Admission Catalogue 2012–2013

admission

catalogue

2012–2013

milton academy

message from the head of school

You are thinking about your next school, and we are delighted to share Milton with you—through this book, and milton.edu. We hope that you will soon join us for a campus visit, as well. You’ll fi nd that students at Milton are friendly, happy, and completely engaged with their work and their many activities. As one student told me when I was learning about Milton, “I love the balance of this place. Academic standards are very high and we work tremen-dously hard, but we defi nitely have fun and laugh along the way.” He is right. At Milton, you’ll fi nd a powerful, challenging academic experience together with a warm, supportive environment. You’ll work in small classes, with skilled, caring faculty to develop your analytical skills, your perspectives, your creativity and your awareness.

The power of the Milton experience grows out of remark-able relationships. Your teachers, coaches, house heads, advisors and friends will get to know you well. They will inspire you, involve you and help you fi nd out who you real-ly are. Milton students love how different we all are:

what our families and our backgrounds bring to the School community, and how the talents around us make our com-munity so exciting.

After immersing themselves in Milton’s opportunities, in and out of the classroom, Milton students graduate with the confi dence in themselves and the competence to suc-ceed at the most selective colleges and universities in the country. Beyond these further academic pursuits, “Dare to be true” is the idea Milton graduates never lose; they apply their spirit, skills and commitment to meaningful profes-sions of all kinds.

We hope to have the chance to meet you in person very soon. Come visit and learn fi rst hand why students at Milton love their School, and feel the respect and support among students and faculty. We invite you to share Milton with us.

Todd B. BlandHead of School

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2 Our Mission 12 Boston Makes a Difference 15 What to Expect at Milton 17 Students 18 Faculty 21 Academic Life 22 English 24 History and Social Sciences 26 Science 28 Mathematics and Computer Programming 30 Modern and Classical Languages 32 The Arts 35 Off-Campus Programs 37 College Counseling 38 Residential Life: A Family at School 42 Walking Through the Milton Day 46 Weekends at Milton 48 Spaces and Places 50 Athletics 55 Music and Performing Arts 59 Community Service 60 Clubs and Organizations 62 Campus Resources and Campus Map 66 Admission and Financial Aid 68 History 69 Board of Trustees 70 Faculty 72 Directions

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

contents

facts

School Address:170 Centre StreetMilton, Massachusetts 02186

Admission Telephone Number:617-898-2227

Fax Number: 617-898-1701

Web Site: www.milton.edu

Email: [email protected]

Head of School: Todd Bland

Upper School Principal: David Ball

Dean of Enrollment: Paul Rebuck

Student Enrollment, Upper School(9–12): 675

Operating Budget (net), 2012–2013: $54 million

Tuition:Boarding: $47,520Day: $39,000

Financial Aid Budget: $8.3 million

Editors: Cathleen Everett, Erin Berg, Kristi Jacobi, Paul Rebuck

Design: Moore & Associates, Cambridge, MA

Photographers: Doug Austin, Dan Callahan, Tracy Crews, Michael Dwyer, John Gillooly, Greg Hren, Michael Lutch, Chris Riley, Gregg Shupe, Martha Stewart, Nicki Pardo, Greg White

Milton Academy cultivates in its students a

passion for learning and a respect for others.

Embracing diversity and the pursuit of excellence,

we create a community in which individuals

develop competence, confi dence and character.

Our active learning environment, in and out of the

classroom, develops creative and critical thinkers,

unafraid to express their ideas, prepared to seek

meaningful lifetime success, and to live by our

motto, “Dare to be true.”

our mission

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our mission:

a passion for learning

Something that’s unique about Milton are the GGE’s (graded group exercises) that we occasionally have in math, or in science class. Those exercises tell you a lot about the Milton classroom. They’re basically tests that you take with partners, which sounds weird, or kind of scary, but the con-cept works here. I don’t think it would work at other schools. You never have one person dominating the conversation. Everyone has different strengths here, and in a project like that, all of those strengths are important and come into play. People have so many different things to contribute, and that always makes the result of our work better.

— Robert Bedetti, Beverly, MassachusettsNorris House, Class of 2011

facts

• Beyond core courses and electives, students can fi nd faculty sponsors and design independent courses.

• Each spring, Class I stu-dents may commit their fi nal weeks at Milton to completing a “Senior Project.” Students must submit research plans in early winter, and a commit-tee of faculty decides which projects to approve. Each student aligns his or her endeavor with a member of the faculty or staff for sup-port. Students in the Class of 2012 chose topics ranging from aviation to nutrition, from building sculptures to studying Chinese dance. Students painted, knit, built Web sites, prepared concerts and recitals, shadowed doc-tors, interned at the State House, worked for political campaigns, and volunteered at a range of sites.

Students and faculty at Milton openly enjoy ideas. We cherish curiosity and honor scholarship. Inspired by teachers and classmates, Milton students develop new areas of interest and maximize their strengths.

Our English teacher asks the right questions, and I’m always on the edge of my seat in that class. I’m always shift-ing my weight, eager to listen, eager to talk, eager to share and argue and fi nd answers. Our teachers assign great books to read, and people come to class excited. When every-one wants to be there, it changes everything. Everyone in the room is engaged, and that energy charges the whole atmosphere.

— Ashley Bae, Pasadena, CaliforniaMillet House, Class I

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our mission:

a respect for other s

In our modern language classes, students learn that lan-guage is not just some sort of code; it’s about living another culture, acceptance and tolerance. The beauty of learning a language is that once you start to open your mind to differ-ent ways of saying things, you open your mind to different ways of thinking about things. The ability to see things with different eyes, appreciate different cultures, be inspired by other ways of doing things, are attitudes the world needs. We send our students out into the world to share the reality that there’s more than one way to think about things.

—Tracy Crews, Modern Language Department

Milton is a safe and generous place for young people to live and learn. The idea that each individual brings a unique and valuable dimension to our shared experience drives the relationships in our community.

The students here are so unique. You get to know people from so many different places and everyone has something cool to offer. When you get to talking with other students who might be different from you, you dismiss any precon-ceived notions. At Milton you can embrace all your different aspects—you don’t get stuck in one niche. Milton is good at cultivating that. You can go different ways to do lots of things that you want. I love my science course, but I also write poetry and spend afternoons on the [athletic] fi elds.

— Chelsea Mehra, McLean, VirginiaHathaway House, Class of 2011

facts

• A committee of faculty and students met to determine guidelines for respectful and appropriate ways to debate online. Online conference charters reinforce that the forums for discussion are for members of the Milton com-munity who want to voice their thoughts, beliefs and opinions while being open to—and respecting—those of others.

• Students’ favorite weekend activities are watching each other in performance—ath-letics, drama, dance, poetry-reading, and playing rock, jazz or classical music.

• Disciplinary Committees, which assign accountability for students who have vio-lated School rules, are com-posed of four students and four faculty members.

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our mission:

embr acing diver sity

facts

• New student orientation includes visits to Boston’s many ethnic neighborhoods to experience their histories, foods and cultures.

• All students are welcome to join any of Milton’s 11 iden-tity and culture clubs.

• On campus recently, in discussion with students about race, identity and culture, were Ha Jin, award-winning novelist; Jan Willis, Wesleyan University profes-sor of Tibetan Buddhism; artist and activist Derrick Ashong; Fields Medal win-ner and Harvard Professor Shing-Tung Yau; and award-winning artist and fi lm-maker Tze Chun ’98.

To us, growing and learning among individuals who share widely divergent life stories, and appreciating their respec-tive cultures, is an invaluable aspect of a true education.

The diversity at Milton is such a valuable part of this place. There are all different types of people, and I don’t just mean in terms of race or religion. People have different hobbies, different talents, they like different sports and are in different clubs. For instance, in morning assemblies, the student announcements could go on forever—“Try out for the lacrosse team! Come see the play! Write for the paper!”

— Henry Russell, Norwell, MassachusettsClass of 2011

There’s no exact formula for a Milton student. The students here are all different, and those differences help make the whole experience what it is. People here come from all parts of the world. They bring their own backgrounds, beliefs, thoughts, experiences, personalities, talents, languages. That mix intensifi es what each of us gets out of Milton.

— Yemi Olorunwunmi, Brockton, MassachusettsHallowell House, Class III

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our mission:

and the pur suit of excellence

facts

• Continuing the long Milton tradition of excellence in writing, nine student poets received prestigious awards this spring. From institu-tions such as Princeton and Bennington, through Hollins University and Smith College, judges recog-nized Milton students’ talent with language and imagery. In creative writing classes, the students devoted hours to writing and workshopping their pieces before English faculty members encouraged them to submit their best work to award competitions and publications.

• Milton’s second annual Science Symposium show-cased advanced science stu-dents and their DYO (Design Your Own) experiments in the Pritzker Science Center. Students structure and con-duct experiments exploring all major areas of science and diverse hypotheses, from road salt run-off in a local brook to the physics of ocean waves, from the effect of car-bon dioxide on mung bean germination to the effect of changing frequencies on a cornstarch concentration.

• Last winter, the boys’ varsity hockey team beat Kent School 2-1 to win the NEPSAC Boys’ Hockey Championship in Salem, New Hampshire. The team had an overall season record of 26-3-1. Among their accomplishments, the Mustangs beat Nobles four times during the year, fi nishing the season on a 15-0-1 run. The team also won the Tabor New Year’s Tournament for the third straight year and claimed the ISL Keller Division title.

Milton’s energy comes from striving to meet our own expectations. Seeking to meet the highest standards—in performance, athletic competition, artistic expression, lead-ership activity, intellectual exploration, and in understand-ing our world—is a cultural reality at Milton and a lifelong legacy for our students.

My athletic focus is tennis. I’ve been playing for a long time, and this year I’m planning to compete at the national level. In the off-season I did Mr. Darling’s strength and conditioning program to keep my fi tness and stamina up. It’s so good and so hard! You really have to work hard and focus. Mr. Darling helps you so much, though. He knows what you’re trying to work on and helps tailor your training so that you’re getting the most out of it.

— Jaya Khetarpal, Rancho Viejo, TexasRobbins House, Class IV

I’m a science and math guy. I want to be a doctor. Every year I go to Haiti to help at a clinic there, and I want to work there as a doctor when I’m older. My favorite class right now is Genetics. It’s completely lab-based, and so much fun. Learning science in the Pritzker Center is second-to-none. Few schools have the resources we have here, and those resources support what I plan to do in the future.

— Josh Ellis, Milton, MassachusettsClass II

I was surprised by how well I adjusted to the class size here. I came from a public school, where there would have been 2,400 students in high school with me, and here I am in a Chinese class with eight others. In my old classes you could hide in the back of a room of 35, but here we’re all sitting around the table, face-to-face. We have no choice but to say what we think, and to listen to what everyone else has to say. I never raised my hand in English class before I came here; I never thought my answers or ideas were suffi cient. But the teachers here make it safe and comfortable for us to voice our thoughts.

— Kiyon Hahm, Irvine, CaliforniaRobbins House, Class I

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our mission:

a community in which individuals develop

competence, confidence and char acter

facts

• One third of all Milton stu-dents are community service volunteers, working in 35 set-tings—in Boston, in Milton and on campus.

• The Outdoor Program, fi rst led by the legendary moun-taineer H. Adams Carter ’32, boasts an indoor climbing wall. Outdoor gear includes a fl eet of kayaks, mountain-eering boots, rock-climbing shoes, tents, four-season sleeping bags and outdoor cooking equipment. The pro-gram teaches students how to hike, climb and kayak, stressing safety training and preparedness.

• Milton students stage ten dramatic productions each year. Among recent plays were the musical Chicago, A Streetcar Named Desire, The Odyssey by Homer, and Doubt: A Parable.

Milton students participate in numerous experiences and relationships that ultimately affi rm their aptitudes, values and abilities. Milton alumni put their well-developed skills to work in the most competitive colleges in the country and pursue the broadest possible array of advanced studies and professional careers.

The most valuable part of Milton are the group-based dis-cussions. Sitting around the Harkness table, you’re free to say what you want, and it’s your responsibility to make that thought relevant and productive. You have to make your words useful, and I’ve gotten better at that. I have more con-fi dence in how I express myself. The more you participate, the better you get.

— Neil Chandra, Sharon, MassachusettsClass III

I’ve matured since I fi rst came to Milton. You grow up here, as the person you want to be, because you’re allowed to, and encouraged to. It all goes back to your teachers respecting you and your ideas. They expect certain things of you, and without realizing it you strive to meet those standards that they set for you, and that you unknowingly set for yourself.

— Hannah Auerbach, Canaan, New HampshireRobbins House, Class I

Since coming to Milton, I’ve learned how much I’m capable of. You don’t have your parents here to fi x problems for you. You grow up more quickly, in a good way. For instance, I have to make sure I’m eating healthy foods and managing my time effectively. You’re never alone, though. You have a great support system here. In any situation, you have someone you can talk to, or someone who can help you out—students and adults.

— Patryk Krzesaj, Bayside, New YorkWolcott House, Class III

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our mission:

active learning environment,

in and out of the classroom

Acutely aware that every encounter affects a young person’s development, faculty consciously surround students with opportunities for intellectual and personal growth, not only during class and during their extensive extracurricular lives but also within their social lives.

I was one of the heads of this year’s Special Olympics track event on campus. We were there from 6:30 a.m. until 4 p.m., but we didn’t feel the burden with so many students helping. The football and hockey teams came out in force. The foot-ball players showed up in their uniforms as athlete escorts, and the hockey team helped with set-up, doing the heavy lift-ing. Overall, we had about 100 Milton students volunteer-ing. When Milton hosts big community service events like this, everyone is able to pitch in. Volunteering helps us take a break from our schedules and fi nd a little perspective.


What I’ve learned from my photography teacher, Mr. Cheney, has become part of my everyday life. In that class we learn so much about light and the technical aspects of photogra-phy, but we also learn to “open our eyes again for the fi rst time,” as he says. We learn about seeing the world from a different point of view, and about slowing down to see details that we might otherwise pass by.

— Yemi Olorunwunmi, Brockton, MassachusettsHallowell House, Class III

facts

• From Boston, Cambridge, New York, Los Angeles and international locations, over 40 guest poets, writers, his-torians, researchers and per-formers visited with Milton students this year.

• This year’s editors of The Milton Paper, intent on bring-ing their peers’ writing to the next level, called upon professionals in Greater Boston, and three career journalists accepted the stu-dents’ invitation. These visits resulted in a powerful series of workshops and seminars for the staffs of The Paper, and the School’s offi cial stu-dent newspaper, The Milton Measure.

• Milton Academy’s Jazz Combos have performed on NPR’s nationally broadcast quiz show “Says You” and at the inaugural ball of Mas-sachusetts Governor Deval Patrick ’74. The jazz com-bos’ accomplished players frequently take to the stage at the Ryles Jazz Club in Cambridge, Massachusetts. They have also toured South Africa and performed with T.S. Monk and for Jim Hall, Dave Holland, Archbishop Desmond Tutu and Danny Glover.

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our mission:

develops creative and cr itical thinker s

Coming from my previous school, the amount of hands-on learning in my fi rst science class at Milton was shocking. I’ve become a much more critical thinker here. We have to analyze, ask why, and ask how a thing works, as opposed to just memorize a set of generally accepted facts.

I love Honors Bio with Mr. Edgar. The complexity and dynamics of the living world are really interesting. We see the forces that we learned about in physics, and then in chemistry, working together to give forth life. We started with ecology, then moved to studying cellular level mechan-ics and DNA.

— Nikhil Bhambi, Bakersfi eld, CaliforniaGoodwin House, Class of 2011

facts

• Milton Academy’s remotely operated underwater vehicle team (M.A.R.O.V.) earned third place in the fi fth annual New England Regional R.O.V. Competition, facing high school teams from New York, New Jersey and around New England.

• Reif Larsen ’98 returned to campus as the 2011 gradu-ation speaker. Reif’s fi rst novel, The Selected Works Of T.S. Spivet, was a New York Times bestseller and was published in twenty-nine countries. While studying at Brown, Reif spent a year teaching at Maru-a-Pula school in Gaborone, Botswa-na; he now serves on their American board of trustees. A fi lmmaker as well, Reif has shot a number of documen-taries in the U.S., U.K., and Sub-Saharan Africa about inner-city students working in the arts.

The mutual respect among faculty and students at Milton inspires—even demands—the free fl ow of ideas and analysis that both groups fi nd intellectually stimulating. Identifying your own ideas, expressing them effectively, and learning how to disagree, are core skills shaped at Milton.

Every English class with Mr. Smith is fantastic. He feels like an anachronism to me. He’s been at Milton for a very long time, and he still uses the chalkboard, but I’m fascinated by the way he teaches us. He edits our papers so diligently, with comments in the margins and numbered notes. He goes through every single line, which shows us how much he cares about our learning and improvement. He gives us feedback on everything. Now I look at a sentence and revise it before I hand it in, according to how I know he’ll analyze it.

— Emmie Atwood, Milton MassachusettsClass III

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our mission:

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

Milton follows through on its mission and its motto. It doesn’t say “Dare to Be True” and then make you wear a tie. (A mandatory tie is a deal-breaker for me.) You’re allowed to be yourself here—to do the things you like to do and try new things, too. So many schools have good academics, but the combination of academics, athletics, arts, different indi-viduals, the culture of support, being so close to Boston: this combination is unique to Milton. There’s no other place like it.

— Jonnie Lawson, Ontario, CanadaWolcott House, Class IV

You’re comfortable being smart at Milton. At my old school, I was Hannah the smart girl. Here I’m just Hannah. At Milton you’re all on a level playing fi eld. No one is set apart for being “outstanding” or “the smart kid.” We’re all the smart kid.

— Hannah Smith, Millboro, VirginiaMillet House, Class of 2011

Now in its third century, Milton has always developed strong, independent, confi dent thinkers. Students gradu-ate with a clear sense of who they are, what their world is about and how to contribute. “Dare to be true” is not only a core value; it describes Milton culture, and the exhortation echoes in graduates’ lives forever.

What I like best is the way Milton does things. It’s a trust-based environment. We have free periods and the idea is “we trust you to do your work.” That was a huge switch for me. Before, people expected us to do the worst we could do, so they made the policies and rules with that expectation. Here they expect the best person to come out, so it does.

— Lina Neidhardt, Canton, MassachusettsClass I

facts

• Student earning Bisbee Prizes this year for outstand-ing research in U.S. History asked questions about the United States’ intervention in the Congo in the 1960s; the rise and fall of U.S.-Saudi relations from 1946–1973; the Jefferson statehood move-ment; the Freedmen’s Bureau and its effect on black free-dom; and France’s failures in Ho Chi Minh’s Viet-Nam.

• Merilin Castillo, Class I, is a founding member of the Racial Healing and Reconciliation (R&R) proj-ect in Jamaica Plain. Her work earned her the 2012 Princeton Prize in Race Relations from Boston. The R&R project offers to youth groups and community lead-ers training and workshops on racism awareness and the effects of racism on health. In recognition of her hard work and dedication, she received the award this spring at the Princeton Prize Symposium on Race held on the university’s campus.

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boston makes a difference

location

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

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Faculty at Milton link learning with distinguished scholars, art-ists and professionals who live and work in Boston, Cambridge and beyond. Each year, about 40 distinguished guests come to campus. Their experience, accomplishments and willingness to engage with our students not only enliven the subject matter, but also elevate the importance of academic work, and model long-term commitment to excellence. Recent visitors include:

• Harvard professor Henry Louis Gates Jr.

• Pulitzer Prize-winning writer Jeffrey Eugenides

• Dr. Eliza Byard ’86, execu-tive director of the GLSEN organization

• Latin percussionist Rubén Alvarez

• Dr. James McCarthy from Harvard’s Museum of Comparative Zoology

• Award-winning photojournalist Lauren Greenfi eld

urban-infused academics

boston to milton

World-renowned marine biologist and ocean explorer Dr. Sylvia Earle shared her passion and wonder of dis-covery with students on campus this spring. An advocate for the research and protection of the ocean, Dr. Earle articulated a positive outlook on the future of our planet.

Having access to Boston’s uni-versities, institutions and other resources is a particular advan-tage to our students. For example, students in AP American & Com parative Government attend programs at Harvard’s Kennedy Institute on Politics, the Kennedy Library, and the Ford Hall Forum at Faneuil Hall. Delegations attend the Harvard Model Con-gress, the Harvard Model UN and a similar program at Tufts University. Calculus students visit M.I.T. laboratories, while Ancient Civilizations classes explore exhibits at the Museum of Fine Arts (MFA). The History of Art class also visits the MFA as well as Harvard’s Fogg Art Museum and the Isabella Stewart Gardner Muse um. Geology stu-dents extend their class work to

milton to boston

the Charles River and the Blue Hills Reservation. Members of the Astronomy class experi-ence the planetarium at the Museum of Science. With Tufts, M.I.T., Harvard, Boston College, Northeastern, Wellesley and Boston University in Milton’s backyard, our students have many opportunities to participate in the academic and cultural environment of “America’s col-lege town.”

music

Milton offers unparalleled oppor-tunities for students who want to pursue music seriously as part of a broad high school education. Students take private lessons and participate in ensembles at the following renowned institutions:

• The New England Conservatory of Music

• Youth Symphony Orchestra, Youth Philharmonic Orchestra, Massachusetts Youth Wind Ensemble, Youth Chorale

• Boston University• Greater Boston Youth

Symphony Orchestras• Longy Music School• Massachusetts Educators

District and All-State Music Festivals

Milton students participate in musical competitions sponsored by:

• Boston Symphony Orchestra• Harvard Musical Association• Quincy Symphony Orchestra• Boston Pops Orchestra• Wellesley Symphony Orchestra• Brockton Symphony Orchestra

Being close to Boston has introduced me to things I never would have experienced somewhere else. I’ve become a hock-ey fan, and I’ve had fun following the Milton team. I’ve also joined a social justice group in the city that a friend intro-duced me to. We go to the city just for fun, too—we see plays and movies, we shop, we eat. I had a Vietnamese sub for the fi rst time the other day. It was one of the best things I’ve ever eaten!


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weekend fun

With Milton students, the Student Activities Offi ce plans and supervises group fun in Boston, taking advantage of the range of activities the city provides:

• The Lion King or Wicked at the Opera House

• Nutcracker at the Wang Theater • Dinner at the Hard Rock Café• The Boat Dance on Boston

Harbor Cruises• Boston Bowl and Good Times

for arcade games and laser tag• Red Sox, Celtics and Bruins

games• Movie buses to the Landmark

Complex—surprise free movie passes

• Vans to Copley Place and the South Shore Plaza for shopping

Milton Academy considers Boston to be a valuable resource. We understand the need to teach students about using the city and to provide a structure for oppor tunities that are both safe and age-appropriate. Milton plans faculty-supported activities that involve Boston, and encour-ages students to explore the city according to carefully reviewed plans and permissions granted by parents earlier in the year.

When house parents consider requests for trips to Boston, they are careful to check for the num-ber of students going together (two at a minimum; three or more when possible), and for the ages of the students in the group.

They review the students’ plans for safety before giving permis-sion. On the weekends, Class IV (Grade 9) and Class III (Grade 10) students must return to cam-pus by 7:30 p.m. Upper class men must return by check-in time.

When a group with an appro-priate ratio of older to younger students wants to attend a con-cert or go to dinner in Boston, the younger students may ask permission for a “late night” (11:00 p.m. on Friday or Saturday night). Permission is based on the dorm faculty’s perception that the plans are safe and well organized. “Late nights” are con-sidered on a case-by-case basis—up to four times each year.

The opportunities to use Boston are thoughtfully considered by the faculty; the rules are age-appropriate and change as a stu-dent moves through the School.

teaching students to use boston

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what to expect at milton

Being smart and interested is easy, fun and normal; everyone around you is motivated, too.

Learning is discussion-based, not lecture-based; intense conversation in the classroom makes the class exciting. You make connections and discoveries you never 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 to respect others’ differing points of view.

You have your own advisor. One advisor counsels you and a small group of other students throughout your Milton years; guides your course selection; keeps in touch with your academic and social progress; is your family’s liaison to the School; and acts as your resource and advocate.

You’ll be prepared to take AP tests, even if the course is not labeled AP. In fact, many upper level courses are more challenging and rewarding than AP curricula.

Teachers are ready and willing to help you outside of class; students visit faculty in the dorms and call faculty at home for help.

Faculty get to know you well—who you are and what you care about; you’ll want to meet their high expecta-tions of you.

Your courses are not limited to the texts; readings and discussions go beyond the textbooks, and teachers respond to what students are interested in.

Your art teachers are artists, in and outside of school; your music teachers are musicians; your English teach-ers are writers; your drama teachers are performers, set designers, and directors, and so forth. All your teachers are scholars in their fi elds, and they love to teach.

Everyone here works hard, but they have a lot of fun, too. Students will tell you that they and their friends are real-ly happy, and that life here is collaborative, not competitive.

Our proximity to Boston is a unique and important fea-ture to our School. Only eight miles away, the city offers so many opportunities for fun and for learning.

You won’t just become prepared for college—you’ll develop the skills that help you become prepared for life.

Your learning is more about process than outcomes, more about balance than stress. (For example, you’re only allowed a certain number of major assignments due each week.)

You can be involved in a lot of different activities here. Many students try something new that they’ve never done before, and that’s encouraged. Or, you can take the thing you love to the max.

You’re given a lot of unstructured time (increasingly so, as you get older), but you also have a lot of support. Your friends, the upperclassmen in your dorm, your peers, and your teachers want to help you.

We’re a big school, but with a small feel. Your class-rooms have about 14 students in them. Everyone is part of the action.

Options are plentiful, and choices are important. Students run their lives and their days according to what they like to do. You’ll go to class, but then you’ll choose your afternoon activities, and spend that time the way you want to.

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facts

Upper School students: 675, grades 9–12

Population of the town of Milton: 26,000

Foreign countries represented in the Upper School in 2012–2013: 23

Percentage of students of color in 2012–2013: 39%

Student gender ratio in 2012–2013: 50/50

Students who participated in exchange programs or programs abroad in 2011–2012, studying in countries such as Spain, France, Italy and China: 40

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Are 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 school for you.

In the years I have taught at Milton I have encountered some of the smartest and most motivated students I can ever hope to know. It’s intriguing for me to work with students this smart, this motivated. Add to that the fact that it’s part of Milton’s culture that these students are laid back about their success. It’s endearing to me that they work so hard, do so well, and yet are very kind to one another; they’re very supportive of each other. They are nice to teachers, and teachers are nice to them. Students here are kind, happy, vigorous, challenging, and humane—especially in the classroom.

— Michael Lou, History Department

Around the table in the classrooms, in laboratories, on fi elds, in studios, and in your dormitory, you’ll fi nd your classmates caring, opinionated, funny and talented in many different ways. Faculty whose passion for their disci-pline feeds their love of teaching will draw you into the discussion with the 12 or so other students in your class. There are so many ways to get involved at Milton, and so many encouraging people, that you’ll fi nd a niche just right for you—a place to develop new skills, take on leadership, make good friends, and have fun.

Milton is such a collection of people. Everyone who comes here is smart and talented in a unique way. Most of the students have experienced the same thing I did—being one of the really smart kids at their old school—and then they come here and EVERYONE is smart. The people here are talented, funny, eager to learn, but also really eager to have fun. And these people are my friends now!

— Brittany Lee, Bloomfi eld Hills, MichiganMillet House, Class II

My friends here are all really different. They come from lots of different places and have different backgrounds and philosophies. I appreciate that—it’s really valuable. Being able to hear opposing voices and viewpoints makes your own opinions more educated. Learning from different people helps inform you about the world and strengthen your own ideals.

— Charlie Perkins, Norfolk, MassachusettsGoodwin House, Class II

students

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For years and years after high school, Milton students stay connected to faculty members who shifted the course of their lives—teachers who believed in them, supported them, developed their skills and fueled their growth. The deep commitment of a learned and experienced group of teachers is Milton’s great treasure, today and throughout Milton’s history. More than half the faculty have devoted over 10 years to Milton students, in classrooms, on play-ing fi elds and in dormitories. Scholars, writers, artists and researchers in their own right, these are skilled people who love teaching and the dynamics of learning.

Faculty members at Milton are as diverse and individu-alistic as the students. They probe one another for new ideas. They value each other’s openness, responsiveness, energy and talent. They are passionate about their subject matter and communicate that passion to students. Togeth-er, they care for individual students. They give totally of themselves.

My colleagues are incredibly passionate and well-read; they continue to expand their knowledge; they are never locked in old views. They like to think about things, to be open to new views. Even my older colleagues are surprisingly fl ex-ible. They have taken ownership of what they do: they can tell you exactly why they do what they do and never use the royal “we,” as in, “here’s the way ‘we’ do it.” They are open to new ideas, to each other, to new perspectives.

You have this two-way fl ow of respect, which has an essential impact on the fl ow of ideas—they’re more fl uid, more rich, more rapid, more dynamic. It’s the exchange of ideas that’s the premium, because for students to be able to truly under-stand concepts they need to speak about them. More sophis-ticated and varied interpretations of the ideas come out as the exchange goes on. We’re not in the business of giving out defi nitions. We’re here to help students develop interpreta-tions—understandings—of ideas.

—Michael Lou, History Department

Faculty do everything possible to enable students to learn at their own pace, and we really do not measure students against each other. We know them well. We support them individually. We spend lots of one-on-one time with them. That said, this is a rigorous and demanding curriculum. Keeping it going, and paying close attention to each student, takes real energy.

—Jim Connolly, English Department

At Milton your teachers know you well, and they are willing to talk with you about anything—obviously your class work, but also your concert coming up, or your friends, your game against your rivals or your weekend plans. They make time for you, and they don’t spend class time lecturing at you. They’re friendly and accessible. They respect what we have to say in class. My advisor knows the Milton community so well and provides such amazing insight for me. He’s incred-ible—he’s been to all seven continents—and at another school I don’t know whether I’d have someone so interesting and intellectual caring so much and helping guide my high school experience.

— Louis McWilliams, Milton, MassachusettsClass I

faculty

facts

Number of Milton Academy faculty (1798): 2

Number of Milton Academy faculty (2012): 133

Percentage of faculty with post-graduate degrees: 78%

Percentage of faculty with doctorates: 10%

Ratio of students to faculty: 5:1

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20

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

—David Ball, Upper School Principal and History Department Faculty

facts

Typical class size: 14

Typical number of courses taken per semester: 5

Number of history/social science electives: 22

Number of English electives: 20

Number of hardbound volumes in Cox Library: 46,000

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

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academic life

the life of the mind is the pulse of the school

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

Learning at Milton is interactive.

Dialogue, inquiry and refl ection among faculty and students trig-ger extraordinary intellectual growth. As students progress, they learn to express themselves in writing and speech. They develop analytical skills and the confi dence to defend their opinions. They learn to be inde-pendent, to take initiative and to manage their own time. We expect students to direct their own schedules, participate in class, have work prepared, and balance their academic, extracur-ricular, and social commitments.

Boston is a resource.

Because of our relationship with Boston and with major universities, discussions about international relations, historical perspectives, scientifi c research, fi lm, environmental challenges,

At Milton, you feel excited to be engaged. You’re with stu-dents who are on the same level as you academically. You feel encouraged in your classes and you want to do the best for your teachers—they are here because they love to teach. They’re so accessible and they make it easy to meet with them outside of class. The energy here makes you want to be involved with all kinds of activities. I’m on the math team, the debate team, the tennis team, and I even tried out for squash, which I’d never played before.

— Henry Arndt, Newport News, VirginiaGoodwin House, Class I

and the world of writing enliven our classrooms. Visiting profes-sors, writers, scientists, journal-ists, and artists are frequently part of campus life, not only for lectures, but also for forums and classroom workshops with students. With Boston as our resource and inspiration, cultural activities, political exploration, scientifi c ventures and arts initia-tives thrive at Milton.

Thinking, imagining, growing

Our teachers are skilled at their craft, and they are also serious scholars, artists and performers. They care deeply about each stu-dent’s progress and about the liveliness of our learning envi-ronment. Milton is an active and challenging academic commu-nity, where learners young and old think deeply, respectfully and imaginatively.

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

Every day in my English classes, I have 12 to 15 teenagers around the Harkness table who have done the reading. They’re not trying to get away from challenge, and they are truly excited about our discussion. They ask great questions. They love language. At Milton you become a critical thinker. It’s always been that way, and that’s one of the things I loved as a student here. We have serious discussions about words, and how to use words powerfully. Every minute, every class period is packed.

—Caroline Sabin ’86, English Department

a sampling

of cour ses

includes

Studies in English and American Literature (two-year course)

Literature and the Human Condition American LiteratureMan and the Natural WorldContemporary World LiteratureShakespeareModern Comparative LiteratureThree Writers in DepthPerforming LiteraturePhilosophy and LiteratureThe Craft of Nonfi ctionHamletCreative WritingAdvanced Creative WritingWoman, Man, and Their FictionsLiterature and the Nature of Reality

english

My favorite English class was Three Writers in Depth, where we focus on three authors and learn so much about their work, their life, and how they write. This year the writers we read and studied were Henry James, Richard Yates, and as a class we chose the third author—Philip Roth. Each author had a unique writing style, but they related to each other in interesting ways.

— Jane Ghublikian, Dorchester, MassachusettsClass I

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student poetry

Constellations

Our grandmother was a stargazer,one who brought a telescope in a burlap

sack through Ellis Island, who toldour grandfather at fi rst sight that

she was a Virgo, needed to fi ndher Libra directly to the east.

I’ll tell you about the princess Andromeda,helplessly chained, and I’ll tell you

about Delphinus, Poseidon’s messengerimprinted in the stars. The stars and the ocean,

our grandmother said, were mirror images,the earth the intermediary path.

So why are we not surprised when we,her daughter’s daughters, sit moonlit

in the backyard, collecting pebblesto mirror the outline of Pegasus on the grass

while she points that it’s there, look—wouldn’t you believe in a wingéd horse, too?

And because things like old dogs, cloudynights, and broken china made her sad,

we wait to spread her ashes on a nightwhere the lake is clear and calm,

when we, just you and I, sister,can row to where the lights of houses

do not obscure Virgo. I know you are a cynic,but don’t tell me you could not feel

our bodies used as vessels that nightbetween the ocean and the stars.

Hannah Grace, Class IScholastic Art and Writing Award winning poet, 2011 and 2012

from the milton classroom

Anna Deveare Smith, Fires in the Mirror

Tony Kushner, Angels in America: Part One: Millenium Approaches

Suzan Lori Parks, The Red Letter PlaysDavid Henry Hwang, Yellow FaceCaryl Churchill, A NumberCaryl Churchill, Far AwayMartin McDonagh, The PillowmanLynn Nottage, Ruined

Examples of Class IV Talks

All Class IV students give a prepared speech to the entire class as part of the Class IV English course. Students choose their own topics.

• The Complexities of Abortion• The Ethics and Realities of

Animal Testing• Spiritual Inspiration Found in

Christian Summer Camp• Pros and Cons of Being Short• The Healing Power of Laughter• Reality TV: Its Hypnotic Power and

Its Illusions• Disney Films and Their Racism

Award-Winning Writing

Each year, the Alliance for Young Artists and Writers recognizes a select group of high school students who have demonstrated exceptional achievement in their art. Award win-ners are selected by a panel of profes-sional artists and are chosen from among thousands of submissions.

Modern Comparative Literature:

Reading List

Summer readingCharles Dickens, Great Expectations Fyodor Dostoevsky, Crime and

Punishment

Contextual ReadingsEric Hobsbawm, The Age of EmpireWilliam Barrett, Irrational ManJoan Didion, The White Album

Fiction Franz Kafka, The Complete StoriesJames Joyce, A Portrait of the Artist as

a Young ManVirginia Woolf, To the LighthouseAlbert Camus, The StrangerGabriel Garcia Marquez, One Hundred

Years of SolitudeJ.M. Coetzee, Waiting for the

BarbariansToni Morrison, Beloved

DramaHenrik Ibsen, GhostsAugust Strindberg, The FatherAnton Chekhov, The Cherry OrchardLuigi Pirandello, Six Characters in

Search of An AuthorBertolt Brecht, Mother Courage and

Her Children Samuel Beckett, Happy DaysHarold Pinter, The HomecomingEdward Albee, The Zoo StorySam Shepard, Buried Child David Mamet, American BuffaloDavid Mamet, Glengarry Glen RossDavid Mamet, House of Games

This year, six Milton students earned national recognition for their writing in the prestigious Scholastic Art and Writing Awards. Tina Cho (I) won a Gold Medal in the Writing Portfolio category; Karintha Lowe (I) earned a Silver Medal with Distinction and Hannah Grace (I) won a Silver Medal. Shannon Reilly (I) and Cary Williams (I) both won Gold Medals in the Short Story category, and Victoria White (III) won a Gold Medal in Poetry. In this competition—the country’s oldest awards program for creative teenagers—over 185,000 students submitted work for consid-eration. Only 2,700 were selected for medals.

Jim Connolly’s creative writing class, which helps students to shape their ideas, observations and memories into works of fi ction and poetry, depends largely on students “work

shopping” each others’ writing. Work shopping peers’ writing is the hallmark of creative writing at Milton; it helps students appreciate the genre and become better writers themselves. One student says, “We approach each others’ work as if it’s professional writing. Mr. Connolly is so encouraging—he tells us to be ambitious in our writing. He’s never condescending in his instruction; he never says to us, ‘Oh, just write about what you know.’ He pushes us to go outside of ourselves.

“Regional and national [creative writing] awards that Milton students win are amazing because they let us know that we are not only strong writers amongst each other, but that we can compete with other students across the country. That defi nitely helps build confi dence and strength in our work.”

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In history and social science classes at Milton, students encounter, both in their readings and in class discussions, a variety of ideas and viewpoints. From textbooks and documents and their own research they gather evidence to help them assess the signifi cance of intellectual move-ments, of social relationships and of political institutions. They look at particular cultures in depth and at the con-tacts among cultures over broad periods of time. They test their newly won insights in daily class work and in fre-quent writing assignments. They learn to question and to know that great questions have more than one answer.

history and social sciences


The Ethan Wyatt Bisbee Prize

is an honor bestowed on students

for outstanding research in United

States History. Each year, faculty

teaching the U.S. History and

U.S. History in the Modern World

courses choose honorees from

among their students. The depart-

ment invites prizewinners to the

annual Bisbee Tea to celebrate

their achievements and share their

projects with faculty and fellow

honorees. Winning paper topics

recognized at the 2012 Bisbee Tea

included:

• Setting Fire to the Heart of Darkness: U.S. Intervention in the Congo, 1960–65

• Silk and Steel: France’s Failures in Ho Chi Minh’s Viet-Nam

• Abraham Lincoln and the Emancipation Proclamation: Seizing the Opportunities

• Second Place: How the American Disposition of the Post-World War II Era Prevented the U.S. From Reaching Outer Space First

• The Freedmen’s Bureau: The Protector of Black Freedom or Its Destroyer?

• The Transition of Epilepsy• John F. Kennedy’s Shaping of

His Utopian America and the Incorporation of the Black Race

• God, Greed, and Glory: The Rise and Fall of U.S.-Saudi Relations, 1946–1973

• Woodstock 1969: A Break from the Trend of 1960s United States Counterculture

• The Divide: An Exploration of the Antebellum Relationship Between Anglo and African American Women of the Deep Plantation South

• The Jefferson Statehood Movement: A State of Mind

A Sampling of Modern World

History, Class IV (Grade 9),

Research Paper Topics

• “Tulipomania” of 17th century Netherlands

• White Rose Society: The Heart of Opposition against Hitler and the Third Reich

• The Second Italian-Ethiopian War • Israel’s Response to the Munich

Massacre• The “Comfort Women” and the

Silence of 50 Years• Catherine The Great and the Myth

of the “Enlightened Despot”• Kashmir Divided and Indo-Pakistani

Relations• The Armenian Genocide: A

Forgotten People’s Ordeal• The Road from the Slave Rebellion

of 1791 to the Haitian Revolution• Constantinople: The Fall that Began

the Rise• The Politics of the Church in the

Spanish Civil War• The Sinking of the Lusitania:

Conspiracy Theory• Warsaw Ghetto Uprising of 1943 • The Battle of Stalingrad • The Space Race

Course Reading, a sampling of

primary source material

United States in the Modern World IOgier Ghiselin de Busbecq, Turkish

LettersMi’kmaq elder, speech to French

settlersTrial of Anne HutchinsonPeter the Great, “Decree on the

Invitation of Foreigners”United States ConstitutionSimon Bolivar, “The Jamaica Letter”Taiping movement, “The Book of

Heavenly Commandments”Narrative of the Life of Frederick

Douglass

United States in the Modern World IIPlessy v. FergusonJohn A. Hobson, ImperialismSakuma Shozan, “Refl ections on My

Errors”Joseph Stalin, “The Results of the

First Five-Year Plan”Mao Zedong, “On New Democracy”The Muslim Brotherhood, “Toward

the Light”Richard M. Nixon, “Vietnamizing

the War”Nelson Mandela, “The Rivonia

Speech”

a sampling of cour ses includes

African-American HistoryHistory of Modern ChinaHistory of Civil RightsThe United States in the

Modern WorldHistory of the Middle EastAmerican Government and

Politics (AP)Global Economics

History of Art (AP)Psychology (AP)Topics in Modern World HistoryHistory in Action for a

Sustainable SocietyReligions of AsiaGlobalization and IslamMicroeconomics: The Power

of Markets

25

Over time students have started off with different assump-tions of the world. When I was a student, for instance, my world was divided along communist and non-communist lines. What would have made sense then, as an organizing principle, does not resonate now. The challenge is to fi nd the place where students are now. We have grounded the course, United States in the Modern World, in the major religions, cultures, political organizations, and their connections. We are trying to make choices—within so much material—that have intellectual integrity as well as an appealing resonance with students.

— David Ball ’88, Upper School Principal and History Department faculty

I love the discussions we have around the table in my history class. Our teacher helps us put everything into a much broader context—to see how something affects the whole world. And we all have different perspectives that help us understand more. Someone says, “What about this?”—that makes you rethink things. There’s lots of reading and lots of analysis. Our teacher expects a lot, but she knows what we’re capable of. She always relates things to current events, too. Recently she brought in an article about the last surviv-ing member of the Ottoman ruling class—he even had the same last name as the person we were studying.

— Carson Gaffney, Cayce, South CarolinaMillet House, Class I

American history has tradition-ally been taught as a national narrative, as a history that was independent of global dynamics that fundamentally infl uenced and shaped its evolution. In response, Milton history teachers spent several summers develop-ing a course that put the story of American history into the broader global context. Students who take the United States in the Modern World, a two-year course, look fi rst at the powerful empires that succeeded the Pax Mongolica, at intellectual and

religious movements of early modern Europe, and then at the 18th-century political and eco-nomic revolutions and how they shook the world. In the second year students study events of the past 150 years and consider how a variety of peoples have defi ned nationhood during years of industrialization, imperialism, global war, decolonization, social movements and cold war.

Since there is no textbook that teaches United States history in a global context, the history depart-

ment has created a syllabus that emphasizes historical documents with accompanying secondary source readings. One of the important tasks of the course is to help students learn to read pri-mary documents closely and to understand them in their appro-priate historical context.

Using newly published research, we have recently expanded our unit on the Atlantic Revolutions of the early 19th century to give particular emphasis to Haiti and New Orleans. The case study we

use is the slave revolution in St. Domingue (present-day Haiti) and the impact of the revolution on the emerging sugar and slave economy of the southern United States. As they learn about the fi rst black republic in the western hemisphere, students also explore the impact of Toussaint L’Ouverture’s success-ful revolution on the abolition movement in England, on the expansion of territory and slave-holding in the United States, and fi nally, on the end of the interna-tional slave trade.

studying u.s. history in dynamic relationship with

international events

26

science

learning by doing

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

Walking into the Pritzker Science Center recently, you would have seen that the fi rst lab on your right featured a large, seemingly empty, water tank. But burrowed underneath the gravel were a dozen Hawaiian bobtail squid that came out at night to eat and mate. These squid served as important ground-based testing for an experiment that sent some of their fellow squid up into the cosmos on the fi nal trip of the space shuttle Endeavor.

A group of Milton students worked hard with science faculty member Ned Bean to maintain the exact living conditions these squid need to survive. The squid’s normal habitat is the shal-low waters around the Hawaiian Islands. Every night, a student

or faculty member fed the two-inch long squid their diet of fresh common shore shrimp. The fi rst big accomplishment occurred when the female squid laid eggs. Ned and the students conducted experiments using the second round of eggs.

This unique opportunity for Milton students to work on a space shuttle experiment came about because of Ned’s friendship with the CEO of a commercial space company that specializes in placing experiments in space. Along with Ned, Milton students have worked two prior times on a space shuttle experiment. The fi rst effort was a success-ful crystal growth experiment. The second experiment involved e-coli bacteria, but the results where lost when the space shuttle

Columbia exploded upon reentry in 2003. The squid experiment is the most interesting one, accord-ing to the students and Ned, but also the most complex.

What makes this squid unique is its light organ, which glows at night and hides its shadow from prey lurking underneath. The light is powered by a particular bioluminescent bacteria (Vibrio fi shceri) that the squid draws in from the surrounding water. Every day it expels the old bac-teria and takes in a new batch. Newly born squid can’t produce the light, but within several hours they become biolumines-cent as they take in the bacteria. This development gives scientists a close look at morphogenesis, which is the biological process

that causes an organism to devel-op its shape—one of the funda-mentals of development biology.

The squid experiment came about when Ned learned about the work of Dr. Jamie S. Foster at the University of Florida in Gainesville. Dr. Foster’s work is focused on what happens to this morphogenesis process under micro-gravity conditions. Her work could open up a new area of scientifi c discovery about how gravity affects animal and plant development. Over spring break, students traveled to Florida with Ned to visit Dr. Foster’s lab. The squid that blasted off into space came from her lab, but the scientifi c work at Milton was important to the success of this mission.

squids in space

Milton’s course sequence begins with physics, and moves to chemistry and then biology. The physics fi rst curriculum relies on hierarchical learning and con-structivism: that is, building stu-dents’ understanding of scientifi c principles from the ground level up. Experience with conceptual physics enhances learning in chemistry, which in turn informs and supports understanding molecular biology. For example, knowledge of the structure and reaction of the atom and an

understanding of covalent and ionic bonding is essential to learning about biological mol-ecules like proteins and DNA. Without a grasp of the atom and bonding (from chemistry) learn-ing about proteins becomes an exercise in memorization rather than in understanding.

Milton offers honors and advanced level courses as well as deeply challenging electives. Milton Academy science is inter-active and creative, reinforcing investigation, imagination and discovery.

27

Resources

• Inquiry laboratories available to students during and after normal school hours for independent or long-term projects

• Milton Academy’s Ayer Observatory, used by the Astronomy and Cosmology electives, the Astronomy Club and the community at large

• Boston Museum of Science• New England Aquarium• Blue Hills Reservation, focal point

of the Advanced Environmental Science elective

• Harvard Museum of Natural History


• Neponset River and Atlantic coastline

• Local university laboratories and science facilities

• Northeastern University Marine Center, Nahant

• Lake O’Hare and wetland, on campus

Lab Experiments, examples:

• Design an experimental protocol to measure the rate of production of oxygen by the enzyme catalase mea-sured in moles of oxygen per second using a Vernier pressure probe.

• Using “micro-lakes” analyze the toxic effect of acid rain.

• Pick a variable to measure its effect on the development of sea urchin embryos using a dependent variable of your design.

• Using gel electrophoresis and vari-ous restriction digestions of DNA put together a restriction map of an unknown DNA source.

• Isolate and amplify mitochondrial DNA, using PCR, for sequencing. Compare your DNA to the DNA of other students, other ethnic groups, and other organisms.

• Evaluate the percentage of baking soda in an Alka-Seltzer tablet, using a method of the student’s design, to record carbon dioxide emissions.

I’ve always been interested in school, but I never thought I would pursue science. Then I came here. I’ve become a more confi dent and engaged learner in my science courses. There’s so much lab work; in class you truly adopt the life of a physi-cist. I had never thought of science as creative. I always thought it was straightforward and straight-laced—that you had to follow the rules. Not so. I’ve learned that science is always evolving.

— Ashley Bae, Pasadena, CaliforniaMillet House, Class I

• Design an experiment to test the effect of an independent variable of your choice on the period of an object in uniform circular motion.

• Determine the relationship between the intensity of a light source and the distance the detector is from it.

Competitions and Projects

• Physics Olympiad• University of New Hampshire Forest

Watch• Marine Remotely Operated Vehicle

(M.R.O.V.) • Team America Rocketry Challenge• Annual National Oceans Science

Bowl (NOSB)


Science in the Modern AgeGeologyHuman Anatomy and PhysiologyMarine ScienceObservational AstronomyEngineering the Future

Cosmology and Modern PhysicsMolecular GeneticsScience ResearchNuclear PhysicsIssues in Environmental Science

28

mathematics and

computer progr amming

from the milton

classroom

Math Problems

1. Two people are shipwrecked on an island in the shape of an equilateral triangle. Sarah loves to surf, and is in no hurry to be rescued. She wants to build a hut in a location where the sum of the distances to the beaches is the least. Spencer, a more social creature, plans to spend his days looking for rescue ships from the corners of the island. He wants to build a hut where the sum of the distances to the corners of the island is the least. They don’t particularly want to live together, but they are not opposed to building one hut, if that is mutually benefi -cial. What should they do, build one hut or two?

2. Choose your home state, city, or country, and investigate the popula-tion over the past fi fty years. In particular, fi nd a mathematical rela-tionship that models the population over that time period. Justify your choice of model. Does your model “fi t” the population for the previous 100 years? Would you be confi dent using your model to predict the population 5 years into the future? Fifty years into the future? Why or why not?

3. The fi rst two terms of the famous Fibonacci sequence are 1 and 1, and each term after the second is the sum of the previous two terms. Show that this sequence is neither arithmetic nor geometric. Then show that eventually, the sequence does begin to behave like a geomet-ric sequence.

Final Projects for Advanced

Placement Computer Science

• Develop a side-scrolling video game.• Develop a double-buffered, polymor-

phic screen manager.• Create a networked version of

Hearts.• Study artifi cial intelligence.• Develop steering behaviors for

autonomous robots.• Create an arcade game.

The mathematics department works to deepen each stu-dent’s understanding of the skills, the concepts, and the habits of mind that are the keys to the mastery of math-ematics. Through problem solving and investigation, stu-dents come to appreciate the beauty and power of pure and applied mathematics, and they more fully understand the connections between mathematics and other disciplines.

The mathematics department provides interesting and appro-priately challenging problems, so that all students may explore and analyze data and consider a variety of solutions to any one problem. Effective communica-tion—both verbal and written—is central: Students learn to speak and write the language of math-ematics in a student-centered environment where collaboration is both encouraged and expected. We make every effort to help

students feel confi dent in their ability to do mathematics, so when faced with a novel problem, students will attack it with skill, courage, interest, enthusiasm, and the belief that they have the intellectual and technological resources that will aid in the solution.

Whenever possible, we encourage students to consider analytical, numerical, and graphical solu-tions to a problem, and the calculator and computer are

instrumental in the different analyses. We emphasize process, and students recognize that stat-ing the fi nal answer to a problem is never suffi cient. Rather, a well organized, clearly articulated written or verbal explanation of that solution is important in help-ing the student effectively com-municate the reasoning and the processes involved.

The mathematics teachers at Milton Academy work collab-oratively, and the materials we develop allow us to determine the nature and direction of course work. We think and talk about what we are teaching, so the cur-riculum is responsive, effi cient, customized, and open-ended. Many of the problems we use are set in meaningful contexts, and we hope that students will real-ize the value and importance of mathematics in their lives.

29

“Working as a team, and using the materials that we in the faculty develop, we’re able to determine how we spend time in each course, and how we approach the material,” says Jackie Bonenfant, academic dean and a 30-year veteran faculty member in the math department. “We spend less time on the repetitive practice of skills, in the abstract, and more on presenting a stream of situa-tions, asking students to deter-mine what they need to know to solve the problem. We help them develop mathematical ideas and skills by working on them in a context—a more intriguing, less routine treatment of math for students.”

Members of the department agree that this “discovery and extension” method of studying math is much closer to what mathematicians do in a research environment. Faculty ask stu-dents to understand a concept and then see where else it may apply. “In pre-calculus, for exam-ple, together we take a look at a special situation, establish a set of criteria, learn a lot, and then zoom out to test where else those criteria might apply,” says Keith Hilles-Pilant. “They might apply to circular motion, for instance, or a fi eld of objects that work in a similar way.”

“As a department, and as a group of individuals, we think and talk about what we are teaching, why we are teaching it, and how best to teach it; it’s an essential and ongoing conversation,” says Terri HerrNeckar. All those who

teach sections of a given course meet once each week; teachers of several courses have many meet-ings. They discuss how classes have gone and roadblocks that have appeared; they agree upon common homework assign-ments and who will write an upcoming quiz. The discussions include: “What way would you use to solve this problem?” or “I want to introduce this concept. Do you have an effective prob-lem to do that?”

The outcome of teacher col-laboration and attention to the craft of teaching is a curriculum that is responsive, effi cient, cus-tomized, open-ended. “I teach two classes that each have a single section of students,” Erica Banderob says. “I write some-thing up after each class. It’s not the same as last year; it fi ts exact-ly. When I see a need, I respond with the right thing, tomorrow!” Rather than following the pre-ordained sequence in a textbook, “having a data base of our own materials gives us the confi dence to change the fl ow, based on the students,” Terri notes.

Writing your own teaching materials takes time and work, and it fosters a collegial envi-ronment that members of the department who have come from other schools experience as rare and intellectually invigorating. “You understand,” says Jackie, “that to do the best work with students, you need to trust and depend upon your department colleagues.” Not surprisingly, students respond well to math that is designed just for them.

I like the GGE’s [graded group exercises] in my math classes. Being able to turn to my peers when I have questions helps my learning. Whether you’re turning to classmates with questions, or whether they’re turning to you, it broadens your learning. Explaining a problem set to someone, in your own words, expands your own understanding. Working like that makes for a supportive classroom experience, and it’s a great way to learn math.


The appropriate balance of pure math and its applica-tions has been a subject of many animated and thoughtful discussions, and those discussions have also resulted in a much larger percentage of teacher-generated (as compared to text-linked) materials. Few of these conversations have really ended; they have overlapped and evolved, been revis-ited and revised. There is a central core and theme to all of them—the questions of what we should be teaching and how we should be teaching it—and how that relates to the even more important questions of what students should be learn-ing and how that learning can be most effectively supported.

What has made these conversations both diffi cult and ener-gizing is that we have been trying to fi nd optimum balances: balances between the pencil-and-paper skills of traditional mathematics and the effective use of technology; between the elegance and beauty of pure mathematics and the power of mathematical modeling to help understand and predict the behavior of the world around us.

— John Banderob, Mathematics Department, writing in the parents’ newsletter

thinking and talking

about what we are teaching,

why we are teaching it


Math 4 Precalculus: Functions with Mathematical Modeling

Math 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 Applications

30


French Assignment

Maintenant que le style de ce conte vous est connu, écrivez votre propre chapitre dans lequel vous imaginerez de nouvelles aventures pour Candide. Servez-vous des techniques de l’ironie que nous avons identifi ées en lisant le conte pour donner un caractère “voltairien” à votre chapitre. (From French 4 AP)

Translation: Now that you are familiar with the style of this philosophical tale, write your own chapter in which you imagine new adventures for Candide. Make use of the ironic devices which we identifi ed while reading the work in order to give your chapter a “Voltairian” fl air.

Chinese 1 Assignment:

Describe a room using the vocabulary we have learned.

Translation: My dorm doesn’t have air conditioning. It has a washing machine. It’s a little crowded, but my room is very comfortable. I like my dorm a lot.

modern languages

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

— Emmie Atwood, Milton, Massachusetts Class III

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

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What I’ve learned about words, syntax, and grammar in my Ancient Greek class has spilled into every other discipline. My writing—analytical, creative and personal—has taken on a new shape; it’s infused with Ancient references. I’ve diagramed terms and deduced their meaning in biology and harkened back to Hellenic travelers in my history class. Classics at Milton has given me an unparalleled way to draw connections between what I’m studying and what the Ancients had written a millennia earlier.

— Rebecca Deng, Corona, New YorkMillet House, Class of 2011

classics


French through level 6French 4 Language and

Literature (AP)French 5 Francophone WorldFrench 5 Twentieth-Century France

through Its CinemaChinese through level 6Spanish through level 5

Spanish 4 Language and Literature (AP)

Spanish 5 Literature and Culture (AP)Spanish 5 Inside Latin AmericaSpanish 5 Discovering El CaribeIntensive French, Spanish and

Chinese

The study of classical authors in the original language enables students to appreciate more fully the foundation and development of English and European literature. Because students develop the skills of close textual analysis by examining words that have been debated for centuries, they begin to understand both the scholarly value of their own interpretations and the degree to which the perspec-tives of different eras affect the way a work is viewed. Students who take Latin or Greek are expected to master the basic vocabulary, grammar and syntax of the languages well enough to translate and interpret some of the greatest authors of Western civilization.

La Voz is a student-run Spanish newspaper that includes news, opinion, regular departments and reviews. The genre alone makes La Voz rare among school publications across the country, as does its continuous publication (four to fi ve times over each school year) since the fi rst edition in 1986.

“We adhere to strict journalistic standards,” says the faculty advi-sor to La Voz. “News stories, for instance, have to be researched and represent multiple points of view. If a student’s research has led him to some passionate con-clusions, he can express them in the opinion columns, but not in the news reports.”

The editors fi gure out the theme and then assign writing to eight to ten writers to cover news, features and departments. They may focus on active politi-cal, cultural or social events in Spain or Latin America, and then include a focus on relevant Milton campus life. Departments include op-ed opinion pieces, reviews of mov-ies and restaurants, cartoons, and columns called “Gente” or “People,” and “Entrevistra” or “Interview.”

One issue highlighted two plays of historical importance by Spanish authors that were staged at Milton: The Sins of Sor

Juana about Juana Ines de la Cruz, one of the great poets of the Spanish language; and the Class IV (Grade 9) play, Fuente Ovejuna, a drama of comedy, romance and familiar historical themes, written in 1613 by Lope de Vega, a Spanish contempo-rary of Shakespeare. Another issue staged a contest in writing in the style of Nobel laureate poet Pablo Neruda.

La Voz’s editors deal with journalistic challenges that are unique to their genre. For instance, both the writers for La Voz and the readers have a range of ability; each issue involves at least three rounds of skilled editing. They have to teach their writing staff journalistic style—in Spanish. The editors must merge diverse articles, about the world and the Milton campus, into a coherent and attractive whole.

The editors have said they enjoy the writing aspect of their jobs most—doing the research, mov-ing to a framework of ideas, and then writing. Working on La Voz has helped their writing in English, they say: Finding the big ideas comes easier; good editing is worth the effort. The pleasure of a fi nished product, a permanent expression of the ideas and the hard work, pleases everyone.

la voz, the spanish newspaper,

a milton student publication

for over 25 year s


Latin 4 Literature of the Golden AgeRoman ElegyRoman HistoryPhilosophy of Lucretius

Selected ReadingsGreek through level 3Intensive Classical Greek and Latin

32

Our belief that all students can be artists is actually an idea about personal growth and process. Creative thinking, self-expression, and encountering the challenges of an art form empower students to be creative and confi dent in all areas of life.

In Milton’s arts program, students experience intense individual attention and coaching along with exhilarating team experiences. They spend hours with dedicated adults who use a wide range of teaching and directing skills, who bring to bear diverse and respected talents, who set the highest standards for students’ performance, and who honor each student’s contribution.

All Milton students explore their talents and foster their creativity by taking at least one course in the performing arts, music, creative writing or visual arts. With varied and comprehensive courses in each discipline, students can develop their artistic interests both in and out of the classroom. Milton’s extensive academic program in the arts is matched by its many extracurricular opportunities; students perform and showcase their talents, formally and informally, throughout the year. Students also routinely take advantage of the museums, theaters, concert halls and other artistic venues in and around the city of Boston. The arts departments help many accomplished Milton students prepare college portfolios and performance tapes as part of their work in applying to highly selective colleges.

visual arts

Milton challenges students to develop and to apply their skills at a high level in the many visual arts courses. We ask each student to “see more,” to think creatively, to apply energy to expressing ideas, to grow from criticism, and to expect that virtually every piece of work will be exhibited. No student can “speak” clearly or dramatically without learn-ing visual language. At Milton, beauty and truth are not abstrac-tions but rather the raw material for artistic expression—in the traditional forms of drawing, painting, or sculpture, or in the contemporary terms of digital photography or architectural design. Our students ask and answer important questions about themselves and their world, and art is the tool that they use.

performing arts

Performing arts faculty at Milton help students tap into their own creativity and imagina-tion. Courses in performance, theory, and design are much like laboratories where students can experiment, take risks, and explore their own abilities. Classes include students from all grades with varying degrees of experience. The hands-on, group-centered environment of the classroom prepares students for success in the varied extra-curricular opportunities here. Four main stage productions, two dance concerts, and three studio plays give students an opportunity to hone their skills in performance, direction, cho-reography, design, and technical theatre in a dynamic production environment.

music

Milton’s music program provides opportunities for both experi-enced and inexperienced stu-dents. The program offers choral, instrumental and jazz classes as well as courses in theory and history. Students may also take private lessons for credit from professional musicians in the greater Boston area or study at the New England Conservatory.

Our classical and jazz instru-mental groups are strong. The orchestras have toured the east-ern United States and Canada. The Chamber Orchestra has performed in Prague, England, Ireland, Italy and China, and the Advanced Jazz Ensemble has per-formed in Florida, California and South Africa. Other ensembles include the Flute Choir and sev-eral jazz combos.

The School’s tradition in choral music has strong historical roots. The Glee Club is the longest-running activity at the Academy. The Chamber Singers group has won several gold medals from the American Choral Directors Association and has sung at the Association’s eastern convention. In recent years, this group has toured Romania, Kenya, England, Ireland and the northwestern United States. Miltones, Octet, Epic and Three For Each of Us are select groups of singers who perform contemporary a cappella music at assemblies and many other events throughout the school year.

the arts

33

I’m in both the orchestra and the jazz combos at Milton—I play viola and guitar. Those two groups are very different. Jazz is more independent. It’s a group, but it relies on improvisation and lets you show your individual style. Playing in the orchestra is much more communal. Your instrument is not necessarily heard on its own, but you’re an important part of the music as a whole. Both playing styles have helped me improve and grow as a musician.

— Charlie Perkins, Norfolk, MassachusettsGoodwin House, Class II


Music CoursesOrchestra/Ensembles/Chamber

OrchestraChamber SingersJazz ImprovisationAdvanced Jazz ImprovisationMusic TheoryHistory of MusicMusic Independent Study

Performing Arts CoursesActing StylesAdvanced Oral InterpretationDesign for the TheatreAdvanced DanceChoreographyFilm and Video ProductionCostume Design

Visual Arts CoursesAdvanced DrawingSculptureCeramicsAdvanced PhotographyArchitecturePaintingAdvanced Independent ArtInstallation Art

34

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The Mountain School of Milton Academy involves Class II stu-dents (juniors) in a fall or spring semester on a working 300-acre farm in Vershire, Vermont. Each semester, 45 students from more than 20 schools join a corps of faculty in a rigorous inter-disciplinary program, which is centered around issues of com-munity and the environment. Students work with faculty to help manage the farm, its gar-dens and animals, as well as its facilities. The semester is an ongoing exercise in individual responsibility and group coop-eration. As many as nine stu-dents from Milton Academy are selected to attend The Mountain School each year.

All of my favorite memories from the Spanish Exchange trip have to do with eating. I loved sitting down every night to eat dinner with my Spanish family. Other parts of the trip—like visiting the beaches in southern Spain and going to a huge food expo in the Madrid sports stadium— were more unusual and exciting, but my favorite moments with my Spanish family all occurred around the dinner table. We ate dinner every night at around 9:30, and the meals lasted at least an hour. They were relaxed, and wandering, and everyone could talk about his or her day and tell jokes. One of my favorite moments of the trip was one night when I ended up at the table after dinner with my Spanish par-ents after all the kids had left to study, and we just stayed there talking, about President Obama, religious confl icts in Spain, India, the language barrier. Constantly speaking in Spanish was pretty tough, but one night I told a joke entirely in Spanish, and when everyone genuinely laughed, I was amazed. It was my moment of Spanish triumph.

— Rachel Black, Needham, MassachusettsClass of 2011

off-campus progr ams

The Maine Coast Semester is a challenging academic program for Class II students. It empha-sizes the natural sciences, envi-ronmental issues and hands-on work. Community living, respect and responsibility are at the heart of this program, which is sponsored by the Chewonki Foundation.

School Year Abroad provides opportunities for students in their Class II or Class I year to spend the school year studying in Spain, France, Italy or China.

Cityterm at the Masters School in New York City is an experience-based interdisciplinary study of the city for Class II students. Students live at the Masters

School and travel into New York City daily to study the tensions of public and private, commerce and culture inherent in urban life.

The French Exchange is con-ducted with the Lycée Jean de La Fontaine in Paris. Approximately 20 students from Milton spend more than three weeks in Paris, attending the Lycée and living with a host family.

The Spanish Exchange is a school-to-school student exchange run jointly by Milton Academy and Colegio Estudio, a private school located in the out-skirts of Madrid. A group of 14 students and three faculty mem-bers leaves Milton for Madrid in late May. Each Milton student

is paired with a student from Estudio and lives with his 0r her counterpart’s family during the four-week experience, which includes cultural opportunities as well as classes.

The Chinese Trip provides a fi ve-week experience for eight to ten students during the sum-mer at HeiLong Jiang University in Harbin, China for the study of Mandarin. Students spend a fi nal week with a family at the Experimental Middle School in Beijing.

The Westminster Exchange offers Milton students opportuni-ties to live and study for several weeks in England.

facts

Students in the Class of 2012: 177

Average SAT scores:Critical Reading—687Math—694Writing—700

top college

matr iculations

(four or more),

2010–2012

Amherst College 13Bard College 5Bates College 6Boston College 21Boston University 5Bowdoin College 6Brown University 13Carnegie Mellon University 7University of Chicago 10Colby College 14Colgate University 4Columbia University 14Connecticut College 4Cornell University 13Dartmouth College 11Dickinson College 4George Washington University 12Georgetown University 16Harvard University 29Kenyon College 5Middlebury College 6New York University 15Princeton University 5University of Southern California 7University of St. Andrews 5St. Lawrence University 4Stanford University 4Trinity College 8Tufts University 20Vanderbilt University 7Vassar College 4Washington University in St. Louis 8Wellesley College 9Wesleyan University 11Williams College 7Yale University 11

Accurate as of 6/27/12

36

37

The College Counseling Offi ce has created a highly personal and effective approach toward the college admis-sion process. Students are encouraged to direct their own search, in partnership with their parents and the College Offi ce.

The counselors view the college process as part of a stu-dent’s total Milton education, involving personal refl ection, independent reasoning, and informed decision-making.

Milton students over the years have earned the respect of college admission offi cers as a result of the quality of their academic preparation, their individuality, and their thoughtful, well-written applications.

college counseling

I love reading Milton Academy folders because the students write so well.

—Admission Offi cer, Brown University

I like to save the Milton applications for last because the students are so interesting and they present themselves so well.

—Admission Offi cer, University of Pennsylvania

college matr iculation—

class of 2012

American University 1Amherst College 4University of Arizona 1Babson College 1Bard College 2Bates College 1Berklee College Of Music 1Boston College 9Boston University 3Bowdoin College 1Brandeis University 2Brown University 2Bryn Mawr College 1University of California, Berkeley 1University of California, San Diego 1Carnegie Mellon University 2Chapman University 1University of Chicago 4Colby College 9Colgate University 1University of Colorado, Boulder 2Columbia University 4Connecticut College 2University of Connecticut 1Cornell University 2Dartmouth College 5University of Delaware 1Franklin and Marshall College 1George Washington University 3Georgetown University 5Grinnell College 1Hamilton College 2Harvard University 8Harvey Mudd College 1College of the Holy Cross 1University of Illinois at Urbana-Champaign 1University of Indiana at Bloomington 1Kenyon College 2Lake Forest College 1Loyola University, New Orleans 1Macalester College 1Manhattanville College 1University of Massachusetts, Amherst 1McGill University 1

University of Miami 2Middlebury College 1New York University 6Northeastern University 1Oberlin College 1Occidental College 1Oxford College of Emory University 1Pace University 1University of Pennsylvania 2Princeton University 2Queen’s University 1Reed College 1Rensselaer Polytechnic Institute 2Rice University 1Roger Williams University 1Salve Regina University 1Sarah Lawrence College 1School of the Art Institute of Chicago 1Scripps College 1University of the South, Sewanee 1Skidmore College 2University of Southern California 2St. Andrews (Scotland) 3St. Lawrence University 2Stanford University 3Temple University 2Trinity College 2Tufts University 6Union College 1Vanderbilt University 4Vassar College 2University of Vermont 1Villanova University 2Washington University in St. Louis 1Wellesley College 5Wesleyan University 4Wheaton College 1College of William and Mary 1Williams College 1Worcester Polytechnic Institute 1Yale University 5

Accurate as of 6/27/12

38

Milton is an academically rigorous school, and it is also a nurturing one. Students experience this important balance between the head and heart as members of Milton’s century-old boarding program. A diverse group of 335 students from 25 states and 23 countries live in eight, single-sex resi-dential “houses” that are family-style and intimate.

residential life

a family at school

Family style is best.

• Milton houses include all four grades.

• Students live in the same house for their entire time at Milton.

• Living with older and younger “siblings” gives students role models, support, a sense of belonging and family, and plen-ty of affection.

• Faculty families—complete with children and pets—are connected to every house.

• Dedicated, experienced house faculty carefully “parent” their students.

House structure and rules sup-

port the developmental needs of

teenagers.

• House sizes: from 31 to 48 students

• Rooming options: singles, doubles and triples

• Family style dining with the faculty, three evenings a week

• Proctored study halls each night • Study help and advice from

faculty and older students • Ecumenical Chapel service each

Sunday evening about ethical and spiritual concerns

• Valuable communication between students and trusted adults about issues in young people’s lives

• Best of all, students can stay connected to home, thanks to telephone and email access in every dormitory.

Ties with adults are strong and

continuous.

• Each house is small and inti-mate, with a faculty to student ratio of 1:4.

• Students receive 24-hour-a-day guidance from adults they know from the classroom, arts and sports.

• Each house faculty member serves as academic and personal advisor to six students in the house.

• House heads provide leadership and a stable, nurturing tone and lay the groundwork for a close-knit community in the house.

• New student orientation helps students get to know each other and appreciate cultural differ-ences. It also offers guidance on time management, technology and campus resources.

Our students answer:

“What kind of students would be happy living at Milton?”

• Open-minded• Curious• Willing to work hard• Tolerant• Ready to fi nd out who you are• Willing to be true to themselves

“What have you gained from living at Milton?”

• New perspectives and ideas• Connections with adults I

admire• Learning how to get along with

others, and how to decide what’s important

• Responsibility, independence and confi dence

• Best friendships in the world • Getting to know people with

amazing talents • Chances to learn new skills, like

acting or wrestling

Coming to campus, you obviously have to learn the basics—how to do laundry, how to make sure you’re eating right—but you mature in other ways. You learn to live with a roommate, and to cope with diffi culties without your parents intervening for you. You have to be refl ective and notice your weaknesses, and then try to improve upon them. The most rewarding experience for me at Milton was giving back to the community and being a part of the bigger picture. That’s the most useful tool that Milton has given me.

— Nikhil Bhambi, Bakersfi eld, CaliforniaGoodwin House, Class of 2011

Coming to Milton was the scariest and best decision I ever made. Moving away from home, I was afraid I wouldn’t have any friends at the beginning, but that changed so quickly. Before we got here the upperclassmen in our dorms mailed us handwritten letters about what to expect, what to pack. I didn’t believe them when they said that a pair of sparkly spandex pants would come in handy, but it’s true—you do need them!

— Molly Gilmore, Milford, MassachusettsHathaway House, Class I

39

I love the boarding aspect at Milton. I was boarding monitor this year. Learning how to live with lots of different people—learning how to coexist productively and get along—is really valuable, and it will defi nitely help me when I go to college next year. Between sharing your space, activities, meals, and late nights together, you form a unique bond in the dorm.

— Megan Kim, Newport Beach, CaliforniaHallowell House, Class I

Milton is so close to Boston, and Boston is such a great city. My friends and I will go in there on the weekends some-times—to see a movie, go to a concert, and we defi nitely get something to eat because the city has so many great restaurants. Sometimes a change of scenery relieves some of the pressures of schoolwork, and having Boston so close by is perfect. My friends at other boarding schools in more rural areas don’t like having nowhere to go to experience that change of pace.

— Tetsu Higuchi, Tokyo, JapanForbes House, Class I

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facts

Number of students living on campus: 335

Number of house faculty: 54

Smallest house: 31 students

Largest house: 48 students

Best long weekend activities:• Movie marathons• Apple-picking• Make-your-own pizza parties• Outdoor movies and s’mores on

the Quad• Open House parties in each of

the dorms, with themes• The fall festival with candy

apples and pumpkin painting

Favorite house traditions: • Halloween pumpkin carving• Dorm bowling• “Wills” on graduation eve• Dorm softball in the spring• Caroling and decorating for the

holidays• Freshly baked cookies at Tuesday

check-in• Dorm dodgeball in the ACC

facts

Geographic Distribution of Milton Academy Students, 2012–2013:

United StatesArizonaCaliforniaColorado ConnecticutFloridaIdahoIllinoisMaineMarylandMassachusettsMichiganNebraskaNew HampshireNew JerseyNew YorkNorth CarolinaOhioPennsylvaniaRhode Island South CarolinaTennesseeTexasOregonVermont

Virginia

CountriesAlbaniaBahamasBermudaCanadaChina (P.R.C.)FranceHong KongJamaicaJapanKazakhstanKoreaMalaysiaNigeriaPhilippinesPolandSt. BartsSaudi ArabiaScotlandSingaporeSpainSwedenSwitzerlandTaiwan (R.O.C.)

Robbins House is a home. At Milton we stay in the same house all four years, which means we don’t have to re-introduce and re-establish ourselves every fall. It’s like coming home again each year. Robbins House fosters kind-ness and happiness for me. When I’m feeling mad or sad, my friends are there to help cheer me up. They right my perspective for me.


41

I love living in the dorm. There is great camaraderie among the 40 boys. I came to Milton as a Class III transfer, and I kind of kept to my room at the beginning. Now I only use my room to sleep. For fun we play a lot of X-Box, all kinds of Ping-Pong games, and hallway lacrosse. If you’re looking for something to do, there is always someone around to have fun with.

— Teo Camadella, Ithaca, New YorkForbes House, Class I

houses have boston tr aditions

Right after freshmen settle in, Goodwin House seniors introduce their new “younger brothers” to Harvard Square by taking them there on the T (public transit) and for dinner at the Border Café. Similar tra-ditions in other houses bring older students and new students together to learn about Boston and each other. Trips to Good Times for laser tag, to Boston

Bowl, or to favorite restaurants in Chinatown are cherished activities. Milton students love shopping, exploring museums, going to jazz concerts or sports contests. They learn about the city with the help of faculty advi-sors and older students. Their access to the city has been care-fully considered by faculty, and rules in the student handbook guide their activity.

The dorm faculty are always checking up on us and looking out for us. They come to our sports games to cheer us on, they go to the plays on campus, they help us with school-work. Mr. Kane is my advisor, and he’s the best. He takes our advisor group out for food or he’ll order dinner for us. Mr. Kane is an advocate for me, and he helped me fi nd my own voice and become an advocate for myself, too.

— Jonnie Lawson, Ontario, CanadaWolcott House, Class IV

42

walking through

the milton day

Days at Milton are full. Classes are exciting, and the dis-cussion that starts around the Harkness table continues out of class. The occasional free period during the class day is a great time to talk with friends, get work done, grab a snack in the Schwarz Student Center or check on a project. After classes, the wide world of Milton’s activities and organizations opens up. Students may have an athletic practice every day until dinner, or they may get involved in theater tech or a publication or community service. Three times each week students have “sit-down”—short-hand for dinner with their housemates and house faculty. Day stu-dents come to dinner, too, when they’re staying on campus for activities. The fast-paced Milton day helps you learn to manage your time, follow through on responsibilities, get work done and have fun with friends. There are so many opportunities to get involved; you don’t want to miss out.

The days are made up of many moments, and every student can point to a certain “moment” that captures the Milton experience. Here are some Milton moments as students describe them:

Assembly 8:00 a.m.

Period 1 8:20 a.m.

Period 2 9:15 a.m.

Recess 10:00 a.m.

Period 3 10:15 a.m.

Period 4 11:05 a.m.

Period 5 11:55 a.m.

Period 6 12:30 p.m.

Period 7 1:20 p.m.

Period 8 2:10 p.m.

Activities 3:00 p.m.

Sports, clubs, arts and performance activities 3:30 p.m.

Dinner 6:00 p.m.

Study Hall 7:30–9:30 p.m.

Check-in 10:00 p.m.

Lights out 11:00 p.m.

one milton day

sam shleifer

Newton, Massachusetts

Class of 2011

In my fi rst Creative Writing class, Mr. Connolly told me to make ten copies of the poem I’d written. When I asked why, he told me I was being “workshopped after Jonah.” I had no idea what being “workshopped” even meant. My classmates were seniors. I was a sophomore. Read slowly, Jonah’s poem sounded like music. When he fi nished reading, the class took a minute to collect their thoughts, and then workshopped him, which just meant talking about his poem.

The only rule of workshop is that the writer can’t speak once he reads his poem. I read mine—

which was a little rough around the edges—and my classmates told me it wasn’t done, but it was a good start. I should try to cut down on my modifi ers, and not capitalize the fi rst letter of every line.

The class committed to the cause of improving my writing. Mr. Connolly wrote a paragraph that fi lled the blank space below my poem. His comment ended, “Looking forward to your next draft. Glad to have you on board.” I fi nally understood. If I commit-ted, it would not only help me, but the class.

43

nicole rufus

Carrollton, Texas

Robbins House, Class I

I’m much more of a global citi-zen now than I was when I fi rst came to Milton, especially living in the dorm. We have girls from all over the country and all over the world in Robbins House—from China, New Hampshire, California, Hong Kong, Texas, South Korea. One of the girls in our dorm is from India, and my sophomore year the bombing attacks occurred there. It was the fi rst time I remember being emo-tionally affected by something that wasn’t happening inside the U.S. Seeing her being affected, and knowing that her family was

there, made all of us feel affected, too. You become very close in the dorm—those relationships pro-vide such a support system.

As much as we all get along, the most valuable thing about Milton is that everyone here is their own person—quirky, funny, good at different things—and people think that’s cool. Preconceived notions fade away here. People really want to get to know you. They respect you and appreciate you for what you do, what you’re good at. You never feel like you have to be someone other than yourself.

neil chandr a

Sharon, Massachusetts

Class III

I play saxophone and piano in the jazz combos, and I love it. I tried different music groups when I started at Milton—orchestra and chorus—but I love the freedom of expression and the improvi-sation of jazz. I went to South Africa with the jazz combos as a freshman, and that was a life-changing experience. I not only

loved being able to play for all the different groups in the differ-ent places we visited, but I grew a lot while I was there. We were in a different hemisphere, in a different climate. I felt an inde-pendence and a freedom in being there. We got to play the music that we love while experiencing a new culture. That trip was a defi ning experience for me.

44

joseph reynolds

Brooklyn, New York

Norris House, Class of 2011

I’ve seen myself grow a lot in leadership skills since I’ve been at Milton. I’m much better at listen-ing now than I was before. There are so many people, opinions, personalities here that you really miss out if you don’t take advan-tage of that and listen to what people have to share. Over time I’ve picked up bits of advice and information, and I think that’s made me a better person and a better leader.

My junior year I was a new stu-dent advisor in the dorm—basi-cally I was charged with looking out for fi ve new Class IV stu-dents. It’s a really hard position, because you can’t help take care of someone else unless you’re taking care of yourself fi rst. I had to balance authority with being a friend and a mentor, and that was a major challenge for me. It helped me to grow quite a bit, and it was one of my favorite experi-ences here so far.

soerny cruz

Jamaica Plain, Massachusetts

Class I

Milton is so much more than I expected when I fi rst came here. Obviously the academics and the opportunities are incredible, but things like Convocation, senior walk-in, Spirit Day—these are moments that put a smile on your face. You feel like you’re more than just at school.

Everything here is fi tting togeth-er in harmony for me—themes are connecting in English and history; we take our discus-

megan kim

Newport Beach, California

Hallowell House, Class I

Soccer has always been a big part of my life, but coming to Milton made me realize that I wanted to play in college. The team has great chemistry, on and off the fi eld, which helps our success. The upperclassmen on the team set the tone, as leaders, and we’re all friends. I’m still in touch with some of the girls who’ve gradu-ated. Those friendships have made a real impact on my experi-ence here.

One of the moments I will never forget was during the quarter-fi nals of the New England Championship. We were playing BB&N, and they were seeded higher than us in the tourna-ment. I scored the winning goal of that game, and everyone went crazy. I was so proud of my team in that game.

sions from the Harkness table to the lunch table. I like being able to strike up intellectual conversations with my friends, because you know that every-one has something interesting and insightful to share. People here help you develop your own thoughts and ideas, as well. This is a place to say what you think. Milton is good at helping you fi nd your voice, and providing you with plenty of food for thought.

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rob o’gar a

Nesconset, New York

Goodwin House, Class I

Living and going to school with the guys on my team is amazing. Before Milton, I had two differ-ent lives—school and hockey. Combining the two was a whole new experience for me. Sharing our team’s success with our whole school—teammates, class-mates, teachers, celebrating in the Student Center on a Monday after a big game—that experience is unique.

Coming to Milton as a new junior could have been hard, but being in the dorm, and on the team, meant that I had 30 new friends right away. That helped my tran-sition. I had all these people I

could learn from and look up to. Our team feels like a family. In the locker room when someone speaks, everyone listens. There’s real respect there.

Winning the New England Championship was surreal. My dad gets nervous at my games, so he always watches by himself in the stands. When we won I looked up and saw him with his hands in the air, and then I saw all our fans and classmates going crazy for us. It was one of the best moments of my life. Being able to celebrate with everyone—after years of hard work and practice—is a moment I will never forget.

l iane thornhill

Milton, Massachusetts

Class II

I’ve been in plays every season since I came to Milton. My favorite musical was The 25th Annual Putnam County Spelling Bee, and the funniest show was Le Dindon—I was on the tech crew for that. Mr. Parisi [from the performing arts department] is amazing. The way he transforms the mainstage, as far as set and production, is really beautiful.

I like how open performing arts are at Milton. I’ve sung and danced and recited lines on stage, and I’ve been on tech crew and learned how to use a power drill and wire lights. Students who do performing arts here haven’t

all gone to intense drama camp. Football players can be part of it, and almost the whole class is involved somehow in the Class IV Play. There are so many options and different ways to participate in theater here.

My favorite place on campus is Kellner [Performing Arts Center]. Just lounging on the fl oor in Pieh Commons feels so homey. The students and faculty who work and play in Kellner have made it their own. You’re surrounded by student art on the walls, you can always hear someone practic-ing piano. The building is alive with art.

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facts

Miles from Milton to: Fenway Park 10Museum of Fine Arts 10Boston Symphony 10Blue Hills Ski Area 4

Average number of student-sponsored social events per month: 20

Number of movies shown on campus, 2011–2012: 18

Number of dances on campus, 2011–2012: 7

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

weekends

The weekends at Milton are so full and so much fun. The Student Activities Association plans events for every Friday and Saturday night all year. They host dances and s’mores nights, carnivals with blow-up bouncy castles, they have movies and sundaes in Straus, and they run vans to the mall every weekend. My favorite events have been the hyp-notist and all the Beatniks [student organized evening of performances]. Those are always the best.

— Emmie Atwood, Milton, MassachusettsClass III

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spaces and places

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My favorite spot on campus is a hidden gem. It’s on the third fl oor of the library, right next to the air conditioning. It’s per-fect because the noise of the AC drowns out any other noise or voices, so you can really focus and get down to work. I like the Student Center, too—it’s a good place to carouse around and fi nd your friends during the day.

— Josh Ellis, Milton MassachusettsClass II

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athletics

51

Sports are a big part of my life at Milton. I’ve been playing hockey since I was three years old. My hockey coach, Coach Cannata, is a character. He’s been coaching for years, and he’s so wise. When he talks, people listen. He’s helped me in all aspects of life at Milton. As team captain I worked closely with him. He respected my opinions and taught me a lot about the game. Having him as a resource has been a huge help. I have a lot of respect for Coach.

— Rob O’Gara, Nesconset, New YorkGoodwin House, Class I

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athletics

Coaches and teammates help Milton students learn the great lessons of athletics: the value of working hard, preparing well, taking risks, working collaboratively, and winning and losing with dignity.

Through interscholastic and intramural sports, as well as physical education courses, all Milton students are involved in physically active and challenging pursuits that help form an excep-tional educational experience. Athletic activity is certainly an expression of one form of intelli-gence, an intelligence that needs to be developed and nurtured, like any other.

For the athlete interested in inter-scholastic play, Milton offers three levels of competition in several sports. At all levels, experienced coaches guide our athletes, often coming straight from the class-room to the fi eld. We help indi-viduals and teams improve, while also providing the framework for the personal growth that comes from competition and teamwork.

Milton competes in the Inde-pendent School League (ISL), which includes 16 independent schools and enjoys a long and powerful athletic tradition. Mem-ber schools are based in Greater Boston, New Hampshire and Rhode Island. Games take place across all three seasons. The ISL is considered an elite league in many sports. It provides great competition in soccer, fi eld hock-ey, football, squash, wrestling, volleyball, basketball, baseball, softball, lacrosse, tennis, track and several other sports. Milton offers interscholastic competition beyond the ISL as well, in sailing and swimming.

Students can also learn skills in a variety of sports through our intramural program and physical education courses. Our empha-sis is on physical activity and sportsmanship.

inter scholastic teams

Fall Winter Spring

Girls

Cross Country Alpine Skiing Golf

Field Hockey Basketball Lacrosse

Soccer Ice Hockey Sailing

Volleyball Squash Softball

Swimming Tennis

Track

Boys

Cross Country Alpine Skiing Baseball

Football Basketball Golf

Soccer Ice Hockey Lacrosse

Squash Sailing

Swimming Tennis

Wrestling Track

intr amur al progr am

Fall Winter Spring

Strength Training Strength Training Strength Training

Outdoor Program Outdoor Program Outdoor Program

Tennis Pilates Ultimate Frisbee

Soccer Yoga

Yoga

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facts

Number of interscholastic girls’ teams: 15

Number of interscholastic boys’ teams: 15

Number of intramural offerings: 7

Number of athletic buildings on campus: 4

Number of fi elds: 12

Number of tennis courts: 13 out-door, 4 indoor

Percentage of students partici-pating in intramural or interscho-lastic sports, or physical education classes: 100%

Number of full-time athletic trainers: 3

Sampling of interscholastic competitors:AndoverExeterGrotonMiddlesexNoble & GreenoughRoxbury LatinSt. Mark’sSt. Paul’s

Recent New England championships:Boys’ Tennis, 2005, 2006, 2007

and 2009Girls’ Tennis, 2005Sailing, 2007Football, 2008Boys’ Hockey, 2011

Recent ISL championships:Girls’ Squash, 2009Boys’ Tennis, 2006, 2007 and

2009Girls’ Tennis, 2006, 2007, and

2008Girls’ Skiing, 2010Boys’ Hockey, 2011

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Music and performance weave through Milton life, build-ing on coursework available from the beginner through the advanced levels. The Jazz Combo may open Monday morn-ing assembly, and speech team may follow with winning selections from their weekend tournament. You’ll meet the cast of a 1212 production distributing tickets at lunch for a performance that night. Students wildly applaud the highlight of each Friday’s assembly—a Miltones or Octet song—just before dancers give a preview of the weekend’s attractions in King Theatre. Whether you are a performer or a fan, you will enjoy the prominent role that music and performing arts play in school life at Milton.

music and performing arts

performing opportunities distinguish the milton progr am

chor al music

Over 200 students participate in one or more of six distinct choral ensembles. Founded in 1925, the Class IV Glee Club has over 50 members and performs a minimum of two major concerts each year. The award-winning Chamber Singers—a select cho-rus of 40—has toured Romania, Kenya, England, northwestern United States, China, Hong Kong, Ireland, Hawaii and Italy. The Miltones and Octet are a cappella groups of eight male and eight female singers respectively, who perform at assemblies and many other events throughout the school year. Several student-directed a cappella groups, such as Three For Each of Us and another female group, Epic, also perform often for the School community.

orchestr al

music

Over 100 musicians play a string, woodwind, brass or percussion instrument for the Orchestral Music Program. Featuring many soloists, the orchestra performs two major concerts on campus each year. The orchestra is also well traveled, having toured the United States and Canada with performances in Philadelphia, Washington, New York, Montreal and Hawaii. The Chamber Orchestra was founded in 1993 to cater to the great number of tal-ented orchestral musicians at the Academy and is open to students by audition only.

jazz

Using what they learn about jazz improvisation in the classroom, Milton’s jazz combos, at four lev-els, perform both on and off cam-pus throughout the year. The jazz combos and many of its members have won several combo and individual national and regional awards, and they have appeared at many International Association of Jazz Education conferences. The combos have opened for such artists as James Taylor (a Milton alumnus), Poncho Sanchez, Elvin Jones and Abdullah Ibrahim. The group has toured South Africa nearly a dozen times playing for Reverend Desmond Tutu and actor Danny Glover, and has also toured Florida, Montreal, California and several European jazz festivals. They have also performed at the prestigious Regattabar, Cambridge’s famed Ryles Jazz Club, the Gardner Art Museum, and at the White House for President and Mrs. Clinton. The Jazz Program also hosts many professional guest artists who perform and work with our jazz students. Milton offers all students the opportunity to learn about and perform jazz from an international perspective.

theatre

A play is always in production in Kellner Performing Arts Center.

From Medea and Romeo and Juliet to Ibsen’s Enemy of the People, to modern works like Nuts and Holes and the Broadway musical A Chorus Line, Milton produc-tions encompass a broad cross section of theatre, both classi-cal and contemporary. Milton stages four plays and a dance concert each year in the Ruth King Theatre. Campus perfor-mances like the Class IV play, spring dance concert, a popular series called the 1212 Studio Productions, and student directed one-acts make for rich and varied options at Milton. Each play or performance relies on highly-skilled, technical theater students who build sets, design lighting, incorporate media and execute the productions. Additional per-formances have included foreign language plays, faculty plays, student-written and directed plays, and senior projects. The expertise of a full-time technical director helps sharpen the profes-sionalism of each performance.

I have been dancing since I was very young, so I knew I was going to dance here at Milton. But I also tried out for Speech Team even though I’d never done that before. Milton opened me up to the whole spectrum of performing arts. I tried out and performed in Pippin, the musical, and took a drama class. Even in dance, I had to move beyond my own tradi-tion and work on advanced modern dance, which is more European-based movement. What’s most valuable about Milton are the opportunities you have—for courses and for extracurriculars.

— Ashley Bair, Kingston, JamaicaMillet House, Class of 2011

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dance

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

speech and

debate

For many years, Milton students have taken advantage of an excit-ing opportunity that is legendary among Milton alumni—to learn the fundamentals of perfor-mance, literary interpretation, public address and debate as members of a supportive team. Team members perform in tour-naments locally and around the country in several categories of events, including oral interpreta-tion, limited preparation events, public address, and debate. They earn awards ranging from indi-vidual state and national cham-pionships to team honors. They can also be recognized by honor-ary academic degrees from the National Forensic League based on involvement throughout their competitive career.

Tournament sites over the years have included national level tournaments at Yale University in Connecticut, St. Joseph’s University in Pennsylvania, George Mason University in Washington, D.C. and Harvard University in Massachusetts, as well as state level tournaments throughout Massachusetts.

Competitive Events

“Interpretation” is the art of liter-ary performance. Unlike drama, which recreates scenes by simu-lating the real and visual world through the use of props, furni-ture and a stage, interpretation requires the performer to take on the responsibility of directing, acting and recreating the scene without a formal theatre. Inter-pretation events include Prose, Poetry, Dramatic, Humorous, Children’s Literature, Duo Inter-pretation, and Play Reading.

“Limited Preparation Events” re quire students to prepare origi-nal speeches within a predeter-mined time limit. Events include Extem poraneous Speaking (current events), Impromptu Speaking (analysis of quotations), and Radio Broadcasting (news reporting).

“Public Address” refers to memorized speeches delivered to an audience. Events in pub-lic address include Oratory (an original ten-minute speech) and Decla mation (a ten-minute pub-lished speech written by someone other than the performer).

Debate at the state and national level includes Lincoln-Douglas Debate (one-on-one debates on propositions of value), Public Forum Debate (team debate on current events and popu-lar issues), and Congressional Debate (full chamber simulations of Congress).

facts

Number of students in orchestra:104

Number of singing groups:8 (Glee Club, Chamber Singers, Chapel Choir, Gospel Choir, Miltones, Octet, Epic, Three for Each of Us)

Theatre productions, 2011–2012

Mainstage Productions:• The 25th Annual Putnam County

Spelling Bee by Rachel Sheinkin and William Finn

• The Importance of Being Earnest by Oscar Wilde

• Arabian Nights by Mary Zimmerman

Class IV Play:• The Haunting of Will Shakespeare

by Claudia Haas

1212 Plays (Wigg Hall Productions):• Love and Intrigue by Frederich

Schiller• A Streetcar Named Desire by

Tennessee Williams

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Throughout the year, students vol-unteer at the Greater Boston Food Bank—as a weekly commitment, on Saturdays with advisee groups, dur-ing Milton’s School-wide community service day—helping to separate, organize and pack food and groceries that help to feed more than 394,000 people annually in Massachusetts. Students also organize and staff food drives on campus during the holiday season to help feed local families in need.

Milton is connected with more than ten schools and educational organizations in and around Boston where our students read, tutor, play, provide homework help, and offer assistance to learners of all ages. One group of Milton students recognized the need for art education at a school whose program funding had been eliminated, so they spent time each week drawing, painting, sculpting and creating with the school’s fi rst graders.

facts

A sampling of popular Community Service sites:

• Boston Partners (tutoring in Boston public elementary schools)

• ESL tutoring for women at Mujeres Unidas

• Massachusetts Hospital School (for mentally and physically disabled youth)

• Milton Animal Shelter• Boston Home (residence for

adults with multiple sclerosis)• Greater Boston Food Bank• Rosie’s Place (shelter for women

and children)• Tutoring in Milton public schools• Mural painting with artist

Sidewalk Sam for Boston beautifi cation

• Elder Services (students serve lunch to and socialize with the elderly)

• 230 students volunteer weekly or monthly

• 35 service sites in Greater Boston

• 250 volunteers for one-time special events

• 26 faculty, staff and parent volunteer drivers

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community service

powerful learning

The Community Service Board works with 35 service sites in Greater Boston, in addition to projects on campus. The board also manages major events on campus, and main-tains a bulletin board promoting its projects and the com-munity service pages of the school Web site. Every other year the board plans and implements an all-School service day when all students and faculty participate in community service.

Each grade has several representatives on the Community Service Board. The student board and faculty coordinators run the program. They manage relationships with agencies

where student volunteers commit to weekly service. They also organize events such as the Special Olympics, blood drives, Oxfam Hunger Banquet, a holiday party for chil-dren from a local shelter, and the Class III orientation, which is a community service day. Board members educate the community about service opportunities and have orga-nized several interscholastic conferences. Although service is not a required activity, every year nearly 300 students participate in community service at Milton, either in week-ly commitments or special projects.

During a recent community service spring break trip, students lived and worked on a Navajo reservation in Arizona where they repaired, painted and cleaned homes, a playground and other community facilities. While visiting the reserva-tion, students learned about Native-American culture, enjoyed Navajo cuisine, and traveled to the Grand Canyon. In past years, Milton’s community service groups have traveled to Belize and the Mississippi Gulf Coast.

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

One thing I really love doing here is community service. It’s not required, which makes it even more fun. The variety of community service opportunities is a whole other aspect of Milton that you couldn’t fi nd at another school. Helping peo-ple makes me feel better. It helps to beat stereotypes, for you and for other people.

I volunteered at the Special Olympics track meet, and it was a long day, but I loved working with all of the different people. The athletes really open your eyes, and you realize that there are so many disabilities, to varying degrees, that people over-come. I ran on the track with one athlete during his race, and I was there to help him along when he wanted to stop. It was a very cool moment to be a part of.

— Joseph Reynolds, Brooklyn, New YorkNorris House, Class of 2011

In the spring, seniors launch the School-wide, biennial Community Service Day, instituted many years ago by the student Self-Governing Association. The day is a chance for both students and faculty to help out in our surrounding communities, and also to learn about related social, political and environmental issues. Service projects at numerous locations, off campus and on, offer myriad ways to help, from cleaning up town parks, to volunteering at the local animal shelter, to playing music for hospital patients.

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Would you like to see your writing in print, organize sup-port for an environmental idea, or run a mock election? Do you want to fi lm a student production, compete with other high schools in math, or promote the visual arts all over campus? Whatever your inclination, whatever you’d like to try, Milton has opportunities for you. Milton’s wide range of clubs and activities profoundly affects students’ lives; students experience leadership, teamwork, perfor-mance and service.

clubs and organizations

make your mark at milton academy

students as

leader s

Milton’s student leaders take their responsibilities seriously. From managing class assemblies, to organizing community service commitments, to implementing year-long projects, students learn to set expectations, motivate others and fulfi ll responsibili-ties. Weekend training retreats, working relationships with faculty advisors, and observing the legacies of prior leaders help train students for the roles they undertake. The voice of student leadership sets the tone for the ambitious, exciting Milton environment.

campus and

community

service

Whether you’re giving a tour for the admission offi ce, running an AIDS awareness assembly, or tutoring at the Mujeres Unidas women’s center in Boston, your Milton experience will be enriched by service opportuni-ties both on and off campus. Programs begin right here at Milton, extend into the Greater Boston area, and even include Milton Academy chapters of national and global service organizations.

• AIDS Board• Amnesty International• CARE (Campus Awareness for

Recycling and the Environment)• Community Service Board• Habitat for Humanity• Individual Student Support

(advanced peer counseling)• Lorax (environmental

organization)• Orange and Blue Key tour

guide program• Peer Counseling• Public Issues Board

(current events educators and programmers)

• Rangers (student technology assistants)

• Students Against Destructive Decisions (SADD)

• World Health Organization (WHO)

cultur al

groups

Share in the diversity at Milton by joining one of the active cultural groups on campus. Discuss issues of ethnic identity at a Common Ground meeting, learn how to make paella with the Spanish Club, or debate politics at a GASP! gathering. Each group warmly welcomes students of all backgrounds.

• Asian Society• Christian Fellowship• French Club• GASP! (Gay and Straight People)• ONYX (African-American

culture)• Common Ground• Jewish Student Union• Latino Society• Spanish Club• Gender Equity Club• Caribbean Club• SIMA (Students Interested in

Middle Eastern Affairs)

special interest

clubs

Interests at Milton extend beyond the classroom, fi elds or stage. Students share their passion for hip-hop music, yoga, knitting, fi lm, and political interests in the many, varied clubs on campus. Try your hand at improv comedy, step dancing or cooking. Anyone can join, and anyone can bring their own interests and hobbies to share with classmates, here.

• Film Club• A/V (Audio/Visual) Club• Arts Board• Improv Club• Step Club• Hip-Hop Club• Speech and Debate Team• Model UN• Save Darfur• Rock n’ Roll Club• Meditation Club

student

publications

Poet, journalist, or critic, you can become a published writer at Milton. Put your French or Spanish skills to the test in one of our foreign-language publica-tions, take on a controversial topic on the editorial page of The Milton Paper, or read your class-mates’ poetry and short stories in the Magus-Mabus. No prior expe-rience required!

• The Milton Paper (weekly newspaper)

• The Milton Measure (biweekly newspaper)

• The Milton Academy Yearbook • Magus-Mabus (literary

magazine)• Mille-Tonnes (French

newspaper)• La Voz (Spanish newspaper)• The Asian (cultural periodical)• Helix (science magazine)• The Issue (current events

online publication)• Aché (celebrating diverse

cultures)

leader ship

opportunities

As a student-elected leader, your input can have a real impact on life at Milton. Strengthen your public-speaking skills, learn diplomacy and organization, get to know your school administra-tors and translate your ideas and your classmates’ ideas into action.

• Self-Governing Association• Boarding Council• Day Council• Student Activities Association• Athletic Association

facts

Adjectives most frequently used by accepted students to describe Milton: academic, challenging, diverse, friendly

Pool of students elected to serve on a Discipline Committee: 15

Number of student-run publications: 10

Frequency of The Milton Paper student newspaper production:Weekly

Frequency of The Milton Measure student newspaper production:Biweekly

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When I fi rst came to Milton, there wasn’t a step team. I was interested in being involved in one, and a friend of mine who was a senior said I should start it—it could be my legacy. By fall of my sophomore year it was up and running. We held practices during activities period and it evolved into practicing after school and performing at assemblies and in the dance concerts. We have connections with college teams now, too. The Dartmouth Step Team wanted to be our sister team! We have lots of people involved now. It’s so gratifying to know I helped start all this.

— Liane Thornhill, Milton, MassachusettsClass II

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campus resources

athletic and

convocation

center

The Athletic and Convocation Center honors Milton’s tradi-tion of excellence in athletics and enhances opportunities for students to participate in a wide range of sports, at varying levels, on an interscholastic or intra-mural basis. The Fitzgibbons Convocation Center (south fi eld house) includes three basketball courts, convocation capacity for the entire school, and an indoor track. The north fi eld house pro-vides a hockey rink, and alterna-tively three tennis courts once the ice is gone or an indoor practice area for fi eld sports. The facility’s center section houses boys’ and girls’ home and visitors’ locker rooms. The second fl oor houses the Herbert G. ’24 and Esther B. Stokinger Fitness Center, coach-es’ offi ces and training rooms.

kellner

performing

arts center

The performing arts department and music department thrive in the Kellner Performing Arts Center. Kellner includes a large dance studio; spacious class-

rooms for speech and debate training; classrooms and practice rooms for work in chorus, orches-tra and jazz; a “black box” studio theater; fully-equipped scene con-struction and costume shops, and the Ruth King Theatre. A gift of novelist Stephen King in honor of his mother, the theater is one of its kind at the high school level in the United States. With an audito-rium equipped with elevators and movable chairs, it is a twentieth-century adaptation of Shakespeare’s Globe Theatre. Its fl exibility allows the department to present productions in creative confi gurations, and to change confi gurations to suit plays from various historical periods. Kellner is a busy center of life on campus, inside and outside the classroom.

art and

media center

Alive with the color, texture and energy of artwork, the Art and Media Center includes two com-mon labs, split to create four spacious, natural light-fi lled classrooms and a digital media lab. The 45,000 square feet of space allows faculty members to have offi ces that double as stu-dios. A separate faculty lounge includes storage for tools and materials supporting the exten-

sive and prolifi c visual arts pro-gram. The Nesto Gallery, with its ambitious and multidisciplinary exhibit schedule, attracts view-ers on the building’s lower level. Open since 1972, the Nesto Gallery hosts eight exhibitions a year, two of which are student exhibitions. The gallery has gar-nered metropolitan press atten-tion. The Boston Globe and many South Shore papers highlight the gallery schedule and review the shows each year.

academic

skills center

The Academic Skills Center provides students with aca-demic resources such as tutoring, help with organizational and time-management skills, and a comfortable site at the center of campus for studying or working with one of the faculty mem-bers who works with the direc-tor. Located in Cox Library, the Academic Skills Center is staffed throughout the academic day and has evening hours.

bookstore

The Milton Academy Bookstore is located in the lower level of Warren Hall. As well as stock-

ing all books required for course study, the store handles a large variety of school supplies, toilet-ries, pleasure reading material, athletic clothing and gift items. Some of the items you’ll fi nd include:

• birthday and special occasion cards

• class rings and graduation mementos

• Milton t-shirts, sweatshirts and shorts

• mugs, cups and keyrings• cold drinks, snacks and

toothbrushes

cox libr ary

Cox Library provides a compre-hensive range of resources for students, faculty and staff. The collection includes approximately 46,000 volumes, classifi ed using the Dewey Decimal System and Library of Congress subject head-ings, and is available in open stacks. An integrated library auto-mation system provides access to the catalog via public access terminals on each fl oor within the building and access to the col-lection from outside the library via the Internet. The library subscribes to approximately 150 periodicals and newspapers, with back issues available in print and

Athletic and Convocation Center

Herbert G. ’24 and Esther B. Stokinger Fitness Center

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microfi lm. Holdings include the complete run of the New York Times since 1851 on microfi lm and a growing collection of online programs including Ethnic Newswatch, Info Trac, SIRS, UMI Proquest, and encyclopedias. In addition to offering a comfortable environment for study, research and recreational reading, the library has microform readers, reader/printers, computers and a copier for student use. The library is open to students and faculty weekdays, evenings and through-out the weekend.

health and

counseling

center

The Health Center staff provides health care services 24 hours a day to Milton Academy students, while school is in session. The philosophy of the Health Center is that of preventative care. The staff works with a student’s primary care physician, supporting his or her role in the student’s health care. The Health Center staff will:

• provide overnight accommoda-tions for students who require additional attention while not feeling well;

• see that laboratory tests are per-formed or ordered as indicated;

• administer allergy shots with an order from a physician;

• arrange gynecological services and contraceptive counseling at a student’s request;

• assist in arranging transporta-tion to medical appointments arranged by the nurses.

The School has easy access to the services of Milton Hospital and major Boston hospitals. In a medical emergency, a nurse will accompany the student to a medi-cal facility or arrange ambulance transportation.

Milton provides professional counselors to students who want help with personal problems or who are facing obstacles to personal and academic growth. Three full-time counseling pro-fessionals staff the center and others are available on a consult-ing basis. Personal counseling is offered to students on a con-fi dential basis. Confi dentiality is waived only when a counselor deems that the student’s health or safety is endangered.

pr itzker science

center

The Pritzker Science Center, which opened in September 2010, integrates classroom areas with laboratory tables and equip-ment, creating an environment that allows students to work collaboratively and move seam-lessly between discussion and hands-on lab work. Faculty use advanced teaching methods in spaces designed for their specifi c disciplines, encouraging explora-tion, unique approaches, and the discovery of answers to probing scientifi c questions.

Inquiry that is specialized, or independent, or that needs to continue for longer periods of time, takes place in four inquiry labs. Larger than the classroom labs, the inquiry labs are on the fi rst fl oor, open and beckoning to all who pass. To provide ulti-mate fl exibility and prepare for potential new teaching strategies, several of the inquiry labs and classrooms are separated from one another by “garage door” type partitions. Those laboratories can double in size, allowing for vari-able uses of space.

The Pritzker Science Center was designed with sustainability in mind, to meet silver LEED

Pritzker Science Center

Kellner Performing Arts Center

Art and Media Center

64

specifi cations. The building is constructed primarily from recycled, renewable and locally sourced materials, and the build-ing’s hot water system runs main-ly on solar energy. The building’s “dashboard” demonstrates energy use and savings in real time.

computer

center s

The Academic Computer Centers, located in the Schwarz Student Center, serve students with an up-to-date network of Macintosh

and Pentium computers, laser printers and scanners. In addi-tion, computers are available to students in the skills center and several department areas. The digital imaging lab is equipped with 16 computers, Adobe Photo-shop®, scanners and a projector. The digital imaging lab supports and enhances the strengths of Milton’s traditional fi ne arts program which concentrates on teaching students visual literacy, creative thinking, self-expression and technical profi ciency. The state-of-the-art language lab

located in Ware Hall is fi tted with the best headphones and the lat-est software enabling students to practice the spoken language outside of the classroom.

Each dorm has a satellite com-puter center with three or four Dell PCs and a laser printer that is available around the clock and maintained and checked by a trained Tech nology Ranger.

All campus computers are con-nected by the campus data net-work, which is connected to the Internet. Academy Technology Services (ATS) arranges network connection of student-owned computers, provides virus-protec-tion software at no cost, and per-forms repairs of computers and printers at reasonable cost.

schwarz

student center

The Schwarz Student Center is part of daily campus life for all students and adults at Milton. Its design enhances opportunities for building relationships, a hall-mark of the Milton experience. The center includes:

• out-of-class gathering places for students and adults;

• offi ces for student activities;

• computer kiosks to check email and browse the Internet;

• spaces for faculty-student meetings;

• a snackbar serving a variety of food at different times of the day including bagels, smooth-ies, pizza, fruit and popcorn;

• lounge area with large, fl at screen television.

the robert

m. ayer ’28

observatory

In addition to providing tele-scopic views of the sky, the Ayer Obser vatory allows astronomy students to observe the celes-tial objects they are studying. Students also conduct individual projects there. Past senior proj-ects have included astrophotogra-phy and variable star monitoring. The observatory has a 12-foot dome housing a 5-inch Clark refractor for general classroom use and another smaller dome housing a 9-inch Takahashi refl ector. Eight piers just outside of the observatory provide small-er, portable telescopes for larger groups. The observatory is locat-ed at the far right of Nash Field overlooking the football fi eld.

Schwarz Student CenterThe Bookstore

Computer Centers

65

legend

1 Straus Library 2 Wigglesworth Hall 3 Schwarz Student Center 4 Warren Hall

Upper School Admission 5 Ware Hall 6 Greenleaf Hall 7 Caroline Saltonstall Building

K–8 Admission 8 Art and Media Center

9 Cox Library 10 Kellner Performing Arts Center 11 Pritzker Science Center 12 Junior Building 13 Hallowell House 14 Apthorp Chapel 15 Williams Squash Courts 16 Athletic and Convocation Center 17 Ayer Observatory 18 Robert Saltonstall Gymnasium 19 Wolcott House

20 Robbins House 21 Forbes Dining Hall 22 Forbes House 23 Facilities Building 24 Goodwin House 25 Hathaway House 26 Health and Counseling Center 27 Academy Day Care Center 28 Millet House 29 Norris House

A Outdoor Swimming Pool B–O Playing Fields B Faulkner Field J Nash Field M Stokinger Field O Dennis Field P Parking

the milton academy campus

66

admission and financial aid

Milton Academy welcomes board-ing applications for admission to Grades 9, 10 and 11. Students in the Greater Boston area may apply for admission as day stu-dents to Grades 9 and 10.

In a typical year, Milton enrolls the following number of new students in each entry point:

Boarding DayGrade 9 (Class IV): 55 45Grade 10 (Class III): 35 5–8Grade 11 (Class II): 15 0

getting started

To begin your conversation with Milton Academy and add your name to our mailing list, com-plete and submit the Request Information form online at www.milton.edu or call the admis-sion offi ce at 617-898-2227. Admis sion packages are mailed weekly. Included in the package is information on how to apply online, as well as how to sched-ule your personal interview. The application deadline is January 15, 2013.

campus visit

A visit to Milton’s 125-acre cam-pus in suburban Boston is an important part of the application process. The Offi ce of Admission,

located in Warren Hall, is open year-round and welcomes visits from interested families from June through early January. During the fall semester, families may schedule visits 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 two hours for your tour and interview.

The Offi ce of Admission is closed Labor Day, Thanksgiving Thursday and Friday, and between Christmas Eve and New Year’s Day.

The campus visit includes:

Personal Interview

All candidates for admission and their parent(s) or guardian(s) participate in a two-part personal interview with a member of the Admission Com mittee. (See timeline, at right.) Both informa-tive and evaluative, the interview is a lively, often relaxed conversa-tion between visiting families and the admission offi cer who conducts the interview. Each student meets one-on-one with an interviewer prior to the par-ent discussion. The interview is an opportunity for each student and his or her parents to discuss special interests and accomplish-ments, and for an interviewer to determine whether Milton is a good match for the student. We evaluate students on their aca-demic achievement, intellectual curiosity, maturity, personality, character, confi dence, commit-ment to or leadership in extracur-ricular activities and citizenship. Interviewers also consider a stu-dent’s “fi t” for the rigorous col-lege preparatory program Milton offers and, for boarding students, its residential program.

Campus Tour

Each visit to Milton includes a personal, 45-minute campus tour with a student guide.

Special Interest

During your time at Milton you might also take advantage of the chance to meet with a faculty member who directs a special program that interests you. Department chairs, coaches and program directors are avail-able to meet with you during your visit. If you are interested in such a meeting, please inform the Offi ce of Admission when you schedule your campus visit.

standardized

testing

Standardized testing is an impor-tant supporting element of a student’s academic record, and all candidates for admission are required to submit the results of the Secondary School Admission Test (SSAT). Applicants should register for and take the SSAT by January 2013 and request that scores be sent to Milton Academy. The SSAT school code for Milton Academy is 5098. Applicants for Grade 11 may substitute the SSAT with either the PSAT or SAT-I Reasoning Test.

For international applicants or students for whom English is not their fi rst language, the Test of English as a Foreign Language (TOEFL) is strongly recommend-ed. The TOEFL school code for Milton Academy is 8125.

final

application

Candidates for admission in September 2013 must fi le an application on or before January 15, 2013. A late application may be considered as space allows, but we cannot guarantee a decision by March 10 on late applica-tions. The application is available online at www.milton.edu. The application fee is $50 for domes-tic applicants and $100 USD for applicants with an international mailing address.

The application consists of the following elements:

To be completed by the applicant:Part 1: Biographical

InformationPart 2: Extracurricular Interests

& Short Answer Questions

Part 3: Personal Essays/Student Questionnaire

To be completed by the parents:Part 4: Parent Statement

To be completed by the principal, head of school or placement counselor:Part 5: School Transcript &

Recommendation

To be completed by teachers:Part 6a: Recommendation from

current English teacherPart 6b: Recommendation

from current math teacher

Part 6c: Recommendation from a teacher of your choice, mentor or other adult

To be completed by a non-academic coach, mentor or teacher:Part 7a: Special Interest

Recommendation—ArtsPart 7b: Special Interest

Recommendation—Athletics

financial aid

Milton Academy values diversity in all its forms and maintains a generous fi nancial aid budget of $8.3 million in support of this goal.

All aid is need-based, and Milton strives to meet 100 percent of the demonstrated need of each student offered admission to the Academy. Awards are made annually, and returning students must reapply for aid each year. Assuming fi nancial circumstanc-es do not change signifi cantly, a family can expect a comparable amount of aid for the duration of their time at Milton.

admission

facts

Number of completed applications in 2011: 1,150

Applicants accepted: 22%

Students newly enrolled: 145

Median SSAT percentile for accepted students: 90th

Median SSAT percentile for enrolled students: 90th

Percentage of newly enrolled students of color: 35%

Percentage of boarders from outside Massachusetts: 67%

67

To be eligible for fi nancial assis-tance, parents must complete and submit the Parents’ Financial Statement (PFS) to the School and Student Service for Financial Aid (SSS) by January 15. The school code for Milton Academy is 5098. In addition, parents must sub-mit a signed copy of their 2011 Federal Income Tax Return to the SSS by January 15, 2013.

For detailed information regard-ing the application procedures, criteria and assessment, please read the brochure “Financial Aid at Milton Academy.”

timeline

Interviews• By January 15, 2013 to guarantee

a March 10 decision

Standardized Testing• Schedule and take before

January 2013

Application Deadline• January 15, 2013

Financial Aid Deadline• January 15, 2013

Admission Decisions• March 10, 2013

Deposit Deadline• April 10, 2013

On April 7, 1905, the head-master of Milton Academy, Mr. Richard Cobb, received the following letter from Mrs. Charlotte C. Eliot, of St. Louis, Missouri:

My dear Mr. Cobb,

I do not know whether in my last note I made it suffi ciently explicit that if after reading my letter and looking over my son’s (Thomas Sterns Eliot) sched-ule, you approve of his entering Milton Academy, I desire to make formal application for his admission into the Upper School dormitory buildings.

Yours very truly,

Charlotte C. Eliot

T.S. Eliot graduated from Milton Academy in 1906.

financial aid

facts

Financial aid budget, 2012–2013: $8.3 million

Students on fi nancial aid, Classes I–IV: 30%

Contact Information:Offi ce of Financial AidMilton Academy170 Centre StreetMilton, MA 02186Tel: 617-898-2233Fax: 617-898-1701

68

On one hand, Milton is a visionary and bold school—“facing the street,” as Head master Field metaphorically described us in 1942. Yet our School is one whose oldest values are the most enduring. Generations of graduates speak about the School’s respect for the individual. They describe the ways faculty members supported young people striving to grow in both confi dence and compe-tence, to trust the validity of their ideas, to challenge them-selves. They remember Milton as the place where they fi rst learned to love ideas. Here they learned to set high expectations for themselves, to pursue their goals and to honor a responsibility to a broader community.

The Academy’s charter, given in 1798 under the Massa-chusetts land-grant policy, bequeathed to the School a responsibility to “open the way for all the people to a higher order of education than the common schools can supply” (Richard Hale, Milton Academy, 1948). Milton was estab-lished as a coeducational day school, and preparation for college was the primary goal of the School’s program.

Early in 1900, reacting to an increase in the interest in separate education for young women, the Academy divided into separate schools. For most of the next century, the Milton Academy Boys’ School and Girls’ School main-tained separate faculties and facilities; today Milton has returned to its coeducational roots.

history

a timeless mission, a third century

“dare to be true ”

Adopted in 1898, Milton’s motto resounds in the minds and hearts of today’s students and graduates. Often cited by both faculty and students as the litmus test for word or action, “Dare to be true” not only states a core value, it describes Milton’s culture. Milton believes that a vital and effective community is built on individuals’ self-confi dence and shared respect. We do our best to foster an atmosphere of intellectual freedom, and we encourage initiative and the open exchange of ideas. Doing so requires consider-able energy. Teaching and learning at Milton Academy are active processes, supported by the recognition of the intelli-gence, talents and potential of each member of the School. Grounded in values, deeply respectful of diversity, and fully aware of the issues of their time, Milton students graduate fully prepared to continue working to meet their own high expectations in the many venues that follow.

69

board of trustees

George AlexCohasset, Massachusetts

Robert Azeke ’87New York, New York

Bradley BloomPresidentWellesley, Massachusetts

Bob Cunha ’83Milton, Massachusetts

Mark Denneen ’84Boston, Massachusetts

Elizabeth Donohue ’83New York, New York

James M. Fitzgibbons ’52 Emeritus Chestnut Hill, Massachusetts

John B. Fitzgibbons ’87 Bronxville, New York

Catherine GordanNew York, New York

Victoria Hall Graham ’81 Vice PresidentNew York, New York

Margaret Jewett Greer ’47 Emerita Chevy Chase, Maryland

Franklin W. Hobbs IV ’65Emeritus New York, New York

Ogden M. Hunnewell ’70 Vice PresidentBrookline, Massachusetts

Caroline HymanNew York, New York

Harold W. Janeway ’54 Emeritus Webster, New Hampshire

Claire Hughes Johnson ’90Menlo Park, California

Stephen D. LebovitzWeston, Massachusetts

F. Warren McFarlan ’55Vice PresidentBelmont, Massachusetts

Chris McKownMilton, Massachusetts

Erika Mobley ’86Brisbane, California

Wendy Nicholson ’86New York, New York

John P. Reardon ’56Cohasset, Massachusetts

H. Marshall Schwarz ’54 EmeritusNew York, New York

Frederick G. Sykes ’65 SecretaryRye, New York

Dune Thorne ’94Boston, Massachusetts

Eric Tseng ’97San Francisco, California

V-Nee Yeh ’77Hong Kong

Jide J. Zeitlin ’81 Treasurer New York, New York

facts

The year Milton was chartered as a coeducational land-grant school: 1798

The year Milton separated into a girls’ school and boys’ school: 1901

The year coeducation returned to classes at Milton: 1970

Number of living Milton Academy alumni: 9,142

Market value of Milton’s endowment: $193 million (as of June, 2012)

Annual fund gifts in 2011–2012: over $3.8 million

70

faculty

Darlene R. Anastas (1981)Performing ArtsB.A., M.A., University of California Santa Barbara

Elaine S. Apthorp ’75 (1999)English, HistoryA.B., Williams CollegeM.A., Ph.D., University of California at Berkeley

Paul Archer (2007)ClassicsB.A., University of California at BerkeleyM.A., University of Cambridge

Carolina Artacho (2012)ScienceB.A., Bryn Mawr CollegeM.A., University of Connecticut

Corey Baker ’03 (2011)Cox LibraryB.A., Swarthmore CollegeM.L.S., University of Denver

Elisabeth Cory Baker (2001)EnglishB.A., M.A., Middlebury CollegeM.F.A., University of Massachusetts, Amherst

David B. Ball ’88 (1999)Upper School PrincipalA.B., Princeton UniversityA.M., Duke University

Erica C. Banderob (1978)MathematicsA.B., Oberlin CollegeEd.M, Harvard University

John T. Banderob (1974)MathematicsB.S., Yale University

John E. Bean (1993)ScienceB.A., Middlebury CollegeM.A.L.S., Wesleyan University

Matthew K. Bingham (1998)ScienceB.A., Middlebury CollegeM.Ed., Boston College

Todd Bland (2009)Head of SchoolB.A., Bowdoin CollegeEd.M., Harvard University

Jessica Bond (2002)EnglishA.B., Harvard UniversityM.A., Middlebury College

Jaclyn M. Bonenfant (1981)Academic DeanB.S., University of New HampshireM.M.E., Worcester Polytechnic Institute

Alisa Braithwaite (2012)EnglishB.A., Columbia UniversityM.A., Ph.D., Harvard University

Paul Cannata (2003)Physical Education and AthleticsB.A., Hamilton CollegeM.S., American International College

Hugo A. Caraballo (2006)Modern LanguageB.A., Colby College

Séverine Carpenter (2009)Modern LanguageTechnicien Supérieur en Commerce International

Britney Carr (2011)Assistant Athletic DirectorB.A., Bowdoin College

Gordon D. Chase (1978)Visual ArtsB.A., Yale University

Bryan C. Cheney (1968)Visual ArtsA.B., Harvard University

Kendall Chun (2007)Outdoor Education B.S., University of PennsylvaniaM.Ed., University of New Hampshire

P. Tarim Chung (2001)EnglishB.S., Cornell UniversityM.A., Bread Loaf School of English, Middlebury CollegeM.Litt., Bread Loaf School of English, Middlebury College

Katie Collins (2010)Academic Skills CenterB.A., University of ConnecticutM.Ed., Simmons College

Nicole Colson (2006)EnglishB.A., Williams CollegeEd.M, Harvard University

James F. Connolly (1983)EnglishB.S., Northeastern UniversityM.Ed., Bridgewater State

Mark Connolly (2002)Modern LanguageB.A., College of The Holy CrossM.A., Boston College

Tracy Crews (2005)Modern LanguageB.A., Eastern UniversityM.A., Middlebury College

Matt Cullen (2012)English Teaching FellowB.A., Boston College

Steve Darling (2002)Athletics/Health EducationB.S., Northeastern University

Suzanne DeBuhr (2006)Spiritual DirectorB.A., Saint Olaf CollegeM. Div., Harvard University

Sarah W. Dey ’62 (1981)HistoryB.A., Yale UniversityM.Ed., Lesley College

Donald M. Dregalla (1981)MusicB.M., M.M., New England Conservatory of MusicPh.D., Ohio State University

Michael Duseau (2004)ScienceB.S., University of Massachusetts, Amherst

Michael H. Edgar (2000)ScienceB.S., Bates CollegeEd.M., Harvard University

Kelli Edwards (2001)Performing ArtsB.F.A., University of Missouri, Kansas CityM.F.A., Smith College

Joshua Emmott (2004)HistoryB.A., Wesleyan UniversityM.A., London University

Linnea Engstrom (2009)ScienceB.S., Dickinson College

Cathleen D. Everett (1990)Chief Communication Offi cerB.A., College of New RochelleM.S., Boston University

Linda S. Eyster (1990)ScienceB.S., University of Southwestern LouisianaM.S., University of South CarolinaPh.D., Northeastern University

Lawrence J. Fitzpatrick (1980)Athletics/Health EducationB.S., M.Ed., Norwich University

Heather Flewelling (2002)Director of MulticulturalismA.B., Harvard Radcliffe CollegesM.S.W., University of California at Berkeley

Ann E. Foster (2003)HistoryB.A., Hobart and William Smith Colleges,M.A., Loyola College

LaJuan Foust (2012)Performing ArtsB.A., M.A., Cleveland State University

Douglas C. Fricke (1987)EnglishB.A., Colgate UniversityPh.D., Pennsylvania State University

Christopher Shane Fuller (2008)Performing ArtsB.S., Oral Roberts UniversityM.F.A., Regent University

Thomas A. Gagnon (1992)ScienceB.S., Brown UniversityEd.M., Harvard UniversityM.S., University of Massachusetts, BostonM.A.T., Bridgewater State College

Maria Gerrity (1998)EnglishA.B., Vassar CollegeM.Ed., Lesley College

Andrea Geyling (1992)Community Service, HistoryB.A., Stanford UniversityEd.M., Harvard University

Charlene D. Grant (1979)Physical Education and AthleticsB.S., Indiana University

Mark GwinnLandry (2004)EnglishB.A., Bates CollegeM.A., University of New Hampshire

Christopher A. Hales (1999)MathematicsB.A., Emory University

William P. Hamel (2001)Modern LanguageB.A., SUNY AlbanyM.A., SUNY Albany

Jennifer M. Hamilton (2010)Counseling ServicesB.A., M.A., Boston CollegeM.A., Ph.D., University of Massachusetts, Boston

Phoebe Hamilton (2011)HistoryB.A., University of Massachusetts, Boston

Nicole Hammond (2012)AthleticsB.S., Westfi eld State UniversityM.S., University of Massachusetts, Amherst

André Heard ’93 (2000)Associate Dean of StudentsB.A., University of Virginia

71

Teresa J. HerrNeckar (1996)MathematicsB.A., Alfred UniversityM.A., Wesleyan University

Elizabeth Hetzler (2008)Academic Skills CenterA.B., Smith CollegeEd.M., Harvard University

Mark S. Hilgendorf (1982)HistoryB.A., University of WisconsinM.A.T., Northeastern UniversityPh.D., Duke University

Keith Hilles-Pilant (1986)MathematicsA.B., Princeton UniversityM.S., University of Illinois

Laurence Huughe (2004)Modern LanguageB.A., M.A., University of Paris IV—SorbonnePh.D., Brown University

Jeanne Smith Jacobs (1996)MathematicsA.B., Harvard UniversityM.A.Ed., Washington University–St. LouisEd.M., Harvard University

Martha Hinds Jacobsen (1985)MathematicsB.A., Smith CollegeM.A., New York University

Patrice M. Jean-Baptiste ’88 (1999)Performing ArtsB.A., Boston UniversityM.A., Trinity Rep Conservatory/Rhode Island College

Peter Kahn (2002)MathematicsB.S., Johns Hopkins

Michael Kassatly (2006)MathematicsB.A., Cornell UniversityM.S., University of New HampshireM.A., University of California-Los Angeles

Anne L. Kaufman ’79 (2002)MathematicsA.B., Smith CollegeM.A., University of MontanaPh.D., University of Maryland

James C. Kernohan (1988)ScienceB.S., Denison UniversityEd.M., Harvard University

Amy Kirkcaldy (2012)College CounselingA.B., Harvard UniversityM.Ed., Fitchburg State College

Rachel Klein-Ash (1996)College CounselingB.A., Colby CollegeM.S.Ed., University of Pennsylvania

Isabelle Lantieri (2001)Modern LanguageB.S., Université de Paris

James L. LaRochelle (1996)ScienceB.S., University of Maine

Janet Levine (1986)EnglishB.A., University of WitwatersrandB.A., University of South Africa

Elizabeth Lillis (2006)ScienceB.S., Georgetown UniversityM.Ed., University of Maryland-College Park

Victor Llacuna (2003)Modern LanguageB.A., Universidad Autonoma de Barcelona

Michael S.L. Lou (1995)HistoryB.A., Brown UniversityM.A., Harvard University

Kevin M. Macdonald (1996)AthleticsB.A., College of the Holy CrossM.Ed., Cambridge College

Edna L. Manzer (1998)Cox LibraryB.A., University of New HampshireM.S., Drexel UniversityPh.D., Indiana University

Susan Marianelli (2004)Performing ArtsB.A., University of Evansville

Walter S. McCloskey (1971)EnglishA.B., Ph.D., Harvard University

Rebecca McCormick (2010)MathematicsB.S., Lafayette CollegeM.Ed., University of New HampshireM.S., University of New Hampshire

Robert McGuirk (2010)HistoryB.S., Fitchburg State College

Paul E. Menneg Jr. (1980)Visual ArtsB.F.A., Ohio WesleyanM.F.A., University of Kansas

Francis D. Millet (1942)Admission/ClassicsA.B., Harvard University

James Mills (2003)HistoryB.A., Hendrix CollegeM. Phil., Jesus College, Cambridge UniversityPh.D., London School of Economics and Political Science

Bradley Moriarty (2004)ScienceB.A., Georgetown UniversityM.Ed., Boston UniversityB.S., Northeastern UniversityM.S., Massachusetts Institute of Technology

Lisa Morin (2010)Director of CounselingB.A., Saint Anselm CollegeM.S.W., Southern Connecticut State University

Cedric Morlot (2010)Modern LanguageB.A., University of Nancy II, France

Kevin Moy ’05 (2012)Science Teaching FellowB.A., B.M., Oberlin College and Conservatory

Louise E. Mundinger (1986)MusicB.M., ValparaisoM.M., New England Conservatory of Music

Michael P. Murray (1986)Modern LanguageB.A., M.A., University of Massachusetts, Amherst

Tasha Otenti (2012)ClassicsB.A., Wellesley College

Peter G. Parisi (1995)Performing ArtsB.A., Bridgewater State CollegeM.F.A., University of Texas

Matthew Petherick (2011)AthleticsB.A., Brandeis University

Malinda Polk (2011)EnglishB.A., Connecticut CollegeM.A., University of Massachusetts, BostonM.F.A., University of Iowa

Lawrence Pollans (1985)History/Visual ArtsB.A., Franklin & Marshall CollegeB.F.A., Boston UniversityM.F.A., Tyler School of Art

Harold I. Pratt Jr. (1990)MathematicsB.A., Connecticut CollegeM.Ed., Lesley University

Juan R. Ramos (1998)MathematicsB.S.I.E., Universidad de Puerto RicoM.E., University of Florida

Mary Jo Ramos (1998)Modern LanguageB.A., Universidad de Puerto RicoM.A., University of New Mexico

Paul Rebuck (2004)Dean of AdmissionB.A., Amherst CollegeM.S., University of Massachusetts

Lamar Reddicks (2008)Director of AthleticsB.S., Bentley College

Gregg W. Reilly (2001)MathematicsB.S., University of MassachusettsM.S., University of New Hampshire

Kelly Reiser (2010)Director of Student ActivitiesB.S., University of Connecticut

Sarah Richards (2012)ScienceB.A., Bates CollegePh.D., Yale University

José Ruiz (2012)Dean of StudentsB.A., Middlebury College

Caroline Sabin ’86 (2007)EnglishA.B., Harvard University

Thomas W. Sando (1988)ScienceB.S., Duke UniversityM.S., University of North Carolina at Chapel Hill

Rebecca Schorin (2002)EnglishB.A., University of PittsburghM.S., Northwestern University

Elihu Selter (2008)Counseling ServicesB.A., University of RochesterPh.D., Massachusetts School of Professional Psychology

72

From Boston or

Logan Airport:

Take i-93 south (Fitzgerald “Southeast” Expressway) to Exit 10, Squantum Street, Milton. Turn right at yellow blinker. Go 2⁄10 mile to Y intersection, then bear left onto Centre Street (fol-low hospital sign). Milton aca-demic buildings begin just after the second traffi c light. Turn left into the parking for the Offi ce of Admission. Follow campus signs to the Offi ce of Admission.

From the South Shore:

Follow Route 3 north to i-93 south (Route 128 north toward Route 95) to Exit 5B. Travel north on Randolph Avenue (Route 28 north) to the third traffi c light. (Do not turn left at the second traffi c light where Route 28 diverges). At the third traffi c light, turn left again into lim-ited parking for the Offi ce of Admission. Follow campus signs to the Offi ce of Admission.

directions

From the Massachusetts Turnpike:

Take i-95 south (Route 128 south). When i-95 veers off to Providence, stay on 128 south (i-93 north toward Braintree) to Exit 5B. Then follow directions on left.

From New York City via

Providence:

Take i-95 north to i-93 north toward Braintree (Route 128 south) to Exit 5B. Then follow directions on left.

From Boston by

public transportation:

Take MBTA Red Line (Harvard-Ashmont) train southbound for Ashmont—not Quincy or Braintree. At Ashmont change for trolley marked Mattapan. Get off at stop marked Milton. Tele phone for a taxi or walk one mile south on Randolph Avenue.

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Julie Seplaki (2011)ScienceB.S., Rutgers UniversityM.P.H., University of California, Los Angeles

Gordon W. Sewall (1996)Assistant Head, Alumni Relations and DevelopmentB.A., Bowdoin CollegeEd.M., Harvard University

Deborah E. Simon (1980)Performing ArtsB.A., M.A., University of the Pacifi c

Matthew Simonson (2010)MathematicsB.A., Williams College

Robert M. Sinicrope (1973)MusicB.S., Worcester Polytechnic InstituteM.Ed., Boston University

Sherrod E. Skinner ’72 (1999)Director of College CounselingA.B., Ed.M., Harvard University

David M. Smith (1981)EnglishA.B., Harvard UniversityM.A., University of Wisconsin

Terri Solomon (2005)College CounselingB.A., Wellesley CollegeM.S.Ed., University of Pennsylvania

Margaret J. Stark (1986)Visual ArtsA.B., Hamilton-KirklandM.F.A., University of Kansas

Laurel Starks (1986)HistoryB.A., Wellesley CollegeM.A.T., Memphis State University

Michaela H. Steimle (1982)EnglishB.A., Emmanuel CollegeMassachusetts General Hospital Language Clinic

Robert St. Laurence ’07 (2011)Performing ArtsB.A., Brandeis University

Heather Sugrue (2001)MathematicsB.S., Massachusetts Institute of TechnologyM.Ed., Boston College

Tonysha Taylor (2007)Multicultural ProgrammingB.A., Columbia UniversityEd.M., Harvard University

Lydia Thorp (2010)Modern LanguageB.A., Skidmore College

Ian Torney ’82 (2012)Visual ArtsB.A., Bowdoin CollegeM.A., Rhode Island School of DesignM.F.A., Lesley University

Robert S. Tyler (1988)ScienceA.B., Harvard UniversityM.S., Northeastern University

Sonia Pérez-Villanueva (2010)Modern LanguageB.A., M.A., University of the Basque CountryPh.D., University of Birmingham

Sarah Wehle (1977)ClassicsA.B., Radcliffe CollegeEd.M., Harvard University

Edward J. Whalen, Jr. (1995)MusicB.M., University of Rhode IslandM.M., New England Conservatory of Music

Vivian S. Wu Wong (1992)HistoryB.A., Stanford UniversityM.Ed., University of Massachusetts

Shimin Zhou (1998)Modern LanguageB.A., Beijing Normal University, China

Heather Zimmer (2012)ScienceB.S., Massachusetts Institute of TechnologyM.Ed., University of Massachusetts, Amherst

milton academy

170 Centre StreetMilton, Massachusetts 02186

Tel: 617-898-1798Fax: 617-898-1701Email: [email protected]

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Admission Catalogue 2012–2013

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