Admission Catalogue 2014–2015

admission catalogue 2014–2015

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 find 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 definitely have fun and laugh along the way.” He is right. At Milton, you’ll find 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 find out who you really 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 confidence 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 first 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. Bland Head of School

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As an institution committed to diversity, Milton Academy welcomes the oppor tunity to admit academically qualified 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

contents

factsSchool 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): 695

Operating Budget (net), 2013–2014: $57 million

Tuition:Boarding: $51,330Day: $42,130

Financial Aid Budget: $9.1 million

Editors: Cathleen Everett, Erin Berg, Pat Finn, Liz Matson, Nina Panarese, Paul Rebuck

Design: Moore & Associates, Cambridge, MA

Photographers: Kendall Chun, Michael Dwyer, John Gillooly, Greg White

the basis of gender, race, color, handicapped status, sexual orientation, gender identity or expression, religion, national or ethnic ori-gin in the administration of its educational policies, admission policies, scholarship programs, and athletic or other school-administered activities.

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

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, confidence and character.

Our active learning environment, in and out of the

classroom, develops creative and critical thinkers,

unafraid to express their ideas, prepared to seek

meaningful lifetime success, and to live by our

motto, “Dare to be true.”

our mission

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our mission: a passion for learning

One day, walking into the Pritzker Science Center, I saw two of my friends in Mr. Bean’s lab. They were discussing an independent biology project. Mr. Bean knew I was interested in science and casually asked me if I wanted to be involved. So I found myself learning how to take care of zebra fish—breeding them and studying their genetic traits. What a great and unexpected experience to have as a freshman. It only increased my love of science.

— Iladro Sauls, Somerville, Massachusetts Class II

facts

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

• Each spring, Class I students may commit their final weeks at Milton to com-pleting a “Senior Project.” Students must submit research plans in early winter, and a committee of faculty decides which proj-ects to approve. Each student aligns his or her endeavor with a member of the faculty or staff for support. Students in the Class of 2014 chose topics ranging from lan-guage immersion to coach-ing AAU basketball, from apprenticing as a blacksmith to producing documentaries. Students painted, knit, pro-grammed computer applica-tions, prepared concerts and recitals, shadowed doctors, interned for politicians, 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.

My favorite class is American Literature. I enjoy how we talk about the stories in-depth, and there is room for inter-pretation and critical thinking. I also enjoyed my Seeing Literature course, in which we examined the visual imagery in written works. My favorite assignment was a 2,000-word essay in which we explained our personal definition and philosophy of “seeing.”

— Caroline Wall, Greensboro, North Carolina Hathaway House, Class II

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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.

I left Hong Kong for high school because I always knew I would go to college in the United States. I saw boarding school as the right stepping-stone, but it’s been so much more—a completely eye-opening and transformative experi-ence. I have made amazing friends, and the academic and social life here is more than I ever expected.

— Angela Feng, Hong Kong, China Millet House, Class I

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 14 iden-tity and culture clubs.

• On campus recently, in dis-cussion with students about race, identity and culture, were Erick Tseng ’97, social media and mobile engineer; Ha Jin, award-winning nov-elist; Jan Willis, Wesleyan University professor of Tibetan Buddhism; artist and activist Derrick Ashong; Fields Medal winner and Harvard professor Shing-Tung Yau; and award- winning poet Kevin Young.

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.

Everyone here is a different person, but it’s easy at Milton to form friendships with all kinds of people. Some people are talkative and like to say what’s on their mind; others might be more shy. We all have different backgrounds, but being who you are is easy here, trying new things, having fun with new experiences and people. I find it all very cool and awesome.

— Jaejung Justin Yoon, Nashville, Tennessee Norris House, Class II

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 intensifies what each of us gets out of Milton.

— Yemi Olorunwunmi, Brockton, Massachusetts Hallowell House, Class I

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our mission: and the pur suit of excellence

facts

• Continuing the long Milton tradition of excellence in writing, Ruting Li (II) earned finalist spots in many regional and national writ-ing contests, including the Smith College High School poetry contest, the Naked Truth/PEN New England High School writing con-test, and the Oxbridge Edge poetry contest. As a Smith Prize winner, Ruting was invited to campus and hosted at The Poetry Center, where she met and worked with the contest’s guest judge, poet Alicia Ostriker. As part of the Oxbridge award, Ruting will attend a summer Oxford-Cambridge writing program.

• Milton’s fourth 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 runoff 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.

• In 2014, the girls’ varsity tennis team dominated the courts of the Independent School League, going unde-feated (15–0) and earning the title of ISL Champions after beating Nobles and Greenough in the final match of the season. The team also earned the NEPSAC Championship trophy.

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.

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 was Genetics. It’s completely lab-based, and so much fun. Learning science in the Pritzker Science Center was second to none. Few schools have the resources Milton has, and those resources supported what I plan to do in the future.

— Josh Ellis, Milton, Massachusetts Class of 2013

Deciding to come to Milton has made a huge impact on my life. Milton students are passionate about what they do. There are so many opportunities, no matter what you’re interested in. If you just want to focus on academics, you can. If you are into arts, there is a huge arts program. If you are into athletics, there are so many teams and activities. And you don’t have to choose just one thing! Even if you are unsure at the beginning, everyone leaves here in love with this school.

— Juliana Rogoff, Cambridge, Massachusetts Class III

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

• Milton students stage 10 dramatic productions each year. Among recent plays were the musical Avenue Q , Midsummer/Jersey, True West, For Colored Girls, and The Laramie Project.

Milton students participate in numerous experiences and relationships that ultimately affirm 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.

Milton is a place where you can test the waters. In my fresh-man year, I went to a performance by the Miltones, the stu-dent a cappella singing group. That was an eye-opening experience and I started listening to the music on my own. When it was time for tryouts, I decided to go for it, even though I had never performed in public. Now I’m one of the Miltones and the support from my peers is amazing. They come to the shows and that means a lot.

— Iladro Sauls, Somerville, Massachusetts Class II

The most valuable part of Milton is the opportunity for group-based discussions. 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 confidence in how I express myself. The more you participate, the better you get.

— Neil Chandra, Sharon, Massachusetts Class I

Since coming to Milton, I’ve learned how much I’m capable of. You don’t have your parents here to fix 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 York Wolcott House, Class I

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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 a 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 football players showed up in their uniforms as athlete escorts, and the hockey team helped with set-up, doing the heavy lifting. Overall, we had about 100 Milton students volunteering. When Milton hosts big community service events like this, everyone is able to pitch in. Volunteering helps students take a break from their schedules and find 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 first 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, Massachusetts Hallowell House, Class I

facts

• From Boston, Cambridge, New York, Los Angeles and international locations, more than 40 guest poets, writ-ers, historians, researchers and performers visited with Milton students this year.

• In 2013, judges awarded “Best Picture” to student filmmakers Arooshe Giroti (III), Yoav Segev (III) and Neekon Vafa (III) at the competition for high school filmmakers established by the Hotchkiss School. The Milton trio created their award-winning project, The True Story of the Iliad, in Shane Fuller’s Moving Image class.

• Milton Academy’s Jazz Combos have performed on NPR’s nationally broad-cast quiz show “Says You” and at the inaugural ball of Massachusetts Governor Deval Patrick ’74. The jazz combos’ 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

In Advanced Biology with Dr. Eyster, we learned how to think and convey our ideas clearly. In our science papers, we learned to be concise. She spent time analyzing every word and every sentence, which helped hone our writing. She even introduced ideas based on improvisational theater into our lab to help us learn how to approach an experiment from different angles.

— Caleb Warren, Cambridge, Massachusetts Class of 2013

fact

• Massachusetts Governor Deval Patrick ’74 returned to Milton as a recent gradu-ation speaker. Governor Patrick was elected to office in 2006 and is serving his second term as the state’s first African-American gov-ernor. Deval graduated from Harvard College and Har-vard Law School. In 1994, he was appointed the assistant attorney general for civil rights, the nation’s top civil rights post. Deval’s journey to political office broke new ground. Marked by creativity, innovation, optimism and relentless grassroots efforts, Deval and his campaign staff galvanized a diverse group of volunteers and supporters, including many Miltoni-ans—students and alumni.

The mutual respect among faculty and students at Milton inspires—even demands—the free flow of ideas and analysis that both groups find 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, Massachusetts Class I

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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, Canada Wolcott House, Class II

Now in its third century, Milton has always developed strong, independent, confident 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.

The most valuable thing about Milton is feeling accepted here for who I am. That’s a big part of why I came to Milton. I see so many students trying new things, straying from the norm. Being at Milton has allowed me to be com-fortable in my own skin. I was always confident, but I’ve grown in my willingness to speak up.

— Destiny Polk, Boston, Massachusetts Hallowell House, Class II

facts• Students earning Bisbee

Prizes this year for out-standing research in U.S. History asked questions about the Bay of Pigs, the Vietnam War, the 1953 Coup in Iran, and President John Adams and the Federalist-Republican Crisis.

• Victoria Ruvkun (II) was one of 60 students selected worldwide to participate in the Cardiothoracic Surgical Skills and Education Center Stanford Summer Internship. This program at Stanford Medical School is designed to educate high school and pre-med students in basic and advanced cardio-vascular anatomy and physi-ology, as well as medical and surgical techniques used in pre-med and medical school.

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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 questions 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 Tyler Hicks

urban-infused academics

boston to milton

World-renowned marine biologist and ocean explorer Dr. Sylvia Earle shared her passion and wonder of discovery with students on campus. An advocate for the research and pro-tection of the ocean, Dr. Earle articu-lated 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 MIT 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 bostonthe Charles River and the Blue Hills Reservation. Members of the Astronomy class experi-ence the planetarium at the Museum of Science. With Tufts, MIT, 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• Boston Youth Symphony

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

— Karla Alvarado, Chelsea, Massachusetts Hallowell House, Class II

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weekend fun

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

• Shear Madness at the Charles Playhouse

• How the Grinch Stole Christmas: The Musical at the Wang Theatre

• Live Band Karaoke• The Boat Dance on Boston

Harbor Cruise• Spring Carnival• Vans to Legacy Place and South

Shore Plaza for shopping• Vans to JP Licks and Pinkberry

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. All your teachers are scholars in their fields, 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 really 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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factsUpper School students: 695, grades 9–12

Population of the town of Milton: 26,000

Foreign countries represented in the Upper School in 2014–2015: 22

Percentage of students of color in 2014–2015: 43%

Student gender ratio in 2014–2015: 50/50

Students who participated in exchange programs or programs abroad in 2013–2014, 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 fields, in studios and in your dormitory, you’ll find 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 find 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, Bloomfield Hills, Michigan Millet House, Class of 2013

Every one of my friends has something admirable and unique about them. Everyone has a passion, something they are good at, and they have a lot to say. Being around so many passionate people inspires you. It’s my favorite thing about Milton—people think what you do is cool, and what they like to do is cool, too.

— Jake Daniels, Dedham, Massachusetts 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 fields 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 flex-ible. They have taken ownership of what they do: they can tell you exactly why they do what they do and never use the royal “we,” as in, “here’s the way ‘we’ do it.” They are open to new ideas, to each other, to new perspectives.

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

—Michael Lou, History Department

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

—Jim Connolly, English Department

The teachers are what make the classes here. I’ve always enjoyed math, and I took advanced classes in middle school. But, as a freshman, calculus was one of my toughest sub-jects. I had Ms. Sugrue, and she is a great teacher. The way she teaches made calculus easy to understand, and she helped prepare me for the Math 7 Advanced Topics class.

— Ravi Rahman, Needham, Massachusetts Class III

I’ve loved all my teachers. There are many who are hard and who challenge you, in a good way. I’ve learned so much in Chemistry with Ms. Zimmer. I knew nothing about chem-istry at the beginning of the year. Now I could talk about the basics of the science for hours! The teachers here are so passionate about what they are teaching and they foster that passion in their students.


faculty

factsNumber of Milton Academy faculty (1798): 2

Number of Milton Academy faculty (2014): 138

Percentage of faculty with post- graduate degrees: 75%

Percentage of faculty with doctorates: 10%

Ratio of students to faculty: 5:1

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

—David Ball, Upper School Principal and History Department Faculty

factsTypical 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 subjects and feed intellectual passion through electives and independent study courses.

Learning at Milton is interactive.Dialogue, inquiry and reflection 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 confidence 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, scientific research, film, environmental challenges,

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

— Anne Malloy, Canton, Massachusetts Class III

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, scientific 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 includesStudies 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 NonfictionHamletCreative WritingAdvanced Creative WritingWoman, Man, and Their FictionsLiterature and the Nature of Reality

english

My favorite English class was Performing English, where we focused on performing scenes and characters. One main assignment is to interview a teacher. We record the inter-views and use the recording to help us practice acting as that teacher. I chose Ms. Marianelli, who teaches performing arts. I learned how to really listen to someone. I practiced her mannerisms, the way she talked and even the way she dressed. I really enjoyed it. The best part is giving solo per-formances of our teacher at “Twilight Night” in Wigg Hall, where anyone can come to watch. It was so much fun.


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student poetry

Villanelle for Madrid

You taught me to love sound,rolled soft r’s into my ears like humming street lamps.Listen. This is where I like to be found.

In the heat of flamenco, toes, heels, hands pound like rainon Calle Velazquez. Women and men sweat and breathe tears.They teach me to love sounds.

Like a nation’s blood, Jamón Serrano is striped red.Horchata, too sweet, yellowed under the sun for a year.Look. This is where I’d like to be found.

In between besos on my cheek, thick lisps settlelike the age-old stones in cathedral floors, almost too quiet to hear,teaching me to love sound.

A city pumped on sangria, squid-ink paella,shrimp whiskers tangled in cracked black mussels—no fears,just taste. This is where I’d like to be found.

This is a city where the streets hunch together, keeping secrets of the people,

where 3 euro Marlboros curl, smoky, into your hair,where I learned to love sound,here, Madrid, I am found.

Ruting Li, Class IIFinalist for Smith Poetry Prize, PEN/New England writing contest, and Oxbridge Edge poetry contest

from the milton classroom

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 GamesAnna Deaveare Smith, Fires in the

MirrorTony Kushner, Angels in America:

Part One: Millennium ApproachesSuzan-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.

• Women in Science• Divorce• Spiritual Inspiration Found in

Christian Summer Camp• Pros and Cons of Being Short• The Healing Power of Laughter• Coming from West Texas• The Language of Hands

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 Márquez, 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

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 winners are selected by a panel of professional artists and are chosen from among thousands of submis-sions. This year, four Milton students earned national recognition for their writing in the prestigious Scholastic Art and Writing Awards. Yvonne Fu (I) won a Gold Medal in Journalism and an American Voices Medal; Charlotte Goddu (I) won a Gold Medal in Flash Fiction; and Emmie Atwood (I) and Dianne Kim (II) both won Silver Medals in Poetry. In this competition—the country’s oldest awards program for creative teenag-ers—more than 185,000 students submitted work for consideration. 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 fiction 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 definitely helps build confidence 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 significance 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 2014 Bisbee Tea included:

• The Dissident President: How John Adams Faced the 1798–1800 Federalist-Republican Crisis

• Smith and Carnegie: The Ironic Failure of Delusional Capitalism

• Pork Roast: Why the Bay of Pigs Invasion Went up in Flame

• Women of the Beat Movement: Repressed Liberators

• The Model T Ford: How Henry Ford’s Vision Changed America

• Prohibition: How and Why It Failed• America’s 1953 Coup in Iran: The

Event That Triggered America’s Cold War Imperialism

• From Saigon to Selma: How the Vietnam War Affected the Civil Rights Movement

• The Lincolnian Conflict: A review of the true motives behind The Great Emancipator’s abolitionism and commitment to democracy

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 ConstitutionSimón 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, “Reflections 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 includesAfrican-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

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

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

In United States History, the major assignment is the spring research paper. I had a love/hate relationship with my paper! A passion of mine is studying the ’60s and JFK, so I focused on the Cuban Missile Crisis. We had one month to work on it. The paper is a big project, so I felt overwhelmed at times. But in the end, the process of digging deeply into something I really care about—researching it extensively and formulating my own opinions—was an incredible experience.

— Karla Alvarado, Chelsea, Massachusetts Hallowell House, Class II

American history has tradition-ally been taught as a national narrative, as a history that was independent of global dynamics that fundamentally influenced 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 first 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 defined 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 first 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 finally, on the end of the interna-tional slave trade.

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

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sciencelearning by doing

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

Milton’s annual Science Symposium showcases advanced science students and their DYO (Design Your Own) experi-ments in the Pritzker Science Center. For students enrolled

in advanced biology, chemistry, physics and environmental sci-ence, discussing independent projects that they’ve pursued over several weeks is their culminat-ing work.

Students work as individual investigators, in pairs, or in a team of three. They structure and conduct experiments that explore all major areas of science and diverse hypotheses. The scien-tists develop posters describing their work, and talk with faculty, friends and parents about their process and outcomes. Within the four discipline areas, student projects are wide ranging.

“The coolest part about the DYO for me was designing the entire lab from start to finish,” says one student. “The labs we conduct throughout the year are integrated into the day-to-day curriculum, which means that labs have a specific objective in mind. The goal of the DYO, however, is slightly different. Instead of focusing on a specific topic for a certain reason, the

DYO is meant to get us excited about science and force us to use all of the skills we have learned during the year.”

Examples include:

• “Investigating the Effect of Zinc Oxide Concentration on UV Blocking: Does SPF Really Matter?”

• “Introducing RNA interference in C. eglans (temporary inacti-vation of the dpy-13 gene)”

• “Soils of Neponset Estuary Salt Marsh: A Study of Classification Soil Moisture and Infiltration Rate”

• “A Study of Wiffle Ball Aerodynamics”

• “Cementing our future: exam-ining the effect of CO2 concen-tration over setting cement on CO2 absorption”

science symposium: milton scientists share their culminating work

Milton’s course sequence begins with physics, and moves to chemistry and then biology. The physics-first curriculum relies on hierarchical learning and con-structivism: that is, building stu-dents’ understanding of scientific 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.

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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” to 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.

The students at Milton are so much fun—so lively; interact-ing with them is inspiring. Every day in the lab is different. Sometimes I’m using materials like tinfoil and marbles to teach students how to mimic proteins moving through a cell; another time we’re conducting a human digestion simula-tion that stinks up the room. I enjoy seeing them evolve as writers, too, from that first lab report in the fall to a final project in the spring.

—Sarah Richards, Science Department

• 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)

a sampling of cour ses includes

Science in the Modern AgeGeologyHuman Anatomy and PhysiologyMarine ScienceObservational Astronomy

Engineering the FutureCosmology and Modern PhysicsMolecular GeneticsNuclear PhysicsIssues in Environmental Science

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mathematics and computer progr amming


Math Problems

1. The Locker ProblemThere are 500 students and 500 lockers, numbered 1 through 500. Suppose the first student opens each locker. Then the second stu-dent closes every second locker. The third student changes the state of every third locker. The fourth student changes the state of every fourth locker. This process contin-ues until the 500th student changes the state of the 500th locker. Which lockers are open?

Your first task is to figure out which lockers are open. Your second task is to explain why these lockers are open.

Source: Huetinck, Linda and Munshin, Sara H. Teaching Mathematics in the 21st Century, 2nd Edition. Pearson, 2004.

2. Prove the binomial theorem:

3. The Double Ferris WheelA double Ferris wheel has a 30-meter rotating arm attached at its center to a 25-meter main support. The arm rotates in the counterclock-wise direction. At each end of the rotating arm is attached a Ferris wheel measuring 20 meters in diameter. Each Ferris wheel rotates in the counterclockwise direction as well. It takes the rotating arm six minutes to complete a full revolu-tion, and it takes four minutes for each smaller wheel to complete one revolution.

Suppose that at time t=0 the rotating arm is parallel to the ground, and that your seat is at the three o’clock position of the rightmost wheel. Find a formula for h=f(t), your height above the ground in meters, as a function of time elapsed in minutes.

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 confident 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 encour-age students to consider ana-lytical, numerical and graphical solutions to a problem, and the calculator and computer are instrumental in the different

analyses. We emphasize process, and students recognize that stat-ing the final answer to a problem is never sufficient. 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, efficient, 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. (∀a,b∈§) (∀n∈•) (a+b)n =Σ

⎛⎜⎝

nk⎞⎟⎠⋅akb(n–k)

n

k=0

Final Projects for Advanced Placement Computer Science

• Develop Android and iPhone appli-cations, such as a geotagged Twitter feed analyzer

• Whole-language analyzer, harness-ing the A* algorithm

• Study artificial intelligence• Develop steering behaviors for

autonomous robots

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In math classes at Milton, you learn from other students, instead of going off by yourself to work on problems. The teachers say, “Here’s a problem. I’m not giving you the equa-tion—you need to take what you’ve learned and go figure it out together.” We do group graded assessments, where we split up into groups of three or four, and we work together to solve problems. You might have someone in your group great at algorithms, and another student who knows exponents really well. You all share what you know and learn together.


“Working as a team, the math department spends time reflect-ing on practice, curriculum, and pedagogical choices we make as teachers. We have 17 faculty members who each bring their own flavor of mathematical enthusiasm to the classroom,” says Heather Sugrue, chair of the math department.

The collegial interactions of the faculty lead to exciting new approaches in the classroom. For example, this year all geometry classes will include an introduc-tion to computer programming, and higher-level courses will incorporate computer program-ming, as well.

“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 assignments and who will write an upcoming quiz. The discussions include: “What method would you use to solve this problem?” or “I want to introduce this concept. Do you have an effective problem to do that?”

The outcome of this collabora-tion and attention to the craft of teaching is a curriculum that is responsive, efficient, custom-ized, and open-ended. “I teach two classes that each have a single section of students,” Erica Banderob says. “I write up notes after each class meeting. My approach is not necessarily the same as last year; it fits this year’s students exactly. When I see a need, I respond with the right thing, tomorrow!” Rather than following the pre-ordained sequence in a textbook, “having a database of our own materials gives us the confidence to change the flow, based on the students,” Ms. HerrNeckar notes.

“Outside of the classroom, we are making math more visible on campus,” says Ms. Sugrue. “A new speaker series—Pi Talks, pairing math discussion and des-sert—is for students and adults to gain insights about math that go beyond academia. Milton’s first math educators conference took place recently, drawing 55 math educators from around New England. Both events brought new perspectives and energetic approaches to math at Milton.”

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


Math 4 Precalculus: Functions with Mathematical Modeling

Math 5 CalculusMath 5s StatisticsMath 5/6 Calculus (Accelerated)Math 6 Further Topics in Calculus

(Honors)

Math 7 Advanced TopicsComputer ProgrammingAdvanced Computer ProgrammingProgramming Applications

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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 identifiées 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 that we identified while reading the work in order to give your chapter a “Voltairian” flair.

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


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

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I studied Latin in middle school, but at Milton my whole experience with the language changed. I just got into study-ing Latin a lot more. I always loved learning about the his-tory of the Romans, but this year I understood it in more depth. In Latin III, we read Cicero and Julius Caesar’s accounts of his campaigns in the Gallic Wars. I really grasped Caesar’s way with words and speech.


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 five times over each school year) since the first edition in 1986. In 2011, the publication went online, as well: www.lavozdemilton.com.

“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 figure out the theme and then assign writing to eight to 10 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 finished product, a permanent expression of the ideas and the hard work, pleases everyone.

la voz , the spanish newspaper, a milton student publication for nearly 30 year s


Latin 4 Literature of the Golden AgeRoman Elegy and LyricRoman HistoryRoman Philosophical Writings

Selected ReadingsGreek through level 3Intensive Classical Greek and Latin

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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 confident 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 learning visual language. At Milton, beau-ty and truth are not abstractions, but rather the raw material for artistic expression—in the tradi-tional forms of drawing, painting or sculpture, or in the contempo-rary terms of digital photography or architectural design. Our stu-dents 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 theater in a dynamic production environment.

the arts

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. The Miltones, Octet, Epic and Three For Each of Us are select groups of sing-ers who perform contemporary a cappella music at assemblies and many other events throughout the school year.

In the Class IV art program, we’re more interested in the process than in a particular finished product. I pose a cre-ative problem to the students. If 12 people are in the class, I want 12 different responses. In successive courses, students narrow their focus and intensively develop certain skills crucial to a particular art discipline, working to develop one visual concept over the course of a semester. Pushing one big idea as far as it can go is an important experience for students, especially when they hit the wall and have to push through it.

—Ian Torney ’82, Visual Arts Department Chair

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I was in both the orchestra and the jazz combos at Milton—I played viola and guitar. Those two groups are very different. Jazz was more independent. It’s a group, but it relies on impro-visation and lets you show your individual style. Playing in the orchestra was 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 helped me improve and grow as a musician.

— Charlie Perkins, Norfolk, Massachusetts Goodwin House, Class of 2013


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

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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 coopera-tion. As many as nine students from Milton Academy are select-ed to attend the Mountain School each year.

At first, I was nervous when I went on the French Exchange. I was only a freshman, but French really clicked with me and I wanted to experience immersing myself in the lan-guage. I loved my host family. There were three children, but the youngest, a 4-year-old, helped me the most! She was always correcting my word choice and pronuncia-tion. Other parts of the trip—attending the Cannes Film Festival, visiting Paris—were amazing. Even though it was only for two weeks, my French really improved. When I got back to Milton, I could express my thoughts more easily in French class. This year I am going on School Year Abroad to Rennes, France, and I can’t wait.

— Alexis Allen, Stoughton, Massachusetts Class II

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 Georges Duby in Aix. Approximately 20 students from Milton spend more than two weeks in Aix, 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 El Pilar, a private school located in the outskirts of Madrid. A group of 14 students and two faculty mem-bers leaves Milton for Madrid in late May. Each Milton student

is paired with a student from El Pilar 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 five-week experience for eight to 10 students during the sum-mer at HeiLong Jiang University in Harbin, China, for the study of Mandarin. Students spend a final week with a family at the Experimental Middle School in Beijing.

factsStudents in the Class of 2014: 171

Average SAT scores:Critical Reading—686Math—693Writing—701

top college matr iculations (four or more), 2012–2014

Amherst College 11Bard College 5Bates College 4Boston College 13Boston University 11Bowdoin College 8Brown University 20University of California, Los Angeles 4Carnegie Mellon University 4Case Western Reserve University 7University of Chicago 16Colby College 15Columbia University 14Cornell University 14Dartmouth College 9Emory University 5Fairfield University 5George Washington University 8Georgetown University 9Hamilton College 8Harvard University 18College of the Holy Cross 4Kenyon College 4McGill University 4University of Miami 4University of Michigan 4New York University 17Northwestern University 10Oberlin College 4Princeton University 10University of Southern California 9University of St. Andrews 5Stanford University 6Trinity College 11Tufts University 16Tulane University 4Vanderbilt University 6Vassar College 5Washington University in St. Louis 5Wellesley College 7Wesleyan University 13Whitman College 4Williams College 5Yale University 12

Accurate as of 6/13/14

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The College Counseling Office 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 Office.

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

Milton students over the years have earned the respect of college admission officers 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 Officer, Brown University

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

—Admission Officer, University of Pennsylvania

college matr iculation— class of 2014

American International College 1

Amherst College 3Bard College 1Barnard College 2Bates College 3Boston College 3Boston University 7Bowdoin College 3British Columbia,

University of 1Brown University 9University of California,

Berkeley 1University of California,

Los Angeles, 1University of California,

San Diego 1Carnegie Mellon University 1Case Western Reserve

University 4Chapman University 1Chicago, University of 5Clarkson University 1Colorado College 1Columbia University 7Cornell University 4Elon University 1Emmanuel College 1Emory University 3Fairfield University 2Fitchburg State University 1Fordham University 2Franklin & Marshall College 2George Washington

University 5Georgetown University 4Goucher College 1Hamilton College 2Harvard University 3Hobart & William Smith

Colleges 2College of the Holy Cross 2

Ithaca College 1Lafayette College 1Macalester College 1Massachusetts Institute

of Technology 1McGill University 1University of Michigan 3Middlebury College 1New York University 5Northwestern University 5Oberlin College 2Pennsylvania State

University 2Princeton University 4Reed College 2Rensselaer Polytechnic

Institute 1Rice University 1University of Richmond 1Rollins College 1University of Southern

California 5Spelman College 1University of St. Andrews

(Scotland) 1Stanford University 3Stony Brook University 1Swarthmore College 1Trinity College 7Tufts University 4Tulane University 3University of Oxford 1Vassar College 1Washington University

in St. Louis 2Wellesley College 1Wesleyan University 4Whitman College 2Williams College 2Yale University 4

Accurate as of 6/13/14

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

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 plenty 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 find 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 confidence

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

amazing talents • Chances to learn new skills, like

acting or wrestling

I didn’t have a long transition phase when I came to Milton. I was homesick for only a week! Your dorm is so welcoming and you make new friends right away. Everyone in the dorm becomes your family. The older students really guide and help you as a freshman; all the girls become like your sisters. Even though we are all different people, we mesh together nicely. And the dorm faculty are always there for you. My favorite person on campus is Mrs. Colson, my house head. On Thursday nights, we spend hours in her apartment; she makes homemade desserts and we can have long discussions about anything.


In my house, Hallowell, I love who we are together. Everyone is so different. We are quirky, crazy, and sometimes loud! On a random night, we might end up having a dance party after studying. I love how everyone is talented at something. We are painters, singers, musicians, athletes. Everyone is so supportive of one another, and all my best friends are in the house.

— Destiny Polk, Boston, Massachusetts Hallowell House, Class II

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I love all the activities Norris House does together, such as dorm bowling and sit-down dinners. They bring us together and we really get to know one another. One of my favorite dorm activities is Christmas caroling, when we go to all the girls’ dorms and sing holiday songs. I had no experience singing in public. It was just something I liked to do on my own, but I discovered that I love it.


Hathaway has a home-like feel to it. We are a very tight group, like a sisterhood of 29 people. As a new student, it’s important to put yourself out there in those first weeks. It isn’t always easy, but if you try your best to attend all the events, and learn other students’ names, it pays off in a big way. Before you know it, you will have lots of new friends—in your house and all around campus.

— Caroline Wall, Greensboro, North Carolina Hathaway House, Class II

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factsNumber of students living on campus: 325

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

factsGeographic Distribution of Milton Academy Students, 2014–2015:

United StatesCaliforniaColorado ConnecticutFloridaGeorgiaHawaiiIllinoisMaineMarylandMassachusettsMichiganNebraskaNew HampshireNew JerseyNew YorkNorth CarolinaOhioOregonPennsylvaniaRhode Island TennesseeTexasUtahVermontVirginiaWashingtonWashington, D.C.Wisconsin

CountriesAlbaniaAustraliaBahamasBermudaCanadaChina (P.R.C.)ColombiaEgyptGhanaHong KongIndiaJamaicaJapanKoreaMalaysiaNigeriaPhilippinesRussiaSt. BartsSaudi ArabiaThailandUnited Kingdom

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 find my own voice and become an advocate for myself, too.

— Jonnie Lawson, Ontario, Canada Wolcott House, Class II

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

— Miles Awofala, San Francisco, California Norris House, Class II

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.

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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”—shorthand 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

liane thornhillMilton, Massachusetts Class of 2013

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 main stage, 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 onstage, 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 floor 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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l iam whiteWellesley, Massachusetts Class I

I was the only freshman on the varsity team when I started play-ing soccer at Milton. The team worked hard, but our record wasn’t great. The next year Coach Chris Kane became our coach; he is so dedicated and enthusiastic. Now I’m a senior, and it’s been amazing to see the team’s trans-formation. We made the playoffs this year. As captain, I focused on keeping a high standard on the field and on campus. I made sure my teammates realized that we should represent our team well during the school day. Our team’s camaraderie was a good example of sports bringing people togeth-er. I wouldn’t trade my four years of soccer at Milton for anything.

Milton also gave me the oppor-tunities to try things that are completely unlike me. When I traveled to South Africa in middle school, I really admired the dances there. So during my sophomore year, I tried out for the Step Team. During the audi-tions, I was totally lost, but I still made the team. I met some of my best friends in Step. They are mentors to me, and they’re always willing to work with me one-on-one. They gave me confidence to show my personality through dance. At Milton, people appreci-ate you for not trying to fit a mold, and instead to follow an interest that you decided on your own is appealing to you. The school does a nice job of supporting that.

destiny polkBoston, Massachusetts Hallowell House, Class II

Dance is important to me, and Milton’s dance program gives students the freedom to explore what they like. Our dance teacher is awesome. She has a structured curriculum, but she is flexible in letting us try what interests us. The Dance Concert is our big event. Students choreograph the dances, and any student can audition to perform. During Dance Concert, you are sur-rounded by people who love to dance. We might get physically tired from practices, but then there is a moment where it all comes together. That is the most magical part—seeing an idea that started in your mind come to life.

This year I wanted to cho-reograph a dance to the Sara Bareilles song “Gravity.” Coincidently, my dance partner heard the same song and had the same thought. We originally planned a duet, but during the process of choreographing, we changed it to become an eight-person performance. That is one valuable lesson you learn in dance: Some things have to go, and you have to be okay with that. You have to be open to others’ ideas and suggestions.

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caleb warrenCambridge, Massachusetts Class of 2013

At Milton, you learn how to think. I now approach problems and ideas with a very different mindset. By interacting on lots of projects, you learn how to work with others or how to lead with-out imposing. I worked on one project applying for a MIT inno-vation grant. After visiting Costa Rica, I had an idea to create a tire that was inhospitable to breed-ing mosquitoes. I went to my math teacher and we formed a group of interested students. For three months we worked on the final design and submitted the application. It was amazing that when I emailed internationally renowned health entomologists, they answered back. We ended up as finalists, and although we didn’t win the grant, developing the proposal was a tremendous learning experience.

Here you can take on a challenge or position, even though you might think you aren’t quali-fied. I ended up as the editor of Magus Mabus, the student fine arts publication. Although I didn’t think I knew enough about art, the experience taught me to work hard and stretch myself. I learned about delegating and organizing. I saw Magus Mabus as a vehicle to share the less obvi-ous things inside all of us. So in addition to publishing writing and art, we introduced new ideas and events where we could all interact. Milton has helped me connect with people. Had I been more guarded, I would have lost some of those moments, those connections.

juliana rogoffCambridge, Massachusetts Class III

When I was a freshman, I found-ed the Robotics Club with two of my classmates. I had worked with VEX robotics in middle school and wanted to continue that experience at Milton. You work so hard on a robot for a long time, and it inevitably keeps breaking or not working, and then you finally figure everything out and it works! That’s the best part, and what I love most. And everyone on the team is involved. When you have a finished product, there is no robot that just one person built. You might work on it for a few hours, then leave the room in frustration, and another person comes in with a different view, fixes something, and you go from there.

We started out with six members the first year, and this year we had over 20 members. We meet in the Art and Media Center, where we store all of our tools and parts. During a competi-tion in our first year, we placed seventh out of 80 teams. Mr. Bland, the head of school, invited us to his office to congratulate us, and it was so amazing to be recognized that way. The admin-istration here makes itself really accessible to students, and this was my first experience with that. Since then, we stay in touch with Mr. Bland on our progress and results. We are looking forward to more competitions because they are so much fun, and it’s a real team effort.

neil chandr aSharon, Massachusetts Class I

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 defining experience for me.

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jessica liLynnfield, Massachusetts Millet House, Class of 2013

When I ran for co-head monitor, I wasn’t really interested in revo-lutionizing things. I wanted to find more ways for people to meet each other, and to make sure the seniors were all approachable to other students. That meant setting up events to get people together all year long—from fun, small, random events to bigger ideas like the food drive. One thing I learned is that pulling off any event takes planning, detail and follow through. For the food drive, you need to get students excited to collect food, and then you need support to sort it, organize it and deliver it. The administration helped us spread the message, through meetings and assemblies, conferences and postings around campus. We con-tacted a representative from the Milton Food Pantry who spoke with us during assembly.

We set an ambitious goal of 100 percent participation for all Upper School students. Class

reps encouraged everyone to get involved. Students donated all sorts of non-perishable items—canned vegetables and fruit, pea-nut butter, jelly, cereal, pasta, rice and hygiene products. Students sorted their donations into bins in the Student Center—a visible marker of our progress. The pre-vious year, we had collected over 3,000 items. This year we lost count; food was overflowing the bins. We then delivered it, load by load.

The food drive helped all of us look beyond campus, beyond our daily lives, and recognize the importance of paying good fortune forward. Our greatest reward was the reaction of those working at the food pantry. Food pantries often see a decrease in donations in the late-winter months, and we were able to replenish most of their supplies. This gratification energizes us, as leaders, and makes us want to do it all again.

miles awofalaSan Francisco, California Norris House, Class II

I knew I would play basketball at Milton; it’s my main sport. I also knew I would be in the jazz program because I’ve played saxo-phone since fourth grade. What I didn’t expect was how many other extracurricular activities I’d try, starting in my freshman year. I played freshman soccer, which was great for meeting other stu-dents those first few months and playing a sport at the same time. I joined the Step Team, even though I had never done any-thing like that before. I was in the Class IV Play, which was a ton of fun. In the spring, I ran track for

the first time ever. I sing in the Gospel Choir. You have to learn to manage your time and balance your activities and your academ-ics, but it’s worth it.

My friends come from very diverse groups of people from all parts of the country and the world. Some are funny and entertaining; others love to dance or play sports. I also have a lot of friends who are in the older classes. It’s important to be yourself; do the things you love, and try new things. You’re guaranteed to meet others who want to join you.

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factsMiles 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, 2013–2014: 18

Number of dances on campus, 2013–2014: 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 fitness center; sit around talking in the Schwarz Student Center; hike, rock climb or kayak with the Outdoor Program; bake cookies or make soup and watch a movie with your housemates; play pick-up basketball or Frisbee; sleep in and then go to brunch; visit friends’ rooms and listen to music; meet your friends at a dance; catch a game in Boston; watch a college comedy improv group at a dorm open house; get to know someone you don’t know well yet; relax and laugh.

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.


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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 floor 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 find your friends during the day.


My favorite place to study is on the hammock behind Goodwin House. It’s quiet and peaceful. When the weather is nice, it’s great to be outside relaxing while working.

— Drew Hotte, Lower Gwynedd, Pennsylvania Goodwin House, Class II

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athletics

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I was so happy when Coach MacDonald was inducted into the Massachusetts High School Football Coaches Hall of Fame. He is such an encouraging coach—he rarely has neg-ative comments. Players respect him because he respects his players. Finding a more dedicated coach would be hard. College coaches also respect Coach Mac because of his hon-esty. He makes sure that if his players want to play in col-lege, they have that option. He does so much work behind the scenes, making sure we have those opportunities.

— Nick Bland, Milton, Massachusetts Class of 2013

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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 field. 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 pro-vides great competition in soccer, field hockey, 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 teamsFall 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 amFall Winter Spring

Strength Training Strength Training Strength Training

Outdoor Program Outdoor Program Outdoor Program

Tennis Pilates Ultimate Frisbee

Soccer Yoga

Yoga

I have played for a lot of hockey teams, but the girls’ hockey team at Milton is the best. The practices are intense, but I look forward to them every day. I’ve grown so much during my time on this team. Coach Stone is awesome, and he treats us so professionally, like a college team. We also have a lot of fun!

— Anne Malloy, Canton, Massachusetts Class III

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factsNumber of interscholastic girls’ teams: 15

Number of interscholastic boys’ teams: 15

Number of intramural offerings: 7

Number of athletic buildings on campus: 4

Number of fields: 12

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

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

Number of full-time athletic trainers: 3

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

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

and 2009Girls’ Tennis, 2005, 2014Sailing, 2007Football, 2008, 2013Boys’ Hockey, 2011

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

and 2014Girls’ Tennis, 2006, 2007, 2008,

2013, and 2014Girls’ Skiing, 2010Boys’ Hockey, 2011Girls’ Cross Country, 2012Boys’ Basketball, 2013Football, 2013Boys’ Swimming, 2014

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Music and performance weave through Milton life, build-ing on course work available from the beginner through the advanced levels. The Jazz Combo may open Monday morning assembly, and the 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, the north-western United States, China, Hong Kong, Ireland, Hawaii, Italy, Poland and Germany. The Miltones and Octet are a cap-pella 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 their mem-bers 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 Avenue Q and The Laramie Project and the Broadway musical A Chorus Line, Milton productions encompass a broad cross section of theater, both classical and contemporary. Milton stages four plays and a dance concert each year in the Ruth King Theatre. Campus per-formances 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 var-ied 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.

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

—Kelli Edwards, Performing Arts Faculty

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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 theater. 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 public address include Oratory (an origi-nal 10-minute speech) and Decla-mation (a 10-minute published 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).

factsNumber of students in orchestra:100

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

Theatre productions, 2013–2014

Main-stage Productions:• Avenue Q: School Edition by

Robert Lopez and Jeff Marx• The Laramie Project by Moisés

Kaufman• For Colored Girls by Ntozake

Shange

Class IV Play:• Midsummer/Jersey by Ken

Ludwig

• 1212 Plays (Wigg Hall Productions)

• True West by Sam Shepard• Wicked Sketchy an original

production written by students

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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.

Students traveled to an island off the coast of Belize, volunteering for the spring break community service trip. The group spent a week at the Ocean Academy, the only school on Caye Caulker. In the mornings, students helped lay cinder-blocks with concrete and completed construction of a new classroom. In the afternoons, they tutored Ocean Academy students. While on the island, they also helped with a mangrove restoration project and enjoyed learning about and experiencing some of the local culture. The Community Service Program has also sponsored recent trips to the Mississippi Gulf Coast, a Navajo reservation in Arizona, and rural Appalachia in West Virginia.

factsA sampling of popular Community Service sites:

• Tutoring in eight Boston and Milton public elementary schools

• ESL tutoring for Latina immigrant women and Chinatown residents

• Massachusetts Hospital School (for physically disabled youth)

• Milton Animal Shelter• Boston Home (residence for

adults with multiple sclerosis)• Greater Boston Food Bank• Three daycare centers in

Mattapan, Randolph and Milton• Milton Residences for Elderly

(students serve lunch and socialize with the elderly)

• Special Olympics team coaching

• 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 servicepowerful 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 weekly commitments or special projects.

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 field.

Community service is an important way for me to spend my time. Getting caught up in your own cycle of homework, sports and other activities is easy. I was worried about los-ing perspective, being too focused on my own advancement. Community service keeps me level-headed; I see how other people live their lives. Giving someone your time is invalu-able. Even if I can’t fix everything, investing my time and focusing on somebody can make a difference.

One thing I didn’t expect was making strong friendships. I work with one girl who has Down syndrome. From inter-action that was just community service, our relationship changed and we connected on a deeper level. We now con-sider each other good friends.

— Mallika Iyer, Windham, New Hampshire Millet House, Class of 2013

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.

Milton is connected with more than eight 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 first graders.

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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 film 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 organizationsmake 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 fulfill 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 office, 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, fields or stage. Students share their passion for hip-hop music, yoga, knitting, film, 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• Math Club• Robotics Team

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

factsAdjectives 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 first 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, Massachusetts Class of 2013

Math Club is a place where we can marvel in math’s beauty and revel in its practicality. Math is beautiful and practi-cal, not always at the same time, but sometimes at the same time, and that’s magical.

—Emily Bargar, Math Department

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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 field house) includes three basketball courts, convocation capacity for the entire school, and an indoor track. The north field house pro-vides a hockey rink, and alterna-tively, three tennis courts once the ice is gone or an indoor practice area for field sports. The facility’s center section houses boys’ and girls’ home and visitors’ locker rooms. The second floor houses the Herbert G. ’24 and Esther B. Stokinger Fitness Center, coaches’ offices 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 a kind at the high school level in the United States. With an audito-rium equipped with elevators and movable chairs, it is a 20th-century adaptation of Shakespeare’s Globe Theatre. Its flexibility allows the department to present productions in creative configurations, and to change configurations 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-filled classrooms and a digital media lab. The 45,000 square feet of space allows faculty members to have offices that double as stu-dios. A separate faculty lounge includes storage for tools and materials supporting the exten-

sive and prolific 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 find 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, classified 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 floor 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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microfilm. Holdings include the complete run of the New York Times since 1851 on microfilm 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 preventive 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-fidential basis. Confidentiality 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 specific disciplines, encouraging explora-tion, unique approaches, and the discovery of answers to probing scientific 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 first floor, open and beckoning to all who pass. To provide ulti-mate flexibility 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

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specifications. The building is constructed primarily from recycled, renewable and locally sourced materials, and the build-ing’s hot water system runs mainly on solar energy. The building’s “dashboard” demon-strates 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 fine arts program which concentrates on teaching students visual literacy, creative thinking, self-expression and technical proficiency. The state-of-the-art language lab

located in Ware Hall is fitted 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;

• offices for student activities;

• computer kiosks to check email and browse the Internet;

• spaces for faculty-student meetings;

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

• lounge area with large, flat-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 celestial objects they are studying. Students also conduct individual projects there. Past senior projects have included astrophotography and variable star monitoring. The observatory has a 12-foot dome housing a five-inch Clark refractor for gen-eral classroom use and another smaller dome housing a nine-inch Takahashi reflector. Eight piers just outside of the observa-tory provide smaller, portable telescopes for larger groups. The observatory is located at the far right of Nash Field overlooking the football field.

Schwarz Student CenterThe Bookstore

Computer Centers

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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

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admission and financial aid

Milton Academy welcomes board-ing and day applications for admission to Grades 9, 10 and 11.

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 office 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 schedule your personal interview. The application deadline is January 15, 2015.

campus visit

A visit to Milton’s 125-acre cam-pus in suburban Boston is an important part of the application process. The Office 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 Office of Admission is closed Labor Day, Thanksgiving Thursday and Friday, and between Christmas Eve and New Year’s Day.

The campus visit includes:

Personal InterviewAll 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 officer 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, confidence, commit-ment to or leadership in extracur-ricular activities, and citizenship. Interviewers also consider a stu-dent’s “fit” for the rigorous col-lege preparatory program Milton offers and, for boarding students, its residential program.

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

Special InterestDuring 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 Office 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 2015 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 first 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 Sep - tember 2015 must file an applica-tion on or before January 15, 2015. A late application may be consid-ered as space allows, but we can-not 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 nonacademic 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 financial aid budget of $9.1 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 financial circum stances do not change sig-nificantly, a family can expect a comparable amount of aid for the duration of their time at Milton.

admission factsNumber of completed applications in 2014: 1,100

Applicants accepted: 25%

Students newly enrolled: 150

Median SSAT percentile for accepted students: 90th

Median SSAT percentile for enrolled students: 90th

Percentage of newly enrolled students of color: 43%

Percentage of boarders from outside Massachusetts: 73%

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To be eligible for financial assis-tance, parents must complete and submit the Parents’ Financial Statement (PFS) to the School and Student Service for Financial Aid (SSS) by January 31, 2015. The school code for Milton Academy is 5098. In addition, parents must submit a signed copy of their 2013 Federal Income Tax Return to the SSS by January 31, 2015.

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, 2015 to

guarantee a March 10 decision

Standardized Testing • Schedule and take before

January 2015

Application Deadline • January 15, 2015

Financial Aid Deadline • January 31, 2015

Admission Decisions • March 10, 2015

Deposit Deadline • April 10, 2015 On April 7, 1905, the head-

master of Milton Academy, Mr. Richard Cobb, received the following letter from Mrs. Charlotte C. Eliot, of St. Louis, Missouri:

My dear Mr. Cobb,

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

Yours very truly,

Charlotte C. Eliot

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

financial aid factsFinancial aid budget, 2014–2015: $9.1 million

Students on financial aid, Classes I–IV: 30%

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

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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 confidence and compe-tence, to trust the validity of their ideas, to challenge them-selves. They remember Milton as the place where they first 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-confidence 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.

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board of trustees

George Alex Cohasset, Massachusetts

Robert Azeke ’87 New York, New York

Bradley Bloom President Wellesley, Massachusetts

Bob Cunha ’83 Milton, Massachusetts

Mark Denneen ’84 Boston, Massachusetts

Elisabeth Donohue ’83 Vice President Chicago, Illinois

Randall Dunn ’83 Chicago, Illinois

James M. Fitzgibbons ’52 Emeritus Chestnut Hill, Massachusetts

John B. Fitzgibbons ’87 Treasurer Bronxville, New York

Margaret Jewett Greer ’47 Emerita Chevy Chase, Maryland

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

Harold W. Janeway ’54 Emeritus Webster, New Hampshire

Claire Hughes Johnson ’90 Menlo Park, California

Peter Kagan ’86 New York, New York

Stephen D. Lebovitz Weston, Massachusetts

Yunli Lou ’87 Shanghai, China

Stuart Mathews Vice President Waban, Massachusetts

Chris McKown Milton, Massachusetts

Wendy Nicholson ’86 Vice President New York, New York

Caterina Papoulias-Sakellaris Milton, Massachusetts

H. Marshall Schwarz ’54 Emeritus New York, New York

Frederick G. Sykes ’65 Secretary Rye, New York

Dune Thorne ’94 Lincoln, Massachusetts

Erick Tseng ’97 San Francisco, California

Kimberly Vaughan ’92 Boston, Massachusetts

Dorothy Altman Weber ’60 Boston, Massachusetts

Ted Wendell ’58 Milton, Massachusetts

Ronnell Wilson ’93 Jersey City, New Jersey

V-Nee Yeh ’77 Hong Kong

Kevin Yip ’83 Hong Kong

factsThe 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: 9,210

Market value of Milton’s endowment: $244 million (as of June 2014)

Annual fund gifts in 2013–2014: more than $4.1 million

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faculty

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

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

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) English B.A., M.A., Middlebury College M.F.A., University of Massachusetts, Amherst

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

Erica C. Banderob (1978) Mathematics A.B., Oberlin College Ed.M., Harvard University

John T. Banderob (1974) Mathematics B.S., Yale University

Emily Bargar (2013) Mathematics B.A., University of Chicago M.S., Northeastern University

John E. Bean (1993) Science B.A., Middlebury College M.A.L.S., Wesleyan University

Matthew K. Bingham (1998) Science B.A., Middlebury College M.Ed., Boston College

Todd B. Bland (2009) Head of School B.A., Bowdoin College Ed.M., Harvard University

Jessica Bond (2002) English A.B., Harvard University M.A., Middlebury College

Jaclyn M. Bonenfant (1981) Academic Dean B.S., University of New Hampshire M.M.E., Worcester Polytechnic Institute

Alisa Braithwaite (2012)EnglishB.A., Barnard CollegeM.A., Ph.D., Harvard University

Paul Cannata (2003) Physical Education and Athletics B.A., Hamilton College M.S., American International College

Jamila Capitman (2014)Multicultural ProgrammingB.A., Temple UniversityM.A., Boston Arts Academy

Hugo A. Caraballo (2006) Modern Language B.A., Colby College

Séverine Carpenter (2009) Modern Language Technicien Supérieur en Commerce International

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

Amanda S. Chapin (2013) History B.F.A., University of Massachusetts , Amherst M.A., Lesley University

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

Kimberly A. Cheng (2013) History Teaching Fellow B.A., Cornell University

Indu Chugani (2013) Dean of Teaching and Learning B.S., University of Georgia M.A., Middlebury College

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

P. Tarim Chung (2001) English B.S., Cornell University M.A., Bread Loaf School of English, Middlebury College M.Litt., Bread Loaf School of English, Middlebury College

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

Nicole Colson (2006) English B.A., Williams College Ed.M., Harvard University

James F. Connolly (1983) English B.S., Northeastern University M.Ed., Bridgewater State

Mark Connolly (2002) Modern Language B.A., College of The Holy Cross M.A., Boston College

Tracy Crews (2005) Modern Language B.A., Eastern University M.A., Middlebury College

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

Suzanne DeBuhr (2006) Spiritual Director B.A., Saint Olaf College M. Div., Harvard University

Sarah W. Dey ’62 (1981) History B.A., Yale University M.Ed., Lesley College

Salomón-Gerardo Diaz-Valencia (2013) Modern Language B.A., University of Cauca, Colombia M.A., University of Francois Rabelais of Tours, France Ph.D., University of Francois Rabelais of Tours, France

Donald M. Dregalla (1981) Music B.M., M.M., New England Conservatory of Music Ph.D., Ohio State University

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

Michael H. Edgar (2000) Science B.S., Bates College Ed.M., Harvard University

Kelli Edwards (2001) Performing Arts B.F.A., University of Missouri, Kansas City M.F.A., Smith College

Joshua Emmott (2004) History B.A., Wesleyan University M.A., London University

Linnea Engstrom (2009) Science B.S., Dickinson College

Melissa Ewing (2013) Modern Language B.A., Miami University M.A., Miami University

Linda S. Eyster (1990) Science B.S., University of Southwestern Louisiana M.S., University of South Carolina Ph.D., Northeastern University

Melissa M. Soto Figueroa (2014)EnglishB.A., University of California at Los AngelesEd.M., Harvard University M.S.Ed., Simmons College

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

Heather Flewelling (2002) Director of Multiculturalism A.B., Harvard Radcliffe Colleges M.S.W., University of California at Berkeley

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

Douglas C. Fricke (1987) English B.A., Colgate University Ph.D., Pennsylvania State University

Christopher Shane Fuller (2008) Performing Arts B.S., Oral Roberts University M.F.A., Regent University

Thomas A. Gagnon (1992) Science B.S., Brown University Ed.M., Harvard University M.S., University of Massachusetts, Boston M.A.T., Bridgewater State College

Maria Gerrity (1998) English A.B., Vassar College M.Ed., Lesley College

Andrea Geyling (1992) Community Service, History B.A., Stanford University Ed.M., Harvard University

Todd Goodman (2006) English B.A., Union College M.Ed., University of Pennsylvania

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

Mark GwinnLandry (2004) English B.A., Bates College M.A., University of New Hampshire Ph.D., Tufts University

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Christopher A. Hales (1999) Mathematics B.A., Emory University

Nicole Hall (2012)AthleticsB.S., Westfield State UniversityM.S., University of Massachusetts, Amherst

Katherine B. Hamblet (2014)EnglishB.A., Yale UniversityM. Phil., University College, Oxford University

William P. Hamel (2001) Modern Language B.A., M.A., SUNY Albany

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

Mark R. Heath (2014)History Teaching FellowA.B., Harvard University

Teresa J. HerrNeckar (1996) Mathematics B.A., Alfred University M.A., Wesleyan University

Elizabeth Hetzler (2008) Academic Skills Center A.B., Smith College Ed.M., Harvard University

Mark S. Hilgendorf (1982) History B.A., University of Wisconsin M.A.T., Northeastern University Ph.D., Duke University

Jennifer E. Hughes (2014)Visual ArtsB.A., Wellesley CollegeM.A./M.F.A., University of Iowa

Laurence Huughe (2004) Modern Language B.A., M.A., University of Paris IV—Sorbonne Ph.D., Brown University

Eric Idsvoog (2014)EnglishB.A., University of Wisconsin

Jeanne Smith Jacobs (1996) Mathematics A.B., Harvard University M.A.Ed., Washington University–St. Louis Ed.M., Harvard University

Martha Hinds Jacobsen (1985) Mathematics B.A., Smith College M.A., New York University

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

Peter Kahn (2002) Mathematics B.S., Johns Hopkins

Susan K. Karp (2013) Mathematics B.A., Haverford College/Bryn Mawr College M.P.A., Brown University M.A., Columbia University

Michael Kassatly (2006) Mathematics B.A., Cornell University M.S., University of New Hampshire M.A., University of California-Los Angeles

Anne L. Kaufman ’79 (2002) Mathematics A.B., Smith College M.A., University of Montana Ph.D., University of Maryland

James C. Kernohan (1988) Science B.S., Denison University Ed.M., Harvard University

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

Rachel Klein-Ash (1996) College Counseling B.A., Colby College M.S.Ed., University of Pennsylvania

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

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

Janet Levine (1986) English B.A., University of Witwatersrand B.A., University of South Africa

Brittney Lewer (2013) History Teaching Fellow A.B., Harvard University

Elizabeth Lillis (2006) Science B.S., Georgetown University M.Ed., University of Maryland-College Park

Michael S.L. Lou (1995) History B.A., Brown University M.A., Harvard University

Kevin M. Macdonald (1996) Athletics B.A., College of the Holy Cross M.Ed., Cambridge College

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

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

Jose Benitez Melendez (2014)Modern LanguageB.A., University of Puerto RicoM.A., Middlebury College

Paul E. Menneg Jr. (1980) Visual Arts B.F.A., Ohio Wesleyan M.F.A., University of Kansas

Julia von Metzsch (2013) Visual Arts B.F.A., Boston University

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

Joel D. Moore (2014)ScienceB.S., Oklahoma State UniversityPh.D., University of Kansas

Bradley Moriarty (2004) Science B.A., Georgetown University M.Ed., Boston University B.S., Northeastern University M.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) ScienceB.A., Oberlin College

Eleza Moyer (2004)Performing ArtsB.A., M.A., New York University

Louise E. Mundinger (1986) Music B.M., Valparaiso M.M., New England Conservatory of Music

Allison Nishitani (2014)ScienceB.A., University of Southern CaliforniaPh.D., Harvard University

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

Patrick M. Owens (2014)Mathematics Teaching FellowB.A., Georgetown University

Peter G. Parisi (1995) Performing Arts B.A., Bridgewater State College M.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 Arts B.A., Franklin & Marshall College B.F.A., Boston University M.F.A., Tyler School of Art

Harold I. Pratt Jr. (1990) Mathematics B.A., Connecticut College M.Ed., Lesley University

Hannah Pulit ’07 (2014)EnglishB.A., Colby College

Juan R. Ramos (1998) Mathematics B.S.I.E., Universidad de Puerto Rico M.E., University of Florida

Mary Jo Ramos (1998) Modern Language B.A., Universidad de Puerto Rico M.A., University of New Mexico

Paul Rebuck (2004) Dean of Enrollment B.A., Amherst College M.S., University of Massachusetts

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

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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 traffic light. Turn left into the parking for the Office of Admission. Follow campus signs to the Office 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 traffic light. (Do not turn left at the second traffic light where Route 28 diverges). At the third traffic light, turn left again into lim-ited parking for the Office of Admission. Follow campus signs to the Office 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.

milton academy

Legend Milton Campus1 Upper School Admission Office2 Town Hall3 Church4 Public Library

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Gregg W. Reilly (2001) Mathematics B.S., University of Massachusetts M.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) Science B.S., Duke University M.S., University of North Carolina at Chapel Hill

Jesse Sawyer (2014)ClassicsB.A., University of MassachusettsM.A., University of Georgia

Elihu Selter (2008) Counseling Services B.A., University of Rochester Ph.D., Massachusetts School of Professional Psychology

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

Deborah E. Simon (1980) Performing Arts B.A., M.A., University of the Pacific

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

Robert M. Sinicrope (1973) Music B.S., Worcester Polytechnic Institute M.Ed., Boston University

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

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

Terri Solomon (2005) College Counseling B.A., Wellesley College M.S.Ed., University of Pennsylvania

Margaret J. Stark (1986) Visual Arts A.B., Hamilton-Kirkland M.F.A., University of Kansas

Laurel Starks (1986) History B.A., Wellesley College M.A.T., Memphis State University

Heather Sugrue (2001) Mathematics B.S., Massachusetts Institute of Technology M.Ed., Boston College

Virginia M. Swain (2014)Visual ArtsB.F.A., Boston UniversityM.A., Boston 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) Science A.B., Harvard University M.S., Northeastern University

Sarah Wehle (1977) Classics A.B., Radcliffe College Ed.M., Harvard University

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

James W. Williams, Jr. (2014)MathematicsB.S., Tufts UniversityM.S., University of Massachusetts

Vivian S. Wu Wong (1992) History B.A., Stanford University M.Ed., University of Massachusetts

Yulan Xia (2013) Modern Language B.A., Fudan University, China M.A., Fudan University, China M.Ed., University of Maryland

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

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

milton academy170 Centre StreetMilton, Massachusetts 02186

617-898-1798 | [email protected] | www.milton.edu | #daretobemilton

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Admission Catalogue 2014–2015

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