenbelt, MarylandRobbins House, Class II didn’t realize how much my leadership role would entail.I’ve learned how much I can handle and when to go to facultyfor help; I’m learning how to delegate; and I’m learninghow to support students in fairly complex ways. In the past,I’ve always had support making decisions, but now I have tomake decisions based on what I think is right.—Lizzie Bernstein, New York, New YorkHathaway House, Class II’m on the R.O.V. (Remotely Operated Vehicle) team, and Iam planning on majoring in engineering in college. I wantto create or research something that no one has ever donebefore; I want to make something innovative, structurally,that combines the aesthetic and functionality in a way thathasn’t been done.—HoChan Lee, Seoul, South KoreaGoodwin House, Class Ifacts• Students earning BisbeePrizes for outstandingresearch in U.S. Historyasked questions about theJewish impact on the CivilRight’s Movement; laissezfairebacklash through passengerrail reform; the FarmSecurity Administration’s useof documented imagery; andthe role of the CatholicChurch in transforming theSpanish Civil War.• Renowned playwright DavidLindsay-Abaire ’88 wasawarded the 2007 PulitzerPrize in Drama and wasnominated for a Tony Awardfor his Broadway hit, RabbitHole, starring Tyne Daly andCynthia Nixon.• Elizabeth Grossman, alsofrom the class of 1988,directs the Subcommittee onResearch, for the Committeeon Science of the U.S. Houseof Representatives.11

oston makes a differenceJust eight miles from campus, Boston’s resources profoundly affect how we at Milton can thinkabout educating young people. The many options within minutes of our traditional, sceniccampus mean that Boston’s educational and cultural assets have become part of the Miltonexperience. Not only do we connect with many universities and artistic institutions, but also withthe writers, historians, scientists, 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 inrealistic contexts. The Boston-Milton proximity enriches what we can offer students every day.12

urb an-infused academicsboston to miltonFaculty at Milton link learningwith the distinguished scholars,artists and professionals who liveand work in Boston, Cambridgeand beyond. Each year, about 40distinguished guests come tocampus. Their experience, accomplishmentsand willingness toengage with our students not onlyenliven the subject matter, butalso elevate the importance of academicwork, and model long-termcommitment to excellence.Stage and film actor Anthony Rappreads from his new book.A sampling of recent visitorsto Milton:• Sir Derek JacobiBritish actor• Taylor BranchPrize-winning civil rights andMartin Luther King historian• Paul MuldoonPulitzer-Prize winning poet• Rubén AlvarezLatin percussionist andcomposer• Edwidge DanticatAward-winning short story authorand novelist• Marie WilsonFounder and president of theWhite House Project• Dr. James J. McCarthyProfessor of biology and earth scienceat Harvard; former director ofHarvard University’s Museum ofComparative Zoology• David MarcusPulitzer-Prize winning author andformer foreign correspondent andeducation reporter for U.S. News& World Report• Martin EspadaAward-winning poet and professorof Latino poetry• Dr. Oscar KashalaPresidential candidate for theDemocratic Republic of the Congo• Stephen NealPlayer for the New EnglandPatriots• Kyaw Kyaw NaingBurmese percussionist and mastermusician• Anthony RappWell-known actor and performer inthe Broadway musical, RENT• Ha JinAward-winning novelist• Jan WillisAuthor and professor of TibetanBuddhism at Wesleyan University• Bill IrwinTony Award-winning actor, comedianand dancer• Dr. Henry Louis Gates, Jr.African-American history scholar,author, and W.E.B. DuboisProfessor at Harvard University• Lauren GreenfieldAward-winning documentaryphotographer and photojournalist• William HamiltonCartoonist for The New YorkerJan Willis of Wesleyan University, oneof Time Magazine’s six spiritual innovatorsfor the New Millenniummilton to bostonHaving access to Boston’s universities,institutions and otherresources is a particular advantageto our students. For example,students in AP American & ComparativeGovernment attend programsat Harvard’s KennedyInstitute on Politics, the KennedyLibrary, and the Ford Hall Forumat Fanueil Hall. Delegationsattend the Harvard Model Congress,the Harvard Model UN anda similar program at TuftsUniversity. Calculus students visitMIT laboratories, while AncientCivilizations classes exploreexhibits at the Museum of FineArts (MFA). The History of Artclass also visits the MFA as wellas Harvard’s Fogg Art Museumand the Isabella Stewart GardnerMuseum. Geology studentsextend their class work to theCharles River and the Blue HillsReservation. Members of theAstronomy class experience theplanetarium at the Museum ofScience. With Tufts, MIT, Harvard,Boston College, Northeastern,Wellesley and Boston Universityin Milton’s backyard, our studentshave many opportunities to participatein the academic and culturalenvironment of “America’s collegetown.”musicMilton offers unparalleled opportunitiesfor students who want topursue music seriously as part ofa broad high school education.Students take private lessons andparticipate in ensembles at thefollowing renowned institutions:• The New EnglandConservatory of Music• Youth Symphony Orchestra,Youth Philharmonic Orchestra,Massachusetts Youth WindEnsemble, Youth Chorale• Boston University• Greater Boston YouthSymphony Orchestras• Longy Music School• Massachusetts EducatorsDistrict and All-State MusicFestivalsMilton students participate in musicalcompetitions sponsored by:• Boston Symphony Orchestra• Harvard Musical Association• Quincy Symphony Orchestra• Boston Pops Orchestra• Wellesley Symphony Orchestra• Brockton Symphony OrchestraOn weekends, students takeadvantage of School tickets to theBoston Symphony Orchestra andthe Fleet Boston Celebrity Series.communityserviceEach year about one-third of allMilton students make commitmentsto do weekly communityservice at over 25 sites in Boston,including day-care centers,classrooms, ESL programs, foodbanks, animal shelters, elderservicecenters and schools fordisabled children.weekend funWith Milton students, the StudentActivities Office plans and supervisesgroup fun in Boston, takingadvantage of the range of activitiesthe city provides. Examplesinclude:• The Lion King or Wicked at theOpera House• Nutcracker at the Wang Theater• Shear Madness at the CharlesPlayhouse and dinner afterwardat the Hard Rock Café• Stomp at the Wilbur Theater• The Boat Dance on BostonHarbor Cruises• Boston Bowl and Good Timesfor arcade games and laser tag• Red Sox, Celtics and Bruinsgames• Class IV trip to Jillian’s for billiards,arcade games and darts• Movie buses to the LandmarkComplex—surprise free moviepasses• Vans to Copley Place and theSouth Shore Plaza for shopping13

houses have boston tr aditionsRight after freshmen settle in,Goodwin House seniors introducetheir new “younger brothers”to Harvard Square by takingthem there on the T (public transit)and for dinner at the BorderCafé. Similar traditions in otherhouses bring older students andnew students together to learnabout Boston and each other.Trips to Good Times for laser tag,to Boston Bowl, or to favoriterestaurants in Chinatown arecherished activities. Milton studentslove shopping, exploringmuseums, going to jazz concertsor sports contests. They learnabout the city with the help of facultyadvisors and older students.Their access to the city has beencarefully considered by facultyand rules in the student handbookguide their activity.teaching students to use bostonFenway ParkMilton Academy considersBoston to be a valuable resource.We understand the need to teachstudents about using the city andto provide a structure for opportunitiesthat are both safe andage-appropriate. Milton plansfaculty-supported activities thatinvolve Boston and also encouragesyounger students to explorewhat Boston has to offer in thepresence of older students whocan teach them.When house parents considerrequests for trips to Boston, theyare careful to check for the numberof students going together(two at a minimum; three ormore when possible), and for theages of the students in thegroup. They review the students’plans for safety before givingpermission. On the weekends,Classs IV (Grade 9) and Class III(Grade 10) students must returnto campus by 7:30 p.m. Upperclassmenmust return by checkintime.When a group with an appropriateratio of older to youngerstudents wants to attend a concertor go to dinner in Boston,the younger students may askpermission for a “late night”(11:00 p.m. on Friday orSaturday night). Permissionis based on the dorm faculty’sperception that the plans aresafe and well organized. “Latenights” are considered on a caseby-casebasis—up to four timeseach year.The opportunities to use Bostonare thoughtfully considered bythe faculty; the rules are ageappropriateand change as a studentmoves through the School.The shops on Boylston and Newbury streetsin one afternoon you can visit…The Swan Boats and the Boston Public GardenThe Prudential Center Historic Copley Square Harvard Square in Cambridge14

what to expectfrom academics in an independent schoolBeing smart and interested is easy, fun and normal;everyone around you is motivated, too.Your classrooms have about 14 students in them; everyoneis part of the action.Learning is discussion-based, not lecture-based;intense conversation in the classroom makes the classexciting. You make connections and discoveries younever imagined.Your teachers look for analysis, critical thinking, expressingideas; they help you achieve these skills. You’ll developyour own point of view, and you’ll learn to respectothers’ differing points of view.You have your own faculty advisor. One advisor counselsyou and a small group of other students throughoutyour Milton years; guides your course selection; keeps intouch with your academic and social progress; and actsas your resource and advocate.APs are not the only advanced coursework; you’ll be preparedto take AP tests, even if the course is not labeledAP. In fact, many upper level courses are more challengingand rewarding than AP curricula; take your talent,your interests and your passion as far as you can go.Teachers are ready and willing to help you outside ofclass; students visit faculty in the dorms and call facultyat home for help.Faculty get to know you well—who you are and whatyou care about; you’ll want to meet their high expectationsof you.Teachers give your writing, projects and teststhorough commentary and respectful responses.You feel proud of your work, and proud of your classmates’work.Your homework is not repetitive, or busy work;it is valuable.Your courses are not limited to the texts; readings anddiscussions go beyond the textbooks, and teachersrespond to what students are interested in.When you get excited about a subject (and you will),you can follow up with a wide range of electives—andlearn from teachers who inspire you.Your art teachers are artists, in and outside of school;your music teachers are musicians; your English teachersare writers, your drama teachers are performers, setdesigners, and directors, and so forth. All your teachersare scholars in their fields.Your teachers also love to teach.15

studentsAre you curious?Do ideas matter to you?Do you like a challenge?Would you give yourself the chance to try something new?Would you like feeling really proud of your friends?Do you care deeply about some things?Do you like thinking about lots of things at once?Do you like to laugh? Can you laugh at yourself?Is your answer “yes”? Then Milton may be the schoolfor you.In the years I have taught at Milton I have encounteredsome of the smartest and most motivated students I can everhope to know. It’s intriguing for me to work with studentsthis smart, this motivated. Add to that the fact that it’s partof Milton’s culture that these students are laid back abouttheir success. It’s endearing to me that they work so hard, doso well, and yet are very kind to one another; they’re very supportiveof each other. They are nice to teachers, and teachersare nice to them. Students here are kind, happy, vigorous,challenging, and humane—especially in the classroom.—Michael Lou, History DepartmentAround the table in the classrooms, in laboratories, onfields, in studios, and in your dormitory, you’ll find yourclassmates caring, opinionated, funny and talented inmany different ways. Faculty whose passion for their disciplinefeeds their love of teaching will draw you into thediscussion with the 12 or so other students in your class.There are so many ways to get involved at Milton, and somany encouraging people, that you’ll find a niche just rightfor you—a place to develop new skills, take on leadership,make special friends, and have fun.People at Milton have opinions. They have ideas. They wantto do something. They’re motivated—you have to be, if you’rehere. And everyone is different, which is really nice. I neverrealized how bored I was before I came here. When I wasconsidering Milton, I had the idea, ‘Well, I’ll try it, and if itdoesn’t work out I can always go home,’ but I often think,‘What if I hadn’t tried it?’ I can’t imagine.—Sarah Diamond, Coral Gables, FloridaRobbins House, Class IIThe students here are so unique. You get to know people fromso many different places and everyone has something cool tooffer. When you get to talking with other students who mightbe different from you, you dismiss any preconceived notions.At Milton you can embrace all your different aspects—youdon’t get stuck in one niche. Milton is good at cultivatingthat. You can go different ways to do lots of things that youwant. I love my science course, but I also write poetry andspend afternoons on the [athletic] fields.—Chelsea Mehra, McLean, VirginiaHathaway House, Class IV16

factsUpper School students: 680,grades 9–12Population of the town of Milton:26,000Foreign countries represented inthe Upper School over the last fouryears: 26Percent of students of color in2008–2009: 40%Percent of female students in2008–2009: 50%Students who attended semesterprograms in Vermont, Maine orNew York City in 2007–2008: 9Students who participated inexchange programs or programsabroad in 2007–2008: 3117

factsNumber of Milton Academy faculty(1798): 2Number of Milton Academy faculty(2008): 139Percent of faculty with post-graduatedegrees: 75%Percent of faculty with doctorates:8%Ratio of students to faculty: 5:118

facultyFor years and years after high school, Milton students stayconnected to faculty members who shifted the course oftheir lives—teachers who believed in them, supportedthem, developed their skills and fueled their growth. Thedeep commitment of a learned and experienced group ofteachers is Milton’s great treasure, today and throughoutMilton’s history. More than half the faculty have devotedover 10 years to Milton students, in classrooms, on playingfields and in dormitories. Scholars, writers, artists andresearchers in their own right, these are skilled people wholove teaching and the dynamics of learning.Faculty members at Milton are as diverse and individualisticas the students. They probe one another for newideas. They value each other’s openness, responsiveness,energy and talent. They are passionate about their subjectmatter and communicate that passion to students. Together,they care for individual students. They give totally ofthemselves.My colleagues are incredibly passionate and well-read; theycontinue to expand their knowledge; they are never locked inold views. They like to think about things, to be open to newviews. Even my older colleagues are surprisingly flexible.They have taken ownership of what they do: they can tell youexactly 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 newideas, to each other, to new perspectives.You have this two-way flow of respect, which has an essentialimpact on the flow of ideas—they’re more fluid, more rich,more rapid, more dynamic. It’s the exchange of ideas that’sthe premium, because for students to be able to truly understandconcepts they need to speak about them. More sophisticatedand varied interpretations of the ideas come out asthe exchange goes on. We’re not in the business of giving outdefinitions. We’re here to help students develop interpretations—understandings—ofideas.—Michael Lou, History DepartmentFaculty do everything possible to enable students to learn attheir own pace, and we really do not measure studentsagainst each other. We know them well. We support themindividually. 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 DepartmentI live in Forbes House where Mr. Hamel is one of our dormstaff. He’s one of God’s gifts to students as far as being ateacher. Everyone looks forward to when he’s on duty—he’slike the crazy uncle of our dorm. Although Spanish is prettydifficult for me—I’m not a linguist—I’m really looking forwardto having Mr. Hamel for Spanish II next year. I havefriends in his class, and my classroom now is right next tohis, so I know what a great class he teaches. I’m looking forwardto learning from him.—Matt Trammell, Brooklyn, New YorkForbes House, Class IIOne of my very favorite classes is Expo with David Smith.He may be older in age, but there is just something so youngabout him. He understands me as a writer and as a person.He’s helped me to become more focused in my writing, moreorganized. He’s helped me to draw it all in. I am most definitelya better writer because of him, but I’m a better persontoo. His kindness and honesty and compassion—he puts hiswhole, big heart into teaching.—Uchenna Ngwudo, Baldwin, New YorkHathaway House, Class II19

Teaching at Milton engages the heart and mind; learning is a passion as well as a joy.As faculty, we care deeply about our students and are aware how fortunate we are to haveclasses filled with curious, intelligent individuals who are capable of and willing to think deeplyand rigorously, who are eager to possess the tools of good scholarship. Our colleagues andstudents inspire us and keep pushing us to dig deeper and cast our nets more broadly as weexplore our disciplines. We continually reassess what and how we teach, seeking to find thebest ways to help students both master the subject and connect what they are learning to theworld they know.—Sarah Wehle, Interim Upper School Principal and Classics Department ChairfactsTypical class size: 14Typical number of courses takenper semester: 5Number of history/social scienceelectives: 15Number of Englishelectives: 20Number of hardboundvolumes in Cox Library: 46,000Class IV: Grade 9Class III: Grade 10Class II: Grade 11Class I: Grade 1220

academic lifethe life of the mind is the pulse of the schoolMilton’s environment is intellectually charged. Students and faculty are excited aboutlearning. The wide world of academic opportunity at Milton engages students in ademanding program of the highest quality. Students develop competence in the core subjectsand feed intellectual passion through electives and independent study courses.Learning at Milton is interactive.Dialogue, inquiry and reflectionamong faculty and students triggerextraordinary intellectualgrowth. As students progress, theylearn to express themselves inwriting and speech. They developanalytical skills and the confidenceto defend their opinions. Theylearn to be independent, to takeinitiative and to manage their owntime. We expect students to directtheir own schedules, participate inclass, have work prepared, and balancetheir academic, extracurricular,and social commitments.Boston is a resource.Because of our relationship withBoston and with major universities,discussions about internationalrelations, historicalperspectives, scientific research,film, environmental challenges,and the world of writing enlivenour classrooms. Visiting professors,writers, scientists, journalists,and artists are frequentlypart of campus life, not only forlectures, but also for forumsand classroom workshops withstudents. With Boston as ourresource and inspiration, culturalactivities, political exploration,scientific ventures and arts initiativesthrive at Milton.Thinking, imagining, growingOur teachers are skilled at theircraft, and they are also seriousscholars, artists and performers.They care deeply about each student’sprogress and about theliveliness of our learning environment.Milton is an active andchallenging academic community,where learners young and oldthink deeply, respectfully andimaginatively.At Milton you actually have to think. In some other schoolsthey tell you what to do and you just copy the steps. Here youhave to think for yourself. My old school wasn’t about havingan opinion and thinking deeply, it was more about facts andfigures. Here you learn, think, analyze, take it in, mull itover, formulate your own opinion.—Corina Ramirez, Dhahran, Saudi ArabiaHathaway House, Class III21

englishEnglish courses at Milton offer a continuous interplaybetween the traditional and the innovative, the ancient andthe modern, the basic skills and the imaginative encounter.All courses stress the development of writing skillsthrough a series of assignments that demand analysis andoriginality. Careful faculty advising helps students choose acourse of study best suited to their abilities and interests.As students progress from Class IV to Class I, the electivechoices increase. Milton Academy’s English programencourages spontaneity and creativity while emphasizingthe rewards of discipline.Before I came to Milton, I had heard of a lot of great writerswho had graduated from here. Being here I have developed apassion for writing, and Milton has introduced me to somany different types of writing and reading. I’m especiallydrawn to pieces that deal with the human condition. In thepast year I feel like I’ve learned to express myself—in writingand speaking—articulately and literarily.—Shan Lin, Bronx, New YorkForbes House, Class IVfull sentencesSomeone once wryly observed that Milton students talk “incomplete sentences,” and it’s true. The spoken word is prizedhere, but equally prized is the written word. One sees, in thespiral of the English curriculum, a method that encouragesgathering mastery of the written word. From the Class IV(Grade 9) Workshop program with its emphasis on thesisframingand interpretive sentences, to the Class III (Grade10) writing goals, in which students learn a variety of essayforms and further refinement of sentence style, to the independentpaths charted by students in Classes II and I(Grades 11 and 12), students are given opportunities to read,to think, and to respond in increasingly sophisticated ways.If talk is at the center of teaching at Milton, reading andwriting are its partners.—Rick Hardy, Interim Head of School, writing in theparents’ newslettera sampling of cour ses includesStudies in English and AmericanLiterature (two-year course)Literature and the Human ConditionReadings in American LiteratureMan and the Natural WorldFictionsHyphenated VisionsShakespeareModern Comparative LiteratureThree Writers in DepthModern European and AmericanDramaPhilosophy and LiteratureThe Craft of NonfictionHamletRhetoricCreative WritingAdvanced Creative Writing22

from the milton classroomModern Comparative Literature:Reading ListJohn Charles Smith, EnglishDepartmentSummer readingCharles Dickens, Great ExpectationsFyodor Dostoevsky, Crime andPunishmentCourse readingFranz Kafka, Selected StoriesJames Joyce, A Portrait of the Artist asa Young ManVirginia Woolf, To the LighthouseAlbert Camus, The StrangerGabriel García Márquez, One HundredYears of SolitudeToni Morrison, BelovedJ.M. Coetzee, Waiting for theBarbariansHenrik Ibsen, GhostsAugust Strindberg, The FatherAnton Chekhov, The Cherry OrchardLuigi Pirandello, Six CharactersBertolt Brecht, Mother CourageSamuel Beckett, Happy DaysEdward Albee, The Zoo StoryHarold Pinter, The HomecomingSam Shepard, Buried ChildDavid Mamet, American BuffaloDavid Mamet, House of Games (Film)David Mamet, Glengarry Glen RossAnna Deveare Smith, Fires in theMirrorTony Kushner, Angels in AmericaSuzan Lori Parks, The Red Letter PlaysCaryl Churchill, A NumberSelections fromEric Hobsbawm, The Age of EmpireWilliam Barrett, Irrational ManJoan Didion, The White AlbumFranz Kafka, The Complete StoriesExamples of Class IV TalksAll Class IV students give a preparedspeech to the entire class as part of theClass IV English course. Studentschoose their own topics.• The Complexities of Abortion• The Ethics and Realities of AnimalTesting• Spiritual Inspiration Found inChristian Summer Camp• Pros and Cons of Being Short• The Healing Power of Laughter• Reality TV: Its Hypnotic Power andIts Illusions• Disney Films and Their RacismRecent National Prizes andPublications• Eleven Milton students receivedGold Key recognition in theScholastic Art & Writing Awards of2007 from the Alliance for YoungArtists and Writers.• Chaeyeong Yoo ’07 placed secondfor poetry in the Bennington CollegeYoung Writer’s Competition for herpoems 38th Parallel, Routine, and ToPublicly Speak of Grief. Chaeyeong’swork was chosen out of over 2,500entries.• Corina Chase, Class I, was aNational Gold Award winner in the2008 Scholastic Art & WritingAwards from the Alliance for YoungArtists and Writers. After receivingtwo Gold Key awards at the regionallevel, Corina won a Gold Award inthe National Scholastic Art andWriting contest for her short storyentitled “Tango.” Corina’s awardplaces her in the top 1% of all submissions,with 10,000 works submittedto the national contest from100,000 pieces submitted overall.• Walnut Hill’s Elizabeth Bishop Prizefor Best Verse Poem in 2007 went toMike Bartley, Class II, for his poemOld Apple Trees, First Snow. Theprize-winning poem was publishedin The Blue Pencil, Walnut Hill’s literarymagazine. For this honor,Mike also received a full-tuitionscholarship to the school’s summerwriting program where he joinedyoung writers and professionalfaculty from around the world inEdinburgh, Scotland.• Eleven Milton students wrote fictionor poetry that was chosen to appearlast year in The Apprentice Writer, aSusquehanna University publicationfeaturing student writing and artwork.• Sarah Loucks, Class II, was namedthe winner of the first annual SmithCollege Poetry Prize for high schoolgirls. Sarah’s poem In Memoriamwas chosen by poet Naomi ShihabNye from a large pool of statewideentries. The recognition carried withit a monetary prize, a live performanceat Ms. Nye’s spring poetry reading,and a meeting with the college’spresident.• Corina Chase, Class I, and ChloeCole, Class II, were named recipientsof the 2008 Howard NemerovCreative Writing Award given by thewriting program at WashingtonUniversity. Students from across thecountry submitted their poems,short stories and novel chapters tobe judged by a panel of faculty at theUniversity—including fiction writersKathryn Davis and Kellie Wells,and poets Mary Jo Bang and CarlPhillips. Writing samples by Corinaand Chloe were among the threechosen as award winners.• Alex Alves ’07 was named a NationalGold Award winner at the ScholasticArt & Writing Awards of 2007.Her work was selected from over200,000 works of art and 50,000manuscripts submitted by studentsfrom across the United States,Canada and U.S.-sponsored schoolsabroad. The national award recipientswere chosen by a panel of distinguishedartists, writers, artsprofessionals and educators based ontheir originality, technique and emergenceof a personal voice or vision.Along with other finalists fromaround the country, she traveled toMiami in January for the NationalFoundation for Advancement of theArts week-long conference.23student poetryAt the empty anniversary party that you threwThis evening, your shadow morphs intoliterary criticism, presidential aspirations,adolescent ghazals, things less than their sum,Despite everything you’ve learned,you still don’t understand that they hold no moremeaning than the angle that the champagne flute tilts.I can’t identify the origami birds that fly incarnatefrom our napkins. Animated, your hands punctuate editorialsbut your profundity was in the way your mispronouncedNabakov, your favorite author, the reverential prom nightyou spent soaking in Lolita. Your initial comparison of mewas to the Sistine Chapel. Quipping God, I thought I must beAdam. No, all of it, you told me.As the fork lifts against the glass, all eyes turn to youfor the empty words which float through the silent hall.Surprised, I hear my name on your lips, declaiminguncapitalized verse dedicated to me, inspired bythe epigraph from a Lorca.The distinction I had until now was exemptionfrom your sonnets that empty me of myselfand lash me to a couplet. You should have leftthe poetry, but honesty finally bored you.—Tara Venkatraman, Class IThis poem won Gold Key recognition at the 2006 ScholasticArt & Writing Awards.

history and social sciencesIn history and social science classes at Milton, studentsencounter, both in their readings and in class discussions,a variety of ideas and viewpoints. From textbooks and documentsand their own research they gather evidence to helpthem assess the significance of intellectual movements, ofsocial relationships and of political institutions. They lookat particular cultures in depth and at the contacts amongcultures over broad periods of time. They test their newlywon insights in daily class work and in frequent writingassignments. They learn to question and to know that greatquestions have more than one answer.from the milton classroomEthan Wyatt Bisbee Prize forOutstanding Research in UnitedStates and Modern World HistoryCourses (awarded annually to thebest paper in each section): 2008Winning Paper samples• The Loftiest Crusade: The Role of theCatholic Church in Transforming theSpanish Civil War• Rail Retaliation: Laissez-FaireBacklash Through Passenger RailReform• Ladies First: The RelationshipBetween Women’s Rights and BlackRights• The Dawes Act and AmericanIdentity• Depression’s Beauty: The FarmSecurity Administration’s Use ofDocumented Imagery• Black and Jews in America: JewishImpact on the Civil RightsMovement• Polygamy in America• The Great Satan: AmericanInterventionism in Iran, the IslamicRevolution, and the Iranian HostageCrisisA Sampling of Modern WorldHistory (Class IV—Grade 9)Research Paper Topics• “Tulipomania” of 17th centuryNetherlands• White Rose Society: The Heart ofOpposition against Hitler and theThird Reich• The Second Italian-Ethiopian War• Israel’s response to the MunichMassacre• The “Comfort Women” and theSilence of 50 Years• Catherine The Great and the Mythof the “Enlightened Despot”• Kashmir Divided and Indo-PakistaniRelations• The Armenian Genocide: AForgotten People’s Ordeal• The Road from the Slave Rebellionof 1791 to the Haitian Revolution• Constantinople: The Fall that Beganthe Rise• The Politics of the Church in theSpanish Civil War• The Sinking of the Lusitania:Conspiracy Theory• Warsaw Ghetto Uprising of 1943• The Battle of Stalingrad• The Space RaceCourse Reading, a sampling ofprimary source materialUnited States in the Modern World IOgier Ghiselin de Busbecq, TurkishLettersMi’kmaq elder, speech to FrenchsettlersTrial of Anne HutchinsonPeter the Great, “Decree on theInvitation of Foreignors”United States ConstitutionSimon Bolivar, “The Jamaica Letter”Taiping movement, “The Book ofHeavenly Commandments”Narrative of the Life of FrederickDouglassUnited States in the Modern World IIPlessy v. FergusonJohn A. Hobson, ImperialismSakuma Shozan, “Reflections on MyErrors”Joseph Stalin, “The Results of theFirst Five-Year Plan”Mao Zedong, “On New Democracy”The Muslim Brotherhood, “Towardthe Light”Richard M. Nixon, “Vietnamizing theWar”Nelson Mandela, “The RivoniaSpeech”Women and Gender in AmericanHistoryBenjamin Wadsworth, “A Well-Ordered Family” (1712)Judith Sargeant Murray, “On theEquality of the Sexes” (1790)Thomas R. Drew, “Dissertation on theCharacteristic Differences Betweenthe Sexes” (1835)Susan B. Anthony, Elizabeth CadyStanton and Matilda Joslyn Gage,“Seneca Falls Declaration” (1848)John Stuart Mill, “The Subjection ofWomen” (1869)Henrik Ibsen, “A Doll’s House”(1879)*Charlotte Perkins Gilman, “TheYellow Wallpaper” (1899)Thorstein Veblen, “The Theory of theLeisure Class” (excerpt) (1899) *Woodrow Wilson’s speech beforeCongress in favor of woman’s suffrage(1918)Betty Friedan, The Feminine Mystique(excerpts) (1963)NOW’s “Statement of Purpose”(1966)Phyllis Shlafly, “The Power of thePositive Woman” (1977)bell hooks, Ain’t I a Woman [excerpts](1982)Orin G. Hatch, “Roe v. Wade andJudicial Activism Run Amok” (1997)Nancy Levitt, “The Socio-LegalConstruct of Masculinity” from TheGender Line: Men, Women and theLaw (1998)24

studying u.s. history in dynamic relationshipwith international eventsAmerican history has traditionallybeen taught as a national narrative,as a history that was independentof global dynamics thatfundamentally influenced andshaped its evolution. In response,Milton history teachers spentseveral summers developing acourse that put the story ofAmerican history into the broaderglobal context. Students who takethe United States in the ModernWorld, a two-year course, lookfirst at the powerful empires thatsucceeded the Pax Mongolica, atintellectual and religious movementsof early modern Europe,and then at the 18th-century politicaland economic revolutionsand how they shook the world.In the second year students studyevents of the past 150 years andconsider how a variety of peopleshave defined nationhood duringyears of industrialization, imperialism,global war, decolonization,social movements and cold war.Since there is yet no textbook thatteaches United States history in aglobal context, the history departmenthas created a syllabus thatemphasizes historical documentswith accompanying secondarysource readings. One of theimportant tasks of the course isto help students learn to read primarydocuments closely and tounderstand them in their appropriatehistorical context.Using newly published research,we have recently expanded ourunit on the Atlantic Revolutionsof the early 19th century to giveparticular emphasis to Haiti andNew Orleans. The case study weuse is the slave revolution in St.Domingue (present-day Haiti)and the impact of the revolutionon the emerging sugar and slaveeconomy of the southern UnitedStates. As they learn aboutthe first black republic in thewestern hemisphere, studentsalso explore the impact ofToussaint L’Ouverture’s successfulrevolution on the abolitionmovement in England, on theexpansion of territory and slaveholdingin the United States, andfinally, on the end of the internationalslave trade.All of us who teach at Milton are inspired daily by thecuriosity, intelligence and zeal of our students. The teachersin social sciences are particularly aware of the extent towhich our students are engaged in their own time. The studentscome to these courses in the numbers they do becausethey want to know how their world works. Many of them seethemselves as the policymakers, social workers, entrepreneursand social scientists of the future. We celebrate their enthusiasmand their scholarship as they prepare to take on thisworld of new and unpredictable challenges.—Carly Wade, History DepartmentOver time students have started off with different assumptionsof the world. When I was a student, for instance, myworld was divided along communist and non-communistlines. What would have made sense then, as an organizingprinciple, does not resonate now. The challenge is to find theplace 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. Weare trying to make choices—within so much material—thathave intellectual integrity as well as an appealing resonancewith students.—David Ball ’88, Academic Dean and HistoryDepartment facultyU.S. in The Modern World with Ms. Wade is all discussionbased.We read the homework to get the surface, concretefacts, and then in class we get to the real meaning behindthings. We figure out how things relate and connect, and wesee how events that happened hundreds of years ago affecthow we live today. We’re always jumping back and forthfrom the 1800s to now. I love seeing how our society today is,in part, a result of what history has made us. Our discussionsin class about that are amazing.—Cam Nevin, Moretown, VermontForbes House, Class IIIa samplingof cour sesincludesAfrican-American HistoryHistory of Modern ChinaHistory of Civil RightsThe United States in the ModernWorldSenior SeminarHistory of the Middle EastAmerican Government andPolitics (AP)AnthropologyGlobal EconomicsHistory of Art (AP)Psychology (AP)Topics in PsychologyTopics in Modern World HistoryWomen and Gender in AmericanHistory25

sciencelearning by doingBy engaging students at all levels in doing science ratherthan just reading about it, Milton tries to build on the naturalexcitement of scientific exploration. We help studentsdevelop increasingly sophisticated skills in asking andanswering scientific questions.Milton’s course sequence beginswith physics, and moves to chemistryand then biology. Thephysics first curriculum relies onhierarchical learning and constructivism:that is, building students’understanding of scientificprinciples from the ground levelup. Experience with conceptualphysics enhances learning inchemistry, which in turn informsand supports understandingmolecular biology. For example,knowledge of the structure andreaction of the atom and anunderstanding of covalent andionic bonding is essential tolearning about biological moleculeslike proteins and DNA.Without a grasp of the atom andbonding (from chemistry) learningabout proteins becomes anexercise in memorization ratherthan in understanding.Milton offers honors andadvanced level courses as well asdeeply challenging electives.Milton Academy science is interactiveand creative, reinforcinginvestigation, imagination anddiscovery.independent milton scientistsEvery year, several Milton studentsfind their imaginations andintellects so fired they elect to doan independent study in science.Recently, four students—WileyCaine, Katherine Evans, AmandaFaulkner, Hannah Gallo—completedindependent projects.All four students can point toparticular moments when sciencetook hold of their thinking.Wiley’s inspiration started atMilton in Tony Domizio’sMethods in Scientific Researchclass, which “really got me intoinquiry.” Coupled with his family’slong-time interest in environmentalmatters, Wiley’s inquiryled to research on environmentallysound buildings. Amanda’scuriosity about fish farming grewstraight out of her experience inCalifornia as Milton’s S.E.A.Scholar (an opportunity providedby the Roger Hallowell ’28Memorial Fund). She found thestudy of marine life so fascinatingthat she changed her Miltoncourse schedule to include anindependent project on fish farming.For Hannah, the momentwas her research on sustainableforestry at the Maine CoastSemester. She made over 80phone calls and conducted morethan 20 face-to-face interviews aspart of her research. “You becamedevoted to your topic.” Her presentationof her findings to therest of the school was “a big pivotalmoment. I had never appliedmyself that much; I had neverknown so much about a topicbefore. It felt good.” Katherinehas lived her whole life “acrossthe street from water,” so she hashad a lifelong curiosity aboutmarine life. On any given day, shesays, “you can find me in hipwaders mucking around in themarshes.” Two Milton experiencesled to her project of dissectingmarine organisms: thedogfish dissection in MarineBiology and her participation inthe Blue Lobster Bowl marinescience competition at M.I.T.The only Class II student on theMilton team, Katherine found thecompetition eye-opening: “ThereI realized the extent of marine science.I wanted to learn more.”All four have felt the support ofthe Milton science faculty—facultyso excited about a student’sresearch that they stop by the labsand leave pertinent articles orbooks in that student’s mailbox.“It’s contagious,” says Katherine.“The faculty have such a personaladmiration for science that it’sinfectious. They’re so willing tohelp you foster your own passion.”Wiley concurs, “You learnthat science is collaborative.People get invested in what youare doing.”Nothing is certain in science;everything demands fresh, independent,and open-minded scrutiny.“Teachers encourage you toquestion, to discover for yourself,”says Katherine. “Test it.Figure out why it worked.” “I lovethe science department,” declaresHannah. DYO’s (the Do YourOwn research projects that are astaple of Milton’s science courses)significantly shaped Amanda’sway of thinking. “You had to figurethings out yourself. You werereally on your own. I liked that.”In Environmental Science, Wileylearned that environmental science,and by extension all science,“is global, not simple. You seemore and more connections asyou go on. You learn that nothingexists in isolation.”Each of these students engaged ina seminal Milton experiencebased in science. Wherever theircareers take them—and it’s tooearly to tell—their intense andearly connection with the scientificprocess will affect the sophisticationand skill they can apply todecoding their world.26

In my Physics class we have such a fun, hands-on approachto the topic we’re learning about. Mr. Sando will have usthrow things against a wall to learn about velocity. He’ll say,‘Let’s take some clappers and learn how echoes are made.’ It’smuch more practical, more real-life, and more exciting thanjust the standard read-lab-test tubes-write sort of method.—Kasey Caine, Dedham, MassachusettsClass IVa sampling of cour ses includesScience ResearchField EcologyGeologyHuman Anatomy and PhysiologyMarine ScienceObservational AstronomyCosmology and Modern PhysicsGeneticsAdvanced Environmental Sciencethe urchin la b is a favor iteEarly in the school year, studentsin Honors Biology work througha favorite lab, the “urchin lab.” Atthe time, students don’t realizethe long list of “embedded goals,”as faculty member Linde Eystercalls them, associated with thislab. In the end, many recognizethis lab experience as a foundational,hands-on learning opportunitythat gave them conceptual,visual, and mechanical insightinto the core content of “H.bio”:the study of biomolecules, cellstructure and cellular processes.For this lab experience, studentsget to rear larval sea urchins (orsome other echinoderm such assand dollars if “ripe” urchins arenot available). We mail orderadult sea urchins, induce them torelease their mature eggs andsperm, rinse the eggs, dilute thesperm, mix the gametes, andwatch formation of a fertilizationenvelope around each zygote. Inorder to get the full experience,students must spend many hoursin the lab. The early events happenrapidly: spawning, fertilization,cleavage stages and hatchingof a swimming stage all occurwithin about the first 24 hours.Watching one cell cleave into twoover a period of just a few minutesis especially impressive.Although typically, each studentsees, in real time, only a few ofthese early stages, all stages aredetected by some students.(“Students have suggested wehave a sleepover in the lab so theyall actually get to watch all theseearly changes.”) When studentsdetermine that their embryos orlarvae have reached the nextdevelopmental stage, they recordit on video for students whomissed that stage.The swimming ball of cells(blastula larva) then begins todevelop a gut tube by a processof gastrulation. Because the larvais translucent, students canobserve formation of the anus,digestion tube and the mouth.Once the larvae can feed, thestudents must provide periodicdoses of one-celled photosyntheticphytoplankton.During class, if a student finds aparticularly nice example of somestage, we project it on the televisionthrough a camera connectedto the microscope. One of thebiggest challenges for the studentis learning to use a pipette anddissecting microscope to catchone of the tiny swimming larvaeand transfer it in a small drop ofwater onto a depression slide forobservation under a compoundmicroscope. Students arerequired to make some drawingsby hand, to increase their attentionto morphology of the organisms,and later they record thestages using digital microscopes.The students record the developmentalmarkers: how long did ittake to get to stage X or stage Y,and compare timing to thosemarkers for their experimental vs.their control urchins. In the finalportion of this lab, which lastsabout three weeks, the microscopiclarvae begin to grow pairs of“arms.” Occasionally, many weeksafter the lab officially ends, a larvawill metamorphose, totally alteringits body shape and symmetry,producing a juvenile that lives onthe bottom, rather than in thewater column where the larvaelived.For the experimental portion ofthis project, each student teamselects one variable to examine.Some of the prior questions studentshave examined are:Does it matter• which species of phytoplanktonI provide as food?• whether the seawater is still orshaken?• whether the sea water is fullstrength or slightly reduced?• whether the culture dishes aretall and narrow versus short andwide?• whether the larvae are kept inthe dark for most of their lives?“Rather than exploring a singleconcept we’re concurrently studyingin the classroom, this labexperience grounds students inmany of the topics we will considerthroughout the year,” Lindeexplains, “from the parts of a cellthrough how global climatechange might affect specificorganisms.”from the milton classroomResources• Inquiry laboratories available tostudents during and after normalschool hours for independent orlong-term projects• Milton Academy’s Ayer Observatory,used by the Astronomy andCosmology electives, the AstronomyClub and the community at large• Boston Museum of Science• New England Aquarium• Blue Hills Reservation, focal point ofthe Field Ecology elective• Harvard Museum of Natural History• Neponset River and Atlanticcoastline• Local university laboratories andscience facilities• Northeastern University MarineCenter, Nahant• Lake O’Hare and wetland,on campusLab Experiments, examples:• Design an experimental protocol tomeasure the rate of production ofoxygen by the enzyme catalasemeasured in moles of oxygen persecond using a Vernier pressureprobe.• Using “micro-lakes” analyze thetoxic effect of acid rain. (Chemistry)• Pick a variable to measure its effecton the development of sea urchinembryos using a dependent variableof your design.• Using gel electrophoresis and variousrestriction digestions of DNAput together a restriction map of anunknown DNA source.• Isolate and amplify mitochondrialDNA, using PCR, for sequencing.Compare your DNA to the DNA ofother students, other ethnic groups,and other organisms.• Evaluate the percent of baking sodain Alka-Seltzer tablet using amethod of the students design torecord carbon dioxide emissions.• Design an experiment to test theeffect of an independent variable ofyour choice on the period of anobject in uniform circular motion.• Determine the relationship betweenthe intensity of a light source andthe distance the detector is from it.Competitions and Projects• Physics Olympiad• University of New HampshireForest Watch• Marine Remotely Operated Vehicle(M.R.O.V.)• Team America Rocketry Challenge• Annual National Oceans ScienceBowl (NOSB)27

mathematics andcomputer progr ammingThe Mathematics Department works to deepen each student’sunderstanding of the skills, the concepts, and thehabits of mind that are the keys to the mastery of mathematics.Through problem solving and investigation, studentscome to appreciate the beauty and power of pure andapplied mathematics, and they more fully understand theconnections between mathematics and other disciplines.The Mathematics Departmentprovides interesting and appropriatelychallenging problems, sothat all students may explore andanalyze data and consider a varietyof solutions to any one problem.Effective communication—both verbal and written—is central:Students learn to speak andwrite the language of mathematicsin a student-centered environmentwhere collaboration is bothencouraged and expected. Wemake every effort to help studentsfeel confident in their ability to domathematics, so when faced witha novel problem, students willattack it with skill, courage, interest,enthusiasm, and the beliefthat they have the intellectual andtechnological resources that willaid in the solution.Whenever possible, we encouragestudents to consider analytical,numerical, and graphical solutionsto a problem, and thecalculator and computer areinstrumental in the differentanalyses. We emphasize process,and students recognize that statingthe final answer to a problemis never sufficient. Rather, a wellorganized, clearly articulated writtenor verbal explanation of thatsolution is important in helpingthe student effectively communicatethe reasoning and theprocesses involved.The mathematics teachers atMilton Academy work collaboratively,and the materials we developallow us to determine thenature and direction of coursework. We think and talk aboutwhat we are teaching, so the curriculumis responsive, efficient,customized, and open-ended.Many of the problems we use areset in meaningful contexts, andwe hope that students will realizethe value and importance ofmathematics in their lives.from themiltonclassroomMath Problems1. Two people are shipwrecked on anisland in the shape of an equilateraltriangle. Sarah loves to surf, and isin no hurry to be rescued. Shewants to build a hut in a locationwhere the sum of the distances tothe beaches is the least. Spencer, amore social creature, plans to spendhis days looking for rescue shipsfrom the corners of the island. Hewants to build a hut where the sumof the distances to the corners of theisland is the least. They don’t particularlywant to live together, but theyare not opposed to building one hut,if that is mutually beneficial. Whatshould they do, build one hut ortwo?2. Choose your home state, city, orcountry, and investigate the populationover the past fifty years. Inparticular, find a mathematical relationshipthat models the populationover that time period. Justify yourchoice of model. Does your model“fit” the population for the previous100 years? Would you be confidentusing your model to predict thepopulation 5 years into the future?Fifty years into the future? Why orwhy not?3. The first two terms of the veryfamous Fibonacci sequence are 1and 1, and each term after the secondis the sum of the previous twoterms. Show that this sequence isneither arithmetic nor geometric.Then show that eventually, thesequence does begin to behave likea geometric sequence.Final Projects for AdvancedPlacement Computer Science• Develop a side-scrolling video game.• Develop a double-buffered, polymorphicscreen manager.• Create a networked version ofHearts.• Study artificial intelligence.• Develop steering behaviors forautonomous robots.• Create an arcade game.28

I like how in my math classes at Milton the ability to thinkis as valued as the technical skill involved. My teachers herestress logical thinking combined with creative problem solving,rather than rote memorization. In my BC Calculusclass with Mr. Feldman, he encouraged us to build off whatwe know; he facilitates us arriving at what he wants us tolearn rather than saying, “Learn it, memorize it, do it ahundred times.”—Alex Harris, Needham, MassachusettsClass IIThe appropriate balance of pure math and its applicationshas been a subject of many animated and thoughtful discussions,and those discussions have also resulted in a muchlarger percentage of teacher-generated (as compared to textlinked)materials. Few of these conversations have reallyended; they have overlapped and evolved, been revisited andrevised. There is a central core and theme to all of them—thequestions of what we should be teaching and how we shouldbe teaching it—and how that relates to the even more importantquestions of what students should be learning and howthat learning can be most effectively supported.What has made these conversations both difficult and energizingis that we have been trying to find optimum balances:balances between the pencil-and-paper skills of traditionalmathematics and the effective use of technology; between theelegance and beauty of pure mathematics and the power ofmathematical modeling to help understand and predict thebehavior of the world around us.—John Banderob, Mathematics Department,writing in the parents’ newsletterthinking and talkinga bout what we are teaching,why we are teaching it“Working as a team, and usingthe materials that we in the facultydevelop, we’re able to determinehow we spend time in eachcourse, and how we approachthe material,” says JackieBonenfant, a 27-year veteran facultymember in the math department.“We spend less time onthe repetitive practice of skills, inthe abstract, and more on presentinga stream of situations,asking students to determinewhat they need to know to solvethe problem. We help themdevelop mathematical ideas andskills by working on them in acontext—a more intriguing, lessroutine treatment of math forstudents.”Members of the departmentagree that this “discovery andextension” method of studyingmath is much closer to whatmathematicians do in a researchenvironment. Faculty ask studentsto understand a conceptand then see where else it mayapply. “In pre-calculus, for example,together we take a look at aspecial situation, establish a setof criteria, learn a lot, and thenzoom out to test where elsethose criteria might apply,” saysKeith Hilles-Pilant. “They mightapply to circular motion, forinstance, or a field of objects thatwork in a similar way.”“As a department, and as a groupof individuals, we think and talkabout what we are teaching, whywe are teaching it, and how bestto teach it; it’s an essential andongoing conversation,” saysTerri HerrNeckar. All those whoteach sections of a given coursemeet once each week; teachersof several courses have manymeetings. They discuss howclasses have gone and roadblocksthat have appeared; theyagree upon common homeworkassignments and who will writean upcoming quiz. The discussionsinclude: “What way wouldyou use to solve this problem?”or “I want to introduce this concept.Do you have an effectiveproblem to do that?”The outcome of teacher collaborationand attention to the craftof teaching is a curriculum thatis responsive, efficient, customized,open-ended. “I teachtwo classes that each have a singlesection of students,” EricaBanderob says. “I write somethingup after each class. It’s notthe same as last year; it fits exactly.When I see a need, I respondwith the right thing, tomorrow!”Rather than following the preordainedsequence in a textbook,“having a data base of our ownmaterials gives us the confidenceto change the flow, based on thestudents,” Terri notes.Writing your own teaching materialstakes time and work, and itfosters a collegial environmentthat members of the departmentwho have come from otherschools experience as rare andintellectually invigorating. “Youunderstand,” says Jackie, “that todo the best work with students,you need to trust and dependupon your department colleagues.”Not surprisingly, studentsrespond well to math thatis designed just for them.a sampling of cour ses includesMath 5 Calculus with MathematicalModeling (AP)Math 5s Statistics (AP)Math 5/6 BC Calculus (AP)Math 6 Further Topics in Calculus (AP)Math 7 Advanced TopicsComputer ProgrammingAdvanced Computer ProgrammingComputer Science (AP)29

modern languagesMilton modern language students distinguish themselvesas culturally aware, fluent speakers of the languages theyhave studied. Right away, students at the entry levels speakthe target language rather than English with faculty, manyof whom are native speakers. Literature, art, music, film,Internet-accessed news and cultural sites—even food—arebridges that immerse students in an exploration of languageand culture. They advance, through fast-paced interactiveteaching, using their new language as articulatelyas they would English: sharing reactions to serious literature,scanning the news and debating political events,discussing contemporary celebrations of art and music.Popular and valuable Milton programs in Spain, France,Canada (Quebec) and China, as well as School YearAbroad, allow an even fuller immersion into a languageand a culture.from the milton classroomFilm List from Spanish Film andSocial ChangeLa lengua de las mariposas!Bienvenido Mr. Marshall!ViridianaEl espíritu de la colmenaLos Santos InocentesCría cuervosMujeres al borde de un ataque de nerviosBarrioFlores de otro mundoSolasLos lunes al solHable con ellaFrench AssignmentMaintenant que le style de ce contevous est connu, écrivez votre proprechapitre dans lequel vous imaginerezde nouvelles aventures pour Candide.Servez-vous des techniques de l’ironieque nous avons identifiées en lisant leconte pour donner un caractère“voltairien” à votre chapitre. (FromFrench 4 AP)Translation: Now that you are familiarwith the style of this philosophical tale,write your own chapter in which youimagine new adventures for Candide.Make use of the ironic devices which weidentified while reading the work in orderto give your chapter a “Voltairian” flair.Chinese 1 Assignment:Describe a room using the vocabularywe have learned.Translation: My dorm doesn’t have airconditioning. It has a washing machine.It’s a little crowded, but my room is verycomfortable. I like my dorm a lot.I absolutely love my Chinese class. It’s something brand newto me, so there is a whole different learning style. I love theway it looks and sounds, and Ms. Zhou is wonderful—she ispatient with us and explains everything. She makes learningso much easier.—Beverly Leon, Wrentham, MassachusettsClass III30

classicsla voz, the spanish newspaper,a milton student publicationfor over 25 year sLa Voz is a student-run Spanishnewspaper—news, opinion, regulardepartments and reviews.The genre alone makes La Vozrare among school publicationsacross the country, as does itscontinuous publication (four tofive times over each school year)since the first edition in 1986.“We adhere to strict journalisticstandards,” says Ana Colbert,who serves as faculty advisor toLa Voz. “News stories, forinstance, have to be researchedand represent multiple points ofview. If a student’s research hasled him to some passionate conclusions,he can express them inthe opinion columns, but not inthe news reports.”The editors figure out the themeand then assign writing to eightto ten writers to cover news,features and departments. Theymay focus on active political,cultural or social events in Spainor Latin America, and theninclude a focus on relevantMilton campus life. Departmentsinclude op-ed opinion pieces,reviews of movies and restaurants,cartoons, and columnscalled “Gente”—or “People,”and “Entrevistra” or “Interview.”One recent issue highlightedtwo plays of historical importanceby Spanish authors thatwere recently staged at Milton:The Sins of Sor Juana aboutJuana Ines de la Cruz, one of thegreat poets of the Spanish language;and the Class IV (Grade9) play, Fuente Ovejuna, a dramaof comedy, romance and familiarhistorical themes, written in 1613by Lope de Vega, a Spanishcontemporary of Shakespeare.Another issue staged a contest inwriting in the style of Nobel laureatepoet Pablo Neruda.La Voz’s editors deal withjournalistic challenges that areunique to their genre. Forinstance, both the writers for LaVoz and the readers have a rangeof ability; each issue involves atleast three rounds of skilled editing.They have to teach theirwriting staff journalistic style—in Spanish. The editors mustmerge diverse articles, about theworld and the Milton campus,into a coherent and attractivewhole.The editors have said they enjoythe writing aspect of their jobsmost—doing the research, movingto a framework of ideas, andthen writing. Working on La Vozhas helped their writing inEnglish, they say: Finding thebig ideas comes easier; goodediting is worth the effort. Thepleasure of a finished product,a permanent expression of theideas and the hard work, pleaseseveryone.The study of classical authors in the original languageenables students to appreciate more fully the foundationand development of English and European literature.Because students develop the skills of close textual analysisby examining words that have been debated for centuries,they begin to understand both the scholarly value of theirown interpretations and the degree to which the perspectivesof different eras affect the way a work is viewed.Students who take Latin or Greek are expected to masterthe basic vocabulary, grammar and syntax of the languageswell enough to translate and interpret some of the greatestauthors of Western civilization.sampling of cour sesLatin 4 (AP)Lyric Poetry (AP)Roman HistoryPhilosophy of LucretiusSelected ReadingsGreek through level 3Classical Heritage in Languageand LiteratureI’m taking Latin and Greek with Mr. Hanson. He has sucha broad knowledge of the topics—he’s bursting with information.He’ll sometimes go off talking about the etymology of aword, which is great because we get to learn all of these cool,new things. It not only gives us a little break from the Latinwe’re learning, but we get to know the origin and history ofthe words as well.—Massimo Soriano, New York, New YorkNorris House, Class Ia sampling of cour ses includesFrench through level 6French 41 Advanced Language andLiterature (AP)French 51 Advanced Literature (AP)French 52 Francophone WorldFrench 54 Twentieth-Century Francethrough Its CinemaChinese through level 6Spanish through level 5Spanish 41 Literature and Language(AP)Spanish 51 Literature (AP)Spanish Film and Social ChangeIntensive French, Spanish31

the artsOur belief that all students can be artists is actually an ideaabout personal growth and process. Creative thinking, selfexpression,and encountering the challenges of an art formempower students to be creative and confident in all areasof life.In Milton’s arts program, students experience intenseindividual attention and coaching along with exhilaratingteam experiences. They spend hours with dedicated adultswho use a wide range of teaching and directing skills, whobring to bear diverse and respected talents, who set thehighest standards for students’ performance, and whohonor each student’s contribution.All Milton students explore their talents and foster theircreativity by taking at least one course in the performingarts, music, creative writing or visual arts. With varied andcomprehensive courses in each discipline, students candevelop their artistic interests both in and out of the classroom.Milton’s extensive academic program in the arts ismatched by its many extracurricular opportunities; studentsperform and showcase their talents, formally andinformally, throughout the year. Students also routinelytake advantage of the museums, theatres, concert halls andother artistic venues in and around the city of Boston. Thearts departments help many accomplished Milton studentsprepare college portfolios and performance tapes as part oftheir work in applying to highly selective colleges.visual artsMilton challenges students todevelop and to apply their skills ata high level in the many visualarts courses. We ask each studentto “see more,” to think creatively,to apply energy to expressingideas, to grow from criticism, andto expect that virtually every pieceof work will be exhibited. No studentcan “speak” clearly or dramaticallywithout learning visuallanguage. At Milton, beauty andtruth are not abstractions butrather the raw material for artisticexpression—in the traditionalforms of drawing, painting, orsculpture, or in the contemporaryterms of digital photography orarchitectural design. Our studentsask and answer important questionsabout themselves and theirworld, and art is the tool thatthey use.performing artsPerforming arts faculty at Miltonhelp students tap into their owncreativity and imagination.Courses in performance, theory,and design are much like laboratorieswhere students can experiment,take risks, and explore theirown abilities. Classes include studentsfrom all grades with varyingdegrees of experience. The handson,group-centered environmentof the classroom prepares studentsfor success in the variedextracurricular opportunitieshere. Four main stage productions,two dance concerts, andthree studio plays give studentsan opportunity to hone their skillsin performance, direction, choreography,design, and technicaltheatre in a dynamic productionenvironment.musicMilton’s music program providesopportunities for both experiencedand inexperienced students.The program offers choral,instrumental and jazz classes aswell as courses in theory and history.Students may also take privatelessons for credit fromprofessional musicians in thegreater Boston area or study at theNew England Conservatory.Our classical and jazz instrumentalgroups are strong. Theorchestras have toured the easternUnited States and Canada. TheChamber Orchestra has performedin Prague, England,Ireland, Italy and China, and theAdvanced Jazz Ensemble has performedin Florida, California andSouth Africa. Other ensemblesinclude the Flute Choir and severaljazz combos.The School’s tradition in choralmusic has strong historical roots.The Glee Club is the longest-runningactivity at the Academy. TheChamber Singers group has wonseveral gold medals from theAmerican Choral DirectorsAssociation and has sung at theAssociation’s eastern convention.In recent years, this group hastoured Romania, Kenya, England,Ireland and the northwesternUnited States. Miltones, Octet,Epic and Three For Each of Us areselect groups of singers who performcontemporary a cappellamusic at assemblies and manyother events throughout theschool year.32

a samplingof cour sesincludesMusic CoursesOrchestra/Ensembles/ChamberOrchestraChamber SingersJazz ImprovisationAdvanced Jazz ImprovisationMusic TheoryHistory of MusicMusic Independent StudyPerforming Arts CoursesActing Shakespeare and the ClassicsAdvanced Oral InterpretationTheatre DesignActing for the CameraAdvanced DanceChoreographyMusical TheatreTheatrical FencingVisual Arts CoursesAdvanced DrawingSculptureCeramicsAdvanced PhotographyArchitecturePaintingAdvanced Independent ArtFilm and Video ProductionI have been dancing since I was five years old. One of thebig reasons I wanted to come to Milton was that there is areally strong respect for the arts—my art, too. Milton has abeautiful dance studio and great dance concerts. I’ve choreographedfor the Winter Dance Concert, which I loved doing.When I came to campus for my revisit day, I talked withMs. Edwards about the dance program, and she even sentme home with a video of the most recent concert. I made mymom watch it with me about five times. That really stuckwith me that Ms. Edwards was so interested in me and inshowing me what dance was like here at Milton.—Kyle Kankonde, Greenville, MarylandRobbins House, Class I33

off-campus progr amsThe Mountain School of MiltonAcademy involves Class II students(juniors) in a fall or springsemester on a working 300-acrefarm in Vershire, Vermont. Eachsemester, 45 students from morethan 20 schools join a corps offaculty in a rigorous interdisciplinaryprogram, which is centeredaround issues of community andthe environment. Students workwith faculty to help manage thefarm, its gardens and animals, aswell as its facilities. The semesteris an ongoing exercise in individualresponsibility and group cooperation.As many as nine studentsfrom Milton Academy are selectedto attend The Mountain Schooleach year.The Maine Coast Semester is achallenging academic programfor Class II students. It emphasizesthe natural sciences,environmental issues and handsonwork. Community living,respect and responsibility are atthe heart of this program, whichis sponsored by the ChewonkiFoundation.School Year Abroad providesopportunities for students in theirClass II or Class I year to spendthe school year studying in Spain,France, Italy or China.Cityterm at the Masters School inNew York City, is an experiencebasedinterdisciplinary study ofthe city for Class II students.Students live at the MastersSchool and travel into New YorkCity daily to study the tensions ofpublic and private, commerce andculture inherent in urban life.The French Exchange is conductedwith the Lycée Jean de LaFontaine in Paris. Approximately20 students from Milton spendmore than three weeks in Paris,attending the Lycée and livingwith a host family.The Spanish Exchange is aschool-to-school student exchangerun jointly by Milton Academyand Colegio Estudio, a privateschool located in the outskirts ofMadrid. A group of 14 studentsand two faculty members leavesMilton for Madrid in late May.Each Milton student is pairedwith a student from Estudio andlives with his 0r her counterpart’sfamily during the four-week experience,which includes culturalopportunities as well as classes.The Chinese Trip provides afive-week experience for eight toten students during the summerat HeiLong Jiang University inHarbin, China for the study ofMandarin. Students spend afinal week with a family at theExperimental Middle School inBeijing.The Westminster Exchangeoffers Milton students opportunitiesto study for several weeks inEngland.The experience of being at Chewonki was worth more than Ican say. The backbone of the experience was living in a cabinwith six other girls. I lived with one girl who was homeschooled on a blueberry farm and another girl from an innercity New Haven public school. It was a whole other levelfrom the dorms because your work was so intermingled withyour life. We had our academic work, but then we farmed fortwo hours a day. We ate what we grew, and we had the mostamazing root vegetables—carrots, potatoes, beets, parsnips.The hard, hands-on work made you struggle a little, but in agood way. It made you stronger, it didn’t beat you down.And we played as hard as we worked—broomball competitions,complete with home-made team uniforms; playing theguitar around the campfire; talent shows; Top Chef nightswhere we’d have cook-off challenges with random ingredients.You get lost in the communal joy of everything. The wholeexperience really cleans you up around the edges. It honesyour instincts, helps with the ability to work with and getalong with different people, and it helped me to foster friendshipsthat I know I’ll have forever.—Olivia Woollam, New Orleans, LouisianaRobbins House, Class I35

top collegematr iculations(four or more),2006–2008Amherst 7Babson 6Bates 5Boston College 10Boston University 9Bowdoin 11Brown 22Carnegie Mellon 5Chicago, University of 8Claremont McKenna 5Colby 13Columbia 11Cornell 14Duke 7George Washington 16Georgetown 12Grinnell 4Hampshire 4Harvard 34Johns Hopkins 4McGill 6Middlebury 8MIT 4Northwestern 4NYU 8Oberlin 4Occidental 4Penn 18Princeton 10Skidmore 5Trinity 11Tufts 14Tulane 5Vanderbilt 10Vermont, University of 4Wellesley 4Wesleyan 16Williams 5Wisconsin, University of 6Yale 16Accurate as of 7/9/08factsStudents in the class: 185Average SAT scores:Critical Reasoning—679Math—688Writing—69536

college counselingThe College Counseling Office has created a highlypersonal and effective approach toward the college admissionprocess. Students are encouraged to direct theirown search, in partnership with their parents and theCollege Office.The counselors view the college process as part of a student’stotal Milton education, involving personal reflection,independent reasoning, and informed decision-making.Milton students over the years have earned the respect ofcollege admission officers as a result of the quality of theiracademic preparation, their individuality, and theirthoughtful, well-written applications.I love reading Milton Academy folders because the studentswrite so well.—Admission Officer, Brown UniversityI like to save the Milton applications for last becausethe students are so interesting and they present themselvesso well.—Admission Officer, University of Pennsylvaniacollege matr iculation—class of 2008Amherst College 1Babson College 2Bates College 1Bennington College 1Bentley College 1Binghamton University 1Boston College 3Boston University 5Bowdoin College 4Brandeis University 1Brown University 7Bucknell University 2California Institute of the Arts 1Carnegie Mellon University 2Claremont McKenna College 2Clarkson University 1Colby College 4Colorado College 1Concordia University 1Connecticut College 2Cornell University 5Dickinson College 1Duke University 2Elon University 1Emerson College 1Emory University 1Fordham University 1Franklin and Marshall College 1Georgetown University 5Gettysburg College 1Grinnell College 3Guilford College 1Harvard University 12Haverford College 1Johns Hopkins University 2Kenyon College 1Lake Forest College 2Lawrence University 2Lehigh University 1Massachusetts Institute ofTechnology 1McGill University 4Middlebury College 2Mills College 1Mount Holyoke College 2New York University 1Northeastern University 1Northwestern University 1Occidental College 1Oxford College of EmoryUniversity 1Pace University, New York City 1Pitzer College 1Princeton University 2Santa Clara University 1Sarah Lawrence College 1Skidmore College 2Smith College 2Stanford University 1Swarthmore College 1Temple University 1The College of Wooster 1The George WashingtonUniversity 8The University of Arizona 1Trinity College 3Tufts University 2Tulane University 2Union College 1University of Californiaat Santa Barbara 1University of Chicago 2University of Connecticut 1University of Denver 1University of Maine 1University of Massachusetts,Amherst 1University of Miami 1University of Michigan 1University of New Hampshire 2University of Pennsylvania 6University of Richmond 1University of SouthernCalifornia 2University of Vermont 1University of Virginia 1University of Wisconsin,Madison 1Vanderbilt University 3Vassar College 1Washington Universityin St. Louis 1Wellesley College 1Wesleyan University 7Wheaton College 1Whitman College 1Williams College 4Worcester PolytechnicInstitute 1Yale University 5Accurate as of 7/9/0837

esidential lifea family at schoolMilton is an academically rigorous school, and it is also anurturing one. Students experience this important balancebetween the head and heart as members of Milton’s centuryoldboarding program. A diverse group of 324 studentsfrom 28 states and 20 countries live in eight, single-sexresidential “houses” that are family-style and intimate.Family style is best.• Milton houses include all fourclasses.• Students live in the same housefor their entire time at Milton.• Living with older and younger“siblings” gives students rolemodels, support, a sense ofbelonging and family, and plentyof affection.• Faculty families—complete withchildren and pets—are connectedto every house.• Dedicated, experienced housefaculty carefully “parent” theirstudents.House structure and rules supportthe developmental needs ofteenagers.• House sizes: from 31 to 48students• Rooming options: singles,doubles and triples• Family style dining with thefaculty, three evenings a week• Proctored study halls each night• Study help and advice fromfaculty and older students• Ecumenical Chapel service eachSunday evening about ethicaland spiritual concerns• Valuable communicationbetween students and trustedadults about issues in youngpeople’s lives• Best of all, students can stayconnected to home, thanks totelephone and email access inevery dormitory roomTies with adults are strong andcontinuous.• Each house is small and intimate,with a faculty to studentratio of 1:4.• Students receive 24-hour-a-dayguidance from adults they knowfrom the classroom, arts andsports.• Each house faculty memberserves as academic and personaladvisor to six students in thehouse.• House heads provide leadershipand a stable, nurturing tone andlay the groundwork for a closeknitcommunity in the house.• Our fall orientation series helpsstudents get to know each otherand appreciate cultural differences.It also offers guidance ontime management, technologyand campus resources.Our students answer:“What kind of students would behappy living at Milton?”• Open-minded• Curious• Willing to work hard• Tolerant• Ready to find out who you are• Willing to be true to themselves“What have you gained from livingat Milton?”• New perspectives and ideas• Connections with adults Iadmire• Learning how to get along withothers, and how to decide what’simportant• Responsibility, self-dependenceand confidence• Best friendships in the world• Getting to know people withamazing talents• Chances to learn new skills, likeacting or wrestlingI love living in Robbins House. When I first came here ittook me awhile to open up—I was pretty shy initially. Thenext year, I began to appreciate all of the friends and supportthat I have in my dorm. The faculty members that live inyour dorm really support you, even when you’re not seeing it.The other night, for example, I was having some problems,and by the end of the night, everyone in my dorm hadstopped by to see if I was doing okay. It made me feel so goodto realize everyone cared so much. It also made me realizethat you don’t need to talk to someone everyday to know thatthey care about you.—Kyle Kankonde, Greenbelt, MarylandRobbins House, Class II live in Hathaway and I love that house. It’s so culturedand so spiritually connected. We have a big kitchen and youcan smell delicious things baking all the time. We have Res.Life meetings where we discuss all kinds of things—we talkabout what we’re feeling and things like body image. Theadults here really understand us. I’ve never been to a placewhere the faculty really see the students as people. They’remore centered on making us feel welcome and whole; theyhelp us through life’s lessons.—Uchenna Ngwudo, Baldwin, New YorkHathaway House, Class II38

One of the coolest things is the spontaneous dorm kickballgame that we’ll decide to have spur of the moment. Afterstudy hall some of the guys will get all dressed up in lots ofathletic gear and pound on everyone’s doors getting them upto go play kickball down in the Athletic Center. It’s greatbecause it’s all the guys from different classes and we getreally decked out.—Massimo Soriano, New York, New YorkNorris House, Class II’m not a boarder, but I spend all my time here on campus.On weekends I come here to hang out with my friendsbecause there are always activities going on. You’ll never bebored. I’m involved in a lot of things here—Epic [a capellagroup], Christian Fellowship, Hip Hop Club, Onyx, GospelChoir. I used to listen to my sister tell me about all the thingsshe was doing at Milton. Now I can do my own things here.—Lami Olatunji, Stoughton, MassachusettsClass III39

factsNumber of students livingon campus: 324Number of house faculty: 54Smallest house: 31 studentsLargest house: 48 studentsBest long weekend activities:• Making eggrolls together• Movie marathons• Apple-picking• Make-your-own pizza partiesFavorite house traditions:• Halloween pumpkin carving• Dorm bowling• “Wills” on graduation eve• Dorm softball in the spring• Carolling and decorating for theholidays• Freshly baked bread atWednesday check-infactsGeographic Distribution of MiltonAcademy Students, 2008–2009:United StatesArizonaCaliforniaColoradoConnecticutDistrict ofColumbiaFloridaIdahoIllinoisKansasMaineMarylandMassachusettsMichiganMinnesotaMontanaNew HampshireNew JerseyNew YorkNorth CarolinaOhioOregonPennsylvaniaRhode IslandTennesseeTexasVermontVirginiaCountriesAlbaniaBermudaBrazilBritish VirginIslandsCanadaChina (P.R.C.)Hong KongIndiaJamaicaJapanKazakhstanKoreaMalaysiaMexicoSaudi ArabiaSingaporeSwedenSwitzerlandTaiwan (R.O.C.)ThailandOne of the best parts of Milton is the dorms—the people, thefaculty. Dorm life was something I was nervous about, andbeing a boarder is definitely something you have to adjust to.You learn that you have to talk, you have to be honest witheach other, you have to work through things, you can’t hold agrudge. It seemed like the most challenging thing in thebeginning, but it has become the best thing. I was a juniorproctor and on house council—I’m sort of a big brother tothe underclassmen, which I love.—Zach Pierce, Denver, ColoradoNorris House, Class I40

I live in Hathaway, and my dorm has become another homefor me. The relationship we have with the faculty is more parent/childor friend/friend than teacher/student in the dorm.We have so many fun traditions and rituals. At sit-down [dinner]we always have someone start the meal with a poem, asong, a prayer, an opening thought for the evening. Beforeexams we have parties in the hallway; one girl will get a strobelight out of her room and we’ll all dance away our examstress. We have pottery night, bowling night—recently we alldressed up to go bowling. Each group was assigned a musical,so we were dressed up as characters from Wizard of Oz, Cats,Grease. We’re the smallest dorm, but we make up for our sizein spirit.—Corina Ramirez, Dhahran, Saudi ArabiaHathaway House, Class IIIMr. Darling is my house head and advisor. He knows me welland understands my boundaries. He’s a fun guy—we can playaround, and he’s always available for us. He’s one of the [athletic]trainers, so he’s at the gym a lot, or he’s outside playingwith his kids. We know we can find him when we need him.—Joseph Reynolds, Brooklyn, New YorkNorris House, Class IVThe guys in my dorm know me so well, better than anyoneelse. It’s so easy to talk with them and go to them with things.We have so much fun together—we go dorm carolling, pumpkincarving, we’ll take a trip to have dinner at Fire and Ice inBoston. Or we’ll just play video games, or play the guitar, orbond around the TV. Mr. Hanson, my house head, is very fairand open-minded. If there’s a question he can’t answer, hefinds out who can and helps you get the answer you need.—Brian Mason, Bronx, New YorkWolcott House, Class IIThe great thing about all the classes living together is that youget to meet people that you normally wouldn’t. The connectionthat I have with the people I live with is the most importantthing to me. All the faculty members that live in the dormreally take the extra step, and it makes all the difference. Oneof the best times I’ve had was getting ready for our open house.We were all in Ms. Sugrue’s apartment tie-dyeing the t-shirts.There were tie-dyeing pots everywhere, girls were in the livingroom tying shirts, some were in the kitchen dyeing them, somewere outside hanging them up to dry. Ms. Sugrue’s apartmentwas such a mess afterwards! It was so fun and crazy—all ofus together trying to get this done.—Miranda Wheeler, Washington, DCHallowell House, Class I41

walking throughthe milton dayone miltonday:AssemblyPeriod 1Period 2RecessPeriod 3Period 4Period 5Period 6Period 7Period 8ActivitiesSports, clubs, arts and performance activitiesDinnerStudy HallCheck-inLights out8:00 a.m.8:20 a.m.9:15 a.m.10:00 a.m.10:15 a.m.11:05 a.m.11:55 a.m.12:30 p.m.1:20 p.m.2:10 p.m.3:00 p.m.3:30 p.m.6:00 p.m.7:30–9:30 p.m.10:00 p.m.11:00 p.m.The days are made up of many moments, and everystudent can point to a certain “moment” that captures theMilton experience. Here are some Milton moments asstudents describe them:Days at Milton are full. Classes are exciting, and the discussionthat starts around the Harkness table continues out ofclass. The occasional free period during the class day is agreat time to talk with friends, get work done, grab a snackin the Schwarz Student Center or check on a project. Afterclasses, the wide world of Milton’s activities and organizationsopens up. Students may have an athletic practiceevery day until dinner, or they may get involved in theatretech or a publication or community service. Three timeseach week students have “sit-down”—short-hand for dinnerwith their housemates and house faculty. Day studentscome to dinner, too, when they’re staying on campus foractivities. The fast-paced Milton day helps you learn tomanage your time, follow through on responsibilities, getwork done and have fun with friends. There are so manyopportunities to get involved; you don’t want to miss out.a bby bokBoston, MassachusettsClass IIAt Milton I’ve learned how to bewrong and not have that derailyou; you’re challenged here, andthere’s a certain amount of failureinvolved in that. From beingwrong you can learn how to beresilient and how to change. I’vealso learned the inherent value ofand need for hard work: Hardwork is not a bad thing.I find satisfaction in variety, butdoing a lot of different things atMilton takes a lot of energy.Going from Honors Biology toclub meetings means keepingyour energy level up, but I thriveon that. I’m very social—I lovepeople, I love interacting withpeople; I’m not an introvert. I alsolove Boston: I’m an urbanite, andthe energy of the city definitelyappeals to me. In F.L.A.G.[Forward-Looking Liberal ActionGroup] we helped campaign forGovernor Patrick last year, so thatwas important to me, being closeto the city where all that actionwas taking place and where wecould really help.42

joseph reynoldsBrooklyn, New YorkNorris House, Class IVOne thing I really love doing hereis Community Service. It’s notrequired, which makes it evenmore fun. The variety of communityservice opportunities is awhole other aspect of Milton thatyou couldn’t find at anotherschool. Helping people makes mefeel better. It helps to beat stereotypes,for you and for other people.I volunteered this year at theSpecial Olympics track meet, andit was a long day—we were therecor ina r amirezDhahran, Saudi ArabiaHathaway House, Class IIIMy Studio Art class is a greatplace to relax and let go. I get tobe creative and visual, and it’s anice break from the academic day.In art class at my old school wewere only taught how to paintspecific lines and colors. In artclass now we’re given the toolsand are then taught to just“paint.” We’re encouraged toexpress ourselves. We’re directedto just “work” and show whatfrom 9 o’clock in the morninguntil 5 o’clock at night. But I lovedworking with the different peopleall day. The athletes really openyour eyes, and you realize thatthere are so many disabilities, tovarying degrees, that people overcome.I ran on the track with oneathlete during his race, and I wasthere to help him along when hewanted to stop. It was a very coolmoment to be a part of.we’re feeling. I didn’t know I wasa good artist until now.I don’t know if I’ve gotten what Iexpected out of Milton. I thinkI’ve gotten something more,something better. I’m much moreopen now than when I came here.I’m aware of more things, differentthings, things I didn’t knowanything about before. Milton hasopened me up to so many newthings.43spencer gaffneyWest Newton, MassachusettsClass IAt Milton I’ve learned that stoppingthe station-to-station operationof life, to focus on where youare and what you’re doing at thatmoment, has value. I learnedabout focus from football; on thefield you have no choice but tostay in the moment or you end upflat on your back. I learned aboutthe team thing from football aswell. Football provides a most tangiblemeasure of personal success:It’s measured instantly bythe people behind you. I’m notnecessarily the strongest individualathlete, but I’m part of a greatoffensive unit.I’m on the baseball team too, andin baseball there are individualbattles: pitcher versus batter, outfielderversus the sun and theball. In football, 27 things have togo well to succeed. Therefore,sometimes just being average, orworrying about not making a mistake,is okay on a play. But theminute you stop thinking aboutjust avoiding mistakes, you can goto the next level of ability, andthat’s when it really starts to befun.

jacob jolishenry russellBromma, SwedenForbes House, Class IINorwell, MassachusettsClass IVBeing on the Paper [The MiltonPaper] is a big thing for me thisyear. I’m the managing editor,which means I have to keep thewriters in line, help determinewho’s writing when—I’m thecommunication person so it’s upto me to make sure everything isin order to put a paper out eachFriday.When I was an opinion writer itforced me to look at my environmentin new ways. I had to askmyself all the time, how do I feelabout Milton? politics? society?How do my values come into playin situations? My new position [asmanaging editor], I’ve had to createmyself a bit. I’ve changedthings at the Paper from beingreally email-based to being moreface-to-face, having big meetingswith everyone so we all knowwhat each other look like. I startedby defining other people’sroles—copy editors, opinion writers—andin doing that I realizedthat my job is that: to make sureeveryone else is doing their job.cynthia situLong Island City, New YorkMillet House, Class IAt Milton I’ve learned how to connectwith adults. The relationshipsI have built with adults atthis school would never have beenpossible at my public schoolwhere there were 30 students in aclass. My teachers have gotten toknow me as a person, and thatmakes it easier to go to them,knowing that they care about meand my life beyond theclassroom.There’s so much to do here atMilton, and sometimes I worryabout having enough time to doeverything I want. This year Iplayed hockey, which was brandnew for me; I’ve played volleyball;I’m taking my third English classwith Mr. J.C. Smith, and I feel likeI’ve improved so much sincesophomore year—it’s nice to seethat reflected in his comments onmy papers. There’s so much Iwant to accomplish, at Milton andwhen I leave here. I’m the firstAmerican-born person in myfamily, the first to graduate fromhigh school, and the first to go tocollege. That’s an accomplishmentright there.I love running and being a part ofthe cross-country team. You thinkof running cross-country as anindividual sport, but the team isso supportive. Cross-country isnot really about talent—it’s abouthow hard you want to work. Wehave such great camaraderie andgreat success motivating eachother as a team, and we alwayshave fun. During one training runwe had an old shopping cart andwe pushed a boom box along in itas we ran. We were laughing andsmiling the whole time, andeveryone we passed smiled, too.My captains for cross-countryshowed such great leadership, butthey also gave me a chance to be aleader too, which was great beinga freshman. Those guys had nicknamesfor everyone on the team,which helped to build our teamspirit even more. And our captainshad such dedication to thesport—they would never miss aday of training. There was mutualrespect there. I obviously respectedthem, but they respected metoo. I felt like we were on equalterms; the big seniors made surethey were on the same level as us.My favorite spot on campus isdefinitely the track. I don’t knowhow many miles I’ve run aroundthat track. And I have a sentimentalattachment to it too, thinkingof all the blood, sweat and tearsthat have been shed there.44

kyle kankondeGreenbelt, MarylandRobbins House, Class IImatt tr ammellBrooklyn, New YorkForbes House, Class IIOne of my most memorableMilton moments was my very firstwrestling match. It was my firsttime competing in the sport andI was on junior varsity. Of course,as my luck would have it, I wasmatched up with the one monsterperson; he quickly came withinone point of beating me. I got himdown three times in a row, andthen pinned him and won thematch. It was my “Remember theTitans” moment—it was awesome.Coach Hales brought us allin and was just so proud of me.He told everyone that was the kindof spirit we needed to have as ateam; he said he’d never beenmore proud at a match than hewas at that moment. That was oneof my best moments here.Earlier on in the year, when I hadfirst come to Milton, we made adorm trip into Boston. I was anew kid thrown into a city I’dnever been to with people I didn’tknow—pretty intimidating. AndI’ll never forget—Ned Littlefield,one of the seniors in my dorm,came up to me and asked me if Iwanted to go with him into a hiphopstore in Harvard Square. Idid, and the gesture meant somuch to me. Ned’s one of my bestfriends to this day.One of my best moments wasmy first year, being in the danceconcert. I was in the dance thatopened the show, and seeing thecurtain go up with the entireschool sitting in the audience wasjust…wow. I was nervous, but itwas so amazing to think thateveryone in the audience wasthere watching and supportingus. They were so excited to bethere, even the people who didn’tjasmine reidStoughton, MassachusettsClass III love the mastery of work. I lovebeing able to know something andembrace it well enough to teach itto someone else. I love makingconnections and relating things inand out of class. I also love beingable to change a teacher’s mind orassumption—I may look like thisand act like that, but I’m also this,and I like this.necessarily know that much aboutdance—they just wanted to bethere to cheer us on and showtheir support. It was such an awesomefeeling.Another great moment was at lastyear’s basketball game against ourarchrivals. Everyone was in thestands cheering on the team—thetwo schools were all chantingback and forth. There was somuch energy and everyone was sointo it. I think the enthusiasm ofthe fans really makes things happen.That was a fun day.What helps with my overall successhere at Milton is that I reallyfeel like I have a connection withthis place and with the peoplehere. I was pulled in by the strongdance program, and the strongacademics were an obvious draw,but the connections I’ve madehere make it such a great place forme. Whatever you want to dohere, Milton will help you make ithappen.I love to be challenged and I hateto be bored. I’m busy, and I fillmy time with a lot—volleyball,track, gospel group, my church,my a capella group Three ForEach of Us. But, you can’t do anythingif you don’t know who youare. It helps me to be introspective,to think about and foster thethings I care about.45

weekendsPlay, or watch and cheer at athletic contests; perform orwatch your friends perform in King Theatre; read yourpoem at the Beatnik Café; work out at the fitness center; sitaround talking in the Schwarz Student Center; hike, rockclimb or kayak with the Outdoor Program; bake cookies ormake soup and watch a movie with your housemates; playpick-up basketball or Frisbee; sleep in and then go tobrunch; visit friends’ rooms and listen to music; meet yourfriends at a dance; catch a game in Boston; watch a collegecomedy improv group at a dorm open house; get to knowsomeone you don’t know well yet; relax and laugh.Weekends here definitely stimulate the student body. TheSAA [Student Activities Association] plans events that helpyou unwind and relax after a packed week. My favorite eventthis year was Oktoberfest. It’s held around Halloween and ithas a small-town-fall-festival feel to it. There are mazes, popcorn,musicians, cotton candy. It was a big festival of funthat everyone came out for.—Chelsea Mehra, McLean, VirginiaHathaway House, Class IVI’m on house council for my dorm, so I recently helped planand organize Hallowell’s Open House, which was great;I got to help design the flyers and come up with some of theideas. We made special t-shirts, and we had make-your-owntacos. We also had “Human Foosball” which is like a bigblow-up moonwalk that you get in and you’re tied to bungeecords so you can only move so far to kick the ball. It was a lotof fun.—Miranda Wheeler, Washington, DCHallowell House, Class IfactsMiles from Milton to:Fenway Park 10Museum of Fine Arts 10Boston Symphony 10Blue Hills Ski Area 4Average number of studentsponsoredsocial events permonth: 20Number of movies shownon campus, 2007–2008: 15Number of dances oncampus, 2007–2008: 1046

spaces and places48

athletics50

athleticsCoaches and teammates help Milton students learn thegreat lessons of athletics: the value of working hard,preparing well, taking risks, working collaboratively, andwinning and losing with dignity.Through interscholastic and intramuralsports, as well as physicaleducation courses, all Milton studentsare involved in physicallyactive and challenging pursuitsthat help form an exceptional educationalexperience. Athletic activityis certainly an expression ofone form of intelligence, an intelligencethat needs to be developedand nurtured, like any other.For the athlete interested in interscholasticplay, Milton offers threelevels of competition in severalsports. At all levels, experiencedcoaches guide our athletes, oftencoming straight from the classroomto the field. We help individualsand teams improve, whilealso providing the framework forthe personal growth that comesfrom competition and teamwork.Milton competes in the IndependentSchool League (ISL),which includes 16 independentschools and enjoys a long andpowerful athletic tradition. Memberschools are based in GreaterBoston, New Hampshire andRhode Island. Games take placeacross all three seasons. The ISLis considered an elite league inmany sports. It provides greatcompetition in soccer, field hockey,football, squash, wrestling,volleyball, basketball, baseball,softball, lacrosse, tennis, trackand several other sports. Miltonoffers interscholastic competitionbeyond the ISL as well, in sailingand swimming.Students can also learn skills ina variety of sports through ourintramural program and physicaleducation courses. Our emphasisis on physical activity andsportsmanship.inter scholastic teamsFall Winter SpringGirlsCross Country Alpine Skiing GolfField Hockey Basketball LacrosseSoccer Ice Hockey SailingSquashSoftballSwimmingTennisVolleyballTrackBoysCross Country Alpine Skiing BaseballFootball Basketball GolfSoccer Ice Hockey LacrosseSquashSailingSwimmingTennisWrestlingTrackintr amur al progr amFall Winter SpringStrength Training Strength Training Strength TrainingOutdoor Program Outdoor Program Outdoor ProgramYoga Yoga YogaSquash Skiing Ultimate FrisbeeTennis52

factsNumber of interscholastic girls’teams: 15Number of interscholastic boys’teams: 15Number of intramural offerings: 9Number of athletic buildings oncampus: 4Number of fields: 12Number of tennis courts: 13 outdoor,4 indoorPercent of students participatingin intramural or interscholasticsports, or physical educationclasses: 100%Number of full-time athletictrainers: 3Sampling of interscholasticcompetitors:AndoverExeterGrotonMiddlesexNoble & GreenoughSt. Mark’sSt. Paul’sRecent New Englandchampionships:Boys’ Skiing, 2002, 2003 and2004Girls’ Skiing, 2002Girls’ Volleyball, 2003 and 2004Boys’ Tennis, 2002, 2003, 2004,2005, 2006, and 2007Girls’ Tennis, 2004 and 2005Sailing, 2002Girls’ Field Hockey, 2001Recent ISL championships:Boys’ Squash, 2001, 2002 and2003Girls’ Squash, 2004Boys’ Skiing, 2002 and 2003Boys’ Tennis, 2003, 2004, 2006,and 2007Girls’ Tennis, 2004, 2006, 2007,and 2008Baseball, 2003Boys’ Lacrosse, 200453

music and performing artsperforming opportunities distinguish the milton progr amMusic and performance weaves through Milton life, buildingon coursework available from the beginner through theadvanced levels. The Jazz Combo may open Monday morningassembly, and speech team may follow with winningselections from their weekend tournament. You’ll meet thecast of a 1212 production distributing tickets at lunch fora performance that night. Students wildly applaud thehighlight of each Friday’s assembly—a Miltones or Octetsong—just before dancers give a preview of the weekend’sattractions in King Theatre. Whether you are a performeror a fan, you will enjoy the prominent role that music andperforming arts play in school life at Milton.chor al musicOver 200 students participate inone or more of six distinct choralensembles. Founded in 1925, theGlee Club boasts over 150 membersand performs a minimumof two major concerts each year.The award-winning ChamberSingers—a select chorus of 40—has toured Romania, Kenya,England, northwestern UnitedStates, China, Hong Kong,Ireland, Hawaii and Italy. TheMiltones and Octet are a cappellagroups of eight male and eightfemale singers respectively, whoperform at assemblies and manyother events throughout theschool year. Several studentdirecteda cappella groups, such asThree For Each of Us and anotherfemale group, Epic, also performoften for the School community.orchestr almusicOver 100 musicians play a string,woodwind, brass or percussioninstrument for the OrchestralMusic Program. Featuring manysoloists, the orchestra performstwo major concerts on campuseach year. The orchestra is alsowell traveled, having toured theUnited States and Canada withperformances in Philadelphia,Washington, New York, Montreal,and Hawaii. The ChamberOrchestra was founded in 1993 tocater to the great number of talentedorchestral musicians at theAcademy and is open to studentsby audition only.jazzUsing what they learn about jazzimprovisation in the classroom,Milton’s jazz combos, at four levels,perform both on and off campusthroughout the year. The jazzcombos and many of its membershave won several combo and individualnational and regionalawards, and they have appeared atsix International Association ofJazz Education conferences. Thecombos have opened for suchartists as James Taylor (a Miltonalumnus), Poncho Sanchez, ElvinJones, and Abdullah Ibrahim. Thegroup has toured South Africa sixtimes playing for ReverendDesmond Tutu and actor DannyGlover, and has also touredFlorida, Montreal, California andseveral European jazz festivals.They have also performed at theprestigious Regattabar, theGardner Art Museum and at theWhite House for President andMrs. Clinton. The Jazz Programalso hosts many professionalguest artists who perform andwork with our jazz students.Milton offers all students theopportunity to learn about andperform jazz from an internationalperspective.theatreA play is always in production inKellner Performing Arts Center.From Medea and Romeo and Julietto Ibsen’s Enemy of the People,to modern works like Nuts andHoles and the Broadway musical,A Chorus Line, Milton productionsencompass a broad cross sectionof theatre, both classical and contemporary.Milton stages threeplays and a dance concert eachyear in the Ruth King Theatre.In other campus performancespaces, the Class IV play, a springdance concert, a popular seriescalled the 1212 Studio Productions,and student directed one-actsmake for rich and varied optionsat Milton. Each play or performancerelies on highly-skilled,technical theatre students whobuild sets, design lighting, incorporatemedia and execute theproductions. Additional performanceshave included foreignlanguage plays, faculty plays,student-written and directedplays, and senior projects. Theexpertise of a full-time technicaldirector helps sharpen the professionalismof each performance.I’ve been acting since I could walk, but I never took a [performingarts] class until I came to Milton. There is a lot ofmovement in that class, a lot of action. It’s almost a workout.Drama class has flip-flopped everything for me, in a goodway. I remember thinking, “Wow, I didn’t know people didthat when they acted!” It has opened up a whole new worldfor me, and it helped when I was the lead recently in NoMother To Guide Her.—Cam Nevin, Moretown, VermontForbes House, Class III55

danceEach year, an ensemble of Miltonstudents presents an evening ofdance to a full house for threestraight nights: the popularWinter Dance Concert. The productiontypically includes thework of more than 40 boys andgirls from Class I through ClassIV and is made up of dances choreographedby faculty, professionalguest artists, and studentsunder faculty supervision. Bothdancers and choreographersparticipate in Milton’s biennialmusicals, produced jointly bythe performing arts and musicdepartments. An informal springdance concert, an annual ArtsNight, school assemblies, and variousspecial event performancesalso provide many opportunitiesfor dancers and choreographers toexhibit their work.speech anddeb ateFor many years, Milton studentshave taken advantage of an excitingopportunity that is legendaryamong Milton alumni—to learnthe fundamentals of performance,literary interpretation, publicaddress and debate as membersof a supportive team. Team membersperform in tournamentslocally and around the country inseveral categories of events,including oral interpretation, limitedpreparation events, publicaddress, and debate. They earnawards ranging from individualstate and national championshipsto team honors. They can also berecognized by honorary academicdegrees from the NationalForensic League based on involvementthroughout their competitivecareer.Competitive Events“Interpretation” is the art of literaryperformance. Unlike drama,which recreates scenes by simulatingthe real and visual worldthrough the use of props, furnitureand a stage, interpretationrequires the performer to take onthe responsibility of directing,acting and recreating the scenewithout a formal theatre. Interpretationevents include Prose,Poetry, Dramatic, Humorous,Children’s Literature, Duo Interpretation,and Play Reading.“Limited Preparation Events” requirestudents to prepare originalspeeches within a predeterminedtime limit. Events include ExtemporaneousSpeaking (currentevents), Impromptu Speaking(analysis of quotations), and RadioBroadcasting (news reporting).“Public Address” refers to memorizedspeeches delivered to anaudience. Events in publicaddress include Oratory (an originalten minute speech) and Declamation(a ten minute publishedspeech written by someone otherthan the performer).Debate at the state and nationallevel includes Lincoln-DouglasDebate (one-on-one debates onpropositions of value), PublicForum Debate (team debate oncurrent events and popularissues), and CongressionalDebate (full chamber simulationsof Congress).Tournament sites over the yearshave included national level tournamentsat Yale University inConnecticut, St. Joseph’sUniversity in Pennsylvania,George Mason University inWashington, D.C. and HarvardUniversity in Massachusetts, aswell as state level tournamentsthroughout Massachusetts.56

factsNumber of students in orchestra:110Number of singing groups:8 (Glee Club, Chamber Singers,Chapel Choir, Gospel Choir,Miltones, Octet, Epic, Three forEach of Us)Theatre productions, 2007-2008Mainstage Productions:• Diary of Anne Frank by FrancesGoodrich and Albert Hackett• No Mother to Guide Her byAnthony Forsythe• Lute Song adapted by Will Irwinand Sidney HowardClass IV Play:• Rosencrantz and Guildenstern areDead by Tom Stoppard1212 Plays (Wigg Hall Productions):• Proof by David Auburn• Hecuba by EuripidesStudent-Directed One-Acts:• Heritage, Her-i-tage, Hair-i-tage byAdrienne Dawes• Coax by Neil LaBute• The Mystery at Twicknam Vicarageby David Ives• Rats by Israel Horovitz57

I really enjoy combining my interest in the arts with communityservice. I’m doing that this year at Taylor ElementarySchool, where I’ve developed an arts program for 100 firstgraders, since the school couldn’t afford full-time art education.Milton students volunteer their time once a week to dovisual arts projects with the children. At that age, you needan artistic outlet. Growing up without that exposure is unacceptable.In the next ten years I hope to do something alongthose lines, but bigger—raising more funds, affecting morechildren.—Allan Jean-Baptiste, Milton, MassachusettsClass IThe Special Olympics, Track and Field CompetitionMilton students help SpecialOlympians.factsA sampling of popular CommunityService sites:• Boston Partners (tutoring inBoston public elementaryschools)• ESL tutoring for women atMujeres Unidas• Massachusetts Hospital School(for mentally and physicallydisabled youth)• Milton Animal Shelter• Boston Home (residence foradults with multiple sclerosis)• Greater Boston Food Bank• Rosie’s Place (shelter for womenand children)• Tutoring in Milton public schools• Mural painting with artistSidewalk Sam for Bostonbeautification• Elder Services (students servelunch to and socialize with theelderly)• 250 students volunteer weeklyor monthly• 29 service sites in GreaterBoston• 140 volunteers for one-timespecial events• 20 faculty, staff and parentvolunteer driversThroughout the school year, Milton students “Inspire Greatness” by coachingSpecial Olympians from the Boston area—ranging in age from 10 to 20 years—weekly in soccer, basketball or track and field.Every spring, Milton’s campus hosts a Special Olympics event where nearly 400athletes and over 100 Academy student volunteers participate.58

community servicepowerful learningThe Community Service Board works with over 25 servicesites in Greater Boston, in addition to projects on campus.The board also manages major events on campus, andmaintains a bulletin board promoting its projects and thecommunity service pages of the school Web site. Everyother year the board plans and implements an all-Schoolservice day when all Upper and Middle school students andfaculty participate in community service.Each grade has several representatives on the CommunityService Board. The student board and faculty coordinatorsrun the program. They manage relationships with agencieswhere student volunteers commit to weekly service. Theyalso organize events such as the Special Olympics, blooddrives, Oxfam Hunger Banquet, a holiday party for childrenfrom a local shelter, or the Class III orientation, whichis a community service day. Board members educate thecommunity about service opportunities, and they haveorganized three interscholastic conferences. Although serviceis not a required activity, every year more than 280students participate in community service at Milton, eitherin weekly commitments or special projects.59

clubs and organizationsmake your mark at milton academyWould you like to see your writing in print, organize supportfor an environmental idea, or run a mock election?Do you want to film a student production, compete withother high schools in math, or promote the visual arts allover campus? Whatever your inclination, whatever you’dlike to try, Milton has opportunities for you. Milton’s widerange of clubs and activities profoundly affects students’lives; students experience leadership, teamwork, performanceand service.students asleader sMilton’s student leaders take theirresponsibilities seriously. Frommanaging class assemblies, toorganizing community servicecommitments, to implementingyear-long projects, students learnto set expectations, motivate othersand fulfill responsibilities.Weekend training retreats, workingrelationships with facultyadvisors, and observing the legaciesof prior leaders help train studentsfor the roles they undertake.The voice of student leadershipsets the tone for the ambitious,exciting Milton environment.factsAdjectives most frequently used byaccepted students to describeMilton: Academic, challenging,diverse, friendlyPool of students elected to serveon a Discipline Committee: 15Number of student-runpublications: 12Frequency of The Milton Paperstudent newspaper production:WeeklyFrequency of The Milton Measurestudent newspaper production:Biweeklycampus andcommunityserviceWhether you’re giving a tour forAdmissions, running an AIDSawareness assembly, or tutoringat the Mujeres Unidas women’scenter in Boston, your Miltonexperience will be enriched byservice opportunities both on andoff campus. Programs begin righthere at Milton, extend into theGreater Boston area, and eveninclude Milton Academy chaptersof national and global serviceorganizations.• AIDS Board• Amnesty International• CARE (Campus Awareness forRecycling and the Environment)• Community Service Board• Habitat for Humanity• Individual Student Support(advanced peer counseling)• Lorax (environmentalorganization)• Orange and Blue Key tourguide program• Peer Counseling• Public Issues Board(current events educatorsand programmers)• Rangers (student technologyassistants)• Students Against DestructiveDecisions (SADD)• World Health Organization(WHO)cultur algroupsShare in the diversity at Milton byjoining one of the active culturalgroups on campus. Discuss issuesof ethnic identity at a CommonGround meeting, learn how tomake paella with the SpanishClub, or debate politics at a GASPgathering. Each group warmlywelcomes students of all backgrounds.• Asian Society• Christian Fellowship• French Club• GASP! (Gay and Straight People)• ONYX (African-Americanculture)• Common Ground• Jewish Student Union• Latino Society• Spanish Club• Gender Equity Club• Caribbean Club• SIMA (Students Interested inMiddle Eastern Affairs)special interestclubsThe arts at Milton extend farbeyond the academic curriculum.Learn about Japanese animationfrom your peers in Anime,edit film with the A/V Club, orserve on the Arts Board to keepthe community informed ofon-campus performances andexhibits.• Film Club• Cartoon Club• A/V (Audio/Visual) Club• Anime (JapaneseAnimation Club)• Arts Board• Improv Club• Culinary Club• Step Club• Hip-Hop Club• Speech and Debate TeamstudentpublicationsPoet, journalist, or critic, you canbecome a published writer atMilton. Put your French orSpanish skills to the test in one ofour foreign-language publications,take on a controversial topicon the editorial page of The MiltonPaper, or read edgy essays andreviews in The Asian. No priorexperience required!• The Milton Paper (weeklynewspaper)• The Milton Measure (biweeklynewspaper)• The Milton Academy Yearbook• Magus-Mabus (literarymagazine)• Mille-Tonnes (Frenchnewspaper)• GAIA (environmental journal)• La Voz (Spanish newspaper)• The Asian (cultural periodical)• Helix (science magazine)• The Issue (current eventsonline publication)• GASP! (Gay and Straight Peoplenewsletter)• Aché (celebrating diversecultures)leader shipopportunitiesAs a student-elected leader, yourinput can have a real impact onlife at Milton. Strengthen yourpublic-speaking skills, learn diplomacyand organization, get toknow your school administratorsand translate your ideas and yourclassmates’ ideas into action.• Self-Governing Association• Boarding Council• Day Council• Student Activities Association• Athletic Association60

I’m really active in both ONYX and the Hip-Hop Club—Iparticipate extensively in both. In Hip-Hop Club we meetand discuss the genre as a whole. We discuss different topicsrelevant to the state of current hip-hop and use the conferenceto share music, share our thoughts, tell people aboutreally good artists. We had a “Night of Rhythm andPoetry”—it was an open mic thing, kind of like Beatnik. Wehad Brion Bane come in—he’s a spoken word artist who ispretty big in New York. It was a huge success.—Matt Trammell, Brooklyn, New YorkForbes House, Class II61

campus resourcesathletic andconvocationcenterkellnerperformingarts centernesto galleryacademicskills centerThe Athletic and ConvocationCenter honors Milton’s traditionof excellence in athletics andenhances opportunities for studentsto participate in a widerange of sports, at varying levels,on an interscholastic or intramuralbasis. The FitzgibbonsConvocation Center (south fieldhouse) includes three basketballcourts, convocation capacity forthe school at large, and an indoortrack. The north field house providesa hockey rink, and alternativelythree tennis courts once theice is gone or an indoor practicearea for field sports. The facility’scenter section houses boys’ andgirls’ home and visitors’ lockerrooms. The second floor housesthe Herbert G. ’24 and Esther B.Stokinger Fitness Center, coaches’offices and training rooms.The performing arts departmentand music department thrive inthe Kellner Performing ArtsCenter. Kellner includes a largedance studio; spacious classroomsfor speech and debate training;classrooms and practice roomsfor work in chorus, orchestra andjazz; a “black box” studio theater;fully-equipped scene constructionand costume shops, and the RuthKing Theatre. A gift of novelistStephen King in honor of hismother, the theater is one of itskind at the high school level inthe United States. With an auditoriumequipped with elevatorsand movable chairs, it is atwentieth-century adaptation ofShakespeare’s Globe Theatre. Itsflexibility allows the departmentto present productions in creativeconfigurations, and to changeconfigurations to suit plays fromvarious historical periods. Kellneris a busy center of life on campus,inside and outside the classroom.Serving the Milton communitysince 1972, the Nesto Gallerybrings in artists from the NewEngland area who enrich andbroaden the School’s collectiveperspective on art. There are eightexhibitions a year, two of whichare student exhibitions. Each yearone exhibition includes graduates,members of the Milton communityor a local artist. An Artist’sLecture Series works in conjunctionwith these exhibitions sostudents meet and talk with theartists directly. The Nesto has garneredmetropolitan press attention.The Boston Globe, the Globe’sSunday South Shore Weekly andthe South Shore papers highlightthe gallery schedule and reviewthe shows. The Nesto Galleryincreases awareness and augmentsexisting visual arts programs,as well as representsMilton Academy within thegreater public arts arena in theBoston area.The Academic Skills Center providesstudents with academicresources such as tutoring, helpwith organizational and timemanagementskills, and a comfortablesite at the center ofcampus for studying or workingwith one of the faculty memberswho works with the director. TheAcademic Skills Center is staffedthroughout the academic day andhas evening hours.Athletic and Convocation CenterHerbert G. ’24 and Esther B. Stokinger Fitness Center62

cox libr aryhealth andcounselingcenterbookstoreCox Library provides a comprehensiverange of resources forstudents, faculty and staff. Thecollection includes approximately46,000 volumes, classified usingthe Dewey Decimal System andLibrary of Congress subject headings,and is available in openstacks. An integrated libraryautomation system providesaccess to the catalog via publicaccess terminals on each floorwithin the building and access tothe collection from outside thelibrary via the Internet. Thelibrary subscribes to approximately150 periodicals and newspapers,with back issues available inprint and microfilm. Holdingsinclude the complete run of theNew York Times since 1851 onmicrofilm and a growing collectionof online programs includingEthnic Newswatch, Info Trac,SIRS, UMI Proquest, and encyclopedias.In addition to offeringa comfortable environment forstudy, research and recreationalreading, the library has microformreaders, reader/printers,computers and a copier for studentuse. The library is open tostudents and faculty weekdays,evenings and throughout theweekend.The Health Center staff provideshealth care services 24 hours aday to Milton Academy students,while school is in session. Thephilosophy of the Health Centeris that of preventative care. Thestaff works with a student’s primarycare physician, supportinghis/her role in the student’shealth care. The Health Centerstaff will:• provide overnight accommodationsfor students who requireadditional attention while notfeeling well• see that laboratory tests are performedor ordered as indicated• administer allergy shots with anorder from a physician• arrange gynecological servicesand contraceptive counseling ata student’s request• assists in arranging transportationto medical appointmentsarranged by the nursesThe School has easy access to theservices of Milton Hospital andmajor Boston hospitals. In a medicalemergency, a nurse willaccompany the student to a medicalfacility or arrange ambulancetransportation.Milton provides professionalcounselors to students who wanthelp with personal problemsand/or obstacles to personal andacademic growth. Health professionalsstaff the center and othersare available on a consultingbasis. Personal counseling isoffered to students on a confidentialbasis. Confidentiality iswaived only when a counselordeems that the student’s health orsafety is endangered.The Milton Academy Bookstoreis located in the lower level ofWarren Hall. As well as stockingall books required for coursestudy, the store handles a largevariety of school supplies, toiletries,pleasure reading material,athletic clothing and gift items.Some of the items you’ll findinclude:• birthday and special occasioncards• class rings and graduationmementos• Milton t-shirts, sweatshirtsand shorts• mugs, cups and keyrings• soda, candy and toothbrushesKellner Performing Arts CenterWilliam Coburn Cox ’24 Library63

computercenter sschwarzstudent centerthe robert m.ayer ’28observatoryThe Academic Computer Center,located in the Schwarz StudentCenter, serves students with anup-to-date network of Macintoshand Pentium computers, laserprinters and scanners. In addition,computers are available tostudents in the skills center andseveral department areas. Thedigital imaging lab is equippedwith 16 computers, Adobe Photoshop® , scanners and a projector.The digital imaging lab supportsand enhances the strengths ofMilton’s traditional fine arts programwhich concentrates onteaching students visual literacy,creative thinking, self-expressionand technical proficiency. Thestate-of-the-art language lab locatedin Ware Hall is fitted with thebest headphones and the latestsoftware enabling students topractice the spoken language outsideof the classroom.Each dorm has a satellite computercenter with three or four DellPCs and a laser printer that isavailable around the clock andmaintained and checked by atrained Technology Ranger.All campus computers areconnected by the campus datanetwork, which is connected tothe Internet. Academy TechnologyServices (ATS) arranges networkconnection of student-ownedcomputers, provides virusprotectionsoftware at no cost, andperforms repairs of computersand printers at reasonable cost.The Schwarz Student Center ispart of daily campus life for allstudents and adults at Milton. Itsdesign enhances opportunities forbuilding relationships, a hallmarkof the Milton experience. The centerincludes:• out-of-class gathering places forstudents and adults• offices for student activities• computer kiosks to check emailand browse the Internet• spaces for faculty-studentmeetings• a snackbar serving a variety offood at different times of the dayincluding bagels, smoothies,pizza, fruit and popcorn• foosball, television and pingpong.In addition to providing telescopicviews of the sky, the Ayer Observatoryallows astronomy studentsto observe the celestial objectsthey are studying. Students alsoconduct individual projects there.Past senior projects have includedastrophotography and variablestar monitoring. The observatoryhas a 12-foot dome housing a5-inch Clark refractor for generalclassroom use and anothersmaller dome housing a 9-inchTakahashi reflector. Eight piersjust outside of the observatoryprovide smaller, portable telescopesfor larger groups. Theobservatory is located at the farright of Nash Field overlookingthe football field.The BookstoreRobert M. Ayer ’28 Observatory64

the milton academy campuslegend1 Straus Library2 Wigglesworth Hall3 Schwarz Student Center4 Warren HallUpper School AdmissionMiddle School Admission5 Ware Hall6 Greenleaf Hall7 Caroline Saltonstall Building8 Art Building—Renovation inProgress9 Cox Library10 Kellner Performing Arts Center11 Health Center12 Junior BuildingLower School Admission13 Hallowell House14 Apthorp Chapel15 Williams Squash Courts16 Athletic and Convocation Center17 Ayer Observatory18 Robert Saltonstall Gymnasium19 Wolcott House20 Robbins House21 Forbes Dining Hall22 Forbes House23 Facilities Building24 Goodwin House25 Hathaway House26 Faulkner House27 Academy Day Care Center28 Millet House29 Norris House30 Interim Science ClassroomsAB–OBJMOPQOutdoor Swimming PoolPlaying FieldsFaulkner FieldNash FieldStokinger FieldDennis FieldParkingInterim Art Classrooms65

admission and financial aidMilton Academy welcomes boardingapplications for admission toGrades 9, 10 and 11. Students inthe Greater Boston area mayapply for admission as day studentsto Grade 9.In a typical year, Milton enrollsthe following number of newstudents in each entry point:Grade 9 (Class IV): 95Grade 10 (Class III): 40Grade 11 (Class II): 15During the first phase of theselection process, admissionofficers read each application in a“need blind” review that does notconsider a candidate’s ability topay as a factor in the evaluations.However, the final phase of theselection process is “need aware”as the Admission Committeeweighs its decisions against availablefinancial aid funds. MiltonAcademy strives to meet 100 percentof the demonstrated need ofeach candidate offered admission.getting startedTo begin your conversation withMilton Academy, complete andsubmit the Preliminary Application;this step creates yourpersonal file with the Office ofAdmission and adds your name toadmissionfactsNumber of completed applicationsin 2008: 900Applicants accepted: 30%Students newly enrolled: 150Median SSAT percentile foraccepted students: 90thMedian SSAT percentile forenrolled students: 90thPercent of newly enrolled studentsof color: 45%Percent of boarders from outsideMassachusetts: 78%our mailing list. Submit yourPreliminary Application prior toyour personal interview, but nolater than January 15, 2009.campus visitA visit to Milton’s 125-acrecampus in suburban Boston is animportant part of the applicationprocess. The Office of Admission,located in Warren Hall, is openyear-round and welcomes visitsfrom interested families fromJune through early January.During the fall semester, familiesmay schedule visits on Monday,Tuesday, Thursday and Fridayfrom 8:15 a.m. to 2:15 p.m. and onWednesdays from 8:15 a.m. tonoon.The Office of Admission isclosed Labor Day, ThanksgivingThursday and Friday, ChristmasEve, Christmas, New Year’s Eveand New Year’s Day.The campus visit includes:Personal InterviewAll candidates for admission andtheir parent(s) or guardian(s)participate in a two-part personalinterview with a member of theAdmission Committee. (See timeline,at right.) Both informativeand evaluative, the interview is alively, often relaxed conversationbetween visiting families and theadmission officer or faculty memberwho conducts the interview.Each student meets one-on-onewith an interviewer prior to theparent interview. The interview isan opportunity for each studentand his or her parents to discussspecial interests and accomplishments,and for an interviewer todetermine whether Milton is agood match for the student.We evaluate students on their academicachievement, intellectualcuriosity, maturity, personality,character, confidence, commitmentto or leadership in extracurricularactivities and citizenship.Interviewers also consider astudent’s “fit” for the rigorouscollege preparatory programMilton offers and, for boardingstudents, its residential program.Campus TourEach visit to Milton includes apersonal, 45-minute campus tourwith a student guide.Special InterestDuring your time at Miltonyou might also take advantage ofthe chance to meet with a facultymember who directs a specialprogram that interests you.Department chairs, coachesand program directors are availableto meet with you during yourvisit. If you are interested in sucha meeting, please inform theOffice of Admission when youschedule your campus visit.standardizedtestingStandardized testing is an importantsupporting element of astudent’s academic record, andall candidates for admission arerequired to submit the results ofthe Secondary School AdmissionTest (SSAT). Applicants shouldregister for and take the SSAT byJanuary 2009 and request thatscores be sent to Milton Academy.The SSAT school code for MiltonAcademy is 5098. Applicants forGrade 11 may substitute the SSATwith either the PSAT or SAT-IReasoning Test.For international applicants orstudents for whom English is notthe first language, the Test ofEnglish as a Foreign Language(TOEFL) is strongly recommended.The TOEFL school code forMilton Academy is 8125.finalapplicationCandidates for admission inSeptember 2009 must file a FinalApplication on or before January15, 2009. A late application maybe considered as space allows, butwe cannot guarantee a decisionby March 10 on late applications.The application fee is $50 fordomestic applicants and $100USD for applicants with an internationalmailing address.The application consists of thefollowing elements:To be completed by the applicant:Part 1: Biographical InformationPart 2: Extracurricular Interests& Short AnswerQuestionsPart 3: Personal Essays/StudentQuestionnaireTo be completed by the parents:Part 4: Parent StatementTo be completed by the principal,head of school or placementcounselor:Part 5: School Transcript &RecommendationTo be completed by teachers:Part 6a: Recommendation fromthe current EnglishteacherPart 6b: Recommendationfrom the current mathteacherPart 6c: Recommendation from ateacher of your choice,mentor or other adultTo be completed by by a nonacademiccoach, mentor or teacher:Part 7a: Special InterestRecommendation—ArtsPart 7b: Special InterestRecommendation—Athleticsfinancial aidMilton Academy values diversityin all its forms and maintains agenerous financial aid budget of$6.1 million in support of thisgoal.All aid is need-based, and Miltonstrives to meet 100 percent ofthe demonstrated need of eachstudent offered admission to theAcademy. Awards are made66

financial aidfactsannually, and returning studentsmust reapply for aid each year.Assuming financial circumstancesdo not change significantly, afamily can expect a comparableamount of aid for the duration oftheir time at Milton.To be eligible for financial assistance,parents must complete andsubmit the Parents’ FinancialStatement (PFS) to the SSS inPrinceton, New Jersey by January15. The school code for MiltonAcademy is 5098. In addition,parents must submit a signedcopy of their 2007 FederalIncome Tax Return to the MiltonAcademy Office of Financial Aidby January 15.For detailed information regardingthe application procedures,criteria and assessment, pleaseread the brochure “Financial Aidat Milton Academy.”timelineFinancial aid budget, 2008–2009:$6.1 millionStudents on financial aid, ClassesI–IV: 32%Contact Information:Office of Financial AidMilton Academy170 Centre StreetMilton, MA 02186Tel: 617-898-2233Fax: 617-898-2237Interviews• Ongoing; interview deadline isJanuary 15, 2009Preliminary Application• ASAP, and before the interviewStandardized Testing• Schedule and take beforeJanuary 2009Application Deadline• January 15, 2009Financial Aid Deadline• January 15, 2009Admission Decisions• Mailed by March 10, 2009Deposit Deadline• April 10, 2009On April 7, 1905, the headmasterof Milton Academy,Mr. Richard Cobb, receivedthe following letter from Mrs.Charlotte C. Eliot, of St. Louis,Missouri:My dear Mr. Cobb,I do not know whether in mylast note I made it sufficientlyexplicit that if after reading myletter and looking over my son’s(Thomas Sterns Eliot) schedule,you approve of his enteringMilton Academy, I desire tomake formal application for hisadmission into the Upper Schooldormitory buildings.Yours very truly,Charlotte C. EliotT.S. Eliot graduated fromMilton Academy in 1906.67

historya timeless mission, a third centuryOn the one hand, Milton is a visionary and bold school—“facing the street”—as Headmaster Field metaphoricallydescribed us in 1942. Yet our School is one whose oldestvalues are the most enduring. Generations of graduatesspeak about the School’s respect for the individual. Theydescribe the ways faculty members supported young peoplestriving to grow in both confidence and competence,to trust the validity of their ideas, to challenge themselves.They remember Milton as the place where they firstlearned to love ideas. Here they learned to set high expectationsfor themselves, to pursue their goals and to honor aresponsibility to a broader community.The Academy’s charter, given in 1798 under theMassachusetts land-grant policy, bequeathed to the Schoola responsibility to “open the way for all the people to ahigher order of education than the common schools cansupply” (Richard Hale, Milton Academy, 1948). Milton wasestablished as a coeducational day school, and preparationfor college was the primary goal of the School’s program.Early in 1900, reacting to an increase in the interest in separateeducation for young women, the Academy dividedinto separate schools. For most of the next century, theMilton Academy Boys’ School and Girls’ School maintainedseparate faculties and facilities; today Milton has returnedto its coeducational roots.“dare to be true ”Adopted in 1898, Milton’s motto resounds in the mindsand hearts of today’s students and graduates. Often citedby both faculty and students as the litmus test for word oraction, “Dare to be true” not only states a core value, itdescribes Milton’s culture. Milton believes that a vital andeffective community is built on individuals’ self-confidenceand shared respect. We do our best to foster an atmosphereof intellectual freedom, and we encourage initiative and theopen exchange of ideas. Doing so requires considerableenergy. Teaching and learning at Milton Academy areactive processes, supported by the recognition of the intelligence,talents and potential of each member of the School.Grounded in values, deeply respectful of diversity, and fullyaware of the issues of their time, Milton students graduatefully prepared to continue working to meet their own highexpectations in the many venues which follow.68

oard of trusteesfactsThe year Milton was chartered as acoeducational land-grant school:1798The year Milton separated into agirls’ school and boys’ school: 1901The year coeducation returned toclasses at Milton: 1970Number of living Milton Academyalumni: 8,705Market value of Milton’sendowment: $190 million (as ofJune, 2008)Annual fund gifts 2007–2008:nearly $3.6 millionDavid AbramsBrookline, MassachusettsGeorge AlexCohasset, MassachusettsJulia W. Bennett ’79Norwell, MassachusettsBradley BloomWellesley, MassachusettsJames M. Fitzgibbons ’52EmeritusChestnut Hill, MassachusettsJohn B. Fitzgibbons ’87Bronxville, New YorkAustan D. Goolsbee ’87Chicago, IllinoisCatherine GordanNew York, New YorkVictoria Hall Graham ’81New York, New YorkMargaret Jewett Greer ’47EmeritaChevy Chase, MarylandAntonia Monroe Grumbach ’61New York, New YorkFranklin W. Hobbs IV ’65PresidentNew York, New YorkOgden M. Hunnewell ’70Vice PresidentBrookline, MassachusettsHarold W. Janeway ’54EmeritusWebster, New HampshireLisa A. Jones ’84Newton, MassachusettsGeorge A. KellnerVice PresidentNew York, New YorkF. Warren McFarlan ’55Belmont, MassachusettsRichard C. Perry ’73New York, New YorkJohn P. Reardon ’56Vice PresidentCohasset, MassachusettsKevin Reilly Jr. ’73Baton Rouge, LouisianaH. Marshall Schwarz ’54EmeritusNew York, New YorkKaran Sheldon ’74Blue Hills Falls, MaineFrederick G. Sykes ’65SecretaryRye, New YorkV-Nee Yeh ’77Hong KongJide J. Zeitlin ’81TreasurerNew York, New YorkCarol Smith MillerBoston, MassachusettsErika Mobley ’86Brisbone, CaliforniaTracy Pun Palandjian ’89Belmont, Massachusetts69

facultyMarijke D. Alsbach (1982)Physical Education andAthleticsB.A., M.Ed., Boston UniversityDarlene R. Anastas (1981)Performing ArtsB.A., M.A., University ofCalifornia Santa BarbaraElaine S. Apthorp (1999)English, HistoryA.B., Williams CollegeM.A., Ph.D., University ofCalifornia at BerkeleyPaul Archer (2007)ClassicsB.A., University of Californiaat BerkeleyM.A., University ofCambridgeJulie Badynee (2005)Academic Skills CenterB.A., Michigan StateUniversityM.A., Northeastern IllinoisUniversityElisabeth Cory Baker (2001)EnglishB.A., Middlebury CollegeM.F.A., University ofMassachusetts, AmherstDavid B. Ball (1999)Academic DeanA.B., Princeton UniversityA.M., Duke UniversityErica C. Banderob (1978)MathematicsA.B., Oberlin CollegeEd.M, Harvard UniversityJohn T. Banderob (1974)MathematicsB.S., Yale UniversityJohn E. Bean (1993)ScienceB.A., Middlebury CollegeM.A.L.S., Wesleyan UniversityMatthew K. Bingham (1998)ScienceB.A., Middlebury CollegeM.Ed., Boston CollegeJessica Bond (2002)EnglishA.B., Harvard UniversityM.A., Middlebury CollegeJaclyn M. Bonenfant (1981)MathematicsB.S., University of NewHampshireM.M.E., WorcesterPolytechnic InstituteDavid Brewster (2007)Visual ArtsB.A., Maryland InstituteCollege of ArtM.F.A., University ofPennsylvaniaPaul Cannata (2003)Physical Education andAthleticsB.A., Hamilton CollegeM.S., American InternationalCollegeHugo A. Caraballo (2006)Modern LanguageB.A., Colby CollegeGordon D. Chase (1978)Visual ArtsB.A., Yale UniversityBryan C. Cheney (1968)Visual ArtsA.B., Harvard UniversityKendall Chun (2007)Outdoor EducationB.S., University ofPennsylvaniaM.Ed., University of NewHampshireTze Chun (2008)Performing ArtsB.A., Columbia UniversityP. Tarim Chung (2001)EnglishB.S., Cornell UniversityM.A., Bread Loaf School ofEnglish, Middlebury CollegeM.Litt., Bread Loaf School ofEnglish, Middlebury CollegeAna G. Colbert (1984)Modern LanguageLicenciatura en Filosofia yLetrasM.A.T., Universidad deNavarraEd.M., Harvard UniversityNicole Colson (2006)EnglishB.A., Williams CollegeEd.M, Harvard UniversityJames F. Connolly (1983)EnglishB.S., Northeastern UniversityM.Ed., Bridgewater StateMark Connolly (2002)Modern LanguageB.A., College ofThe Holy CrossM.A., Boston CollegeDarcy Corson (2007)ScienceB.A., Bowdoin CollegeTracy Crews (2005)Modern LanguageB.A., Eastern UniversityM.A., Middlebury CollegeSteve Darling (2002)Athletics/Health EducationB.S., Northeastern UniversityElizabeth de Bord (2008)Modern LanguageB.A., University of NorthCarolinaM.A., Columbia UniversitySuzanne DeBuhr (2006)ChaplainB.A., Saint Olaf CollegeM. Div., Harvard UniversitySarah W. Dey (1981)HistoryB.A., Yale UniversityM.Ed., Lesley CollegeDonald M. Dregalla (1981)MusicB.M., M.M., New EnglandConservatory of MusicPh.D., Ohio State UniversityMichael Duseau (2004)ScienceB.S., University ofMassachusetts, AmherstMichael H. Edgar (2000)ScienceB.S., Bates CollegeM.Ed., Harvard UniversityKelli Edwards (2001)Performing ArtsB.F.A., University of Missouri,Kansas CityM.F.A., Smith CollegeJoshua Emmott (2004)HistoryB.A., Wesleyan UniversityM.A., London UniversityJennifer Eng (2007)EnglishB.A., Haverford CollegeM.Ed., Harvard UniversityCathleen D. Everett (1990)Director of CommunicationsB.A., College of New RochelleM.S., Boston UniversityLinda S. Eyster (1990)ScienceB.S., University ofSouthwestern LouisianaM.S., University of SouthCarolinaPh.D., NortheasternUniversityLida Famili (1987)ScienceB.S., National UniversityM.S., Tehran UniversityStephen Feldman (2004)MathematicsB.A., Colby CollegeLawrence J. Fitzpatrick (1980)Athletics/Health EducationB.S., M.Ed., NorwichUniversityHeather Flewelling (2002)Counseling ServicesA.B., Harvard RadcliffeCollegesM.S.W., University ofCalifornia at BerkeleyAnne H. Foley (1987)Cox LibraryB.S., University ofSouthern MaineM.L.S., Simmons CollegeAnn E. Foster (2003)HistoryB.A., Hobart and WilliamSmith Colleges,M.A., Loyola CollegePeter Frechette (2007)Visual ArtsB.A., Dartmouth CollegeDouglas C. Fricke (1987)EnglishB.A., Colgate UniversityPh.D., Pennsylvania StateUniversityChristopher Shane Fuller(2008)Performing ArtsB.S., Oral Roberts UniversityM.F.A., Regent UniversityThomas A. Gagnon (1992)ScienceB.S., Brown UniversityEd.M., Harvard UniversityM.S., University ofMassachusetts, BostonM.A.T., Bridgewater StateCollegeMaria Gerrity (1998)EnglishA.B., Vassar CollegeM.Ed., Lesley CollegeAndrea Geyling (1992)Community Service, HistoryB.A., Stanford UniversityEd.M., Harvard UniversityCharlene D. Grant (1979)Physical Education andAthleticsB.S., Indiana UniversityElinor S. Griffin (1979)Director of CounselingServicesB.A., Gordon CollegeM.A., Lesley CollegeMark GwinnLandry (2004)EnglishB.A., Bates CollegeM.A., University of NewHampshireChristopher A. Hales (1999)Chief Information OfficerMathematicsB.A., Emory University70

William P. Hamel (2001)Modern LanguageB.A., SUNY AlbanyM.A., SUNY AlbanyWells S. Hansen (1993)ClassicsA.B., Boston CollegeRichard G. Hardy (1983)Interim Head of SchoolB.A., University of NewHampshireA.M., Brown UniversityAndré Heard (2000)Associate Dean of StudentsB.A., University of VirginiaTeresa J. HerrNeckar (1996)MathematicsB.A., Alfred UniversityM.A., Wesleyan UniversityElizabeth Hetzler (2008)Academic Skills CenterA.B., Smith CollegeEd.M., Harvard UniversityMark S. Hilgendorf (1982)HistoryB.A., University of WisconsinM.A.T., NortheasternUniversityPh.D., Duke UniversityKeith Hilles-Pilant (1986)MathematicsA.B., Princeton UniversityM.S., University of IllinoisDavid Huoppi (2008)MathematicsB.S., Trinity CollegeLaurence Huughe (2004)Modern LanguageB.A., M.A., University of ParisIV—SorbonnePh.D., Brown UniversityJeanne Smith Jacobs (1996)MathematicsA.B., Harvard UniversityM.A.Ed., WashingtonUniversity–St. LouisEd.M., Harvard UniversityMartha Hinds Jacobsen (1985)MathematicsB.A., Smith CollegeM.A., New York UniversityPatrice M. Jean-Baptiste(1999)Performing ArtsB.A., Boston UniversityM.A., Trinity RepConservatory/Rhode IslandCollegeBridget Johnson (2007)Dean of StudentsB.S./B.A., GeorgetownUniversityLeya Tseng Jones (2002)College CounselingB.A., Duke UniversityEd.M., Harvard UniversityPeter Kahn (2002)MathematicsB.S., Johns HopkinsMichael Kassatly (2006)MathematicsB.A., Cornell UniversityM.S., University of NewHampshireM.A., University of California-Los AngelesAnne L. Kaufman (2002)MathematicsA.B., Smith CollegeM.A., University of MontanaPh.D., University of MarylandJames C. Kernohan (1988)ScienceB.S., Denison UniversityEd.M., Harvard UniversityRachel Klein-Ash (1996)College CounselingB.A., Colby CollegeMS.Ed., University ofPennsylvaniaIsabelle Lantieri (2001)Modern LanguageB.S., Université de ParisJames L. LaRochelle (1996)ScienceB.S., University of MaineJanet Levine (1986)EnglishB.A., University ofWitwatersrandB.A., University of SouthAfricaElizabeth Lillis (2006)ScienceB.S., Georgetown UniversityM.Ed., University ofMaryland-College ParkNeal Litvack (2003)Chief Financial OfficerA.B., Vassar CollegeM.B.A., Harvard UniversityVictor Llacuna (2003)Modern LanguageB.A., Universidad Autonomade BarcelonaMichael S.L. Lou (1995)HistoryB.A., Brown UniversityM.A., Harvard UniversityKevin M. Macdonald (1996)AthleticsB.A., Holy CrossM.Ed., Cambridge CollegeEdna L. Manzer (1998)Cox LibraryB.A., University of NewHampshireM.S., Drexel UniversityPh.D., Indiana UniversitySusan Marianelli (2004)Performing ArtsB.A., University of EvansvillePamela J. McArdle (1989)Performing ArtsB.A., Boston UniversityP.A., Emerson CollegeM.A., Simmons CollegeAndrew K. McBrian (1989)Counseling ServicesB.A., Yale UniversityEd.M., Ed.D., HarvardUniversityWalter S. McCloskey (1971)EnglishA.B., Ph.D., HarvardUniversityJane McDonald (2004)Athletics/Health EducationB.S., M.Ed., Boston UniversityKelly McQuighan (2007)ScienceB.A., Rice UniversityPaul E. Menneg Jr. (1980)Visual ArtsB.F.A., Ohio WesleyanM.F.A., University of KansasFrancis D. Millet (1942)Admission/ClassicsA.B., Harvard UniversityJames Mills (2003)HistoryB.A., Hendrix CollegeM. Phil., Jesus College,Cambridge UniversityPh.D., London School ofEconomics and PoliticalScienceBradley Moriarty (2004)ScienceB.A., Georgetown UniversityM.Ed., Boston UniversityB.S., Northeastern UniversityM.S., Massachusetts Instituteof TechnologyLouise E. Mundinger (1986)MusicB.M., ValparaisoM.M., New EnglandConservatory of MusicMichael P. Murray (1986)Modern LanguageB.A., M.A., University ofMassachusetts, AmherstAnne Neely (1974)Visual ArtsB.A., Old DominionUniversityLisa Nussbaum (2007)MathematicsB.A., Smith CollegeM.B.A., New York UniversityPeter G. Parisi (1995)Performing ArtsB.A., Bridgewater StateCollegeM.F.A., University of TexasBernard R. Planchon (1985)Modern LanguageCertificate d’Etudes Literaires,Université de LilleM.A., Tufts UniversityLawrence Pollans (1985)History/Visual ArtsB.A., Franklin & MarshallCollegeB.F.A., Boston UniversityM.F.A., Tyler School of ArtHarold I. Pratt Jr. (1990)MathematicsB.A., Connecticut CollegeJuan R. Ramos (1998)MathematicsB.S.I.E., Universidad dePuerto RicoM.E., University of FloridaMary Jo Ramos (1998)Modern LanguageB.A., Universidad dePuerto RicoM.A., University of NewMexicoPaul Rebuck (2004)Dean of AdmissionB.A., Amherst CollegeM.S., University ofMassachusettsLamar Reddicks (2008)AthleticsB.S., Bentley CollegeGregg W. Reilly (2001)MathematicsB.S., University ofMassachusettsM.S., University of NewHampshireHope Rupley (2001)Director of Student ActivitiesB.A., Boston CollegeJames P. Ryan (1998)Modern LanguageB.A., College of Holy Cross71

directionsCaroline Sabin (2007)EnglishA.B., Harvard UniversityKimberly Samson (1993)ScienceB.A., Wellesley CollegeM.A.L.S., Wesleyan UniversityThomas W. Sando (1988)ScienceB.S., Duke UniversityM.S., University of North Carolina atChapel HillRebecca Schorin (2002)EnglishB.A., University of PittsburghM.S., Northwestern UniversityMarie-Annick Schram (1990)Modern LanguageDiploma Chinese, National School ofOriental LanguesLicence des Lettres, U. of ParisElihu Selter (2008)Counseling ServicesB.A., University of RochesterPh.D., Massachusetts School ofProfessional PsychologyGordon W. Sewall (1996)Assistant Head, Alumni Relations andDevelopmentB.A., Bowdoin CollegeEd.M., Harvard UniversityDeborah E. Simon (1980)Performing ArtsB.A., M.A., University of the PacificRobert M. Sinicrope (1973)MusicB.S., Worcester Polytechnic InstituteM.Ed., Boston UniversitySherrod E. Skinner (1999)Director of College CounselingA.B., Ed.M., Harvard UniversityAngelique Smith (2007)HistoryB.A., Spelman CollegeM.A., University of ChicagoJ.D., Columbia UniversityDavid M. Smith (1981)EnglishA.B., Harvard UniversityM.A., University of WisconsinJohn Charles Smith (1974)EnglishB.A., University of North CarolinaM.A., Ph.D., Harvard UniversityTerri Solomon (2005)College CounselingB.A., Wellesley CollegeM.S.Ed., University of PennsylvaniaMargaret J. Stark (1986)Visual ArtsA.B., Hamilton-KirklandM.F.A., University of KansasLaurel Starks (1986)HistoryB.A., Wellesley CollegeM.A.T., Memphis State UniversityMichaela H. Steimle (1982)EnglishB.A., Emmanuel CollegeMassachusetts General HospitalLanguage ClinicHeather Sugrue (2001)MathematicsB.S., Massachusetts Institute ofTechnologyM.Ed., Boston CollegeTonysha Taylor (2007)Assistant Dean of StudentsB.A., Columbia UniversityEd.M., Harvard UniversityRobert S. Tyler (1988)ScienceA.B., Harvard UniversityM.S., Northeastern UniversityCarolyn A. Wade (1983)HistoryA.B., Bryn Mawr CollegeM.Ed., Antioch CollegeM.A., Columbia UniversitySarah Wehle (1977)Interim Upper School PrincipalClassicsA.B., Radcliffe CollegeEd.M., Harvard UniversityEdward J. Whalen, Jr. (1995)MusicB.M., University of Rhode IslandM.M., New England Conservatoryof MusicWilliam L. Whitmore (2006)Athletic DirectorB.S., St. Bonaventure UniversityM.A., University of VermontWesley Williams (2008)EnglishB.A., Duke UniversityM.A., University of ColoradoM.A., Boston CollegeVivian S. Wu Wong (1992)HistoryB.A., Stanford UniversityM.Ed., University of MassachusettsShimin Zhou (1998)Modern LanguageB.A., Beijing Normal University,ChinaCarlotta D. Zilliax (1992)EnglishB.S., Wheelock CollegeM.A., Harvard UniversityFrom Boston orLogan Airport:Take i-93 south (Fitzgerald“Southeast” Expressway) to Exit10, Squantum Street, Milton.Turn right at yellow blinker. Go2⁄10 mile to Y intersection, thenbear left onto Centre Street (followhospital sign). Milton academicbuildings begin just afterthe second traffic light. Turn leftinto the parking for the Office ofAdmission. Follow campus signsto the Office of Admission.By automobilefrom the South Shore:Follow Route 3 north to i-93 south(Route 128 north toward Route95) to Exit 5B. Travel north onRandolph Avenue (Route 28north) to the third traffic light.(Do not turn left at the secondtraffic light where Route 28diverges). At the third traffic light,left again into limited parking forthe Office of Admission. Followcampus signs to the Office ofAdmission.By automobilefrom the Massachusetts Turnpike:Take i-95 south (Route 128south). When i-95 veers off toProvidence, stay on 128 south(i-93 north towards Braintree) toExit 5B. Then follow directionsabove.By automobilefrom New York City viaProvidence:Take i-95 north to i-93 northtowards Braintree (Route 128south) to Exit 5B. Then followdirections above.From Boston byPublic Transportation:Take MBTA Red Line (Harvard-Ashmont) train southbound forAshmont—not Quincy orBraintree. At Ashmont change fortrolley marked Mattapan. Get offat stop marked Milton. Telephonefor a taxi or walk one mile southon Randolph Avenue.72

milton academy170 Centre StreetMilton, Massachusetts 02186Tel: 617-898-1798Fax: 617-898-1701Email: admissions@milton.edu