Contents - Milton Academy

milton academyadmissioncatalogue2010–2011admissioncatalogue2010–2011

contentsfactsSchool Address:170 Centre StreetMilton, Massachusetts 02186Admission Telephone Number:617-898-2227Fax Number: 617-898-1701Web Site: www.milton.eduEmail: admissions@milton.eduHead of School:Todd BlandUpper School Principal:David BallDean of Admission: Paul RebuckStudent Enrollment, Upper School(9–12): 675Operating Budget (net),2010–2011: $50 millionTuition:Boarding: $43,975Day: $36,100Financial Aid Budget: $7.65 millionEditors: Cathleen Everett, ErinHoodlet, Caitlin Cassis, PaulRebuckDesign: Moore & Associates,Cambridge, MAPhotographers: Dan Callahan,Tracy Crews, Michael Dwyer, JohnGillooly, Greg Hren, MichaelLutch, Gregg Shupe, MarthaStewart, Nicki Pardo, Greg White2 Our Mission12 Boston Makes a Difference15 What to Expect from Academics in an Independent School17 Students18 Faculty21 Academic Life22 English24 History and Social Sciences26 Science28 Mathematics and Computer Programming30 Modern and Classical Languages32 The Arts35 Off-Campus Programs37 College Counseling38 Residential Life: A Family at School42 Walking Through the Milton Day46 Weekends at Milton48 Spaces and Places50 Athletics55 Music and Performing Arts59 Community Service60 Clubs and Organizations62 Campus Resources and Campus Map66 Admission and Financial Aid68 History69 Board of Trustees70 Faculty72 DirectionsAs an institution committed to diversity,Milton Academy welcomes the oppor tunityto admit academically qualified studentsof any gender, race, color, handicappedstatus, sexual orientation, religion, nationalor ethnic origin to all the rights, privileges,programs and activities generally availableto its students. It does not discriminate onthe basis of gender, race, color, handicappedstatus, sexual orientation, religion, nationalor ethnic origin in the administration of itseducational policies, admission policies,scholarship programs, and athletic or otherschool-administered activities.1

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.At 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 IISomething that’s unique about Milton are the GGE’s (gradedgroup exercises) that we occasionally have in math, or inscience class. Those exercises tell you a lot about the Miltonclassroom. They’re basically tests that you take with partners,which sounds weird, or kind of scary, but the concept workshere. I don’t think it would work at other schools. You neverhave one person dominating the conversation. Everyone hasdifferent strengths here, and in a project like that, all of thosestrengths are important and come into play. People have somany different things to contribute, and that always makesthe result of our work better.— Robert Bedetti, Beverly, MassachusettsClass IIfacts• Beyond core courses andelectives, students find facultysponsors and designindependent courses.• Spencer Parson, Class I, wasawarded a scholarship lastyear from Dartmouth Collegeto participate in the RassiasFoundation’s AcceleratedLanguage Program where hestudied Arabic in a ten-dayintensive course that focusedon structure, vocabulary,fluency, accent and culturalunderstanding.• Armide Storey ’09 developedher senior projectaround shadowing Dr. AdamWolfberg ’88, a maternal andfetal medicine specialist atTufts Medical Center. Armideread extensively to preparefor her project, and participatedin clinical researchwith Dr. Wolfberg.4

our mission:a respect for othersMilton 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.The 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 III play on the varsity soccer team, and the girls on my teamare incredible. Team dynamics come into play everywhere—we’re a team on and off the field, and not only in our season.We cheer each other up, support each other, and get to knoweach other so well that we’re like a big family. We try to makeeach other’s days better. We focus at practice, and we workhard for one another and for our coaches. We keep eachother in line sometimes, too. When I lose focus in a game, orget distracted by a bad call, my captains and the other girlsbring me back, and that makes all the difference.— Diana Perry, Bethesda, MarylandMillet House, Class IIfacts• 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:embracing diversityTo 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 ’08New York, New YorkThe 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 IIThe 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 and SaudiArabia. I have the whole world in my one house.— Chelsea Mehra, McLean, VirginiaHathaway House, Class IIfacts• 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; FieldsMedal winner and HarvardProfessor Shing-Tung Yau;and award-winning artist andfilmmaker Tze Chun ’98.6

our mission:and the pursuit of excellencefacts• Chloe Michaelidis, Class II,won a Gold Medal in thisyear’s National ScholasticArts and Writing Awards forher poem “Yia Yia,” selectedfrom more than 165,000submissions. In winningthis award, Chloe joins theranks of renown writers andartists Joyce Carol Oates,Robert Redford, TrumanCapote, Sylvia Plath, BernardMalmud and Andy Warhol—also National ScholasticAward winners.• Brian Kong, Class II, earnedsecond place among 1,118students in the NorthAmerican ComputationalLinguistics Olympiad competition(missing first placeby only .01 points). Brian’ssuccess earned him theopportunity to compete inthe International LinguisticsOlympiad in Sweden in July.• This winter, the girls’ skiteam traveled to MountSnow in Vermont to competein the annual NEPSACChampionship tournamentand ski against the best inthe East. Facing challengingweather conditions, theMustangs placed secondoverall in their division.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 enjoyed my DYO [Do Your Own] project in Physics becausemy partner and I tested whether or not the Doppler effect istrue, whether velocity does affect frequency of sound. Since Iwas nine years old I’ve had a passion for science. This projectgave me a new perspective on how to work in the lab—theconduct, the research. We really had to create the processfrom the beginning—forming our hypothesis, working withcontrol variables. I’m planning to work at NIH [NationalInstitutes of Health, Bethesda, Maryland] in the lab thissummer.— Chelsea Mehra, McLean, VirginiaHathaway House, Class IIThe essays that we had to write this year were a lot moreanalytical than I was used to. I had to present a much strongerargument than I had at my old school. Figuring it outwas trial and error: making adjustments, talking with theteacher, reviewing the essay again. It was helpful being ableto go back to the teacher again and again.— Maggie Walsh, Milton, MassachusettsClass IIII was surprised by how well I was able to adjust to the classsize here. I came from a public school, where there wouldhave been 2,400 students in high school with me, and now Iam in a Chinese class with eight others. In my old classesyou could hide in the back of a room of 35, but here we’re allsitting around the table, face-to-face. We have no choice butto say what we think, and to listen to what everyone else hasto say. I never raised my hand in English class before I camehere; I never thought my answers or ideas were sufficient.But the teachers here make it safe and comfortable for us tovoice our thoughts.— Kiyon Hahm, Irvine, CaliforniaRobbins House, Class III7

our mission:a community in which individuals developcompetence, confidence and characterMilton 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.Giving my Class IV Talk was a defining moment for me.Coming to Milton from the other side of the world was hard,but when I stood up to deliver my speech to my class, theresponse from my classmates was overwhelming. People Ihadn’t even met yet were congratulating me, asking me questionsabout some of the things I had said; my friends weregiving me hugs telling me what a great job I had done. Thatexperience was a huge confidence boost for me. It opened meup to trying new things, taking risks, putting myself outthere. When I gave my speech for head monitor three yearslater—to almost ten times as many people—I felt so supported.I wasn’t nervous at all.— Assel Tuleubayeva, Almaty, KazakhstanRobbins House, Class II have been dancing since I was very young, so I knew I wasgoing to dance here at Milton. But I also loved kayaking lastspring; and I tried out for Speech Team even though I’dnever done that before. Milton opened me up to the wholespectrum of performing arts. I tried out and did Pippin, themusical, and next year I’m going to take drama. Even indance, I had to move beyond my own tradition and work onadvanced modern dance, which is more European-basedmovement. What’s most valuable about Milton is the opportunitiesyou have—for courses and for extracurriculars.— Ashley Bair, Kingston, JamaicaMillet House, Class IIfacts• One third of all Milton studentsare community servicevolunteers, working in 39 settings—inBoston, in Miltonand on campus.• The Outdoor Program, firstled by the legendary mountaineerH. Adams Carter ’32,boasts an indoor climbingwall. Outdoor gear includesa fleet of kayaks, mountaineeringboots, rock-climbingshoes, tents, four-seasonsleeping bags and outdoorcooking equipment. Theprogram teaches studentshow to hike, climb and kayak,stressing safety training andpreparedness.• Milton students stage tendramatic productions eachyear. Among recent playswere the musical Pippin, LaCasa Nova, The Odyssey byHomer, and Doubt: A Parable.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 also likethat New England has four distinct seasons; that’s four seasonsworth of activities that I get to do.— Cam Nevin, Moretown, VermontForbes House, Class IMilton was the only school I applied to—which says a lotabout the school—and I didn’t know quite how I would gethere, but I could visualize myself here so clearly. Milton is sowelcoming. You can be yourself here, whoever you are. Oneof the most valuable things about Milton is what you learnoutside of class: how to build relationships, how to get along,how to persevere. These are the important skills to learn inlife, and you learn them here.— Jennifer Pham, Boston, MassachusettsClass IIIMs. Alsbach was my field hockey coach this year, and shewas so patient with us. If you wanted to stay after practicefor extra help, she would always work with you. It helps tohave a coach you can talk with. I was a goalie this season,and I had five shutouts, which was a highlight for me. Iimproved so much from Ms. Alsbach’s coaching.— Sophie Janeway, Stuyvesant, New YorkRobbins House, Class IIIfacts• 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 Milton’s communityservice trip to Belize, SouthAmerica. Assisted by thenonprofit group Peacework,students refurbished theSaint Barnabus School, justoutside of San Ignacio in thecountry’s mountainous 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 critical thinkersThe 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 IIScience at Milton is really different from my previous school.Right away in my freshman year, the amount of hands-onlearning was shocking. I’ve become much more of a criticalthinker here. We have to analyze, ask why, and ask how athing works, as opposed to just memorize a set of generallyaccepted facts.I love Honors Bio with Mr. Edgar. The complexity anddynamics of the living world are really interesting. We see theforces that we learned about in physics, and then last year inchemistry, working together to give forth life. We started withecology, and moved to cellular level mechanics and now we’removing on to DNA.— Nikhil Bhambi, Bakersfield, CaliforniaGoodwin 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.• J. Peter Scoblic ’92 returnedto campus this spring as the2010 graduation speaker. Awriter, editor, arms controlexpert, Peter is a memberof the Senate ForeignRelations Committee, wherehe is working on ratificationof the New START treatywith Russia. Prior to joiningthe committee, he wasthe executive editor of TheNew Republic. He is alsothe author of U.S. vs. Them:Conservatism in the Age ofNuclear Terror, which the NewYork Times called “an incisiveintellectual history.”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.What I like best is the way Milton does things. It’s a trustbasedenvironment. We have free periods and the idea is “wetrust you to do your work.” That was a huge switch for me.Before, people expected us to do the worst we could do, sothey made the policies and rules with that expectation. Herethey expect the best person to come out, so it does.— Lina Neidhardt, Canton, MassachusettsClass IIII’ve changed a lot since coming to Milton—I’ve matured,I’m more independent, and I have learned how to get alongwith people very different from me. I’ve learned about newcultures, new music—I used to listen to a lot of hip hop andR&B back home, but I’ve started listening to more classicalmusic. You don’t always see yourself change, but you realizeone day that you’re different, and here I’ve found that’s forthe better.— Shan Lin, Bronx, New YorkForbes House, Class IIYou’re comfortable being smart at Milton. At my old school,I was Hannah the smart girl. Now I’m just Hannah. AtMilton you’re all on a level playing field. No one is set apartfor being “outstanding” or “the smart kid.” We’re all thesmart kid.— Hannah Smith, Millboro, VirginiaMillet House, Class IIfactsfacts• Students earning BisbeePrizes this year for outstandingresearch in U.S. Historyasked questions aboutJapanese internment practicesduring World War II; theimpact of television on modernpolitics and JFK’s 1960presidential election; changesin America’s agriculturalsystem from the 1970s tothe ’90s; and the evolutioncreationismconflicts of 1925.• One of 28 teenagers inMassachusetts, Grant Jones,Class of 2010, was chosenfor Governor Deval Patrick’s(’74) Statewide YouthCouncil. The Youth Councilwas formed to give youngpeople access to the governorand a significant voice in thedecision-making process.Council members’ responsibilitiesmotivate them tobe involved in their communitiesand to participatein problem solving throughleadership and planningroles.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

urban-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.Pulitzer Prize-winning author JeffreyEugenides—who penned the bestselling novels Middlesex and TheVirgin Suicides—was the spring 2009Bingham Reader.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• Gish JenAcclaimed Chinese-AmericanauthorRon Carter, world-renowned saxophonistand jazz educator, held workshopsfor three days with Milton jazzstudents.milton to bostonHaving access to Boston’s universities,institutions and otherresources is a particular advantageto our students. For example,students in AP American &Com parative Government attendprograms at Harvard’s KennedyInstitute on Politics, the KennedyLibrary, and the Ford Hall Forumat Faneuil Hall. Delegationsattend the Harvard Model Congress,the Harvard Model UNand a similar program at TuftsUniversity. Calculus studentsvisit M.I.T. laboratories, whileAncient Civilizations classesexplore exhibits at the Museumof Fine Arts (MFA). The Historyof Art class also visits the MFAas well as Harvard’s Fogg ArtMuseum and the Isabella StewartGardner Muse um. Geology studentsextend their class work tothe Charles River and the BlueHills Reservation. Membersof the Astronomy class experiencethe planetarium at theMuseum of Science. With Tufts,M.I.T., Harvard, Boston College,Northeastern, Wellesley andBoston University in Milton’sbackyard, our students have manyopportunities to participate in theacademic and cultural environmentof “America’s college town.”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 Youth SymphonyOrchestras• Longy Music School• Massachusetts EducatorsDistrict and All-State MusicFestivalsMilton students participate inmu sical competitions sponsoredby:• 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 39 sites in and aroundBoston, including day-care centers,classrooms, ESL programs,food banks, 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 traditionsRight 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 favorite res-taurants in Chinatown are cherishedactivities. Milton studentslove shopping, exploring museums,going to jazz concerts orsports contests. They learn aboutthe city with the help of facultyadvisors and older students. Theiraccess to the city has been carefullyconsidered by faculty andrules 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 forthe ages 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. Upperclassmen must 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.Quincy Marketstudents take advantage of…The Swan Boats and the Boston Public GardenGovernment Center Historic Copley Square Faneuil Hall in Boston14

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,expressing ideas; they help you achieve these skills.You’ll develop your own point of view, and you’ll learn torespect others’ differing points of view.You have your own advisor. One advisor counsels youand a small group of other students throughout yourMilton 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

factsUpper School students: 675,grades 9–12Population of the town of Milton:26,000Foreign countries represented inthe Upper School in 2010–2011: 18Percent of students of color in2010–2011: 42%Percent of female students in2010–2011: 50%Students who participated inexchange programs or programsabroad in 2009–2010, studying incountries such as Spain, France,Italy and China: 4216

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 ifit doesn’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 ’09Coral Gables, FloridaThe students at Milton are all very aware: aware of whatthey have to do, aware that they’re capable, aware of theworld around them. Milton students seem to have a broaderknowledge, in general, than most kids our age.— Cydney Grannan, West Newton, MassachusettsClass III17

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 lockedin old views. They like to think about things, to be open tonew views. 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 learnat their 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 DepartmentAt Milton teachers know you well, and they are willing totalk with you about anything—obviously your class work,but also your concert coming up, or your friends, your gameagainst your rivals or your weekend plans. They make timefor you, and they don’t spend class time lecturing at you.They’re friendly and accessible. They respect what we haveto say in class. My advisor knows the Milton community sowell and provides such amazing insight for me. He’s incredible—he’sbeen to all seven continents—and at anotherschool I don’t know whether I’d have someone so interestingand intellectual caring so much and helping guide my highschool experience.— Louis McWilliams, Milton, MassachusettsClass IIIMs. Baker is my English teacher, and she has helped meimprove my writing so much this year. I’m really proud ofmy work in her class, and it helps that she comments so thoroughlyon everything I turn in. She’s so encouraging, saying“You’re doing great! This is an excellent paragraph—strongfocus with solid, supportive details.” I edited my critical essayso many times because I wanted it to be perfect—for me andfor her. She even makes grammar fun, even though there’snothing fun about grammar. She’s so respectful of us, and soopen.— Osaremen Okolo, Canton, MassachusettsClass IV18

factsNumber of Milton Academy faculty(1798): 2Number of Milton Academy faculty(2010): 127Percent of faculty with post-graduatedegrees: 78%Percent of faculty with doctorates:9%Ratio of students to faculty: 5:119

At Milton, we encourage that paradoxically productive mix of independence and collaboration,humility and confidence, respect for the past and enthusiasm for the future. When wedo so, we allow students to grow in enduring ways. Reflective and creative, they can approachnew challenges with thoughtful determination, and because they learn to speak and listen withequal care, they develop the capacity to lead. Every day, in every moment, such growth takesplace at Milton. To foster such learning, just to share in it, is a remarkable privilege.—David Ball, Upper School Principal and History Department FacultyfactsTypical class size: 14Typical number of courses takenper semester: 5Number of history/social scienceelectives: 21Number of Englishelectives: 22Number 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, participatein class, have work prepared, andbalance their academic, extracurricular,and social commitments.Boston is a resource.Because of our relationshipwith Boston and with majoruniversities, discussions aboutinternational relations, 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 I21

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 skills througha series of assignments that demand analysis and originality.Careful faculty advising helps students choose a courseof study best suited to their abilities and interests. As studentsprogress from Class IV to Class I, the elective choicesincrease. Milton Academy’s English program encouragesspontaneity and creativity while emphasizing the rewardsof discipline.Before I came to Milton, I had heard of a lot of great writerswho had graduated from here. Being here I have developeda passion 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 IIfull 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, inthe spiral of the English curriculum, a method that encouragesgathering mastery of the written word. From the ClassIV (Grade 9) Workshop program with its emphasis onthesis-framing and interpretive sentences, to the Class III(Grade 10) writing goals, in which students learn a varietyof essay forms and further refinement of sentence style, to theindependent paths 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, former English department chair, writing inthe parents’ newslettera sampling of courses includesStudies in English and AmericanLiterature (two-year course)Literature and the Human ConditionReadings in American LiteratureMan and the Natural WorldHyphenated VisionsShakespeareModern Comparative LiteratureThree Writers in DepthPerforming LiteraturePhilosophy and LiteratureThe Craft of NonfictionHamletCreative WritingAdvanced Creative WritingWoman, Man, and Their FictionsLiterature and the Nature of Reality22

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 ofthe Class 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 RacismAward-Winning WritingEach year, the Alliance for YoungArtists and Writers recognizes aselect group of high school studentswho have demonstrated exceptionalachievement in their art. Awardwinners are selected by a panel ofprofessional artists and are chosenfrom among thousands of submissions.Chloe Cole ’09 earned a silvermedal in the National Scholastic Artand Writing Awards for her poetry.Chloe’s classmates Caroline Lesterand Michael Bartley were also honoredthis year, earning merit recognitionfrom the National Foundationfor Advancement in the Arts for theirshort stories and poetry, respectively.Jim Connolly’s creative writing class,which helps students to shape theirideas, observations and memories intoworks of fiction and poetry, dependslargely on students “work shopping”each others’ writing. Work shoppingpeers’ writing is the hallmarkof creative writing at Milton; it helpsstudents appreciate the genre andbecome better writers themselves.“The students take it very seriously,”says Chloe. “We approach each others’work as if it’s professional writing.Mr. Connolly is so encouraging—hetells us to be ambitious in our writing.He’s never condescending in hisinstruction; he never says to us, ‘Oh,just write about what you know.’ Hepushes us to go outside of ourselves.“Regional and national [creative writing]awards that Milton students winare amazing because they let us knowthat we are not only strong writersamongst each other, but that we cancompete with other students acrossthe country. That definitely helps buildconfidence and strength in our work.”student poetryThe Fastest TideShift back. Way back.Back to dragged heels,in place of ink pens,carving passages for the airplanesin the red New Brunswick sand.We were the best at it, too,plucking dank mudlike teeth from the ground,and spreading jewel-laden duston every hand-picked crown,knighted by the sun’s silver ray.Come dusk,each of us had maestro agility,directing the ocean.The waves,like wretched hands,gathering their sewing yarn,fumbling through ridges left by the current.Our ditches serpentined the bay,kneading the ground,needing to preservebefore my mother’s call.We left the fortress, then,wondering only, when,when we would snarethe seizing tide.Wilson Collins, Class of 200923

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): 2010Winning Paper samples• Christianity on Trial: The SalemWitch Crisis of 1692 and theEvolution-Creationism Conflictsof 1925• An Ocean of Difference in theTreatment of Japanese Americansduring World War II• Television in Modern Politics: JohnF. Kennedy and the 1960 Election• Prohibition: The Protection ofCitizens or the Persecution ofCitizens• Indian Activism and the Pine RidgeReservation• The California Gold Rush: TheInevitable Fulfillment of ManifestDestiny• The Worst Crime Is Often Outsidethe Bars: An Examination of theCruelties of Solitary Confinementin Three of America’s GreatestPenitentiaries• American Interventionism:Philippines, Panama and Vietnam.Was the United States more motivatedby a philosophy of economics,or a legitimate urge to improve theworld?• Food: The Weapon. Alterations ofthe Agricultural System from the1970s–1990s.A 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 Foreigners”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, “Vietnamizingthe War”Nelson Mandela, “The RivoniaSpeech”Women and Gender inAmerican HistoryBenjamin 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 relationship withinternational 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 developinga course 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 readprimary documents 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.Over 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, Upper School Principal and HistoryDepartment facultyI love the discussions we have around the table in my historyclass. Ms. Wade helps us put everything into a much broadercontext—to see how something affects the whole world. Andwe all have different perspectives that help us understandmore. Someone says, “What about this?”—that makes yourethink things. There’s lots of reading and lots of analysis.Ms. Wade expects a lot, but she knows what we’re capable of.She always relates things to current events, too. Recently shebrought in an article about the last surviving member of theOttoman ruling class—he even had the same last name asthe person we were studying.— Carson Gaffney, Cayce, South CarolinaMillet House, Class IIIAll of us who teach at Milton are inspired daily by the curiosity,intelligence and zeal of our students. The teachers insocial sciences are particularly aware of the extent to whichour students are engaged in their own time. The studentscome to these courses in the numbers they do because theywant 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 Departmenta samplingof coursesincludesAfrican-American HistoryHistory of Modern ChinaHistory of Civil RightsThe United States in theModern WorldHistory of the Middle EastAmerican Government andPolitics (AP)Global EconomicsHistory of Art (AP)Psychology (AP)Topics in Modern World HistoryHistory in Action for aSustainable WorldReligions of AsiaGlobalization and IslamMicroeconomics: The Powerof Markets25

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 tochemistry and 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 to learningabout biological moleculeslike proteins and DNA. Withouta grasp of the atom and bonding(from chemistry) learning aboutproteins becomes an exercisein memorization rather than inunderstanding.Milton offers honors andadvanced level courses as wellas deeply 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—completed independent projects.All four students can point toparticular moments when sciencetook hold of their thinking.Wiley’s inspiration startedat Milton 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 experiencein California 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 interviewsas part of her research. “Youbecame devoted to your topic.”Her presentation of her findingsto the rest of the School was “abig, pivotal moment. I had neverapplied myself that much; I hadnever known so much abouta topic before. It felt good.”Katherine has lived her whole life“across the street from water,” soshe has had a lifelong curiosityabout marine life. On any givenday, she says, “you can find mein hip waders mucking aroundin the marshes.” Two Miltonexperiences led to her project ofdissecting marine organisms:the dogfish 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-mindedscrutiny. “Teachers encourageyou to question, to discover foryourself,” 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 engagedin a 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’s much more practical, more real-life, and more excitingthan just the standard read-lab-test tubes-write sort ofmethod.— Kasey Caine, Dedham, MassachusettsClass IIa sampling of courses includesScience in the Modern AgeGeologyHuman Anatomy and PhysiologyMarine ScienceObservational AstronomyEngineering the FutureCosmology and Modern PhysicsGeneticsScience ResearchNuclear PhysicsIssues in Environmental Sciencefrom 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 pointof the Advanced EnvironmentalScience 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 catalase measuredin moles of oxygen per secondusing a Vernier pressure probe.• Using “micro-lakes” analyze thetoxic effect of acid rain.• 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 an Alka-Seltzer tablet, using amethod of the student’s design, torecord carbon dioxide emissions.• Design an experiment to test theeffect of an independent variableof your 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 Hampshire ForestWatch• Marine Remotely Operated Vehicle(M.R.O.V.)• Team America Rocketry Challenge• Annual National Oceans ScienceBowl (NOSB)27

mathematics andcomputer programmingThe 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,so that all students may exploreand analyze data and considera variety of solutions to any oneproblem. Effective communication—bothverbal and written—iscentral: Students learn to speakand write the language of mathematicsin a student-centeredenvironment where collaborationis both encouraged and expected.We make every effort to help studentsfeel confident in their abilityto do mathematics, so when facedwith a novel problem, studentswill attack it with skill, courage,interest, enthusiasm, and thebelief that they have the intellectualand technological resourcesthat will aid 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 the processesinvolved.The mathematics teachers atMilton Academy work collaboratively,and the materials wedevelop allow 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 the miltonclassroomMath Problems1. Two people are shipwrecked on anisland in the shape of an equilateraltriangle. Sarah loves to surf, andis in 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 ofthe island is the least. They don’tparticularly want to live together,but they are not opposed to buildingone hut, if that is mutually beneficial.What should they do, build onehut or two?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 famousFibonacci sequence are 1 and 1,and each term after the second isthe sum of the previous two terms.Show that this sequence is neitherarithmetic nor geometric. Thenshow that eventually, the sequencedoes begin to behave like a geometricsequence.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

Math is my favorite subject, and I really like the approachhere. Teachers introduce the concept and then students takethe lead themselves in figuring out how it works. The teachersare always there to work with you, but you decide whatyou’re looking for and how to get there. It’s a great way tolearn things well; you really understand something whenyou’re done.— Stefan Pouliot, Hong Kong, ChinaWolcott House, Class IThe 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 talkingabout what we are teaching,why we are teaching it“Working as a team, and usingthe materials that we in thefaculty develop, we’re able todetermine how we spend timein each course, and how weapproach the material,” saysJackie Bonenfant, a 29-year veteranfaculty member in the mathdepartment. “We spend lesstime on the repetitive practice ofskills, in the abstract, and moreon presenting a stream of situations,asking students to determinewhat they need to know tosolve the 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, forexample, together we take a lookat a special situation, establisha set of criteria, learn a lot, andthen zoom 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 andtalk about what we are teaching,why we are teaching it, and howbest to teach it; it’s an essentialand ongoing conversation,” saysTerri HerrNeckar. All those whoteach sections of a given coursemeet once each week; teachers ofseveral courses have many meetings.They discuss how classeshave gone and roadblocks thathave appeared; they agree uponcommon homework assignmentsand who will write anupcoming quiz. The discussionsinclude: “What way would youuse to solve this problem?” or “Iwant to introduce this concept.Do you have an effective problemto do that?”The outcome of teacher collaborationand attention to thecraft of teaching is a curriculumthat is responsive, efficient, customized,open-ended. “I teachtwo classes that each have asingle section 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 fromother schools experience as rareand intellectually invigorating.“You understand,” says Jackie,“that to do the best work withstudents, you need to trust anddepend upon your departmentcolleagues.” Not surprisingly,students respond well to maththat is designed just for them.a sampling of courses includesMath 4 Precalculus: Functions withMathematical ModelingMath 5 CalculusMath 5s Statistics (AP)Math 5/6 BC Calculus (AP)Math 6 Further Topics in Calculus (AP)Math 7 Advanced TopicsComputer ProgrammingAdvanced Computer ProgrammingProgramming Applications29

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 lisantle conte 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.At my old school I was the only one in my grade who tookFrench—it was basically a private class—and now I’m inclass with 13 others who are so good at French, and we learnso much from each other. It’s good to have that challenge, tohave people around you who push you a little.— Arty Berman, Riverside, ConnecticutForbes House, Class III30

classicsla voz, the spanish newspaper,a milton student publication fornearly 25 yearsLa Voz is a student-run Spanishnewspaper that includes news,opinion, regular departmentsand reviews. The genre alonemakes La Voz rare among schoolpublications across the country,as does its continuous publication(four to five times over eachschool year) since the first editionin 1986.“We adhere to strict journalisticstandards,” says Ana Colbert,who serves as faculty advisorto La 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 thetheme and then assign writingto eight to ten writers to covernews, features and departments.They may focus on active political,cultural or social events inSpain or Latin America, andthen include 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 issue highlighted two playsof historical importance bySpanish authors that were stagedat Milton: The Sins of Sor Juanaabout Juana Ines de la Cruz, oneof the great poets of the Spanishlanguage; and the Class IV(Grade 9) play, Fuente Ovejuna,a drama of comedy, romanceand familiar historical themes,written in 1613 by Lope deVega, a Spanish contemporaryof Shakespeare. Another issuestaged a contest in writing inthe style of Nobel laureate poetPablo Neruda.La Voz’s editors deal withjournalistic challenges thatare unique to their genre. Forinstance, both the writers for LaVoz and the readers have a rangeof ability; each issue involvesat least three rounds of skilledediting. 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 LaVoz has 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 coursesLatin 4 (AP)Lyric Poetry (AP)Roman HistoryPhilosophy of LucretiusSelected ReadingsGreek through level 3Intensive Classical Greek and LatinI took Latin and Greek with Mr. Hanson. He has such abroad 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 ’08New York, New Yorka sampling of courses includesFrench through level 6French 4 Advanced Language andLiterature (AP)French 5 Francophone WorldFrench 5 Twentieth-Century Francethrough Its CinemaChinese through level 6Spanish through level 5Spanish 4 Literature andLanguage (AP)Spanish 5 Literature and Culture (AP)Spanish 5 The School of Don QuixoteSpanish Film and Social ChangeIntensive French, Spanish andChinese31

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,who bring to bear diverse and respected talents, who setthe highest 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 variedand comprehensive courses in each discipline, studentscan develop their artistic interests both in and out of theclassroom. Milton’s extensive academic program in thearts is matched by its many extracurricular opportunities;students perform 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 skillsat a 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,and to expect that virtually everypiece of work will be exhibited.No student can “speak” clearlyor dramatically without learningvisual language. At Milton, beautyand truth 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 theirown creativity and imagination.Courses in performance, theory,and design are much like laboratorieswhere students can experiment,take risks, and explore theirown abilities. Classes includestudents from all grades withvarying degrees of experience.The hands-on, group-centeredenvironment of the classroomprepares students for success inthe varied extracurricular 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 classesas well as courses in theory andhistory. Students may also takeprivate lessons 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.The Chamber Orchestra hasperformed in 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 longestrunningactivity at the Academy.The Chamber Singers group haswon several gold medals fromthe American 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 Usare select groups of singers whoperform contemporary a cappellamusic at assemblies and manyother events throughout theschool year.32

a samplingof coursesincludesMusic CoursesOrchestra/Ensembles/ChamberOrchestraChamber SingersJazz ImprovisationAdvanced Jazz ImprovisationMusic TheoryHistory of MusicMusic Independent StudyPerforming Arts CoursesActing for the CameraAdvanced Oral InterpretationTheatre DesignAdvanced DanceChoreographyMusical TheatreCostume DesignVisual Arts CoursesAdvanced DrawingSculptureCeramicsAdvanced PhotographyArchitecturePaintingAdvanced Independent ArtFilm and Video ProductionViolin is my main passion, but I’m taking drama nextsemester, and plan to take musical theatre when I’m asenior. At Milton, you can follow your passion. People arehappy for what you do well and they don’t put you in a box,here. Opportunities that I never would have had at homesurround me here: in the classroom, in dance, in orchestra.I’m so excited about going to Spain with the orchestra overspring break!Before I came here, I was completely focused on violin. I’mstill passionate about my violin, but I’ve jumped into somany things. Now the challenge is to balance everything, butthat’s an important lesson to learn.— Karen Li, Arlington, TexasRobbins House, Class III33

top collegematriculations(four or more),2008–2010Harvard University 25Brown University 24Tufts University 16Georgetown University 15Boston College 14Cornell University 13Columbia University 13The George WashingtonUniversity 13Yale University 12Wesleyan University 12New York University 11University of Pennsylvania 11Williams College 10Colby College 10Boston University 9Middlebury College 9McGill University 9Trinity College 8Carnegie Mellon University 8Bowdoin College 7Amherst College 7Vanderbilt University 7Princeton University 7Stanford University 6Northwestern University 6Johns Hopkins University 6Dartmouth College 6Mount Holyoke College 6Babson College 6Union College 5Vassar College 5Bucknell University 5University of Chicago 5Grinnell College 5Bates College 5Duke University 4Connecticut College 4University of SouthernCalifornia 4Wellesley College 4Washington Universityin St. Louis 4Emory University 4Oberlin College 4Barnard College 4Tulane University 4factsStudents in the Class of 2010: 164Average SAT scores:Critical Reading—680Math—692Writing—693Accurate as of 7/1/1036

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 respectof college admission officers as a result of the quality oftheir academic 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 matriculation—class of 2010Amherst College 4Babson College 1Bard College 2Barnard College 2Bates College 4Bentley University 1Berklee College of Music 1Boston College 6Bowdoin College 1Brown University 8Bryant University 1Bryn Mawr College 1Bucknell University 1Carnegie Mellon University 3Claremont McKenna College 1Clark University 1Clemson University 1Colby College 4Colgate University 2Columbia University 5Connecticut College 1Cornell University 4Dartmouth College 3Eckerd College 1Emory University 2Eugene Lang College The NewSchool for Liberal Arts 1Fairfield University 1Georgetown University 6Goldsmiths College,University of London 1Grinnell College 1Hamilton College 1Harvard University 8Haverford College 1Hobart and William SmithColleges 1Ithaca College 1Johns Hopkins University 1Kenyon College 1Macalester College 1McGill University 1Middlebury College 3Mount Holyoke College 2New York University 5Northwestern University 3Oberlin College 2Pace University, New York City 1Princeton University 3Rensselaer PolytechnicInstitute 1Salve Regina University 1Sarah Lawrence College 1Smith College 1Southern Methodist University 1St. John’s University,Queens Campus 1St. Lawrence University 1Stanford University 1Swarthmore College 1Syracuse University 3The College of Wooster 1The George WashingtonUniversity 3The University of Tampa 1The University of Texas,Dallas 1Trinity College 3Tufts University 8Union College 1Universidad de Los Andes 1University of British Columbia 1University of Californiaat Davis 1University of Chicago 2University of Puget Sound 1University of SouthernCalifornia 1University of St. Andrews(Scotland) 1University of Toronto 1Vanderbilt University 2Vassar College 2Washington Universityin St. Louis 2Wellesley College 1Wesleyan University 2Whitman College 1Williams College 3Yale University 3Accurate as of 7/1/1037

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 335 studentsfrom 25 states and 18 countries live in eight, single-sex residential“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 wrestlingComing to Milton was the scariest and best decision I evermade. Moving away from home, I was afraid I wouldn’thave any friends at the beginning, but that changed soquickly. Before we got here the upperclassmen in our dormsmailed us handwritten letters about what to expect, what topack. I didn’t believe them when they said that a pair of sparklyspandex pants would come in handy, but it’s true—youdo need them!— Molly Gilmore, Milford, MassachusettsHathaway House, Class IIIMilton seemed a little homier or warmer than some places Ivisited. When the kids interacted they seemed laid back andreally liked being here. I knew that the curriculum wouldbe rigorous, so since I was going to school far from home, Ithought it would be important to choose a place that felt likeit would be comfortable for me.I was apprehensive when I started. But I met the seniors inmy dorm first, and they were really supportive and helpful.My friends are all so different. That’s what’s great aboutbeing in a dorm with 40 girls. At least one person is alwayswilling to talk about the same issue you want to talk about;at least one person is always going through what you’re goingthrough; and so many people are there to support you. Theseare friends I will have for a very, very long time.— Doriane Ahia, Pittsburgh, PennsylvaniaRobbins House, Class II38

Milton was my favorite school when I was applying, becausethe other students were so friendly. My transition to boardinglife was not difficult because the girls act more like your siblingsthan your friends. When they ask you something, theyreally want to know how you are and what you’re doing.My friends are amazing. We’re all culturally so different, andthat makes things interesting. But we also have so much incommon: music, sports, activities, clothes. We’ve grown veryclose, and I’ve only been here a year and a half.— Maddie Gallagher, Quebec, CanadaMillet House, Class IIMilton is so close to Boston, and Boston is such a great city.My friends and I will go in there on the weekends sometimes—tosee a movie, go to a concert, and we definitely getsomething to eat because the city has so many great restaurants.Sometimes a change of scenery relieves some of thepressures of schoolwork, and having Boston so close by is perfect.My friends at other boarding schools in more rural areasdon’t like having nowhere to go to experience that change ofpace.— Tetsu Higuchi, Tokyo, JapanForbes House, Class III39

factsNumber of students livingon campus: 335Number 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• Caroling and decorating for theholidays• Freshly baked bread atWednesday check-in• Dorm dodgeball in the ACCfactsGeographic Distribution of MiltonAcademy Students, 2010–2011:United StatesAlaskaArizonaCaliforniaColoradoConnecticutDistrict ofColumbiaFloridaIdahoIllinoisMaineMarylandMassachusettsMichiganNew HampshireNew JerseyNew YorkOhioPennsylvaniaRhode IslandSouth CarolinaTexasUtahVermontVirginiaWashingtonCountriesAlbaniaBermudaBrazilCanadaChina (P.R.C.)Hong KongIndiaJamaicaJapanKoreaMalaysiaPolandRussiaScotlandSingaporeSwitzerlandTaiwan (R.O.C.)VietnamLiving in a dorm you have to find that balance between workand play. To do well as a student, I have to clearly define thatline. But once the book closes, it’s play time. In our dorm wehave watergun fights, wrestling, practical jokes. I really enjoyliving with guys from every class. It’s like a sleepover all thetime, being with your best friends 24 hours a day. It’s notnormal, but it’s a lot of fun.— Jacob Jolis ’09Bromma, Sweden40

I’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 II 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 IThe guys in my dorm know me so well, better than anyoneelse. It’s easy to talk with them and go to them with things.We have so much fun together—we go dorm caroling, pumpkincarving, we’ll take a trip to have dinner at Fire and Icein Boston. Or we’ll just play video games, or play the guitar,or bond around the TV. Mr. Hanson, my house head, is veryfair and 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 ’09Bronx, New YorkRobbins House is one of my favorite things about Milton.From the second you get here, people in the dorm let youknow that they’re here for you. You always know that whenyou get back from a hard day someone will have tea, or makeyou soup, or sit down and talk with you. Then you can feelgood about getting on with what you need to do.— Sarah Diamond ’09Coral Gables, Florida41

walking throughthe milton dayone milton dayAssemblyPeriod 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.abby bokBoston, MassachusettsClass of 2009At 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 valueof and need for hard work: Hardwork is not a bad thing.I find satisfaction in variety, butdoing a lot of different thingsat Milton 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. Ialso love Boston: I’m an urbanite,and the energy of the city definitelyappeals to me. In F.L.A.G.[Forward-Looking Liberal ActionGroup] we helped campaign forGovernor Patrick, so that wasimportant to me, being close tothe city where all that action wastaking place and where we couldreally help.42

henry russellmary lopezNorwell, MassachusettsClass IISeverna Park, MarylandRobbins House, Class II love running and being a partof the cross-country team. Youthink of running cross-country asan individual sport, but the teamis so 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 trainingrun we had an old shopping cartand we pushed a boom box alongin it as we ran. We were laughingand smiling the whole time, andeveryone we passed smiled, too.When I was a freshman, my captainsfor cross-country showedsuch great leadership, but theyalso gave me a chance to be aleader. Those guys had nicknamesfor everyone on the team, whichhelped to build our team spiriteven more. And our captains hadsuch dedication to the sport—theywould never miss a day of training.There was mutual respectthere. I obviously respected them,but they respected me too. I feltlike we were on equal terms; thebig seniors made sure they wereon 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.Coming in as a new student isscary. The first night we spentin the dorm though, the seniorscame to our rooms and talkedwith us about life here and what itmeans to be in Robbins, so you’rescared but you’re also excited. I’mthe house monitor in Robbinsnow, and we stress the idea ofmaking the new students feelwelcome; we assign big sisters,so every younger girl in the dormhas someone special to check inwith and to ask questions of.I joined the speech team becausea senior in my dorm that I reallyadmired was on it. She helped mewith my Class IV Talk and wasreally encouraging, giving mepointers. I was the first personto give my Class IV Talk, on thefirst day. I talked about growingup on military bases because ofmy dad’s work. Before this year Iwas the only person in my dormon the speech team, and this yearfive other girls are on the team, sonow six of us are getting up earlyon Saturday mornings to go totournaments.I’m such a different personnow than when I first started atMilton. Almost every aspect ofme is different, in a good way.I’m more open, now—in the wayI act, the way I talk to people, mylearning style. I’ve learned a lotabout myself and grown from lifein the dorm and life at Milton ingeneral.joseph reynoldsBrooklyn, New YorkNorris House, Class IIOne 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 another school.Helping people makes me feel better.It helps to beat stereotypes, foryou and for other people.I volunteered this year at theSpecial Olympics track meet, andit was a long day—we were therefrom 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.43

jacob jolismatt trammellBromma, SwedenForbes House, Class of 2009Brooklyn, New YorkForbes House, Class of 2009Being on the Paper [The MiltonPaper] was a big thing for me.Being the managing editor meansI have to keep the writers in line,help determine who’s writingwhen—I’m the communicationperson so it’s up to me to makesure everything is in order to puta paper out each Friday.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 had to createmyself a bit. I changed things atthe Paper from being really emailbasedto being more face-to-face,having big meetings with everyoneso we all know what eachother look like. I started by definingother people’s roles—copyeditors, opinion writers—and indoing that I realized that my job isthat: to make sure everyone else isdoing their job.rachel blackNeedham, MassachusettsClass IIAll of my favorite memories fromthe Spanish Exchange trip haveto do with eating. I loved sittingdown every night to eat dinnerwith my Spanish family. Otherparts of the trip—like visitingthe beaches in southern Spainand going to a huge food expoin the Madrid sports stadium—were more unusual and exciting,but my favorite moments withmy Spanish family all occurredaround the dinner table. We atedinner every night at around 9:30,and the meals lasted at least anhour. They were relaxed, and wandering,and everyone could talkabout his or her day and tell jokes.One of my favorite moments ofthe trip was one night when Iended up at the table after dinnerwith my Spanish parents after allthe kids had left to study, and wejust stayed there talking, aboutPresident Obama, religious conflictsin Spain, India, the languagebarrier. Constantly speaking inSpanish was pretty tough, butone night I told a joke entirelyin Spanish, and when everyonegenuinely laughed, I was amazed.It was my moment of Spanishtriumph.One 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 gothim down three times in a row,and then pinned him and wonthe match. It was my “Rememberthe Titans” moment—it was awesome.Coach Hales brought usall in and was just so proud ofme. He told everyone that was thekind of spirit we needed to haveas a team; 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 took 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 ifI wanted to go with him into ahip-hop store in Harvard Square.I did, and the gesture meant somuch to me.44

corina ramirezDhahran, Saudi ArabiaHathaway House, Class IMy 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 paint specificlines and colors. In art classnow we’re given the tools and arethen taught to just “paint.” We’reencouraged to express ourselves.We’re directed to just “work” andshow what we’re feeling. I didn’tknow I was a good artist until now.I don’t know if I’ve gotten whatI expected 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.spencer gaffneyWest Newton, MassachusettsClass of 2008At Milton I’ve learned that stoppingthe station-to-station operationof life, to focus on whereyou are and what you’re doing atthat moment, 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 mosttangible measure 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,outfielder versus the sun and theball. In football, 27 things haveto go well to succeed. Therefore,sometimes just being average,or worrying about not making amistake, is okay on a play. But theminute you stop thinking aboutjust avoiding mistakes, you cango to the next level of ability, andthat’s when it really starts to befun.beverly leonWrentham, MassachusettsClass ITwo of my most memorablemoments at Milton involve myroles as an athlete and a volunteer.As captain of the girls’ soccerteam, I was so proud to lead myteam to a 3–2 victory over ourrival—a then undefeated Noblesteam. We rallied to come backfrom a 2–0 deficit to win thegame with just enough sunlightleft to see the massive crowd ofMilton students and faculty cheeringus on after the final whistle.That was such an awesomemoment.As a volunteer and member of theCommunity Service Board, I’vebeen involved in a bunch of serviceopportunities, and the SpecialOlympics track and field eventthat Milton hosts every spring myfavorite. As a track runner andjumper myself, it was great to seehundreds of athletes on campuscompeting with such passion andexcitement. The fact that Miltonstudents volunteer every year—this year with the highest turnoutever—makes me even moreproud of Milton, its athletic community,and the amazing peoplewho make up this School.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 cookiesor make soup and watch a movie with your housemates;play pick-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 andit has 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 IIfactsMiles 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, 2009–2010: 14Number of dances oncampus, 2009–2010: 746

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One of my favorite spots at Milton is the Student Center. It’sin the middle of campus, and it’s kind of the hub of life duringthe school day. At recess it’s packed with all your friends,and on Friday everyone’s there getting a copy of the studentnewspaper. During your free periods it’s a good place to find aquiet spot to do homework, or to grab a snack once classes areout for the day. On a nice day everyone is outside there playingFrisbee or just soaking up the sun, and you can alwayshear people playing foosball yelling “Oh!” or “Nice shot!”— Joseph Reynolds, Brooklyn, New YorkNorris House, Class II49

athletics50

Hockey at Milton has been very rewarding for me: showingup at the rink every day, working hard for a couple of hours,giving everything you have for your coach, your teammates,yourself. That’s especially true if you’re successful, but it’s noteven about that. (Although coming from behind to beatNobles on Milton-Nobles weekend was an experience I won’tforget.) At home, hockey was my dominant focus. At Milton,I’ve learned to integrate and balance athletics, academicsand my social life, which is so important.— Chase Davis, Dallas, TexasWolcott House, Class I51

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 Miltonstudents are 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.interscholastic teamsFall Winter SpringGirlsCross Country Alpine Skiing GolfField Hockey Basketball LacrosseSoccer Ice Hockey SailingSquashSoftballSwimmingTennisVolleyballTrackBoysCross Country Alpine Skiing BaseballFootball Basketball GolfSoccer Ice Hockey LacrosseSquashSailingSwimmingTennisWrestlingTrackintramural programFall Winter SpringStrength Training Strength Training Strength TrainingOutdoor Program Outdoor Program Outdoor ProgramSquash Pilates YogaTennisUltimate FrisbeeSoccer52

factsNumber of interscholastic girls’teams: 15Number of interscholastic boys’teams: 15Number of intramural offerings: 8Number 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 & GreenoughRoxbury LatinSt. Mark’sSt. Paul’sRecent New Englandchampionships:Boys’ Skiing, 2004Girls’ Volleyball, 2004Boys’ Tennis, 2004, 2005, 2006,2007 and 2009Girls’ Tennis, 2004 and 2005Sailing, 2007Football, 2008Recent ISL championships:Girls’ Squash, 2004 and 2009Boys’ Tennis, 2004, 2006, 2007and 2009Girls’ Tennis, 2004, 2006, 2007,and 2008Boys’ Lacrosse, 2004Girls’ Skiing, 201053

music and performing artsperforming opportunities distinguish the milton programMusic 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.choral 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 of40—has toured Romania, Kenya,England, northwestern UnitedStates, China, Hong Kong,Ireland, Hawaii and Italy. TheMiltones and Octet are a cappellagroups of eight male andeight female singers respectively,who perform at assemblies andmany other events throughoutthe school year. Several studentdirecteda cappella groups, such asThree For Each of Us and anotherfemale group, Epic, also performoften for the School community.orchestralmusicNearly 100 musicians play astring, woodwind, brass orpercussion instrument for theOrchestral Music Program.Featuring many soloists, theorchestra performs two majorconcerts on campus each year.The orchestra is also well traveled,having toured the United Statesand Canada with performances inPhiladelphia, Washington, NewYork, Montreal and Hawaii. TheChamber Orchestra was foundedin 1993 to cater to the great numberof talented orchestral musiciansat the Academy and is opento students by audition only.jazzUsing what they learn about jazzimprovisation in the classroom,Milton’s jazz combos, at fourlevels, perform both on and offcampus throughout the year.The jazz combos and many ofits members have won severalcombo and individual nationaland regional awards, and theyhave appeared at six InternationalAssociation of Jazz Educationconferences. The combos haveopened for such artists as JamesTaylor (a Milton alumnus),Poncho Sanchez, Elvin Jones, andAbdullah Ibrahim. The group hastoured South Africa eight timesplaying for Reverend DesmondTutu and actor Danny Glover,and has also toured Florida,Montreal, California and severalEuropean jazz festivals. They havealso performed at the prestigiousRegattabar, Cambridge’s famedRyles Jazz Club, the Gardner ArtMuseum, and at the White Housefor President and Mrs. Clinton.The Jazz Program also hostsmany professional guest artistswho perform and work with ourjazz students. Milton offers allstudents the opportunity to learnabout and perform jazz from aninternational perspective.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 in No Mother ToGuide Her.— Cam Nevin, Moretown, VermontForbes House, Class I55

danceEach year, an ensemble of Miltonstudents presents an evening ofdance to a full house for threestraight nights in the popularWinter Dance Concert. The productiontypically includes thework of more than 40 boys andgirls from Class I through ClassIV and is made up of danceschoreographed by 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 anddebateFor 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 countryin several categories of events,including oral interpretation,limited preparation events, publicaddress, and debate. They earnawards ranging from individualstate and national championshipsto team honors. They can alsobe recognized 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”re quire students to prepare originalspeeches within a predeterminedtime limit. Events includeExtem poraneous Speaking (currentevents), Impromptu Speaking(analysis of quotations), and RadioBroadcasting (news reporting).“Public Address” refers tomemorized speeches deliveredto an audience. 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 debateon current events and popularissues), and Congressional Debate(full chamber simulations ofCongress).Tournament sites over the yearshave included national leveltournaments at Yale Universityin Connecticut, 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:94Number of singing groups:8 (Glee Club, Chamber Singers,Chapel Choir, Gospel Choir,Miltones, Octet, Epic, Three forEach of Us)Theatre productions, 2009–2010Mainstage Productions:• Archy and Mehitabel based onstories by Don Marquis• A Midsummer Night’s Dream byWilliam Shakespeare• Stuff, an original play devised byMilton students and facultyClass IV Play:• Lady Dracula by Tim Kelly1212 Plays (Wigg Hall Productions):• Doubt: A Parable by John PatrickShanley• Earth and Sky by Douglas PostStudent-Directed One-Acts:• Lot 13: The Bone Violin by DougWright• Acorn by David Graziano• Life Under Water by RichardGreenberg57

Throughout the year, students volunteerat the Greater Boston FoodBank—as a weekly commitment, onSaturdays with advisee groups, duringMilton’s School-wide community serviceday—helping to separate, organizeand pack food and groceries that helpto feed more than 394,000 peopleannually in Massachusetts. Studentsalso organize and staff food drives oncampus during the holiday season tohelp feed local families in need.Milton is connected with more thanten schools and educational organizationsin and around Boston whereour students read, tutor, play, providehomework help, and offer assistanceto learners of all ages. One group ofMilton students recognized the needfor art education at a school whoseprogram funding had been eliminated,so they spent time each weekdrawing, painting, sculpting and creatingwith the school’s first graders.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)• 230 students volunteer weeklyor monthly• 39 service sites in GreaterBoston• 250 volunteers for one-timespecial events• 26 faculty, staff and parentvolunteer drivers58

community servicepowerful learningThe Community Service Board works with nearly 40service sites in Greater Boston, in addition to projects oncampus. The board also manages major events on campus,and maintains a bulletin board promoting its projects andthe community 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 have organizedseveral interscholastic conferences. Although service is nota required activity, every year nearly 300 students participatein community service at Milton, either in weekly commitmentsor special projects.I really enjoy combining my interest in the arts with communityservice. I did that at Taylor Elementary School,where I developed an arts program for 100 first graders, sincethe school couldn’t afford full-time art education. Miltonstudents volunteer their time once a week to do visual artsprojects with the children. At that age, you need an artisticoutlet. Growing up without that exposure is unacceptable. Inthe next ten years I hope to do something along those lines,but bigger—raising more funds, affecting more children.— Allan Jean-Baptiste ’08Milton, MassachusettsEvery spring, Milton’s campus hosts a Special Olympics event where nearly 400athletes and over 100 Academy student volunteers participate.During a recent community service spring break trip, students lived and workedon a Navajo reservation in Arizona where they repaired, painted and cleanedhomes, a playground and other community facilities. While visiting the reservation,students learned about Native-American culture, enjoyed Navajo cuisine,and traveled to the Grand Canyon. In past years, Milton’s community servicegroups have traveled to Belize and the Mississippi Gulfcoast.Throughout 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.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 asleadersMilton’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 usedby accepted students to describeMilton: academic, challenging,diverse, friendlyPool of students elected to serve ona Discipline Committee: 15Number of student-runpublications: 11Frequency of The Milton Paperstudent newspaper production:WeeklyFrequency of The Milton Measurestudent newspaper production:Biweeklycampus andcommunityserviceWhether you’re giving a tour forthe admission office, runningan AIDS awareness assembly, ortutoring at the Mujeres Unidaswomen’s center in Boston,your Milton experience will beenriched by service opportunitiesboth on and off campus.Programs begin right here atMilton, extend into the GreaterBoston area, and even includeMilton Academy chapters ofnational 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)culturalgroupsShare 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 aGASP! gathering. Each groupwarmly welcomes students of allbackgrounds.• 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, youcan become a published writerat Milton. Put your French orSpanish skills to the test in oneof our foreign-language publications,take on a controversial topicon the editorial page of The MiltonPaper, or read your classmates’poetry and short stories in theMagus-Mabus. No prior experiencerequired!• The Milton Paper (weeklynewspaper)• The Milton Measure (biweeklynewspaper)• The Milton Academy Yearbook• Magus-Mabus (literarymagazine)• Mille-Tonnes (Frenchnewspaper)• La Voz (Spanish newspaper)• The Asian (cultural periodical)• Helix (science magazine)• The Issue (current eventsonline publication)• GASP! (Gay and Straight Peoplenewsletter)• Aché (celebrating diversecultures)leadershipopportunitiesAs 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 aboutnew artists. We had a “Night of Rhythm and Poetry”—itwas an open mic thing, kind of like Beatnik. We had BrionBane come in—he’s a spoken word artist who is pretty big inNew York. It was a huge success.— Matt Trammell ’09Brooklyn, New York61

campus resourcesathletic andconvocationcenterThe Athletic and ConvocationCenter honors Milton’s traditionof excellence in athleticsand enhances opportunities forstudents to 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.kellnerperformingarts centerThe performing arts departmentand music department thrivein the Kellner Performing ArtsCenter. Kellner includes a largeAthletic and Convocation Centerdance 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.nesto galleryServing 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’sHerbert G. ’24 and Esther B. Stokinger Fitness CenterLecture Series works in conjunctionwith these exhibitions sostudents meet and talk with theartists directly. The Nesto hasgarnered metropolitan pressattention. The Boston Globe, theGlobe’s Sunday South Shore Weeklyand the South Shore papershighlight the gallery scheduleand review the shows. The NestoGallery increases awareness andaugments existing visual artsprograms, as well as representsMilton Academy within thegreater public arts arena in theBoston area.academicskills centerThe Academic Skills Centerprovides students with academicresources such as tutoring,help with organizational andtime-management skills, and acomfortable site at the center ofcampus for studying or workingwith one of the faculty memberswho works with the director.Located in Cox Library, theAcademic Skills Center is staffedthroughout the academic day andhas evening hours.bookstoreThe 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, snacks and toothbrushes.cox libraryCox 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 library automationsystem provides accessto the catalog via public accessterminals on each floor withinthe building and access to the collectionfrom outside the library62

William Coburn Cox ’24 LibraryPritzker Science Centervia the Internet. The librarysubscribes to approximately 150periodicals and newspapers, withback issues available in printand microfilm. Holdings includethe complete run of the NewYork Times since 1851 on microfilmand a growing collection ofonline programs including EthnicNewswatch, Info Trac, SIRS, UMIProquest, and encyclopedias. Inaddition to offering a comfortableenvironment for study, researchand recreational reading, thelibrary has microform readers,reader/printers, computers and aKellner Performing Arts Centercopier for student use. The libraryis open to students and facultyweekdays, evenings and throughoutthe weekend.health andcounselingcenterThe Health Center staff provideshealth care services 24 hours aday to Milton Academy students,while school is in session. Thephilosophy of the Health Center isthat of preventative care. The staffworks with a student’s primarycare physician, supporting his orher role in the student’s healthcare. The Health Center staff 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;• assist in arranging transportationto medical appointmentsarranged by the nurses.The School has easy access tothe services of Milton Hospitaland major Boston hospitals. In amedical emergency, a nurse willaccompany the student to a medicalfacility or arrange ambulancetransportation.Milton provides professionalcounselors to students who wanthelp with personal problemsor who are facing obstacles topersonal and academic growth.Health professionals staff thecenter and others are available ona consulting basis. Personal counselingis offered to students on aconfidential basis. Confidentialityis waived only when a counselordeems that the student’s health orsafety is endangered.pritzker sciencecenterThe Pritzker Science Center,which opened in September2010, integrates classroom areaswith laboratory tables and equipment,creating an environmentthat allows students to workcollaboratively and move seamlesslybetween discussion andhands-on lab work. Faculty useadvanced teaching methods inspaces designed for their specificdisciplines, encouraging exploration,unique approaches, and thediscovery of answers to probingscientific questions.Inquiry that is specialized, orindependent, or that needs tocontinue for longer periods oftime, takes place in four inquirylabs. Larger than the classroomlabs, the inquiry labs are on thefirst floor, open and beckoningto all who pass. To provide ultimateflexibility and prepare forpotential new teaching strategies,several of the inquiry labs andclassrooms are separated fromone another by “garage door” typepartitions. Those laboratories candouble in size, allowing for variableuses of space.The Pritzker Science Centerwas designed with sustainabilityin mind, to meet silver LEED63

Computer Centersspecifications. The building isconstructed primarily fromrecycled, renewable and locallysourced materials, and the building’shot water system runs mainlyon solar energy. The building’s“dashboard” demonstrates energyuse and savings in real time.computercentersThe 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. The digitalimaging lab is equipped with16 computers, Adobe Photo shop ® ,scanners and a projector. Thedigital imaging lab supports andenhances the strengths of Milton’straditional fine arts programwhich concentrates on teachingstudents visual literacy, creativethinking, self-expression andtechnical proficiency. The stateof-the-artlanguage lab located inWare Hall is fitted with the bestheadphones and the latest softwareenabling students to practicethe spoken language outside ofthe classroom.Each dorm has a satellite computercenter with three or fourDell PCs and a laser printer thatis available around the clock andmaintained and checked by atrained Tech nology 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.schwarzstudent centerThe 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.the robertm. ayer ’28observatoryIn addition to providing tele scopicviews 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 BookstoreSchwarz Student Center64

the milton academy campuslegend1 Straus Library2 Wigglesworth Hall3 Schwarz Student Center4 Warren HallUpper School Admission5 Ware Hall6 Greenleaf Hall7 Caroline Saltonstall BuildingK–8 Admission8 Old Science Building:Nesto Gallery9 Cox Library10 Kellner Performing Arts Center11 Pritzker Science Center12 Junior Building13 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 Health and Counseling Center27 Academy Day Care Center28 Millet House29 Norris HouseAB–OBJMOPQOutdoor Swimming PoolPlaying FieldsFaulkner FieldNash FieldStokinger FieldDennis FieldParkingInterim Art Classrooms65

admission and financial aidMilton Academy welcomes boardingapplications for admissionto Grades 9, 10 and 11. Studentsin the Greater Boston area mayapply for admission as day studentsto Grades 9 and 10.In a typical year, Milton enrollsthe following number of newstudents in each entry point:Boarding DayGrade 9 (Class IV): 55 45Grade 10 (Class III): 40 5–8Grade 11 (Class II): 15 0getting startedTo begin your conversation withMilton Academy and add yourname to our mailing list, completeand submit the RequestInformation form online atwww.milton.edu or call theAdmission Office at 617-898-2227. Admis sion packages aremailed weekly. Included inthe package is the PreliminaryApplication which should besubmitted prior to your personalinterview, but no later thanJanuary 15, 2011.campus visitA visit to Milton’s 125-acre campusin suburban Boston is animportant part of the applicationprocess. The Office of Admission,admissionfactsNumber of completed applicationsin 2009: 1,000Applicants accepted: 27%Students newly enrolled: 155Median SSAT percentile foraccepted students: 90thMedian SSAT percentile forenrolled students: 90thPercent of newly enrolled studentsof color: 44%Percent of boarders from outsideMassachusetts: 73%located in Warren Hall, is openyear-round and welcomes visitsfrom interested families from Junethrough early January. During thefall semester, families may schedulevisits on Monday, Tuesday,Thursday and Friday at 8:15 a.m.,10:15 a.m., 1:15 p.m. and 2:15 p.m.,and on Wednes days at 8:15 a.m.and 10:15 a.m. Please allow twohours for your tour and interview.The Office of Admission isclosed Labor Day, ThanksgivingThursday and Friday, andbetween Christmas Eve and NewYear’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 Com mittee. (See timeline,at right.) Both informativeand evaluative, the interview is alively, often relaxed conversationbetween visiting families and theadmission officer who conductsthe interview. Each student meetsone-on-one with an interviewerprior to the parent discussion.The interview is an opportunityfor each student and his or herparents to discuss special interestsand accomplishments, andfor an interviewer to determinewhether Milton is a good matchfor the student. We evaluate studentson their academic achievement,intellectual curiosity,maturity, personality, character,confidence, commitment to orleadership in extracurricular activitiesand citizenship. Interviewersalso consider a student’s “fit” forthe rigorous college preparatoryprogram Milton offers and, forboarding students, its residentialprogram.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 duringyour visit. If you are interestedin such a meeting, please informthe Office 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 SSATby January 2011 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 nottheir 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 2011 must file a finalapplication on or before January15, 2011. 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 fromcurrent English teacherPart 6b: Recommendationfrom current mathteacherPart 6c: Recommendation froma teacher of your choice,mentor or other adultTo be completed by a non-academiccoach, mentor or teacher:Part 7a: Special InterestRecommendation—ArtsPart 7b: Special InterestRecommendation—Athleticsfinancial aidMilton Academy values diversity inall its forms and maintains a generousfinancial aid budget of $7.65million in support of this goal.All aid is need-based, and Miltonstrives to meet 100 percent ofthe demonstrated need of eachstudent offered admission tothe Academy. Awards are madeannually, 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.66

financial aidfactsTo be eligible for financial assistance,parents must completeand submit the Parents’ FinancialStatement (PFS) to the School andStudent Service for Financial Aid(SSS) by January 15. The schoolcode for Milton Academy is 5098.In addition, parents must submita signed copy of their 2009Federal Income Tax Return tothe SSS by January 15 at: SSS byNAIS, P.O. Box 449, Randolph,MA 02368.For detailed information regardingthe application procedures,criteria and assessment, pleaseread the brochure “Financial Aidat Milton Academy.”timelineFinancial aid budget, 2010–2011:$7.65 millionStudents on financial aid, ClassesI–IV: 32%Contact Information:Office of Financial AidMilton Academy170 Centre StreetMilton, MA 02186Tel: 617-898-2233Fax: 617-898-1701Interviews• By January 15, 2011 to guaranteea March 10 decisionPreliminary Application• ASAP, and before the interviewStandardized Testing• Schedule and take beforeJanuary 2011Application Deadline• January 15, 2011Financial Aid Deadline• January 15, 2011Admission Decisions• March 10, 2011Deposit Deadline• April 10, 2011On 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 Head master 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 inseparate education 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 wordor action, “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 andthe open 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 that follow.68

oard of trusteesfactsThe year Milton was chartered asa coeducational 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: 8,769Market value of Milton’sendowment: $167 million (as ofJune, 2010)Annual fund gifts 2009–2010:over $3.5 millionDavid AbramsBrookline, MassachusettsGeorge AlexCohasset, MassachusettsRobert Azeke ’87New York, New YorkJulia W. Bennett ’79Norwell, MassachusettsBradley BloomPresidentWellesley, MassachusettsBob Cunha ’83Milton, MassachusettsMark Denneen ’84Boston, MassachusettsElizabeth Donohue ’83New York, New YorkJames M. Fitzgibbons ’52EmeritusChestnut Hill, MassachusettsJohn B. Fitzgibbons ’87Bronxville, New YorkCatherine GordanNew York, New YorkVictoria Hall Graham ’81Vice PresidentNew York, New YorkMargaret Jewett Greer ’47EmeritaChevy Chase, MarylandAntonia Monroe Grumbach ’61New York, New YorkKerry Murphy HealeyBeverly, MassachusettsFranklin W. Hobbs IV ’65EmeritusNew York, New YorkOgden M. Hunnewell ’70Vice PresidentBrookline, MassachusettsLisa A. Jones ’84Newton, MassachusettsF. Warren McFarlan ’55Vice PresidentBelmont, MassachusettsErika Mobley ’86Brisbane, CaliforniaJohn P. Reardon ’56Cohasset, MassachusettsH. 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 YorkCaroline HymanNew York, New YorkHarold W. Janeway ’54EmeritusWebster, New Hampshire69

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 ’75 (1999)English, HistoryA.B., Williams CollegeM.A., Ph.D., University ofCalifornia at BerkeleyPaul Archer (2007)ClassicsB.A., University of Californiaat BerkeleyM.A., University of CambridgeElisabeth Cory Baker (2001)EnglishB.A., M.A., Middlebury CollegeM.F.A., University ofMassachusetts, AmherstDavid B. Ball ’88 (1999)Upper School PrincipalA.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 CollegeTodd Bland (2009)Head of SchoolB.A., Bowdoin CollegeEd.M., Harvard UniversityJessica Bond (2002)EnglishA.B., Harvard UniversityM.A., Middlebury CollegeJaclyn M. Bonenfant (1981)Academic DeanB.S., University of NewHampshireM.M.E., Worcester PolytechnicInstitutePaul Cannata (2003)Physical Education andAthleticsB.A., Hamilton CollegeM.S., American InternationalCollegeHugo A. Caraballo (2006)Modern LanguageB.A., Colby CollegeSéverine Carpenter (2009)Modern LanguageTechnicien Supérieur enCommerce InternationalGordon 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 NewHampshireP. 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 UniversityKatie Collins (2010)B.A., University ofConnecticutM.Ed., Simmons CollegeNicole 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 CollegeTracy Crews (2005)Modern LanguageB.A., Eastern UniversityM.A., Middlebury CollegeSteve Darling (2002)Athletics/Health EducationB.S., Northeastern UniversitySuzanne DeBuhr (2006)ChaplainB.A., Saint Olaf CollegeM. Div., Harvard UniversitySarah W. Dey ’62 (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 CollegeEd.M., 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 CollegeEd.M., Harvard UniversityLinnea Engstrom (2009)ScienceB.S., Dickinson CollegeCathleen 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 UniversityLawrence J. Fitzpatrick (1980)Athletics/Health EducationB.S., M.Ed., NorwichUniversityHeather Flewelling (2002)Multicultural ProgrammingA.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 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 UniversityMark GwinnLandry (2004)EnglishB.A., Bates CollegeM.A., University of NewHampshireChristopher A. Hales (1999)Chief Information OfficerMathematicsB.A., Emory UniversityWilliam P. Hamel (2001)Modern LanguageB.A., SUNY AlbanyM.A., SUNY AlbanyJennifer M. Hamilton (2010)Counseling ServicesB.A., M.A., Boston CollegeM.A., Ph.D., University ofMassachusetts, BostonWells S. Hansen (1993)ClassicsA.B., Boston CollegeAndré Heard ’93 (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 University70

Mark S. Hilgendorf (1982)HistoryB.A., University of WisconsinM.A.T., NortheasternUniversityPh.D., Duke UniversityKeith Hilles-Pilant (1986)MathematicsA.B., Princeton UniversityM.S., University of IllinoisLaurence 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 ’88(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 ’79 (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 CollegeM.S.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 ParkVictor Llacuna (2003)Modern LanguageB.A., Universidad Autonomade BarcelonaMichael S.L. Lou (1995)HistoryB.A., Brown UniversityM.A., Harvard UniversityKevin M. Macdonald (1996)AthleticsB.A., College of the 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 CollegeWalter S. McCloskey (1971)EnglishA.B., Ph.D., HarvardUniversityRebecca McCormick (2010)MathematicsB.S., Lafayette CollegeM.Ed., University of NewHampshireM.S., University of NewHampshireRobert McGuirk (2010)HistoryB.S., Fitchburg State CollegePaul 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 TechnologyCedric Morlot (2010)Modern LanguageB.A., University of Nancy II,FranceLouise 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 DominionUniversityMaria Noy (2010)ScienceB.S., University of CaliforniaM.S., Institute of ChemicalTechnologyM.S., Yale UniversityPeter G. Parisi (1995)Performing ArtsB.A., Bridgewater StateCollegeM.F.A., University of TexasSarah Piebes (2010)Athletics/Health EducationB.S., Ithaca CollegeM.S., A.T. Still 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 CollegeM.Ed., Lesley UniversityJuan 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)Physical Educationand AthleticsB.S., Bentley CollegeGregg W. Reilly (2001)MathematicsB.S., University ofMassachusettsM.S., University of NewHampshireKelly Reiser (2010)Director of Student ActivitiesB.S., University ofConnecticutJeremy Russell (2010)MathematicsB.A., The College ofNew JerseyM.S., NortheasternUniversityKimberly Samson (1993)ScienceB.A., Wellesley CollegeM.A.L.S., Wesleyan UniversityThomas W. Sando (1988)ScienceB.S., Duke UniversityM.S., University of NorthCarolina at Chapel HillRebecca Schorin (2002)EnglishB.A., University of PittsburghM.S., Northwestern UniversityElihu Selter (2008)Counseling ServicesB.A., University of RochesterPh.D., Massachusetts Schoolof Professional PsychologyGordon W. Sewall (1996)Assistant Head, AlumniRelations and DevelopmentB.A., Bowdoin CollegeEd.M., Harvard UniversityDeborah E. Simon (1980)Performing ArtsB.A., M.A., University of thePacificMatthew Simonson (2010)MathematicsB.A., Williams College71

directionsRobert M. Sinicrope (1973)MusicB.S., Worcester Polytechnic InstituteM.Ed., Boston UniversitySherrod E. Skinner ’72 (1999)Director of College CounselingA.B., Ed.M., Harvard 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 UniversityLydia Thorp (2010)Modern LanguageB.A., Skidmore CollegeRobert S. Tyler (1988)ScienceA.B., Harvard UniversityM.S., Northeastern UniversitySonia Pérez-Villanueva (2010)Modern LanguageB.A., M.A., University of theBasque CountryPh.D., University of BirminghamCarolyn A. Wade (1983)HistoryA.B., Bryn Mawr CollegeM.Ed., Antioch CollegeM.A., Columbia UniversitySarah Wehle (1977)ClassicsA.B., Radcliffe CollegeEd.M., Harvard UniversityEdward J. Whalen, Jr. (1995)MusicB.M., University of Rhode IslandM.M., New England Conservatoryof MusicVivian 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-93south (Route 128 north towardRoute 95) to Exit 5B. Travel northon Randolph 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.Central Avenue3 2 3 4Canton Ave.NFromMass Pikeand 1-95Canton AvenueBrook Road133Randolph AvenueMBTAAdamsBy 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 directionson left.By automobilefrom New York City viaProvidence:Take i-95 north to i-93 northtowards Braintree (Route 128south) to Exit 5B. Then followdirections on left.From Boston bypublic transportation:Take MBTA Red Line (Harvard-Ashmont) train southboundfor Ashmont—not Quincy orBraintree. At Ashmont change fortrolley marked Mattapan. Get offat stop marked Milton. Tele phonefor a taxi or walk one mile southon Randolph Avenue.StreetCentre StreetExit 5BFrom Bostonand PointsNorthExit 10Squantum StreetMiltonmilton academyLegendMilton Campus1 Upper School Admission Office2 Town Hall3 Church4 Public LibraryFrom Quincyand Points South72

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