A Brief History of Milton Academy
Milton's Bicentennial in 1998 marked the Academy's charter, given in 1798 under the Massachusetts land-grant policy. It 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 established as a coeducational day school, and preparation for college was the primary goal of the school's program.
Just after the school's centennial, reacting to a marked increase in the interest of separate education for young women, the Academy was divided into separate schools. For many years, the Milton Academy Boys' School and Girls' School maintained separate faculties, facilities and student bodies. Today, Milton has returned to its coeducational roots.
Academic standards, facilities, endowment resources, curricular and extra-curricular offerings, the size of the faculty and student body, admission applications and annual giving—all facets of the Academy's activities—have strengthened and expanded during the School's second century. Milton has consciously nurtured and enhanced a vibrant campus life, and today, both young people and adults at Milton cite the diversity of the school community as a crucial element of living and learning.
Students and faculty at Milton, as varied and exciting as they are, attract others who want to learn and to teach in a stimulating environment. One of Milton's strengths is maintaining a campus life that optimizes the benefits of a boarding school and a day school. The full involvement of both of these student populations in the life of the school enhances and broadens the experience of each of the respective groups. Both boarding students and day students lead and participate in all aspects of School life.
Milton Academy distinguishes itself by building a vital and effective community based on self-confidence and respect of individuals. The School fosters an atmosphere of intellectual freedom and responsibility and encourages initiative and the open exchange of ideas. Doing so demands considerable energy. Teaching and learning at Milton Academy are active processes, encouraged and supported by common respect for the intelligence, talents and potential of each member of the School.
