admission

catalogue

2010–2011

admission

catalogue

2011–2012

milton academy

message from the head of school

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

The power of the Milton experience grows out of remark-able relationships. Your teachers, coaches, house heads, advisors and friends will get to know you well. They will inspire you, involve you and help you fi nd out who you 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 confi dence in themselves and the competence to suc-ceed at the most selective colleges and universities in the country. Beyond these further academic pursuits, “Dare to be true” is the idea Milton graduates never lose; they apply their spirit, skills and commitment to meaning-ful professions of all kinds.

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

Todd B. BlandHead of School

1

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

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

contents

facts

School Address:170 Centre StreetMilton, Massachusetts 02186

Admission Telephone Number:617-898-2227

Fax Number: 617-898-1701

Web Site: www.milton.edu

Email: admissions@milton.edu

Head of School: Todd Bland

Upper School Principal: David Ball

Dean of Enrollment: Paul Rebuck

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

Operating Budget (net), 2011–2012: $51 million

Tuition:Boarding: $45,720Day: $37,530

Financial Aid Budget: $7.9 million

Editors: Cathleen Everett, Erin Hoodlet, Caitlin Cassis, Paul Rebuck, Meg Burke

Design: Moore & Associates, Cambridge, MA

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

Milton Academy cultivates in its students a

passion for learning and a respect for others.

Embracing diversity and the pursuit of excellence,

we create a community in which individuals

develop competence, confi dence and character.

Our active learning environment, in and out of the

classroom, develops creative and critical thinkers,

unafraid to express their ideas, prepared to seek

meaningful lifetime success, and to live by our

motto, “Dare to be true.”

our mission

2

3

4

our mission:

a passion for learning

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

— Robert Bedetti, Beverly, MassachusettsClass I

facts

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

• Yoshi Makishima, Class I, placed second honors at the 2011 Shakespeare Competition for High School Students. Twenty-seven schools from around Massachusetts competed in the contest. Each student performed a monologue from one of Shakespeare’s plays and recited one of his sonnets. Finalists were required to perform a “cold reading” of a monologue selected by the judges.

• Armide Storey ’09 devel-oped her senior project around shadowing Dr. Adam Wolfberg ’88, a maternal and fetal medicine special-ist at Tufts Medical Center. Armide read extensively to prepare for her project, and participated in clinical research with Dr. Wolfberg.

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.

At my old school you didn’t have to be attentive all the time, but here I know I have to be prepared because I’ll be “teach-ing” half of the class. Here you’re teaching your peers and learning from them at the same time—you’re all asking the questions and answering the questions. Everyone is sitting up straight, and you walk out of class saying to each other, “Wow! That was such a great Latin class!”

— Hannah Smith, Millboro, VirginiaMillet House, Class I

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our mission:

a respect for other s

I play on the varsity soccer team, and the girls on my team are incredible. Team dynamics come into play everywhere—we’re a team on and off the fi eld, and not only in our season. We cheer each other up, support each other, and get to know each other so well that we’re like a big family. We try to make each other’s days better. We focus at practice, and we work hard for one another and for our coaches. We keep each other in line sometimes, too. When I lose focus in a game, or get distracted by a bad call, my captains and the other girls bring me back, and that makes all the difference.

— Diana Perry, Bethesda, MarylandMillet House, Class I

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

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

— Chelsea Mehra, McLean, VirginiaHathaway House, Class 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 11 iden-tity and culture clubs.

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

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

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

— Henry Russell, Norwell, MassachusettsClass I

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

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our mission:

and the pur suit of excellence

facts

• Charlotte Reed, Class I, earned fi rst place in Princeton University’s 2010 Leonard Milberg ’53 Secondary School Poetry competition. Charlotte’s poem “Acupuncture” was chosen from among thousands of submissions from across the country. The contest was judged by members of Princeton’s cre-ative writing faculty, which includes renowned authors Joyce Carol Oates, Jeffrey Eugenides, Tracy K. Smith and Colm Toibin.

• Sydney Sykes, Class II, was chosen to be a youth forum member of the Twelfth World Conference of Historical Cities, represent-ing Boston and the United States. The conference is organized by the League of Historical Cities, whose mission is to promote world peace through communica-tion and cultural sharing. Boston is the only U.S. city of the 86 in the league, and Sydney was the sole youth representative from North America chosen to attend this year’s conference.

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

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

I enjoyed my DYO [Do Your Own] project in Physics because my partner and I tested whether or not the Doppler effect is true, whether velocity does affect frequency of sound. Since I was nine years old I’ve had a passion for science. This proj-ect gave me a new perspective on how to work in the lab—the conduct, the research. We really had to create the process from the beginning—forming our hypothesis, working with control variables. I’m planning to work at NIH [National Institutes of Health, Bethesda, Maryland] in the lab this summer.

— Chelsea Mehra, McLean, VirginiaHathaway House, Class I

The essays that we write here are a lot more analytical than I was used to. I had to present a much stronger argument than I had at my old school. Figuring it out was trial and error: making adjustments, talking with the teacher, review-ing the essay again. It was helpful being able to go back to the teacher again and again.

— Maggie Walsh, Milton, MassachusettsClass II

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

— Kiyon Hahm, Irvine, CaliforniaRobbins House, Class II

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our mission:

a community in which individuals develop

competence, confidence and char acter

facts

• One third of all Milton students are community service volunteers, working in 39 settings—in Boston, in Milton and on campus.

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

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

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

Dr. Eyster has cultivated in me a love for biology and the sci-entifi c process. She’s changed the way I think about academ-ics and science, taught me how to ask hard questions, then work for answers. Through her class, and the encouragement I received, I’ve developed a deep passion for the study of sci-ence, and I’ve learned the skills I’ll need to apply that pas-sion outside of Milton.

— Isabelle Lelogeais, Cambridge, MassachusettsClass I

Giving my Class IV Talk was a defi ning moment for me. Coming to Milton from the other side of the world was hard, but when I stood up to deliver my speech to my class, the response from my classmates was overwhelming. People I hadn’t even met yet were congratulating me, asking me questions about some of the things I had said; my friends were giving me hugs telling me what a great job I had done. That experience was a huge confi dence boost for me. It opened me up to trying new things, taking risks, putting myself out there. When I gave my speech for head monitor three years later—to almost ten times as many people—I felt so supported. I wasn’t nervous at all.

— Assel Tuleubayeva, Almaty, KazakhstanRobbins House, Class of 2010

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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.

My extracurricular interests really changed when I came to Milton. I started working on The Milton Paper, and jour-nalism was new to me. Now I’m the Arts & Entertainment editor for the paper. I’ve also indulged my art side—I used to be very into theater, but now I spend a lot of my time with the jazz ensembles. I’ve been more consistently inspired here than at any other school I’ve been to, and it’s not just me alone. Everyone here wants to be involved, and it feels good to be part of that.

— Cydney Grannan, Newton, MassachusettsClass II

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

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

facts

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

• Twenty-fi ve students partici-pated in Milton’s recent com-munity service trip to Belize, South America. Assisted by the nonprofi t group Peace-work, students refurbished the Saint Barnabus School, just outside of San Ignacio in the country’s mountainous interior. Working eight-hour days, they painted and tiled a classroom building and tutored elementary school students in language and mathematics.

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

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our mission:

develops creative and cr itical thinker s

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

I love Honors Bio with Mr. Edgar. The complexity and dynamics of the living world are really interesting. We see the forces that we learned about in physics, and then in chemis-try, working together to give forth life. We started with ecol-ogy, then moved to cellular level mechanics, and next we’re studying DNA.

— Nikhil Bhambi, Bakersfi eld, CaliforniaGoodwin House, Class I

facts

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

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

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

Mr. Chung is the best English teacher I’ve ever had. His sense of humor crosses over to what high school students actually think is funny, and to sit around the Harkness table with him, it feels like we’re all peers. The conversation just fl ows—you don’t need to raise your hand, there are no side conversations going on. Mr. Chung knows practically every word in the English language, so we try to fi nd big vocabu-lary words that he might not know. We try to come up with old English words that mean “rock” or “hill” but have no Latin root.

— Rachel Black, Needham, MassachusettsClass I

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our mission:

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

I’ve changed a lot since coming to Milton—I’ve matured, I’m more independent, and I have learned how to get along with people very different from me. I’ve learned about new cultures, new music—I used to listen to a lot of hip hop and R&B back home, but now I listen to more classical music. You don’t always see yourself change, but you realize one day that you’re different, and here I’ve found that’s for the better.

— Shan Lin, Bronx, New YorkForbes House, Class I

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

— Hannah Smith, Millboro, VirginiaMillet House, Class I

fac ts

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

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

— Lina Neidhardt, Canton, MassachusettsClass II

facts

• Students earning Bisbee Prizes this year for outstand-ing research in U.S. History asked questions about the role of Irish immigrants in the democratic party; the Harlem Renaissance and its impact on African-American identity; Japanese internment practices during World War II; and the whal-ing industry in the United States.

• One of 28 teenagers in Massachusetts, Grant Jones, Class of 2010, was chosen for Governor Deval Patrick’s Statewide Youth Council. The Youth Council was formed to give young people access to the governor and a signifi cant voice in the decision-making process. Council members’ respon-sibilities motivate them to be involved in their com-munities and to participate in problem solving through leadership and planning roles.

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boston makes a difference

location

Just eight miles from campus, Boston’s resources profoundly affect how we at Milton can think about educating young people. The many options within minutes of our tradi-tional, 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 back-yard 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 the distinguished scholars, artists and professionals who live and work in Boston, Cambridge and beyond. Each year, about 40 distinguished guests come to campus. Their experience, accomplishments and willing-ness to engage with our students not only enliven the subject mat-ter, but also elevate the impor-tance of academic work, and model long-term commitment to excellence.

A sampling of recent visitors to Milton:

• Sir Derek JacobiBritish actor

• Paul MuldoonPulitzer-Prize winning poet

• Rubén AlvarezLatin percussionist and composer

• Dr. James J. McCarthyProfessor of biology and earth sci-ence at Harvard; former director of Harvard University’s Museum of Comparative Zoology

• Stephen NealPlayer for the New England Patriots

• Ha JinAward-winning novelist

• Jan WillisAuthor and professor of Tibetan Buddhism at Wesleyan University

• Bill IrwinTony Award-winning actor, come-dian and dancer

• Dr. Henry Louis Gates, Jr.African-American history scholar, author, and W.E.B. Dubois Professor at Harvard University

• Lauren Greenfi eldAward-winning documentary photographer and photojournalist

• Shing-Tung YauFields Medal winner and Harvard professor

• Edwidge DanticatAward-winning short story author and novelist

• Marie WilsonFounder and president of the White House Project

urban-infused academics

boston to milton

Pulitzer Prize-winning author Jeffrey Eugenides—who penned the best selling novels Middlesex and The Virgin Suicides—was the spring 2009 Bingham Reader.

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

milton to boston

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

music

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

• The New England Conservatory of Music

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

• Boston University• Greater Boston Youth

Symphony Orchestras• Longy Music School• Massachusetts Educators

District and All-State Music Festivals

Milton students participate in musical competitions sponsored by:

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

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weekend fun

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

• The Lion King or Wicked at the Opera House

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

Harbor Cruises• Boston Bowl and Good Times

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

games• Movie buses to the Landmark

Complex—surprise free movie passes

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

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

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

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

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

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

teaching students to use boston

15

what to expect at milton

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

Learning is discussion-based, not lecture-based; intense conversation in the classroom makes the class exciting. You make connections and discoveries you never imagined.

Your teachers look for analysis, critical thinking, expressing ideas; they help you achieve these skills. You’ll develop your own point of view, and you’ll learn to respect others’ differing points of view.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

16

facts

Upper School students: 675, grades 9–12

Population of the town of Milton: 26,000

Foreign countries represented in the Upper School in 2011–2012: 21

Percent of students of color in 2011–2012: 40%

Student gender ratio in 2011–2012: 50/50

Students who participated in exchange programs or programs abroad in 2010–2011, studying in countries such as Spain, France, Italy and China: 42

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17

Are you curious?Do ideas matter to you?Do you like a challenge?Would you give yourself the chance to try something new?Would you like feeling really proud of your friends?Do you care deeply about some things?Do you like thinking about lots of things at once?Do you like to laugh? Can you laugh at yourself?

Is your answer “yes”? Then Milton may be the school for you.

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

— Michael Lou, History Department

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

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

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

The students at Milton are all very aware: aware of what they have to do, aware that they’re capable, aware of the world around them. Milton students seem to have a broader knowledge, in general, than most kids our age.

— Cydney Grannan, Newton, MassachusettsClass II

students

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

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

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

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

—Michael Lou, History Department

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

—Jim Connolly, English Department

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

— Louis McWilliams, Milton, MassachusettsClass II

Ms. Baker is my English teacher, and she has helped me improve my writing so much. I’m really proud of my work in her class, and it helps that she comments so thoroughly on everything I turn in. She’s so encouraging, saying “You’re doing great! This is an excellent paragraph—strong focus with solid, supportive details.” I edited my critical essay so many times because I wanted it to be perfect—for me and for her. She even makes grammar fun, even though there’s nothing fun about grammar. She’s so respectful of us, and so open.

— Osaremen Okolo, Canton, MassachusettsClass III

faculty

facts

Number of Milton Academy faculty (1798): 2

Number of Milton Academy faculty (2011): 130

Percent of faculty with post-graduate degrees: 75%

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

—David Ball, Upper School Principal and History Department Faculty

facts

Typical class size: 14

Typical number of courses taken per semester: 5

Number of history/social science electives: 22

Number of English electives: 20

Number of hardbound volumes in Cox Library: 46,000

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

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academic life

the life of the mind is the pulse of the school

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

Learning at Milton is interactive.

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

Boston is a resource.

Because of our relationship with Boston and with major universities, discussions about international relations, historical perspectives, scientifi c research, fi lm, environmental challenges, and the world of writing enliven our classrooms. Visiting profes-sors, writers, scientists, journal-ists, and artists are frequently part of campus life, not only for lectures, but also for forums and classroom workshops with students. With Boston as our resource and inspiration, cultural activities, political exploration, scientifi c ventures and arts initia-tives thrive at Milton.

At Milton you actually have to think. In some other schools they tell you what to do and you just copy the steps. Here you have to think for yourself. My old school wasn’t about having an opinion and thinking deeply, it was more about facts and fi gures. Here you learn, think, analyze, take it in, mull it over, formulate your own opinion.

— Corina Ramirez, Dhahran, Saudi ArabiaHathaway House, Class of 2010

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.

22

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

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

—Caroline Sabin ’86, English Department

a sampling of cour ses includes

english

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

Literature and the Human Condition American LiteratureMan and the Natural WorldContemporary World LiteratureShakespeareModern Comparative LiteratureThree Writers in Depth

Performing LiteraturePhilosophy and LiteratureThe Craft of Nonfi ctionHamletCreative WritingAdvanced Creative WritingWoman, Man, and Their FictionsLiterature and the Nature of Reality

Before I came to Milton, I had heard of a lot of great writers who had graduated from here. Being here I have developed a passion for writing, and Milton has introduced me to so many different types of writing and reading. I’m especially drawn to pieces that deal with the human condition. I feel like I’ve learned to express myself—in writing and speak-ing—articulately and literarily.

— Shan Lin, Bronx, New YorkForbes House, Class I

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student poetry

Surface Tension

We lived on Point Dume that year,gulling the desert, you said.In the evenings along coastline,we pressed our hands into sand,waited for water to fi ll our holes again.

Things forgotten now:the seconds beforethe wave breaks, the seconds after,the prodding of your bonesthrough the silt, the phosphorescenceof the Pacifi c in moonless night.

I forget the tangle of Catalina kelp,the salt-foam and dampness,the weight of eroding minerals,a cradle of silica & quartzthat contained us—it slips away.

I cannot remember the feel of us,only the imprint we left in the sand.

Charlotte Reed, Class I

from the milton classroom

Luigi Pirandello, Six Characters in Search of An Author

Bertolt Brecht, Mother Courage and Her Children

Samuel Beckett, Happy DaysHarold Pinter, The HomecomingEdward Albee, The Zoo StorySam Shepard, Buried Child David Mamet, American BuffaloDavid Mamet, Glengarry Glen RossDavid Mamet, House of GamesAnna Deveare Smith, Fires in the

MirrorTony Kushner, Angels in America:

Part One: Millenium 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.

• The Complexities of Abortion• The Ethics and Realities of

Animal Testing

Modern Comparative Literature:

Reading List

John Charles Smith, English Department

Summer readingCharles Dickens, Great Expectations Fyodor Dostoevsky, Crime and

Punishment

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

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

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

Years of SolitudeJ.M. Coetzee, Waiting for the

BarbariansToni Morrison, Beloved

DramaHenrik Ibsen, GhostsAugust Strindberg, The FatherAnton Chekhov, The Cherry Orchard

• Spiritual Inspiration Found in Christian Summer Camp

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

Its Illusions• Disney Films and Their Racism

Award-Winning Writing

Each year, the Alliance for Young Artists and Writers recognizes a select group of high school students who have demonstrated exceptional achievement in their art. Award win-ners are selected by a panel of profes-sional artists and are chosen from among thousands of submissions. This year, three Milton students earned recognition for their writing in the prestigious Scholastic Art and Writing Awards. Sarah Costello (I) and Tina Cho (II) both earned Gold Medals, for their poetry and short story writing, respectively. Hannah Grace (II) won a Silver Medal for a collection of poems she submitted. In this competition—the country’s oldest awards program for creative teenagers—over 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 fi ction and poetry, depends largely on students “work shopping” each others’ writing. Work shopping peers’ writing is the hallmark of creative writing at Milton; it helps students appreciate the genre and become better writers themselves. One student says, “We approach each others’ work as if it’s professional writing. Mr. Connolly is so encouraging—he tells us to be ambitious in our writing. He’s never condescending in his instruction; he never says to us, ‘Oh, just write about what you know.’ He pushes us to go outside of ourselves.

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

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

history and social sciences

from the milton classroom

Ethan Wyatt Bisbee Prize for

Outstanding Research in United

States and Modern World History

Courses (awarded annually to the

best paper in each section): 2011

Winning Paper samples

• A Confl ict of Intellectual Consciousness: The Harlem Renaissance and Its Impact on the African American Identity

• Above the Law: The Growth and Abuse of Executive Power

• Not a Market Failure, but a Failure of America’s Founding: An Investigation of The Great Depression through the Governmental System that Caused It

• The Whaling Industry in America: The Seeds of Industrialization

• The Role of Irish Immigrants in the Democratic Party: From Transitioning into a New Society to Transforming Politics

• The Negro Leagues: A Pivotal Black Institution

• The Loss of “Practicable Harmony and Perfect Union”: The Demise of the Federalist Party

• Have You No Strength, America? McCarthyism and a Malleable People

• Lynching in the Late 19th and Early 20th Century South: The Convergence of Gender, Race Mythology, and Power

A Sampling of Modern World

History, Class IV (Grade 9),

Research Paper Topics

• “Tulipomania” of 17th century Netherlands

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

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

Massacre• The “Comfort Women” and the

Silence of 50 Years• Catherine The Great and the Myth

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

Relations• The Armenian Genocide: A

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

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

the Rise• The Politics of the Church in the

Spanish Civil War• The Sinking of the Lusitania:

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

Course Reading, a sampling of

primary source material

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

LettersMi’kmaq elder, speech to French

settlersTrial of Anne HutchinsonPeter the Great, “Decree on the

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

Heavenly Commandments”Narrative of the Life of Frederick

Douglass

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

Errors”Joseph Stalin, “The Results of the

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

the Light”Richard M. Nixon, “Vietnamizing

the War”Nelson Mandela, “The Rivonia

Speech”

Women and Gender in American HistoryBenjamin Wadsworth, “A Well-

Ordered Family” (1712)Judith Sargeant Murray, “On the

Equality of the Sexes” (1790)Thomas R. Drew, “Dissertation on the

Characteristic Differences Between the Sexes” (1835)

Susan B. Anthony, Elizabeth Cady Stanton and Matilda Joslyn Gage, “Seneca Falls Declaration” (1848)

John Stuart Mill, “The Subjection of Women” (1869)

Henrik Ibsen, “A Doll’s House” (1879)Charlotte Perkins Gilman, “The

Yellow Wallpaper” (1899) Thorstein Veblen, “The Theory of the

Leisure Class” (excerpt) (1899)Woodrow Wilson’s speech before

Congress in favor of woman’s suf-frage (1918)

Betty Friedan, The Feminine Mystique (excerpts) (1963)

NOW’s “Statement of Purpose” (1966)

Phyllis Shlafl y, “The Power of the Positive Woman” (1977)

bell hooks, Ain’t I a Woman [excerpts] (1982)

Orin G. Hatch, “Roe v. Wade and Judicial Activism Run Amok” (1997)

Nancy Levitt, “The Socio-Legal Construct of Masculinity” from The Gender Line: Men, Women and the Law (1998)

25

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

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

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

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

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

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

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

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

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

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

studying u.s. history in dynamic relationship with

international events

All of us who teach at Milton are inspired daily by the curi-osity, intelligence and zeal of our students. The teachers in social sciences are particularly aware of the extent to which our students are engaged in their own time. The students come to these courses in the numbers they do because they want to know how their world works. Many of them see themselves as the policymakers, social workers, entrepreneurs and social scientists of the future. We celebrate their enthusi-asm and their scholarship as they prepare to take on this world of new and unpredictable challenges.

—Carly Wade, History Department

a sampling

of cour ses

includes

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

Modern WorldHistory of the Middle EastAmerican Government and

Politics (AP)Global EconomicsHistory 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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science

learning by doing

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

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

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

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

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

Columbia exploded upon reentry in 2003. The squid experiment is the most interesting one, accord-ing to the students and Ned, but also the most diffi cult because of its complexity.

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

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

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

squids in space

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

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

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

27

Resources

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

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

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

of the Advanced Environmental Science elective

• Harvard Museum of Natural History

from the milton classroom

• Neponset River and Atlantic coastline

• Local university laboratories and science facilities

• Northeastern University Marine Center, Nahant

• Lake O’Hare and wetland, on campus

Lab Experiments, examples:

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

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

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

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

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

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

The new Science Center is a very academic environment with great energy. With all the classroom and lab space, the teachers can do demonstrations easily so we can see science in action rather than reading about it in a textbook and imagining it. We get to see electrostatics occurring, momen-tum occurring, the conversion of energy working perfectly. It really adds to your understanding of the material when you have your hands on it and can see everything that you’re learning about.

— Nikhil Bhambi, Bakersfi eld, CaliforniaGoodwin House, Class I

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

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

Competitions and Projects

• Physics Olympiad• University of New Hampshire Forest

Watch• Marine Remotely Operated Vehicle

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

Bowl (NOSB)

a sampling of cour ses includes

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

Cosmology and Modern PhysicsMolecular GeneticsScience ResearchNuclear PhysicsIssues in Environmental Science

28

mathematics and

computer progr amming

from the milton

classroom

Math Problems

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

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

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

Final Projects for Advanced

Placement Computer Science

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

phic screen manager.• Create a networked version of

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

autonomous robots.• Create an arcade game.

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

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

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

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

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

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

29

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

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

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

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

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

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

Math is my favorite subject, and I really like the approach here. Teachers introduce the concept and then students take the lead themselves in fi guring out how it works. The teach-ers are always there to work with you, but you decide what you’re looking for and how to get there. It’s a great way to learn things well; you really understand something when you’re done.

— Stefan Pouliot, Hong Kong, ChinaWolcott House, Class 0f 2010

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

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

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

thinking and talking

about what we are teaching,

why we are teaching it

a sampling of cour ses includes

Math 4 Precalculus: Functions with Mathematical Modeling

Math 5 CalculusMath 5s Statistics (AP)Math 5/6 BC Calculus (AP)

Math 6 Further Topics in Calculus (AP)Math 7 Advanced TopicsComputer ProgrammingAdvanced Computer ProgrammingProgramming Applications

30

from the milton classroom

Film List from Spanish Film and

Social Change

La lengua de las mariposas!Bienvenido Mr. Marshall!ViridianaEl espíritu de la colmenaLos Santos InocentesCría cuervosMujeres al borde de un ataque de nerviosBarrioFlores de otro mundoSolasLos lunes al solHable con ella

French Assignment

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

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

Chinese 1 Assignment:

Describe a room using the vocabulary we have learned.

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

modern languages

At my old school I was the only one in my grade who took French—it was basically a private class—and now I’m in class with 13 others who are so good at French, and we learn so much from each other. It’s good to have that challenge, to have people around you who push you a little.

— Arty Berman, Riverside, ConnecticutForbes House, Class II

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

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

— Rebecca Deng, Corona, New YorkMillet House, Class I

classics

a sampling of cour ses includes

French through level 6French 4 Language and

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

through Its CinemaChinese through level 6Spanish through level 5

Spanish 4 Language and Literature (AP)

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

Chinese

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

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

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

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

One issue highlighted two plays of historical importance by Spanish authors that were

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

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

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

la voz, the spanish newspaper,

a milton student publication

for 25 year s

a sampling of cour ses includes

Latin 4 Literature of the Golden AgeRoman ElegyRoman HistoryPhilosophy of Lucretius

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 confi dent in all areas of life.

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

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

visual arts

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

performing arts

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

music

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

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

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

the arts

33

Violin is my main passion, but I’m taking drama next semester, and plan to take musical theatre when I’m a senior. At Milton, you can follow your passion. People are happy for what you do well and they don’t put you in a box, here. Opportunities that I never would have had at home surround me here: in the classroom, in dance, in orchestra. I’m so excited about going to Spain with the orchestra over spring break!

Before I came here, I was completely focused on violin. I’m still passionate about my violin, but I’ve jumped into so many things. Now the challenge is to balance everything, but that’s an important lesson to learn.

— Karen Li, Arlington, TexasRobbins House, Class II

a sampling

of cour ses

includes

Music CoursesOrchestra/Ensembles/Chamber

OrchestraChamber SingersJazz ImprovisationAdvanced Jazz ImprovisationMusic TheoryHistory of MusicMusic Independent Study

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

Visual Arts CoursesAdvanced DrawingSculptureCeramicsAdvanced PhotographyArchitecturePaintingAdvanced Independent ArtInstallation Art

34

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

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

— Rachel Black, Needham, MassachusettsClass I

off-campus progr ams

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

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

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

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

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

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

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

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

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

facts

Students in the Class of 2011: 180

Average SAT scores:Critical Reading—673Math—678Writing—684

top college

matr iculations

(four or more),

2009–2011

Amherst College 10Babson College 4Bard College 4Barnard College 5Bates College 5Boston College 17Boston University 7Bowdoin College 7Brown University 19Bucknell University 4Carnegie Mellon University 8University of Chicago 7Colby College 7Colgate University 4Columbia University 18Cornell University 15Dartmouth College 9Emory University 4Fairfi eld University 4George Washington University 11Georgetown University 15Harvard University 26Johns Hopkins University 6McGill University 7Middlebury College 9Mount Holyoke College 5New York University 14Northwestern University 5Oberlin College 4University of Pennsylvania 6Princeton University 5University of Southern California 5Stanford University 5Trinity College 8Tufts University 20Tulane University 4Union College 4Vanderbilt University 5Vassar College 4Washington University in St. Louis 8Wellesley College 6Wesleyan University 10Williams College 9Yale University 10

Accurate as of 6/20/11

36

37

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

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

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

college counseling

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

—Admission Offi cer, Brown University

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

—Admission Offi cer, University of Pennsylvania

college matr iculation—

class of 2011

Amherst College 5Binghamton University 1Bard College 1Barnard College 1Bates College 1Boston College 6Boston University 2Bowdoin College 4Brown University 3Brandeis University 1Bucknell University 1University of California, Davis 1Carnegie Mellon University 2University of Chicago 4Claremont McKenna College 2Clemson University 1Colby College 1Colgate University 1Columbia College 1Columbia University 5Connecticut College 1Cornell University 7Dartmouth College 3Dickinson College 3Earlham College 2University of Edinburgh 1Evergreen State College 1Emory University 1Fairfi eld University 2Fordham University 1Furman University 1George Washington University 6Georgetown University 5Guilford College 1Grinnell College 1Haverford College 1Harvard University 13Indiana University at Bloomington 1College of the Holy Cross 1Illinois Wesleyan University 1University of Illinois at Urbana-Champaign 1Ithaca College 1

Johns Hopkins University 2Kenyon College 2Lehigh University 2Massachusetts Institute of Technology 2University of Massachusetts – Amherst 1McGill University 1University of Miami 1University of Michigan 2Middlebury College 2Mount Holyoke College 2New York University 4Occidental College 2Oxford College of Emory University 1University of Pennsylvania 1Pomona College 1University of Puget Sound 1Rice University 2University of Richmond 1University of Rochester 1Saint Anselm’s College 1Salve Regina University 1Sarah Lawrence College 1Skidmore College 1Smith College 1University of South Carolina 1University of Southern California 4St. Andrews (Scotland) 1St. Lawrence University 1Trinity College 3Tufts University 6Tulane University 2U.S. Air Force Academy 1Vanderbilt University 1University of Vermont 2Washington University in St. Louis 5Wellesley College 3Wesleyan University 5Wheaton College 1College of William and Mary 1Williams College 3College of Wooster 1Yale University 3

Accurate as of 6/20/11

38

Milton is an academically rigorous school, and it is also a nurturing one. Students experience this important balance between the head and heart as members of Milton’s century-old boarding program. A diverse group of 335 students from 27 states and 21 countries live in eight, single-sex resi-dential “houses” that are family-style and intimate.

residential life

a family at school

Family style is best.

• Milton houses include all four grades.

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

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

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

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

House structure and rules sup-

port the developmental needs of

teenagers.

• House sizes: from 31 to 48 students

• Rooming options: singles, doubles and triples

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

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

faculty and older students • Ecumenical Chapel service each

Sunday evening about ethical and spiritual concerns

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

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

Ties with adults are strong and

continuous.

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

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

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

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

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

Our students answer:

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

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

“What have you gained from living at Milton?”

• New perspectives and ideas• Connections with adults I

admire• Learning how to get along with

others, and how to decide what’s important

• Responsibility, independence and confi dence

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

amazing talents • Chances to learn new skills, like

acting or wrestling

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

— Nikhil Bhambi, Bakersfi eld, CaliforniaGoodwin House, Class I

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

— Molly Gilmore, Milford, MassachusettsHathaway House, Class II

39

Milton was my favorite school when I was applying, because the other students were so friendly. My transition to boarding life was not diffi cult because the girls act more like your sib-lings than your friends. When they ask you something, they really want to know how you are and what you’re doing.

My friends are amazing. We’re all culturally so different, and that makes things interesting. But we also have so much in common: music, sports, activities, clothes. We’ve grown very close.

— Maddie Gallagher, Quebec, CanadaMillet House, Class I

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

— Tetsu Higuchi, Tokyo, JapanForbes House, Class II

40

facts

Number of students living on campus: 335

Number of house faculty: 54

Smallest house: 31 students

Largest house: 48 students

Best long weekend activities:• Making eggrolls together• Movie marathons• Apple-picking• Make-your-own pizza parties

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 bread at Tuesday

check-in• Dorm dodgeball in the ACC

facts

Geographic Distribution of Milton Academy Students, 2011–2012:

United StatesAlaskaArizonaCaliforniaColorado ConnecticutFloridaIdahoIllinoisMaineMarylandMassachusettsMichiganNebraskaNew HampshireNew JerseyNew YorkNorth CarolinaOhioPennsylvaniaRhode Island South CarolinaTennesseeTexasUtah

VermontVirginiaWashington

CountriesAlbaniaBahamasBermudaCanadaChina (P.R.C.)FranceHong KongIndonesiaJamaicaJapanKazakhstanKoreaMalaysiaPhilippinesPolandSt. BartsSaudi ArabiaScotlandSingaporeSwitzerlandTaiwan (R.O.C.)

Milton seemed a little homier or warmer than some places I visited. When the kids interacted they seemed laid back and really liked being here. I knew that the curriculum would be rigorous, so since I was going to school far from home, I thought it would be important to choose a place that felt like it would be comfortable for me. Milton is defi nitely that place.

— Doriane Ahia, Pittsburgh, PennsylvaniaRobbins House, Class I

41

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

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

I live in Hathaway, and my dorm has become another home for me. The relationship we have with the faculty is more par-ent/child or friend/friend than teacher/student in the dorm. We have so many fun traditions and rituals. At sit-down [dinner] we always have someone start the meal with a poem, a song, a prayer, an opening thought for the evening. Before exams we have parties in the hallway; one girl will get a strobe light out of her room and we’ll all dance away our exam stress. We have pottery night, bowling night—recently we all dressed up to go bowling. Each group was assigned a musical, so we were dressed up as characters from Wizard of Oz, Cats, Grease. We’re the smallest dorm, but we make up for our size in spirit.

— Corina Ramirez, Dhahran, Saudi ArabiaHathaway House, Class of 2010

42

walking through

the milton day

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

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

Assembly 8:00 a.m.

Period 1 8:20 a.m.

Period 2 9:15 a.m.

Recess 10:00 a.m.

Period 3 10:15 a.m.

Period 4 11:05 a.m.

Period 5 11:55 a.m.

Period 6 12:30 p.m.

Period 7 1:20 p.m.

Period 8 2:10 p.m.

Activities 3:00 p.m.

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

Dinner 6:00 p.m.

Study Hall 7:30–9:30 p.m.

Check-in 10:00 p.m.

Lights out 11:00 p.m.

one milton day

nicole rufus

Carrollton, Texas

Robbins House, Class II

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

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

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

43

sam shleifer

Newton, Massachusetts

Class I

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

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

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

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

cor ina r amirez

Dhahran, Saudi Arabia

Hathaway House, Class of 2010

My Studio Art class is a great place to relax and let go. I get to be creative and visual, and it’s a nice break from the academic day. In art class at my old school we were only taught how to paint specifi c lines and colors. In art class at Milton we’re given the tools and are then taught to just “paint.” We’re encouraged to express ourselves. We’re directed to just “work” and show what we’re feeling. I didn’t know I was a good artist until now.

I don’t know if I’ve gotten what I expected out of Milton. I think I’ve gotten something more, something better. I’m much more open now than when I came here. I’m aware of more things, differ-ent things, things I didn’t know anything about before. Milton has opened me up to so many new things.

beverly leon

Wrentham, Massachusetts

Class of 2010

Two of my most memorable moments at Milton involve my roles as an athlete and a volun-teer. As captain of the girls’ soc-cer team, I was so proud to lead my team to a 3–2 victory over our rival—a then undefeated Nobles team. We rallied to come back from a 2–0 defi cit to win the game with just enough sunlight

left to see the massive crowd of Milton students and faculty cheering us on after the fi nal whistle. That was such an awe-some moment.

As a volunteer and member of the Community Service Board, I’ve been involved in a bunch of service opportunities, and the Special Olympics track and fi eld event that Milton hosts every spring is my favorite. As a track runner and jumper myself, it was great to see hundreds of athletes on campus competing with such passion and excitement. The fact that Milton students volunteer every year—this year with the highest turnout ever—makes me even more proud of Milton, its athletic community, and the amazing people who make up this School.

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soerny cruz

Jamaica Plain, Massachusetts

Class II

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

Everything here is fi tting togeth-er in harmony for me—themes are connecting in English and history; we take our discus-sions from the Harkness table to the lunch table. I like being able to strike up intellectual conversations with my friends, because you know that every-one has something interesting and insightful to share. People here help you develop your own thoughts and ideas, as well. This is a place to say what you think. Milton is good at helping you fi nd your voice, and providing you with plenty of food for thought.

mike godwin

Westwood, Massachusetts

Class I

Leading up to hockey season in my Class II year, I had high expectations. In that year’s home opener against St. Sebastian’s, I sustained an injury that forced me to miss the remainder of the season. The news was devastat-ing, but it was during that time that I realized what it meant to be part of a place like Milton. The support I received from friends,

teachers and coaches gave me the will to work hard to get back on the ice and on the athletic fi elds. I also learned to appreciate the game for what it is, rather than simply trying to be the best. With the help of many generous people, I was able to return that spring for baseball season. It was a great feeling to be part of a team again.

My senior year was the culmina-tion of all the lessons I’ve learned during my time at Milton. I was unable to play football, because I needed more time for my back to heal. However, I was able to help out the coaches and still be a part of the team. I was on the sidelines for every game, and it was very rewarding to share what I’ve learned with the rising underclassmen.

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joseph reynolds

Brooklyn, New York

Norris House, Class I

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

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

henry russell

Norwell, Massachusetts

Class I

I love running and being a part of the cross-country team. You think of running cross-country as an individual sport, but the team is so supportive. Cross-country is not really about talent—it’s about how hard you want to work. We have such great camaraderie and great success motivating each other as a team, and we always have fun. During one training run we had an old shopping cart and we pushed a boom box along in it as we ran. We were laughing and smiling the whole time, and everyone we passed smiled, too.

When I was a freshman, my captains for cross-country showed such great leadership, but they also gave me a chance to be a leader. Those guys had nicknames for everyone on the team, which helped to build our team spirit even more. And our captains had such dedication to the sport—they would never miss a day of training. There was mutual respect there. I obviously respected them, but they respect-ed me, too. I felt like we were on equal terms; the big seniors made sure they were on the same level as us.

My favorite spot on campus is defi nitely the track. I don’t know how many miles I’ve run around that track. And I have a sentimen-tal attachment to it too, thinking of all the blood, sweat and tears that have been shed there.

mary lopez

Severna Park, Maryland

Robbins House, Class of 2010

Coming in as a new student is scary. The fi rst night we spent in the dorm though, the seniors came to our rooms and talked with us about life here and what it means to be in Robbins, so you’re scared but you’re also excited. I was the house monitor in Robbins, and we stress the idea of making the new students feel welcome; we assign big sisters, so every younger girl in the dorm has someone special to check in with and to ask questions of.

I joined the speech team because a senior in my dorm that I really admired was on it. She helped me with my Class IV Talk and was really encouraging, giving me pointers. I was the fi rst person to give my Class IV Talk, on the fi rst day. I talked about growing up on military bases because of my dad’s work. At one point I was the only person in my dorm on the speech team, and this year fi ve other girls are on the team, so we all get up early on Saturday morn-ings to go to tournaments.

I’m such a different person now than when I fi rst started at Milton. Almost every aspect of me is different, in a good way. I’m more open, now—in the way I act, the way I talk to people, my learning style. I’ve learned a lot about myself and grown from life in the dorm and life at Milton in general.

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facts

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

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

Number of movies shown on campus, 2010–2011: 18

Number of dances on campus, 2010–2011: 7

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

weekends

Weekends here defi nitely stimulate the student body. The SAA [Student Activities Association] plans events that help you unwind and relax after a packed week. My favorite event this year was Oktoberfest. It’s held around Halloween and it has a small-town-fall-festival feel to it. There are mazes, popcorn, musicians, cotton candy. It was a big festi-val of fun that everyone came out for.

— Chelsea Mehra, McLean, VirginiaHathaway House, Class I

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spaces and places

49

One of my favorite spots at Milton is the Student Center. It’s in the middle of campus, and it’s kind of the hub of life dur-ing the school day. At recess it’s packed with all your friends, and on Friday everyone’s there getting a copy of the student newspaper. During your free periods it’s a good place to fi nd a quiet spot to do homework, or to grab a snack once classes are out for the day. On a nice day everyone is outside there playing Frisbee or just soaking up the sun, and you can always hear people playing foosball yelling “Oh!” or “Nice shot!”

— Joseph Reynolds, Brooklyn, New YorkNorris House, Class I

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athletics

51

Hockey at Milton has been very rewarding for me: showing up at the rink every day, working hard for a couple of hours, giving everything you have for your coach, your teammates, yourself. That’s especially true if you’re successful, but it’s not even about that. (Although coming from behind to beat Nobles on Milton-Nobles weekend was an experience I won’t forget.) At home, hockey was my dominant focus. At Milton, I’ve learned to integrate and balance athletics, academics and my social life, which is so important.

— Chase Davis, Dallas, TexasWolcott House, Class of 2010

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athletics

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

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

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

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

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

inter scholastic teams

Fall Winter Spring

Girls

Cross Country Alpine Skiing Golf

Field Hockey Basketball Lacrosse

Soccer Ice Hockey Sailing

Squash Softball

Swimming Tennis

Volleyball Track

Boys

Cross Country Alpine Skiing Baseball

Football Basketball Golf

Soccer Ice Hockey Lacrosse

Squash Sailing

Swimming Tennis

Wrestling Track

intr amur al progr am

Fall Winter Spring

Strength Training Strength Training Strength Training

Outdoor Program Outdoor Program Outdoor Program

Squash Pilates Yoga

Tennis Ultimate Frisbee

Soccer

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facts

Number of interscholastic girls’ teams: 15

Number of interscholastic boys’ teams: 15

Number of intramural offerings: 8

Number of athletic buildings on campus: 4

Number of fi elds: 12

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

Percent of students participating in intramural or interscholastic sports, or physical education classes: 100%

Number of full-time athletic trainers: 3

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

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

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

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

2009Girls’ Tennis, 2006, 2007, and

2008Girls’ Skiing, 2010Boys’ Hockey, 2011

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

music and performing arts

performing opportunities distinguish the milton progr am

chor al music

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

orchestr al

music

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

jazz

Using what they learn about jazz improvisation in the classroom, Milton’s jazz combos, at four levels, perform both on and off campus throughout the year. The jazz combos and many of its members have won several combo and individual national and regional awards, and they have appeared at six 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 nine times playing for Reverend Desmond Tutu and actor Danny Glover, and has also toured Florida, Montreal, California and several European jazz festivals. They have also performed at the prestigious Regattabar, Cambridge’s famed Ryles Jazz Club, the Gardner Art Museum, and at the White House for President and Mrs. Clinton. The Jazz Program also hosts many professional guest artists who perform and work with our jazz students. Milton offers all students the opportunity to learn about and perform jazz from an international perspective.

theatre

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

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

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

— Ashley Bair, Kingston, JamaicaMillet House, Class I

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dance

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

speech and

debate

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

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

Competitive Events

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

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

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

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

facts

Number of students in orchestra:104

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

Theatre productions, 2010–2011

Mainstage Productions:• The Visit by Friedrich Dürrenmatt• Le Dindon by Georges Feydeau• Chicago by John Kander, Fred

Ebb and Bob Fosse

Class IV Play:• Just Another High School Play by

Bryan Starchman

1212 Plays (Wigg Hall Productions):• Radio Free Emerson by Paul

Grellong• Menaechmi by Plautus

Student-Directed One-Act Plays:• Traces of Memory by Ann Wuehler• Check Please by Jonathan Rand• Tremulous by Le Wilhelm

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

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

facts

A sampling of popular Community Service sites:

• Boston Partners (tutoring in Boston public elementary schools)

• ESL tutoring for women at Mujeres Unidas

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

• Milton Animal Shelter• Boston Home (residence for

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

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

Sidewalk Sam for Boston beautifi cation

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

• 230 students volunteer weekly or monthly

• 39 service sites in Greater Boston

• 250 volunteers for one-time special events

• 26 faculty, staff and parent volunteer drivers

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community service

powerful learning

The Community Service Board works with nearly 40 service sites in Greater Boston, in addition to projects on campus. The board also manages major events on campus, and maintains a bulletin board promoting its projects and the community 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, or the Class III orientation, which is a community service day. Board members educate the community about service opportunities and have organized several interscholastic conferences. Although service is not a required activity, every year nearly 300 students partici-pate in community service at Milton, either in weekly com-mitments or special projects.

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

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

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

I volunteered this year at the Special Olympics track meet, and it was a long day—we were there from 9 o’clock in the morning until 5 o’clock at night. But I loved working with the different people all day. The athletes really open your eyes, and you realize that there are so many disabilities, to varying degrees, that people overcome. I ran on the track with one ath-lete during his race, and I was there to help him along when he wanted to stop. It was a very cool moment to be a part of.

— Joseph Reynolds, Brooklyn, New YorkNorris House, Class I

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 communi-ties, and also to learn about related social, political and environmental issues. Service projects at numerous locations, off campus and on, offer myriad ways to help, from cleaning up town parks, to volunteering at the local animal shelter, to playing music for hospital patients.

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

clubs and organizations

make your mark at milton academy

students as

leader s

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

campus and

community

service

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

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

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

(advanced peer counseling)• Lorax (environmental

organization)• Orange and Blue Key tour

guide program• Peer Counseling• Public Issues Board

(current events educators and programmers)

• Rangers (student technology assistants)

• Students Against Destructive Decisions (SADD)

• World Health Organization (WHO)

cultur al

groups

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

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

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

Middle Eastern Affairs)

special interest

clubs

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

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

student

publications

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

• The Milton Paper (weekly newspaper)

• The Milton Measure (biweekly newspaper)

• The Milton Academy Yearbook • Magus-Mabus (literary

magazine)• Mille-Tonnes (French

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

online publication)• Aché (celebrating diverse

cultures)

leader ship

opportunities

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

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

facts

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

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

Number of student-run publications: 10

Frequency of The Milton Paper student newspaper production:Weekly

Frequency of The Milton Measure student newspaper production:Biweekly

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I’m a member of the Hip-Hop Board, and I’m also a board member of ONYX, which is the black cultural club on cam-pus. I’m also on the literature staff of the Magus-Mabus [the student-run, student-written arts publication]. We had a meeting the other night, and it was so fun and interesting to read all of the poems and short stories that people submit. I’m also the secretary of the SGA [student Self-Governing Association] this year. It’s nice to be involved directly with SGA, but to have a position where I still have time to com-mit to all the other activities I love.

— Nicole Rufus, Carrollton, TexasRobbins House, Class II

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campus resources

athletic and

convocation

center

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

kellner

performing

arts center

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

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

nesto gallery

Serving the Milton community since 1972, the Nesto Gallery brings in artists from the New England area who enrich and broaden the School’s collective perspective on art. There are eight exhibitions a year, two of which are student exhibi-tions. Each year one exhibition includes graduates, members of the Milton community or a local artist. An Artist’s Lecture Series works in conjunction with these

exhibitions so students meet and talk with the artists directly. The Nesto has garnered metropoli-tan press attention. The Boston Globe, the Globe’s Sunday South Shore Weekly and the South Shore papers highlight the gallery schedule and review the shows. The Nesto Gallery increases awareness and augments existing visual arts programs, as well as represents Milton Academy with-in the greater public arts arena in the Boston area.

academic

skills center

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

bookstore

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

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

• birthday and special occasion cards

• class rings and graduation mementos

• Milton t-shirts, sweatshirts and shorts

• mugs, cups and keyrings• soda, snacks and toothbrushes

cox libr ary

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

Athletic and Convocation Center

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

63

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

health and

counseling

center

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

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

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

• administer allergy shots with an order from a physician;

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

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

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

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

pr itzker science

center

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

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

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

Pritzker Science Center

Kellner Performing Arts Center

William Coburn Cox ’24 Library

64

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

computer

center s

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

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

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

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

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

schwarz

student center

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

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

• offi ces for student activities;

• computer kiosks to check email and browse the Internet;

• spaces for faculty-student meetings;

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

• foosball, television and ping-pong.

the robert

m. ayer ’28

observatory

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

Schwarz Student CenterThe Bookstore

Computer Centers

65

legend

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

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

K–8 Admission 8 Art and Media Center

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

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

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

the milton academy campus

66

admission and financial aid

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

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

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

getting started

To begin your conversation with Milton Academy and add your name to our mailing list, com-plete and submit the Request Information form online at www.milton.edu or call the admis-sion offi ce at 617-898-2227. Admis sion packages are mailed weekly. Included in the package is the Preliminary Application which should be submitted prior to your personal interview, but no later than January 15, 2012.

campus visit

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

year-round and welcomes visits from interested families from June through early January. During the fall semester, families may schedule visits on Monday, Tuesday, Thursday and Friday at 8:15 a.m., 10:15 a.m., 1:15 p.m. and 2:15 p.m., and on Wednes days at 8:15 a.m. and 10:15 a.m. Please allow two hours for your tour and interview.

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

The campus visit includes:

Personal Interview

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

Campus Tour

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

Special Interest

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

standardized

testing

Standardized testing is an impor-tant supporting element of a student’s academic record, and all candidates for admission are required to submit the results of the Secondary School Admission Test (SSAT). Applicants should register for and take the SSAT by January 2012 and request that scores be sent to Milton Academy. The SSAT school code for Milton Academy is 5098. Applicants for Grade 11 may substitute the SSAT with either the PSAT or SAT-I Reasoning Test.

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

final

application

Candidates for admission in September 2012 must fi le a fi nal application on or before January 15, 2012. A late application may be considered as space allows, but we cannot guarantee a decision by March 10 on late applications. The application is available online at www.milton.edu/admissions/online_application.cfm or in hard copy. The application fee is $50 for domestic applicants and $100 USD for applicants with an inter-national mailing address.

The application consists of the following elements:

To be completed by the applicant:Part 1: Biographical

InformationPart 2: Extracurricular Interests

& Short Answer Questions

Part 3: Personal Essays/Student Questionnaire

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

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

Recommendation

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

current English teacherPart 6b: Recommendation

from current math teacher

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

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

Recommendation—ArtsPart 7b: Special Interest

Recommendation—Athletics

financial aid

Milton Academy values diversity in all its forms and maintains a generous fi nancial aid budget of $7.9 million in support of this goal.

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

admission

facts

Number of completed applications in 2010: 1,030

Applicants accepted: 26%

Students newly enrolled: 160

Median SSAT percentile for accepted students: 90th

Median SSAT percentile for enrolled students: 90th

Percent of newly enrolled students of color: 45%

Percent of boarders from outside Massachusetts: 73%

67

To be eligible for fi nancial assis-tance, parents must complete and submit the Parents’ Financial Statement (PFS) to the School and Student Service for Financial Aid (SSS) by January 15. The school code for Milton Academy is 5098. In addition, parents must submit a signed copy of their 2010 Federal Income Tax Return to the SSS by January 15 at: SSS by NAIS, P.O. Box 449, Randolph, MA 02368.

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, 2012 to guaran-

tee a March 10 decision

Preliminary Application• ASAP, and before the interview

Standardized Testing• Schedule and take before

January 2012

Application Deadline• January 15, 2012

Financial Aid Deadline• January 15, 2012

Admission Decisions• March 10, 2012

Deposit Deadline• April 10, 2012

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

My dear Mr. Cobb,

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

Yours very truly,

Charlotte C. Eliot

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

financial aid

facts

Financial aid budget, 2011–2012: $7.9 million

Students on fi nancial aid, Classes I–IV: 32%

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

68

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

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

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

history

a timeless mission, a third century

“dare to be true ”

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

69

board of trustees

George AlexCohasset, Massachusetts

Robert Azeke ’87New York, New York

Julia W. Bennett ’79Norwell, Massachusetts

Bradley BloomPresidentWellesley, Massachusetts

Bob Cunha ’83Milton, Massachusetts

Mark Denneen ’84Boston, Massachusetts

Elizabeth Donohue ’83New York, New York

James M. Fitzgibbons ’52 Emeritus Chestnut Hill, Massachusetts

John B. Fitzgibbons ’87 Bronxville, New York

Catherine GordanNew York, New York

Victoria Hall Graham ’81 Vice PresidentNew York, New York

Margaret Jewett Greer ’47 Emerita Chevy Chase, Maryland

Antonia Monroe Grumbach ’61 New York, New York

Kerry Murphy HealeyBeverly, Massachusetts

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

Ogden M. Hunnewell ’70 Vice PresidentBrookline, Massachusetts

Caroline HymanNew York, New York

Harold W. Janeway ’54 Emeritus Webster, New Hampshire

Lisa A. Jones ’84Newton, Massachusetts

Stephen D. LebovitzWeston, Massachusetts

F. Warren McFarlan ’55Vice PresidentBelmont, Massachusetts

Chris McKownMilton, Massachusetts

Erika Mobley ’86Brisbane, California

John P. Reardon ’56Cohasset, Massachusetts

H. Marshall Schwarz ’54 EmeritusNew York, New York

Frederick G. Sykes ’65 SecretaryRye, New York

V-Nee Yeh ’77Hong Kong

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

facts

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

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

The year coeducation returned to classes at Milton: 1970

Number of living Milton Academy alumni: 8,880

Market value of Milton’s endowment: $193 million (as of May, 2011)

Annual fund gifts 2010–2011: over $3.7 million

70

faculty

Marijke D. Alsbach (1982)Physical Education and AthleticsB.A., M.Ed., Boston University

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Séverine Carpenter (2009)Modern LanguageTechnicien Supérieur en Commerce International

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cathleen D. Everett (1990)Director of CommunicationsB.A., College of New RochelleM.S., Boston University

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

Lida Famili (1987)ScienceB.S., National UniversityM.S., Tehran University

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

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

Anne H. Foley (1987)Cox LibraryB.S., University of Southern MaineM.L.S., Simmons College

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

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

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

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

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

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

Alan Gluck (2011)History B.A., Trinity CollegeJ.D., Washington University

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

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

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

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

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

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

Wells S. Hansen (1993)ClassicsA.B., Boston College

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

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

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

71

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

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

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

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

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

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

Bridget Johnson (2007)Dean of StudentsB.S./B.A., Georgetown University

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Pamela J. McArdle (1989)Performing ArtsB.A., Boston UniversityP.A., Emerson CollegeM.A., Simmons College

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

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

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

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

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

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

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

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

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

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

Anne Neely (1974)Visual ArtsB.A., Old Dominion University

Maria Noy (2010)ScienceB.S., University of CaliforniaM.S., Institute of Chemical TechnologyM.S., Yale University

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

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

Sarah Piebes (2010)Athletics/Health EducationB.S., Ithaca CollegeM.S., A.T. Still University

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

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

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

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

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

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

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

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

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

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

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

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

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

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

72

From Boston or

Logan Airport:

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

By automobile

from the South Shore:

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

directions

By automobile

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 towards Braintree) to Exit 5B. Then follow directions on left.

By automobile

from New York City via

Providence:

Take i-95 north to i-93 north towards 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

Adams

Street

Brook Road

Can

ton

Ave

nue

Cen

tral

Ave

nue

Canton Ave.

1 Centre

Street

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From Quincyand Points South

Exit 10Squantum StreetMilton

Exit 5B

From Bostonand PointsNorth

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MBTA

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

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

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

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

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

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

John Charles Smith (1974)EnglishB.A., University of North CarolinaM.A., Ph.D., Harvard University

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

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

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

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

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

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

Tonysha Taylor (2007)Assistant Dean of StudentsB.A., Columbia UniversityEd.M., Harvard University

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

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

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

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

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

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

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

Carlotta D. Zilliax (1992)EnglishB.S., Wheelock CollegeM.A., Harvard University

milton academy

170 Centre StreetMilton, Massachusetts 02186

Tel: 617-898-1798Fax: 617-898-1701Email: admissions@milton.edu