Millbrook Viewbook

Millbrook School Admission Guide

Millbrook School �

Welcome to millbrook, where we invite you to be part of an old tradition.

it’s a tradition that asks its students not only to make a

grade, but also to make a life —

a life of curiosity, integrity, respect, service and environmental stewardship. What does a life like that look like when you’re in high school?

like everything you will discover on the following pages.

�Millbrook School

the opportunity, the privilege, the responsibility, and

the adventure of deciding what kind of person you will be and

what kind of life you will lead —

it’s an old tradition here.

the genius of the founder’s vision is that it is more relevant than ever.


6

250 Students50 teachersevery opportunity

8The Collective Wisdom of Talented Teachers

Small by Design

What Makes

Millbrook,

14 16Nature Teaches 1st Choice Colleges

20Daily Life

�Millbrook School

Millbrook

10

Signature FacilitiesBoarding School Graduate OutcomesMillbrook at a GlanceCourse Offerings

An Experience That Integrates Academics, Service, Athletics,

Arts and Leadership

The Teachers You Have• Daily Life with J’Nelle Agee, Andrew Cochran, & Friends

• You Know You’re at Millbrook When . . .

• Spring on the Quad with Lulu Carter

• Hands-On Physics with Mr. Slater and Chris White

• Eavesdropping on Mr. Zeiser’s AP English Class

• On the Ice with Coach Soja

• Three Years Later with Sarah Thaler

• Aesthetics with Mr. Hardy

• In Macau, China with Jill Ho & Shelton Lindsay

• At the Stables with Daisy Glazebrook

• Model U.N. with Ms. Connell

The Friends You Make

12Athletic Power

18 - 34 35 - 40


“ sMallOne Of the primary ways a student defines himself Or herself here is nOt by watching, but by dOing. Students try on different roles.

they expand their thinking. this

is a place where we believe that

everybody needs to be involved.

So, teachers and coaches here don’t

say, ‘Prove to me you’re worthy of

my attention.’ they say, ‘engage

yourself as fully as you can. Be

curious. Participate. Try out.

Volunteer.’ only through active

and energetic involvement can you

discover and expand your talents,

abilities and interests. only then

can you learn about and shape

your personality and character.

our size makes such opportunities

possible.”

Drew Casertano

HeaDmaster

�Millbrook School

250 Students50 TeachersEvery OpportunitySchoolhouse entryway — up the circular staircase you’ll find classrooms and the Flagler Library. On the ground floor more classes, the deans’ offices and Headmaster Drew Casertano’s office. Mr. Casertano, a graduate of both the Choate School and Amherst College, also holds a master’s degree in education from the Harvard Graduate School of Education. After serving as director of admission at The Gunnery and at Loomis Chaffee School, he became Millbrook’s headmaster in 1990. One of the headmaster’s traditions is to know every new student’s name by the end of the first week of school or you get a cookie. No one has stumped him yet, but his cookie jar is as open to students as is his office door. “It always meant a lot to me to be ‘known’ when I was a student,” he says. “Knowing someone’s name is the first step toward conversation.” It’s not unusual to see students dropping by for conversations with Mr. Casertano, who has also been a history teacher, a dorm parent, a director of student activities, a football, lacrosse, and hockey coach, and an advisor to dozens and dozens of students. And because he gets to know students so well, he is able to recommend them to colleges and, later, employers.

by Design


the ColleCtive WisDoM of talenteD teaChers

�Millbrook School

“She’s strict, but really appreciates her students’ ideas.”

“ The class is more like a discussion than a hierarchy where they’re up there and you’re down here. Everyone talks. You learn because you’re completely immersed in what’s going on.”

“They make you want to learn and know.”

“I learned how to expand.” “English was never my thing, but I love her class. It’s my favorite right now.”

“They always want to hear your questions.”

“She’s incredibly energetic . . . the class makes you feel alive.”

“You can tell that the teachers care about how you do. You can tell they are here to help you succeed.”

“They love their subjects. There’s just nothing you can’t ask them about.”

“ They teach you not to be afraid to speak your mind — and that’s an important thing to learn in high school.”

“ She pushes you beyond what you think you can do. And then you’ve done it and you can’t believe it.”

“Physics is my favorite class. He makes the work appealing and exciting.”

“ the spirit of Millbrook anD its ultiMate value DepenD essentially on the quality of the faCulty,” is the way our founder, edward Pulling, explained the role teachers play in the value of a millbrook education. our students explain it in their own ways:

sMart, gifteD teaChers Whose speCialty is not only history, physiCs, english, art, philosophy, biology, spanish anD Many other DisCiplines, but Whose Calling is to teaCh. You get the one-on-one attention of these talented teachers, but you also get their “collective wisdom.” What does that mean? it means that you’ll know all the teachers at millbrook. And they’ll know you. the faculty as a whole is dedicated to each student’s success.

Millbrook School 10

experienCean

While all great sChools May eMphasize strong academics, arts, athletics, service and leadership, the millbrook difference is the way these experiences connect here. because you don’t stop being a thinker when you get to the athletic field. You don’t stop being an artist when you get to calculus class. And you never stop being a member of the community. We understand this and our program takes advantage of it. it’s what makes the millbrook experience special. it’s what makes a millbrook education effective.

That integrates Academics, Service, Athletics, Arts and Leadership Your potential

is enormous. We want you to

leave here a person who can succeed in

many situations, a person who carries his or her

integrity, self-respect, optimism, energy,

resilience, creativity and curiosity into

everything he or she does.

11Millbrook School

So, you can find yourself taking on questions of leadership, science, aesthetics and service in multiple ways: What are the economics of using compact fluorescent light bulbs campus-wide? How does the new photo exhibition in the school’s Warner Gallery trigger a short story for your English class? The best part is that you also discover your answers in multiple ways: You learn the science behind your textbooks in the school’s marshes and zoo. You understand why serving is also an act of leadership when you wait tables, become a prefect or play on a school team.

Your potentialis enormous. We want you to

leave here a person who can succeed in

many situations, a person who carries his or her

integrity, self-respect, optimism, energy,

resilience, creativity and curiosity into

everything he or she does.

Millbrook School 1�

You want to play your best,

athletiC

you want your teammates to do

the same, and you want to win.

At the same time, you keep

your cool in the sometimes red-

hot intensity of the game. You

respect your teammates, your

opponents, yourself and the

game — that’s how you’ll play

at Millbrook. It’s a balance of

intensity, poise, perspective

and talent that the school’s

future college athletes as well

as novices and fans thrive on.

Go, Mustangs!

1�Millbrook School

FallBoys Soccer

Boys Cross-Country

Girls Soccer

Girls Cross-Country

Girls Field Hockey

WinterBoys Ice Hockey

Boys Basketball

Boys Squash

Girls Ice Hockey

Girls Basketball

Girls Squash

SpringBoys Tennis

Boys Lacrosse

Boys Baseball

Coed Golf

Girls Tennis

Girls Lacrosse

Girls Baseball

Girls Softball

Team Sports

While many students choose to play

team sports all three terms, electives

such as zoo squad, F.L.I.P. (Forest Land

Improvement Project), dance, horseback riding,

yoga or recreational sports may be selected

as alternatives two terms per year. Students

may also participate as team managers.

poWer


Although some live in an increasingly urban world, at Millbrook you’ll hear red wolves howl in answer to the chapel bell, see the forest at eye-level on the canopy walkway, go pond swimming and ice climbing, and run your cross-country workout on wooded paths bowered with fall leaves all within 90 minutes of New York City.

Environmental stewardship is one of our core values, which means we foster an interest in science in every student. So when you graduate you’ll not only understand the physics of a rocket launch and the chemistry of making biodiesel, you’ll have done it. For students interested in pursuing science in college, you will find unparalleled study in the biological and physical sciences and many opportunities to conduct collaborative and independent research.

While rural New England is home to many schools, it is Millbrook’s integration of its location into formal and informal aspects of our program that sets the experience apart.

• 800+ acre campus with mature oak-maple forests

• Trevor Zoo

• Highley Wetlands Sanctuary

• Forest canopy walkway

• Two research observatories

• NOAA weather station

• Herbarium

• 15,000-specimen Wolcott Egg Collection

• Hundreds of taxidermy mounts and study skins

Our science teachers, many of whom hold advanced

degrees including PhDs, directly involve students in

real research using all of these resources.

Nature Teaches

“Marsh Mucking” – biology students collect specimens for study back in the lab.

The Trevor Zoo offers unparalleled hands-on experience with more than

50 species.

Millbrook’s “Natural” Resources


A “Green” CampusOur campus is as environmentally “green” as our quad in spring, which means when your

parents visit the Millbrook dining hall they’ll find real coffee mugs rather than paper cups and local fruits and vegetables

at the salad bar. You could find yourself exploring environmental questions in a history, math, or art class, then putting

these practices into action: as a member of SCAPE (Students Concerned About Planet Earth) or recycling community

service, as a participant in Earth Day or simply by being an avid energy conservationist. When the new buildings are

built they will incorporate green building design, and when you read this admission guide, you will be turning the pages

of recycled paper made by a local wind-generated paper mill.

Millbrook’s 800-acre campus is 90 minutes from NYC.

Teaching Beyond the TestOur students not only take the AP and the SATII in the sciences,

but they do well because they understand the science on these

tests, not because our curriculum conforms to the test. You are

unlikely to find more rigorous advanced classes than at Millbrook,

where our faculty teaches beyond standardized tests using the

school’s vast natural resources and primary source materials in

addition to textbooks. Students interested in taking AP and SAT

II tests receive individual test preparation working one-on-one or

in small groups with Millbrook teachers.

Measuring campus trees as a part of a math project at Millbrook.

Hundreds of preserved specimens reside in the biology lab. Here a moose seems to be monitoring a class on dissection.

Nature Teaches


Why is it that so Many Millbrook graDuates attend their first choice colleges? the answer is that millbrook gives students abundant practice at two things:

1st ChoiCe Colleges

Because of the size of our community and the size of our classes, teachers have multiple chances to

ask students, “What has meaning to you?” This is a different question from, “What do you like?” By

the time you begin working with our college counseling team you already have the advantage of the kind

of thinking and self-evaluation that is essential to an effective college selection process. You know

who you are, what you are capable of and what matters to you. Armed with such knowledge and

guided every step of the way by expert counselors, you can make thoughtful choices about colleges.

And in our experience thoughtful choices often lead to first choices.

1) Reaching and expanding their potential

2) Recognizing and pursuing what is important to them


IV Form (Sophomore Year)To achieve the goals of the college counseling program, we begin discussions about character, core values, goal setting, time management and priorities in the IV form year. These discussions are aspects of Millbrook’s Human Development curriculum and the foundation of a good college selection process. If athletics is going to play a role in a student’s admission decisions, guidance is offered for parents during this year as well.

V Form (Junior Year)Students and families receive a college admissions handbook and step-by-step V form and VI form year guidelines. The college counseling website notifies families of testing schedules, parent workshops and news from the college admissions world that can benefit parents. Students take the PSAT in the fall and have an initial meeting with college counselors to think about the outcome they want their Millbrook experience to yield. Then they are advised to forget about “getting

into college” at that point and focus on getting the most out of Millbrook. In the winter term students attend weekly small group meetings as well as one-on-one sessions with the college counselors. In addition, parents attend a special two-day college counseling workshop. By year-end students should have a good list of colleges they want to visit in the summer and following fall.

VI Form (Senior Year)Dozens of college and university admission representa-tives visit Millbrook where they conduct mock admission interviews with students. Students take the SATs and ACT and the program of workshops and one-on-one con-sultation continues as students prepare their applica-tions and make final decisions. “College counseling is just like any other class,” says Director of College Coun-seling Liz Duhoski, “but rather than English or foreign language the student, himself, is the medium. When it’s a good process the product takes care of itself.”

American UniversityAmherst College Antioch CollegeAuburn UniversityBates College Binghamton UniversityBoston UniversityBowdoin CollegeBucknell UniversityCal Tech Carleton CollegeColby CollegeColgate UniversityCollege of CharlestonColorado CollegeColumbia UniversityConcordia UniversityConnecticut CollegeCornell University

Dartmouth CollegeDenison UniversityDickinson UniversityDuke UniversityFlorida TechFordham UniversityGeorge Washington UniversityGettysburg CollegeHamilton CollegeHaverford CollegeHobart & William Smith CollegeIthaca CollegeJohns Hopkins UniversityKenyon CollegeLafayette CollegeMiami UniversityMiddlebury CollegeMIT

Mount Holyoke CollegeMuhlenberg CollegeNew York UniversityNortheastern UniversityNorthwestern UniversityOccidental CollegeParsons School of DesignPomona CollegePratt InstituteRensselaer Polytechnic Institute Rochester Institute of TechnologySavannah College of Art and DesignSkidmore CollegeSt. Lawrence UniversitySwarthmore CollegeSyracuse University

Trinity CollegeTufts UniversityUCLAUnion CollegeUniversity of St. Andrew’s, ScotlandUniversity of ConnecticutUniversity of DenverUniversity of MichiganUniversity of RochesterUniversity of VermontUniversity of VirginiaUS Military Academy at West PointVanderbilt UniversityVillanova UniversityWellesley CollegeWheaton CollegeYale University

college enrollmentBelow is a list of some of the colleges and universities at which Millbrook students matriculated between 2001-2005.

college counseling

1st ChoiCe Colleges


The Friends

You Make

The Teachers

You Have


J’Nelle AgeeV FormerHometown: East Elmhurst, NY

Guest House Prefect

Andrew CochranV FormerHometown: Kenilworth, IL

Case Hall Prefect

Who understands life at Millbrook better than a prefect? If the teachers who live in your dorm are like parents, prefects are definitely the older broth-ers and sisters of the dorm family. Elected by the dorm faculty the previous year, these V and VI formers — three to four in each dorm — are known for finding just the right balance between leading and helping. They know what it’s like to be homesick at first. But they also know how soon you’ll find friends and teachers who really “get” you so that here will become as comfortable as home.

Perfecting Prefecting

Andrew: “Being a prefect isn’t the easiest thing. I’ve taken my cue from my prefect who was also a good buddy. His advice was, ‘Don’t be the guy who’s always putting stuff down, but don’t be a pushover either.’ So, that’s what I try to do. You need to be someone anyone can talk to.”

J’Nelle: “Yeah, you’ve got to know when a situation calls for discipline and when to keep it light and make everyone laugh.”

Why Boarding School?

Andrew: “Millbrook has given me just the change I was looking for when I started thinking about boarding school in middle school. I was ready to be more of who I am and that’s happened. When you sit in class-rooms with everyone’s desk facing each other’s, it’s natural that you’re going to want to get into the conver-sation. Shyness goes away.”

J’Nelle: “I looked at schools in the city, but right off the bat my mom and I fell in love with Millbrook. I liked how open everyone was, how you can

connect so easily. My dad passed away two years before I came here. Now his friends are like many fathers to me. My mom, my “dads” and I made the decision together that Millbrook was the place for me. I’m a dancer and I play varsity basketball and softball. My whole family comes to all of my shows and games. One thing I’m really glad about is that going away to boarding school means that I won’t need to get used to being away from home when I get to college. I’ll be ready when everyone else will be sorting it out.”

Weekends

Andrew: “I play three varsity sports so whatever the weather I usually have a game or a meet and then hang out with friends — maybe watch a movie — there’s always something worth doing.”

J’Nelle: “Because I live close by I go home about every other weekend. I take my Millbrook friends with me, especially international students who may live halfway around the world. When I stay for the weekend, my friends and I go out to eat, shop, study, dance in the studio, see a movie in town, catch up on the latest entertainment gossip and news.”

The Friends

You Make

The Teachers

You Have

Millbrook School �0

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�1Millbrook School


Millbrook School ��

“I never pictured myself going on Midnight

Runs to help homeless people in New York

City or becoming an all-star soccer player.

I was intimidated at first but I’ve learned

to take advantage of all the opportunities

here. That’s my best advice — be open-

minded and try everything.”

��Millbrook School

Lulu CarterIV Former

Hometown: Greenwich, Connecticut

Lulu in her favorite campus spot: “The quad in spring. You feel

the energy of 250 kids. It’s warm. Everyone’s playing lacrosse

or just hanging out. It’s gorgeous.”

Recently discussed in class: “The history of India and the split with

Pakistan. Modern World History is my favorite class right now.”

About dorm life: “My roommate, Ana, and I are such good friends that when

we do homework we split up so we won’t talk.”

During free time: Sushi trips, student center, workout, sleep late on Sundays,

arts center to work on projects.

How did you find out about Millbrook? “My friend Sarah recommended it,

so I visited and fell in love with it. I really felt I wasn’t just another interview.”


BuILd a STEam-PowErEd EngInE goal: use steam to power a device that will lift as many paper clips as possible.

Construct a Robot ArmGoal: Using cardboard, paper clips, string, tape, brass fasten-

ers, clothespins and a hanger, create an arm that has an elbow and can lift a Styrofoam cup off the table and move it to another location.

Launch a Bottle RocketGoal: Create a rocket out of a soda bottle that will fly the

highest in the class. The bottle is filled with water and pumped up with air. When launched they reach heights of roughly 100 meters.

Build an Energy Efficient HouseGoal: Create a model house that uses basic energy conserva-

tion principles (heat, light, water). Students test their houses using computerized probes that allow them to monitor energy patterns inside each model.

Map Electrical FieldsGoal: Using computer software, create a 3D model of an

electric field surrounding various conductors.

Build a Magnetic Levitation Car Goal: Create a vehicle that uses magnets to create a reduced

friction environment and is propelled by a motor down a track. Fastest car wins!

Create a Light-Seeking RobotGoal: Incorporate basic electronic principles with a complicat-

ed use of semiconductors to make a robot that follows a flashlight around a room.

Hands-OnPhysics

with Mr. Slater


“Everyone takes physics at millbrook. It’s not unusual for kids to say it’s their favorite class. we do a lot of hands-on projects so while you’re learning about thermodynamics, you’re also building a

steam engine. It’s work that’s fun.” — Chris White, IV Former

IV FormerHometown: New York City, New York

Chris White

Favorite class right now: Physics with Mr. Slater

How would your friends describe you? “They’d say you can’t have just one perception of me. That once you get to know me ten different ideas pop into your head about me.”

How did you find out about Millbrook? Boys Club of New York

Looking forward to: Intersession called Take Me To Your Leader. “It’s about why certain leaders are so effective. The way I see it is you have to have leadership skills if you want anybody to listen to you, if you want to understand someone else’s point of view, or just help people out.”

Favorite community service: Taking care of the athletics center

Favorite place and time of day on campus: Basketball practice

Favorite items from home: “A toy fire truck that reminds me of my little brother; my black panther statue that reminds me of who I am.”


Siblings at Millbrook: “There are actually a lot of brothers and sisters at Millbrook. It’s been great having my sister, Stephanie, here. We’re day students and the drive home is a fun time to rehash the day with someone who knows exactly what you’re talking about. My brother, Matthew, will be a III former here next year. We’re each different, but it’s a great choice for all of us.”

Millbrook Highlights: “Independent Biology Project working at the zoo with one blind red panda and one sighted panda. I’m testing sound volume and sense of smell to determine whether the blind panda’s other senses have heightened to compensate for loss of sight. Also, my Spanish Independent Study, which com-bines community service and advanced language study. I translated a pamphlet on the care of newborn babies into Spanish for a local hospital. Playing varsity soccer and tennis; friends who know what they want, are determined to do well and have fun along the way; a community atmosphere where everyone knows your name and who you are.”

Plans next year: Freshman at Dartmouth College in Hanover, New Hampshire

Lauren FosterVI Former

Hometown: Pleasant Valley, New York




On the Icewith Coach Soja



“Boarding school was a big change for my brother and me, but millbrook is one of the most welcoming places I’ve ever been. It attracts well-rounded students who are good people, good students and good athletes.”--Mike Arnold V FormerMontreal, Quebec, Canada

“what I would say about my teammates is that they are all people who know what it takes to win. They are determined to do bet-ter in everything not just hockey. They work hard, and they’re fun to talk to. we use all that to our ad-vantage.”--Nick WilliamsIV FormerLutz, Florida

“I like that classes aren’t busy work here. They’re in-teresting and the teachers are smart and funny.”--Taylor VitIV FormerBryn Mawr, Pennsylvania


Sara

h Th

aler

as an honors art student, Sarah has her own “studio cubby” in the Holbrook arts Center in which to work and mount her pieces.

Why Millbrook? “Even though I came here for the arts program, I have still been blown away by the experience. Painting was the only thing I used to do. Now, I’ve just finished my senior project, which combines anthropological questions of tribal masks, ritual face painting and body deco-ration; aesthetic questions about ‘beauty’; and the actual making of art using collage, painting and ceramics. There is so much artistic energy and creativity buzzing in the arts program here. I’ve really pushed beyond my original ideas and interests. Plus, the facilities are amazing.”

Three Years Later? “I’ve changed completely from when I first got here. I was really, really shy with a little group of friends. But everyone’s so friendly and there is such a mix of students who are not dominated by one interest that it’s a safe place to expand yourself. I became a student leader, peer counselor, yearbook editor, danced in Arts Night. I’ve become an artist and now I’ll be going to college in L.A. on the other side of the country. I don’t think I would have had the drive or organization to do all that if I hadn’t come here.”

Plans next year: Freshman at Occidental College in Los Angeles, California

VI FormerHometown: Bronxville, New York

�1Millbrook School

with Mr. HardyDrawing and Painting

About Mr. Hardy: B.A., M.A. Studio Arts, San Diego State University; he came to Millbrook in 1990 looking for a school that supported his educational philosophy, found it, and has

served as chair of the Arts Department and the Robert Wood Johnson Jr., Instructor in the Arts here ever since. Recently, Mr. Hardy was named to the Kenan Chair for Excellence in Teaching. This thirty-year veteran teacher enjoys being a part of a community “energized by creativity.” What he wouldn’t tell you, but others will, is that he is one of the major creators

of that energy.

Teaches beginning, advanced, and honors drawing and painting; is the artistic director and set designer/builder for the two student dramatic productions staged each year (and dozens of other arts productions and shows); and is the curator of the Warner Gallery. Mr. Hardy is also an accomplished painter in his own right. His work is displayed in galleries and he has been appointed twice as a Fellow in the Arts at Skidmore College. But what he views as his most important accomplishment is the 2001 completion of the Holbrook Arts Center. “It was a thirty-year-old school dream,” he said, “and I am proud to have been a part of the process — to design and build a permanent, fitting tribute to the arts at a school which honors them as a valid academic partner.”


VI FormerHometown: Rhinebeck, New York

Shelton Lindsay

“Jill is just a fun person to be around. Definitely one of those ‘friends for life.’”

“Spring break in Macau with Shelton Lindsay, one of my closest friends and favorite venting

buddy. He was excited to learn about the Macau culture and the way I live.”

Jillian Chui Chui HoV Former

Hometown: Macau, China


Shelton Lindsay

Favorite place to do homework: “The couch in the arts center’s drawing and painting studio. I do my homework there every day.”

Favorite “Sport”: “At Millbrook we don’t have to take gym, but everyone has to partici-pate in a sport or activity. The zoo is my sport — working with more than fifty species, seven of them endangered. Most teams have captains but at the zoo we have curators — seven kids who are the students in charge of the zoo. Working at the zoo can be more about speed, strength and hand-eye coordination than you might imagine. I’ve spent countless days sprinting around the turkey pen trying to clean their water bowl as the al-pha turkey tries to attack me. It takes four guys to hold the llama down as someone clips its nails. And catching sugar gliders (more or less flying rats) to tag them is like trying to catch a baseball that bites. Without fail, I spend two hours a day at zoo ‘practice.’ The zoo staff even made me a varsity letter.”

Often found at: “Dr. Roberts’ house. She’s my biology teacher and my advisor. At least once a week I’m there, baking cookies and talking about science.”

Millbrook Highlight: “Going to Tibet for six weeks on my Founders’ Prize service project”

Plans next year: Freshman at St. Andrew’s in Edinburgh, Scotland.

Shelton Lindsay

Prefers to be called: Jill

Favorite Subjects: Ceramics, pre-calc, astronomy

Most unusual community service: Volunteer interviewer for new faculty

Favorite time of day at Millbrook: “Talking around the dinner table. People get up, new people sit down and the conversation continues.”

Favorite place: “Ceramics studio — I’ve wanted to soak up everything Millbrook has to offer. Ceramics has been a great surprise. It amazes me that you can create something out of a ball of dirt and water.”

About Millbrook people: “The most interesting I’ve ever met.”

How has Millbrook changed you? “I’m more courageous. I’ve gotten over any stage fright. Now I can stand up in front of the entire community and present my ideas.”

Jillian Chui Chui Ho

Shelton, Dr. Roberts and Lauren Foster study one of the zoo’s red pandas.


Favorite Class: “I’d have to say history. We use a lot of primary sources rather than a textbook. I’ve always tended towards humanities subjects, but geometry has really surprised me this year. I’m enjoying it quite a bit too because Mr. Mitchell makes it interesting.”

Why Millbrook? “My dad went here so I grew up hearing countless Millbrook stories. I decided then that I wanted to come here.”

Who on this campus truly understands you? “My friends and my advisor, Dr. Roberts. She talks to both me and my mom a lot. Ms. Connell knows me well too. She’s my dorm parent and Model U.N. advisor. Presenting at Model U.N. has been a pretty transforming experience — it has boosted my confidence a lot.”

What would Dr. Roberts or Ms. Connell say about you? “That I’m pretty driven. I want to do well and learn a lot. I also want to have a life with time to be with my friends and hang out.”

Service, Clubs, Activities, Sports: Student tutor, S.C.A.P.E. (Students Concerned About Planet Earth), guitar lessons, admission tour guide, Model U.N., zoo, yearbook, squash, riding and photography. “I’m never bored.”

Dai

sy G

laze

broo

k IV FormerHometown: Winter Park, Florida

millbrook has stable space for three horses and hun-dreds of miles of riding trails surrounding the campus. Various equestrian centers are nearby and many riders take advantage of these facilities. Each provides horses, instruction and indoor riding to the students at an additional cost.

Model U.N. with Ms. ConnellRecently back from a Model U.N. conference held at the United Nations in New York City, Ms. Connell and her students regularly wrestle with the world’s problems. “I think Millbrook’s innovation lies in its emphasis on character. We don’t just care about achievement, but the way you get there. Teachers and students are in a constant dialog about it. That kind of dialog is how our Model U.N. program started. Is world peace possible? It’s an intellectual conversation as well as an ethical conversation.”

About Ms. Connell: B.A. Amherst College; teaches U.S. History and philosophy; advises Model U.N.; coaches Varsity “Improv,” and facilitates the Human Development curriculum; tries to travel abroad every spring break. As an American Studies major at Amherst with a concentration in law, jurisprudence, and social thought, Ms. Connell wrote her thesis on Urban Planning and “New Urbanism.”


Signature faCilities

Trevor Zoo serves as a center for student research,

for the captive breeding of endangered species and

for the recovery of sick and injured native animals.

Millbrook School is the only independent school in

the country with such a facility and has become a

leader in conservation education. Students and fac-

ulty from all disciplines view the Trevor Zoo as an ac-

ademic resource much like a library; many classes

convene and study here, making this unique facility

a consistent part of the school’s overall curriculum.

Under the tutelage of five full-time zoo faculty mem-

bers, students interested in the sciences will find

the zoo, which houses more than 150 animals rep-

resenting fifty different species, seven of which are

endangered, an extraordinary hands-on experience

with wildlife.

The six-acre zoo has extensive outdoor exhibits, a

tropical building, an infirmary, a holding barn for

hoofstock, and an endangered species breeding pro-

gram under the guidance of Species Survival Plans.

The zoo’s education building also features a wildlife

interpretive/environmental center for the approxi-

mately 20,000 visitors the zoo hosts annually. A

first-rate facility in its own right, the Trevor Zoo is ac-

credited by AZA (American Zoo and Aquarium Asso-

ciation) and, therefore, held to the same standards

as fellow AZA members such as the San Diego Zoo

and the Bronx Zoo. Because fewer than 10 percent

of the 2,200 zoos and aquariums currently operat-

ing in North America have met the standards for ac-

creditation, Millbrook School’s Trevor Zoo can boast

an unparalleled living laboratory for science at the

secondary school level. Visit the zoo’s website for

up-to-the-minute information at www. trevorzoo.org.

trevor Zoo: A one-of-a-kind living laboratory

Pondside of the Trevor Zoo Education Building.


Holbrook Arts centerCompleted in the winter of 2001, this $8.5 million, 34,000 square foot center for the arts provides

the school’s exceptional arts faculty with just the right spaces for working with students. It’s no

wonder that 80 percent of Millbrook’s students takes an arts course each term, from offerings such

as dance, choreography, beginning and advanced drawing and painting, ceramics, and photography, to

Advanced Music Theory and Composition as well as Plays in Production. The center includes:

• Chelsea Morrison Theater (325 seats)

• Warner Art Gallery

• Menken Performing Arts Wing

• Murray Photography Suite with darkroom complex

• Music suite including recital/lecture hall and practice rooms

• Several classrooms and studios (two-dimensional, dance, ceramics)

The arts department presents three to four plays each year — a dramatic

production in the fall, followed by a series of one-acts in the winter, and

a musical in the spring. Students also perform in approximately six

Arts Nights (usually two per term), which are evenings of dance, music

and acting. Regular student and faculty exhibitions, together with noted

visiting artists programs from outside our school community, round out

this rich and stimulating program.

Graceful warm ups in the Murray Dance Studio

Students enjoy one of the many performances in the Chelsea Morrison Theater.

Holbrook Arts Center


A focal point of student life on campus, this

$9 million, 86,000 square foot center houses:

• A training complex and fitness center

• An interscholastic basketball court

in the Wray Gymnasium

• Reese Squash Courts (four international)

• Bontecou Hockey Rink (convertible to four

indoor tennis courts off season)

the Flagler library Housing a collection of over 18,000 volumes,

the library’s holdings include several special

collections, 1,400 reference works, over 90

magazine subscriptions and more than 600

videos. Designed on an intimate scale with its

fireplace and “living room” sensibility, Flagler’s

resource depth can be deceiving. Millbrook

students have access to several electronic

databases and the library is an inter-library

loan member of both the Dutchess County

BOCES and the Southeastern New York

Library Resources Council. These associa-

tions provide Millbrook students and faculty

with the opportunity to borrow from some of

the largest libraries in the world, including

the New York State Public Library System,

New York State University libraries and several

local colleges.The Flagler Library is always a quiet, yet bustling, center of academic activity.

mills Athletic center & Facilities

Millbrook’s athletics resources also include:

• Eight athletic fields

• A 3.2-mile cross-country trail

• Hundreds of miles of hiking and horseback riding trails

• Access to several large nearby equestrian centers

• On-campus barn with five stalls and two paddocks

• Golf team seasonal access to daily weekday play at nearby

Millbrook Golf and Tennis Club

• Three squash courts in addition to those in Mills (total of 7)


Career Advancement

College Advantage

in cooperation with other boarding schools across

the country, millbrook took part in a recent

comprehensive national study of boarding school,

private day, and public high school graduates.

commissioned by the Association of boarding

Schools, the study contacted over 2,700 high school

students and adults at different points in their lives,

and interviewed them about their experiences in

high school and their lives since.

Boarding School graDuate

90% report having high quality teachers compared to 51% of public school students and 62% of private day students.

75% of boarding school students report being surrounded by motivated peers, compared to 71% of private day and 49% of public school students.

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PERCENT OF STUDENTS WHO REPORT HAVING HIGH QUALITY TEACHERS.

87% of boarding school graduates reported being very well prepared academically for college as opposed to 71% of private day and 39% of public school alumni.

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By mid-career, 44% of former boarders achieve positions in top management compared to 27% of private day and 33% of public school graduates.

By late-career, 52% of former boarders achieve positions in top management as opposed to 39% of private day and 27% of public school graduates.

The Company You KeepBoa

rding

Privat

e Day

Public

ACADEMIC

100

75

50

25

0

NON-ACADEMIC

PERCENT OF BOARDING SCHOOL STUDENTS WHO REPORT BEING WELL PREPARED FOR COLLEGE ACADEMICALLY AND

NON-ACADEMICALLY.

BOARDING


PERCENT OF FORMER BOARDERS WHO ACHIEVE POSITIONS IN TOP MANAGEMENT BY MID AND LATE CAREER

78% of boarding school gradu-ates said that they were very well prepared for the non-academic* aspects of college life such as in-dependence, social life, and time management as opposed to 36% of private day and 23% of public school students.

* non-academic means aspects of college life such as independence, social life and time management.

PRIVATE DAY

MID CAREER

LATE CAREER

millbrook at a GlanCe

Headmaster:Drew Casertano

B.a. amherst College

Ed.m. Harvard university

appointed 1990

President of the new York State association of Independent Schools

Location:800-acre campus outside the village of Millbrook (Dutchess

County)

90 minutes from new York City

Core Values: Curiosity, respect, integrity, environmental stewardship, service

Students:250 Boarding and Day (80 percent boarding and 20 percent day)

The current millbrook student body represents 16 states and 7 foreign

countries; 47 current students have followed a brother or sister

to millbrook; 60 current students have a relative (mom, dad, steppar-

ent, grandparent, cousin, uncle or aunt) who attended millbrook.

Faculty:50 faculty members, almost all of whom live on campus

45 percent hold advanced degrees

all faculty members serve as advisors, have community service

responsibilities, are coaches and advisors to students and/or

student activities.

Academics:Rigorous college preparatory education

Average class size: 14

Advanced Placement and Honors courses

Independent studies and study abroad opportunities

Exceptional science, art and service-learning opportunities

Culminating experience for seniors

Residential Life & Student Life:Seven dormitories ranging from 23 to 44 students each with

four dorm faculty and two to four student prefects assigned

to each. Performance groups including: Millbrook Singers,

Millbrook Dancers, choreography group, Jazz Ensemble, several

rock bands, Instrumental Ensemble, Improv Theater Group and

Acting Class Performers.

11 Interscholastic sports

48 student activities and service groups

Admission:Applicants accepted for entry into III, IV and V form (grades 9,

10 and 11)

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Public

ACADEMIC

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NON-ACADEMIC

PERCENT OF BOARDING SCHOOL STUDENTS WHO REPORT BEING WELL PREPARED FOR COLLEGE ACADEMICALLY AND

NON-ACADEMICALLY.

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Millbrook School adheres to a long-standing policy of admitting students of any race, color,

creed, religion, sexual orientation, national and ethnic origin to all the rights, privileges,

programs and activities generally accorded or made available to students at the school. It

does not discriminate on the basis of race, color, creed, religion, sexual orientation, national

or ethnic origin in the administration of its educational policies, admission policies, financial

aid program, or other school-administered programs.