The Modern Languages Department:
Innovation, as a Matter of Course

Energy from the modern language classrooms on Ware's third floor bursts through the doorways. Each room projects its own sound; one class is singing in Spanish, another is watching a French film, while yet another is debating heatedly -- in Chinese.

Marisol Maura, department head, describes the modern languages department as very much alive, "we are like a glass of champagne," says Marisol, "very bubbly."

The department prides itself on innovation, and considers itself on the "cutting-edge." Constantly reviewing the curriculum, the department works hard to keep the daily language lessons alive.

"We try to keep the curriculum engaging, while working to ensure that students are understanding and learning the material," explains Marisol. Take for example, George Fernald, who uses a puppet theater, designed by students in Milton's performing arts classes, to teach French in the classroom. Each student makes his/her own puppet and uses the puppet to express an idea in French.

Enhancing the curriculum with the use of technology is one of the department's most important initiatives. "I encourage the faculty to take technology as far as they can," says Marisol, "and the members of the department have responded well to the challenge."

Jim Ryan is working with the IT department on improving the department's language lab and is looking into using voice recognition software. Jenny Stortz requires that her students present projects using PowerPoint in the classroom. Michael Murray's advanced Chinese students broadcast a Chinese radio program 30-45 minutes per month. All of the faculty members utilize the Web for lesson ideas and research, and encourage their students to do the same, sending them to the Web for pictures and information for class projects. Movies, films and audiocassettes have also become an important part of many of the modern language classes. The department has three VCRs with one machine available for viewing European-format movies.

The modern languages department teaches not only grammar and communication, but also history and culture. For instance, students in Spanish 4 are devoting this semester to the history and culture of Mexico, from Mayan legends and mythology to Mexico's contemporary society and literature.

The fun and enthusiasm that is the modern languages department does not end at 3:00. Students can join faculty members during the activities period to continue their interest in learning language and further practice the art of conversation. The French and Spanish clubs meet every week for an hour. Some activities include cooking, listening to music, or visiting Hispanic or French restaurants, performances and museums. During a recent Spanish club meeting students cooked Spanish omelettes. Students studying Chinese may find what they are looking for in the Asian Society, whether it's talking about societal issues, or writing for the Asian Paper. Not to be outdone, students in French and Spanish also publish their own newspapers, Mille Tonnes and La Voz.

In many ways, the real reward of learning a foreign language is to be able to take it abroad and practice it through exchange programs with schools in Spain, France or China. Many students, in fact, progress further than the language requirement and take one of many modern language electives, or go on to study a year of intensive German or Italian. Perhaps they find the spirit that's so evident throughout the department irresistible.

Faculty Profile:
Jim Ryan, Modern Languages

Christy Millet P '03

Jim's unbounded enthusiasm for teaching comes across immediately in the interview. In an era when many schools are having a hard time attracting talented, young teachers -- especially language teachers -- Milton was fortunate that Jim Ryan called a friend, Ana Colbert, to ask if a spot was open at Milton Academy. His call came when Milton was actively seeking a Spanish teacher to fill a vacant spot. A few days later, Jim Ryan had left his office job and was facing a group of Spanish students, thrilled to be back in the classroom.

A graduate of Holy Cross, Jim fell in love with Spanish at Boston College High School and knew from the outset that he wanted to teach. After college, he taught at Phillips Exeter for three years before leaving to take a job in the financial aid office at Harvard Law School. It didn't take long for him to realize that his heart was not in an office environment, and for the past two years, Jim Ryan has been doing what he loves best, teaching Spanish. He especially enjoys his eighth grade students. "They are so full of enthusiasm and very ‘teachable,'" he says, "I love their creativity and energy."

As much as he enjoys his classroom experiences, Jim's two other jobs for the Modern Language department keep him the busiest. Although he is passing the baton to Mary Jo Ramos and Jenny Stortz this year, he has been integrally involved in the Spanish Exchange program for the past three years. Each June, students from Milton travel to Spain for four weeks to attend the Colegio Estudio, a private high school in Madrid. For three weeks they attend classes two days a week, take field trips and live with a host family. The last week they stay with their host families for a total immersion experience. In return, the Spanish students come to Milton Academy for four weeks the following September and stay with their American exchange students and host families while attending classes here and traveling around the area. The timing works well for both groups. According to Jim, "It really takes a full year to plan an exchange, select students, book tickets, do the paperwork, etc., but the rewards for all involved are well worth the effort." He accompanied last year's group of students to Spain and thoroughly enjoyed the trip.

His other "job" within the department is exploring the use of technology in teaching languages. He has been working with Ed Villavicencio in the IT department on the development of what they hope will be a "virtual language lab." Language labs have been a staple in language curricula for years, but Jim is taking the latest Internet and communications technology a good deal further. "We are experimenting with the use of MiltOnline conferences (conferences on the email system at Milton) as a means of teaching Spanish outside the classroom. For example, we will post a question on MiltOnline that a student can call up on his computer, answer and send back to us by email from his or her room or the school's computer lab."

In this day and age, homework by email isn't so unusual, but language education relies heavily on the spoken word, and he and the IT team have developed an innovative way to communicate using the latest in voice technology. "A student can now use a microphone attached to his computer to answer a question orally and have a teacher pick up the voice transmission, grade and comment on the homework and send it back to the student -- all online," states Ryan. "The headset required costs $10-15 and if a student doesn't have one, he or she can use one of the school's computer labs. Some of the kinks still need to be worked out, but we are very excited about the ability to tap into existing and new technologies to help us teach."

Jim is a house parent in Robbins with his wife Denise whom he married last year. "I love living in the house," he says. "You get to know the students on a very different level and I have come to appreciate the richness and complexity of their lives." He could be describing his own life, for his teaching and house duties leave very little time for his own hobby, painting watercolors. Still, he wouldn't trade any of it. "I love working with these incredibly creative students," he states. It is fortunate for all of us that he does.

Convocation: September 11, 2000
Robin Robertson Greets Students

Let Us Begin
On Monday morning, September 11, Head of School Robin Robertson stood with the full community of students and faculty in the Fitzgibbons Convocation Center to welcome and celebrate the Class of 2001. The traditional, sustained roar of acknowledgment as Class I marched in, launched the official ceremony opening School for the 2000 -- 2001 year.

The George C. Lee Family Teaching Chair
The first order of ceremony for Convocation 2000 was announcing the establishment of the George C. Lee Family Teaching Chair and naming the first chairholder, Theresa HerrNeckar (mathematics department). The endowed chair seeks to nurture new faculty, providing support aimed both at new teachers' social and professional needs. As the chairholder, Terri will organize activities, symposia and opportunities to connect and share, that will make a difference in Milton's work environment for individuals joining the Milton faculty.

The Head of School's Opening Address: Try Three
Robin welcomed faculty and students to the beginning of a year which "promises to be a memorable one for all." Her message examined the notion that a "trichotomic" pattern or tripartite organization characterizes our culture. She encouraged students and faculty to apply that principle of three to our behavior by naming the three key values that would define our actions. The values which direct her own activity and the ones that she would stress as our community values are "responsibility, respect and honesty."

Setting the context for her discussion of "threes" Robin broke out the notion of culture:

… "Culture is defined as learned, shared patterns of behavior. Let's take that definition apart for just a moment. ‘Learned' means we are not born with it. It is passed on from others. Now interestingly, not all learning is conscious.…‘Shared' means that it is not ours alone. It belongs to any number of people. ‘Patterns' indicates that it must be repeated or that some organizing principle must be there. The plural denotes that there is more than one pattern.…‘Behavior' refers to the fact that it is about how we act and what we do. The bottom line is that as natural and as inherent as culture might appear, it is in fact quite arbitrary."

Culture is also often invisible, Robin explained. Based on a piece by Alan Dundees entitled "The Number Three in American Culture," Robin exposed the degree to which the number three or a tripartite organization can be found in American culture, in ways most of us have not observed.

"Think for a moment about your ABC's. They are not your AB are they? And what is easier than 1,2,3. Multiple choice tests often have three choices and D or ‘other.'"

… "Have you ever wondered why there are nine players, nine innings, three outs, three strikes, first, second and third base, left, center and right field? Even the stats are grouped in threes -- batting and fielding averages are calculated to three places, earned run averages consist of three digits, and box scores list runs, hits and errors. Batters are measured by RBI's and whether or not they hit over 300. The only exception seems to be that one walks with four balls. Is there a reason that in horse racing you have "win, place and show?" And how often do you win, lose or draw rather than just win or lose in other competitions?

… "Then there is the three ring circus, or our preference for trinary names and initials. There is JFK, LBJ, The Triple A (American Anthropological Association), KKK (Klu Klux Klan), DAR (Daughters of the American Revolution), CIO (Congress of Industrial Organizations), TNT (Trinitrotoluene), ABC, CBS and NBC and when Turner came in it was TBS, TNT and TCM or Fox. Then there is DNA, DOA, FBI, GOP, LSD, TKO and VIP. In fact we refer to our country as the USA with its red, white and blue flag. And then there is the SOS in which the signal consists of three dots, three dashes and three dots.

… "We even organize our conceptual frameworks in threes. The Constitution asserts we are all entitled to life, liberty and the pursuit of happiness and we have a government of the people, by the people and for the people. Our politics are right, left or middle of the road. We beg, borrow or steal. We are cool, calm and collected. Or there is blood, sweat and tears. We swallow things hook, line and sinker. We accept others lock, stock and barrel. Tom, Dick and Harry are familiar to all of us, men, women and children. At railroad crossings, we stop, look and listen. Cereal goes snap, crackle and pop. Our steaks are rare, medium or well done. We eat three meals a day at morning, noon and night. Not everyone does, you know. In many, many cultures people eat four rather than three and some only two. But then we drink coffee, tea or milk."

Social organization, the military, even childhood stories have tripartite structures or foundations. We seem to feel most comfortable with three. There is stability, efficiency and effectiveness in threes. Robin urged her audience to "give some thought to the three values that guide your behavior," and she shared her own -- responsibility, respect and honesty.

"Responsibility comes first, because I am a person who lives and works in a community that can only be what it is if everyone is doing what is expected of him or her as an individual and as a member of that culture. I am responsible to myself and for myself, but also to each of you and to the broader culture that is Milton Academy. The notion of responsibility motivates me to do my best even when I am tired, unhappy, or just wish the world were somehow different. It gives me backbone if you will. I know others are dependent upon that best and rely upon my doing what they expect me to do. That need for responsible behavior is there for each and every one of us. Without it there is chaos.

… "Respect is second. Life has a certain gentle quality about it when there is genuine respect among people. …In order to live together we need to respect one another's needs and who and what we are as individuals. We need to respect our differences as much as we enjoy our similarities…Sometimes we are frustrated, mad at the world and we don't have a lot of respect for ourselves, let alone anyone else. But at that very moment we should each hear a little voice spelling out R-E-S-P-E-C-T. We should listen to one another as we would like to be listened to. We should think about one another as we would like to be thought about. And, we should act toward one another as we would like to be acted toward. One cannot demand respect. It can only be earned, but it characterizes all civil relationships.

… "Finally there is honesty…Honesty is the foundation, the underpinning for trust. Without trust, responsibility to another does not come easily, and it is next to impossible to respect a dishonest person. We need to be honest in our dealings with one another. We need to trust that each of us has at the heart of what we do, the notion that we are acting in the best interest of those around us. Once we believe that another person or group of people is being honest with us, it is much easier to think positively about that person or that group, even when we differ about what that best interest is. If we are honest with one another, we may be able to sort those differences out and arrive at a place that is acceptable to all concerned. Sometimes, it seems as if just twisting things a bit or leaving something important out would be ever so much simpler. But, experience tells each of us that in the long run, ‘Honesty is the best policy.'

"A new year lies ahead. Try three. Take a few moments to think about your three key values and why they are important to you. Do not let that which guides and/or affects your behavior be inarticulated or invisible as we work to build a culture that is Milton Academy, developing our own learned, shared patterns of behavior from the rich mix that is our differences. We will succeed if we are responsible, respectful and honest toward each other and about what we are doing."

From the Top of Ware
Class V and VI
"The Play's the Thing"

Lenna Dower, Associate Dean, Classes V and VI

One of the important goals of the middle school years is to have students become more responsible. We state on one of our banners that we expect students to be responsible for their actions. We imply it when we give them assignment books. Even the simple announcement that offers a student the chance of joining an activity has underneath it the implication that the student will follow through if there is an interest.

However, responsibility is a difficult concept to embrace. There are times that we find adults in full flight from the consequences of their actions, so it is not surprising that our youngsters can have difficulty with it. The children have just come from grade school. You, their parents, have shouldered the responsibility for finding schools that fit the child, for providing interesting activities, and sometimes even arranging friendships for your children. Parents are actively guiding and advising their children. They step in when things seem to be going wrong, and "fix it." They give their children a wonderful menu of opportunities, and, yes, they read them to bed at night.

But, now, something is happening. Your children are making more choices without asking for your parental advice. They are involved in a school that is more complicated than their former school, and sometimes they begin to see their parents as being out of touch with what is going on. (Of course, many of this age group make sure their parents are out of touch, by refusing to tell them anything about school.) They begin to try things. They might join the chess club, not because they want to deny their parents the thrill of bragging about their child's success on the speech team, but because a particularly cool guy, who is admired, is in the club. They might hang around a not so nice kid, because that naughtiness is fascinating. They might decide that popularity depends on owning a particular brand of clothing or being bald for football. They may decide to take a personal sabbatical from homework, defy a teacher, or "borrow" another student's belongings.

The important thing is for them to learn that they are responsible for the consequences of whatever their choices are. You may find that your child becomes the school chess champion. Applaud that success. You may find that naughty kid he was hanging around with is astonishingly creative; be amazed, and applaud. You might find that your daughter's dress is way too provocative, or that your son's ears seem huge without hair. It is fair to comment. You might find that your child has run afoul with the school's academic policy, or that he or she is facing disciplinary action. Express the belief that they can deal with this setback with honesty and integrity and that you love them even when they make mistakes.

What you cannot do for your child at this age, and still expect your child to grow, is to "fix it." Your child has to see that actions have consequences, and that he/she can deal with the consequences of choices, even when they were not what the child had anticipated. At Milton, we try to make sure that the consequences of their actions are not too cataclysmic. We monitor students well, but there is always room for student creativity.

A former head of school used to describe the difference in the role of parents of a sixth grader, and the parents of a student in Class VI. He would say that in the former, the parents were the director of the play called, "Our Child." In the later, the parents were the producer. This is a bit strong, in my opinion. But it is important to see the play as moving from a scripted play, into something more improvisational. What will happen, depends upon what has just happened. For a child to process what has just happened, at this age, they have to see the results of actions. That means, that they cannot be rescued when those results are unpleasant. Have faith in them. Thanks.

Web Review: bigchalk.com

Overview
Bigchalk.com the education network, recently acquired HomeworkCentral.com, which was founded in 1997. The site proclaims itself the home of the best study and research collections on the Web. A unique learning environment, bigchalk.com provides Internet directories organized by age level that include approximately 75,000 scholar-screened links to other Web sites, on more than 10,000 subjects. Access to the resources on the site is free. Although supported by advertising, the advertisements on bigchalk.com are minimal and unobtrusive.

Aesthetics and Navigation
With bright bold colors and easy to read text, the homepage is eye-catching, but busy. The four-column layout gives the user too many options. It takes awhile for the eye to comprehend all of the choices and figure out the best next step. A few pages deeper into the site, the organization of the subject matter is simpler. Lists of links organized by subject titles and subtitles are easy to navigate. One note: all of the lists of topics and subtopics are clickable although they are not underlined as hyperlinks.

Learning Resources
The links are free, safe and easy-to-use for students of all ages. Start by clicking on the appropriate tab; the site has tailored sections for teachers, library and media specialists, students, and parents. The student section is further broken down by age group: elementary, middle school and high school. Each level has six sections including a "tutor yourself" section, which includes links to online workshops, tutorials, primers, an e-question and a spotlight section.

The search and browse functions are also very useful. Start by clicking the appropriate age level: kids, teens or college & beyond. For each age level, bigchalk.com contains a list of subject titles. You can click on any word that interests you. For instance, you might click "Math" and then "Math Basics" and then "Arithmetic". By clicking "Arithmetic" you'll see additional subjects related to that topic. You can also move through the site by clicking any of the words in the yellow bar immediately above the subject titles. It might say, for instance: Math > Math Basics > Arithmetic. This "yahoo" navigation makes it easier to find your place when browsing through different areas of the site.

Sending your Teen to Milton: A Parent's Perspective

Kumkim Malik P '04

It is the evening of September 6. School begins tomorrow, but with a difference. This time, Saloni will be going to Milton. She is excited and nervous. We have been talking about this new beginning all summer long, and are excited and happy as a family..

So why is my stomach knotting up each time I look at her head bent over the Milton Academy map? Why does my throat constrict as I try to ask her a question? Foolishness! I scold myself. Go to sleep! She will be just fine.

The next morning Sarojit comes downstairs to prepare Nikhil's breakfast, and is amazed to see me still in the kitchen. "Weren't you planning to leave earlier?" he exclaims. "You are going to be late. What's going on?"

I don't know. I've been ready for the past half hour, but am doing useless things around the house. Delaying tactics, I know, but why? I have been her strongest cheerleader all along. I know I have wanted this day to come. But now, I am having the oddest sensations of anxiety and sadness.

As we drive, the soft morning sun dapples Saloni's face into shades of gold and brown. An image flashes into my mind: the colors of the morning sun on my mothers face during my vida ceremony, 18 years ago in New Delhi. I was leaving home after getting married (called the vida ceremony in Hindi).

The past, present and future all come together in that moment of long ago, when my personal memory took root. It was the day I left my parents home, never to return again as the daughter. Henceforth, I would return as someone's wife, or someone's daughter-in-law.

During the vida (literally, goodbye) my entire family was in various stages of tearfulness, including my father, married brother and sister, and various aunts and uncles. An onlooker unfamiliar with Indian culture could be forgiven for thinking I was leaving the family forever, and going to unknown parts to face unimaginable hardships. In reality, I was marrying the man of my choice. The two families were the best of friends, and our dads had gone to law school together. Their house was three miles down the road, and I would be there this evening for dinner.

Saloni, too, is not really "leaving," I tell myself. Just like my father-in-law had said to my mom on that memory drenched morning years ago "Relax bhabi (brother's wife), she's not going anywhere. What's there to cry about?"

But finally I know why my family was crying. They knew something I was just beginning to know. The daughter they were saying goodbye to was truly going away, never to return again in quite the same way. She was embarking on a journey over which they had very little control. Wisdom and life experience had taught them that this journey would be a bittersweet one. Their cherished daughter, who liked being served mango slices cut just so, would no longer have mom and dad to enfold her moods and whims. She would need to learn how to find her own mangoes, and how to cut them herself.

"And she (I) did!!" I say to myself, as we stop at the traffic light on Centre Street in Milton. I turn to look at Saloni. She is loudly singing a song from Rent as she chews down the last piece of apple. "Nearly there mom?" she asks.

Yes darling, you are nearly there.

Science In And Out of The Classroom

This should be another big year for students involved in the science extracurriculars at Milton. Please be aware of the following opportunities for your children in and out of the science classroom:

The Milton Academy NU-TRONS will once again make a strong presence in the F.I.R.S.T. (For Inspiration and Recognition of Science and Technology) Robotics program. We will team with Textron System engineers, Northeastern University faculty and students, and students from Boston Latin and Brookline High School to design and build a robot that will compete in regional contests on the East Coast to qualify for the "Big Dance" in Florida (please see Milton Magazine, Summer 2000).

Class IV students have a great opportunity to participate in the Massachusetts State Science Olympiad in March, 2001. Select classes will be busy in February and early March preparing for the hands-on design challenges that have in the past included engineering design with planes, bungee jumps, towers, and self-powered vehicles.

A group of students from Classes IV-I will once again form an alliance which will compete in the Eastern Regional Physics Olympics. We have placed in the top six in the past four years in this hands-on, collaborative effort involving designing, building and group problem-solving. All are invited to join us.

Students in physics classes can choose to take part in this year's Physics Bowl and the yearly exam that will begin the selection of this year's U.S. Physics Team, sponsored by the National Association of Physics Teachers and the National Science Foundation (N.S.F.)

Milton students with a strong background and interest in oceanography and environmental science are encouraged to join our team as we head to the National Ocean Sciences Bowl at the World Trade Center in February.

Please stay in touch with members of the science department to learn what's going on in and out of the classroom. We welcome parental support and involvement, including drivers, bakers, and emotional support.

The Melissa Dilworth Gold Visiting Artist, 2000:
Galen Rowell, Spirit of Adventure

This year's Melissa Dilworth Gold Visiting Artist, is not only a great photographer; Galen Rowell is a pioneer, an artist, an activist and an adventurer.

Galen Rowell made the first ascents of the major Himalayan peaks, Cholatse, Great Tango Tower and Lukpilla Brakk, as well as the first one-day climbs of Mount McKinley in Alaska and Mount Kilimanjaro in Kenya. Galen's photography grew out of an interest in sharing his adventures with friends and family and an intense devotion to wilderness that eventually shaped all parts of his life.

Galen is considered a pioneer of participatory wilderness photography in which the photographer transcends being an observer with a camera to become an active participant in the image being photographed. His love of the wilderness and dedication to the art of photography earned him the Ansel Adams Award for his contributions to the art of wilderness photography in 1984 and an artists and writer's grant in 1992 to photograph Antarctica from the National Science Foundation.

On Campus, In Classrooms
Working with a 35mm camera, Galen has been teaching workshops for over twenty years and is well-known for his openness in sharing everything he knows about creating a stunning photograph. Galen Rowell will be on campus from Tuesday, October 31 through Saturday, November 4, and in various disciplines including photography, science and English, he will share, with Milton students, his experiences and knowledge.

Matt Bingham, a member of the science faculty and director of the Milton Academy Outdoor Program first contacted Rowell about a trip to Milton, after visiting Galen's Mountain Light Gallery in Emeryville, California. "I was first attracted to Galen's photographs because of the subject, but what I quickly realized was that Galen's work had a quality to it you won't find in any one else's work," says Matt. "Galen's work is more evocative and has an element of spirituality, that you won't find from other photographer's images.

Galen Rowell's Nesto Exhibit
The Milton community won't have to travel to California to experience Galen Rowell's work. The Nesto Gallery will open "My Tibet," a photographic exhibit of his work on October 26. The exhibit, which runs through November 4, is said to bridge the gap between environmentalism and human rights.

In the late 1980s over the course of five trips to Tibet, Galen quietly witnessed the human rights problems of the Tibetan people as well as the environmental abuses that resulted in the destruction of Tibet's wildlife, since Tibet's occupation by the Chinese in 1950. Unlike many journalists who had not divulged the extent of the environmental problems in Tibet for fear of retribution from the Chinese, Galen decided to use the power of the photographs to work for Tibet.

Galen and his wife Barbara approached Tenzin Tethong, who at the time was the Dalai Lama's personal assistant in Washington D.C., with the photographs and the idea that the Dalai Lama directly respond to these images of his homeland of which he had not seen with his own eyes in 30 years.

In May of 1989, Galen and Barbara traveled to India where they spent a week recording the Dalai Lama's responses to images Galen had captured.

Each of the photographs in the exhibit is accompanied by a quote from the Dalai Lama, recorded first hand by Galen and Barbara. The exhibit, which includes 36 images and matching quotes, also incorporates a number of novel design elements such as gold Tibetan borders around each of the prints.

Unique Slide Show In King Theatre
In addition to the Nesto Exhibit, Galen will present a slide show and lecture on Friday evening November 3, 2000 entitled Preservation and the Spirit of Adventure. Using images of Yosemite, the High Sierra and the Galapagos Islands and many other locations in combination with synched music and live narration, the lecture explores the powerful role of outdoor adventure in helping create the environmental movement. Parents who would like tickets to Galen Rowell's Friday evening (November 3) lecture and slide show should contact Dar Anastas at 898-2128 or darlene_anastas@milton.edu. Tickets are limited so please call soon!

The Nesto Gallery, located on the lower level of the Science Building, is open from 8:30 a.m. - 3:30 p.m. Monday through Friday. During Parents' Weekend, the Gallery will be open during regular hours on Friday, October 27 and on Saturday October 28 from 9:00 a.m. - 12:00 p.m.

Traditions: Pumpkin Carving

Beth Hobbs P '04

In October you'll see them at the local farm stands. In the crisp, autumn air, yellow leaves drift gently to the ground, as they sort through heaps of bright, orange pumpkins. Choosing perfectly round ones, tall oval ones, and some with lopsided character, they fill their car with future jack-o-lanterns. Laura Warren will make sure she has enough for the teams created by the Robbins House monitors. Laurel Starks will verify that she can supply one to each Forbes boy who signed up for pumpkin carving, plus a few extra for those recalcitrants who will change their mind once the carving begins. Then the house heads return home, prepared for the annual house pumpkin carving tradition.

Started in the 1990s, an evening of pumpkin carving at each house has evolved into an opportunity to bring the house together to relax and have fun. Other than Louise Gilpin, keeper of the limited pumpkin carving equipment, the event lacks an organizational bureaucracy. Generally, house heads agree on a date for the event close to Halloween. Laurel Starks recalls one year when pumpkins were carved a good week before Halloween. "That was a mistake," she laughs, as the pumpkins were all shriveled before the big night. Each house develops its own approach.

At Robbins House, competition inspires teams to cooperate on a design, which they hope will win the favor of the house faculty. Past teams have put the initials R. H. into their creations, and one year, a particularly creative group carved the house's shape so that the lit pumpkin revealed an outline of Robbins House. For some international students, this is another uniquely American experience and the first time they have carved one of the great, orange gourds. The faculty votes and the winning team is awarded a pizza or bag of gummi bears. Then everyone enjoys cookies and cider.

Individualism reigns at Forbes where every participant designs his own pumpkin. Set up outdoors for easier cleanup, the event includes the children of house faculty. Both the children and the students enjoy this time to do something fun together. At check-in the pumpkins are lit for all to enjoy, while everyone shares Chinese food.

Six years ago at Hathaway House, new house head, Nan Lee, heard of the house's traditional hayride, "spoken of glowingly," and set out to schedule the event. She learned, however, that the provider had gone out of business, and the next best option was an empty wagon pulled by a tractor on a concrete road in broad daylight. The ambiance seemed missing, so she began the evening of pumpkin carving.

At Hathaway, the pumpkins are set out on the black porch benches. Each room chooses one, and writes the room number on the bottom. On the designated evening, girls have an early study hall, cover the dining room tables, turn on the music, and set out the food for an evening of creativity and camaraderie. Then, with gourds aglow, the girls form a pumpkin parade to the darkest part of the field behind Hathaway. With the pumpkins set out in a circle, the girls sitting inside the circle, and the shadows dancing from the candlelight, Mr. Hilgendorf's scary ghost stories begin. While Class I and II girls may have his stories memorized, Ms. Lee recalls one year when there were two new Japanese girls in the house. As the stories progressed and cultures diverged, the girls became very frightened. One of them eventually explained, "In my country, ghosts are real." Marshmallows are then browned on a brazier, the faculty advisors award a prize for the best pumpkin, and the new girls sign the traditional Hathaway House book.

Perhaps the most competitive aspect of the event is not the pumpkin design, but merely obtaining the pumpkin carving tools. Louise Gilpin distributes a limited number of sets which must be rotated between houses and shared between carvers. They break easily, and as Nan notes, hauling out a bunch of kitchen knives is probably not a safe option. Therefore, she is taking matters into her own hands this year. With a small budget for some house toys, Nan is purchasing sets for Hathaway. With those special blades designed for intricate carving, next year's jack-o-lanterns will cast new lights on an old tradition.

Milton's Student Leaders: Meet the Head Monitors
Molly Greenberg and Chukwuka Nwabuzor

Carol Smith Miller P '03

Molly Greenberg and Chukwuka Nwabuzor seem in many ways to be typical Milton students. But they are anything but ordinary. Together they lead the Self-Governing Association (SGA), having been elected by the students as this year's head monitors. It's a big job. In addition to running the SGA meetings, the head monitors run the Friday assemblies and sit on all disciplinary committees. They meet weekly with SGA faculty advisors and with the dean and assistant dean of students. Being front and center at school events, they serve as role models for the students and emissaries to the community, including the trustees. Working with other groups on campus, they plan and organize activities and programs for students.

Molly and Chukwuka are a parent's dream: confident, friendly, articulate, comfortable being role models, yet still humble. Louise Gilpin, assistant dean of students, who works closely with the SGA and the head monitors, says that the two "exemplify what Milton is about."

Molly is a day student who lives in Newton, and came to Milton as a Class VI student. She has one sister and two brothers, the older of which also attended Milton. Molly says she likes all of her subjects, but English is her favorite. She is also very involved in the arts, particularly drawing and painting. The thing that Molly most loves about Milton is its ability to be a different school for each student. She uses her brother as an example: an athlete, Milton for him revolved around the gym and all his Saturdays were spent at games. Her own experience is entirely different. She isn't active in sports, and because of her involvement in the arts, she thinks of Milton as an arts school. Molly's work as a peer counselor has been a high point of her time at Milton. Chosen in Class II, peer counselors receive leadership training and during the Class II and Class I years lead groups of students in Classes VI, IV and III. The close relationships developed with these younger students are very rewarding.

Chukwuka lives in Wolcott House; his home is in Hillside, New Jersey. He has four older sisters. Chukwuka's parents are both Nigerians who met when they came to the US for college. He says that his Nigerian heritage is an significant part of who he is, and he believes it's important for him to share that part of himself with the Milton community. Chukwuka's campaign speech was given in Nigerian and translated into English. His favorite subject is biology. But he is also interested in architecture, having designed a house which his parents are planning to build in Nigeria. Chukwuka is a jazz fan and member of the Miltones, the male a cappella singing group. He also plays varsity football. Chukwuka remembers his visit to Milton after having been accepted marked by many friendly greetings and happy, smiling students. Like Molly, Chukwuka has been a peer counselor, and feels enriched by the experience.

Head Monitors believe that Milton is already a pretty great school and that major changes aren't required. Their major focus is on "little things," "upkeep" and keeping students happy. That said, a community service day is in the works for the spring. Classes would be cancelled, and everyone in the community would head out for day-long placements in and around Boston. Molly's pet project is something she cryptically (and with a mischievous smile) describes as fun "surprises" for students. Chukwuka's special interest is in improving communication between and among students and faculty, and has worked on creating a "drop box" which can be accessed online.

Of a more long-term nature, Molly and Chukwuka are working to further a project begun by the previous SGA heads. The "Jeb Term", as it is called, is a two-to-three week school term held in January and February (hence, the name), during which the faculty would teach classes in things which interest them, and which may not be part of the regular Milton curriculum. Several colleges and secondary schools already have such programs. As you might imagine, this is a complicated project, and if it can be done might not be in place for several years.

t's still early in the year, but Molly and Chukwuka are enjoying their positions. They say (smiling) that they do feel a bit of pressure at being role models for other students. They like the subtle shift in their relationships with faculty and administration. It's fun for them to work with other student groups such as the SAA (Student Activities Association) and the AA (Athletic Association), which are led by fellow seniors. But what they most want students to know and remember is that SGA stands for Self-Governing Association, and that when new Upper School students "sign the book," they are agreeing to participate in it. The Head Monitors, they say, are the student's representatives, but the SGA is really a "collaboration of all students." True, and it's easy to see that in choosing Molly Greenberg and Chukwuka Nwabuzor, the students have chosen their representatives well.

Trends on Centre:
What's Hot, What's Not on the Milton Campus

Editors Note: In writing this article I contacted a number of students, boys and girls, boarding and day students. Judging from how the appointments and interviews played out, girls seem have their finger on what's hot and what's not on campus and are happy to report on that, while boys seem either less moved to note trends or to divulge them. Shannon Mahoney

Milton is well known for its diversity and celebration of the individual. Students come from all backgrounds, have a wide variety of interests, and express themselves in a number of ways, but that is not to say Milton students don't mimic the latest trends in the media and on the streets, or even have their own trends unique to Centre Street.

Look around. Milton is not your stereotypical prep school; most students leave their blue blazers and khaki pants on the back of the closet door to be taken out for Chapel on Sunday. Instead they are wearing baseball caps and blue jeans. For convocation, instead of navy or black skirts and blouses, senior girls opted for leopard print anything – dresses, skirts and even shoes.

Walking through the hallowed halls of the Milton Academy academic buildings, even now as the weather gets cooler, you'll hear a constant rhythm. No, it's not the sound of the orchestra practicing in Kellner, it's the sound of sandals and the ever popular flip flops slapping the floor. "Trends on campus this year show that we have to be comfortable, and perhaps that we aren't ready to leave summer behind," explains Amanda Harrington '01, who also mentioned that hooded sweatshirts are always in. Although many female students have adopted the flip flop trend they are able to retain their individuality, whether it be in the color of the flip flops, hot pink or the tie dyed look; the style, platform, plastic or wooden; or the accessories, flowers or beads.

Logan Elsass '01, also sites comfort as a driving force behind trends adopted by Milton students. "We sometimes wear our hair wet, or go to school with our hair looking as though its gone unbrushed, although it may have taken a few minutes to actually achieve this undone look." Milton students want to be comfortable and these are easy ways to achieve a sense of comfort in the classroom. Annie Evriviades '01 says many Milton students are into scrubs, wearing sweats and other comfortable clothing to school. However girls who wear sweats either remove the elastic from the bottom of the pant legs or buy them without elastic bottoms to keep with the latest trends in stores and magazines.

When they're not in the classroom, students are hanging out in their respective homerooms, with the exception of the seniors who, Annie says, have adopted the snack bar as an unofficial homeroom. Logan also stated that seniors are hanging out on the bench outside of Straus.

Lunch trays are a telltale sign of the food trends on campus. "Girls are eating lots of salads and wraps," explains Logan, "where as the boys' trays are filled with five different plates of food and a few glasses of milk."

Bagels, whether they're toasted, used in making a sandwich, enjoyed plain or with a little cream cheese seem to be a popular lunch item, as are the traditional teen favorites, pizza, french fries and chicken patties.

While the town of Milton isn't a known as a center of great cuisine students still give high marks to selected food spots: Bents, Java Jo's, Dairy Freeze or the Ice Cream Smith. Another campus trend is to bring a birthday cake into the snack bar to celebrate a friend's birthday.

According to Annie, iced-coffee is the rage on campus. Day students show up in homeroom in all types of weather, sipping a large Dunkin Donuts or Starbucks iced coffee to start the day. Those who choose to forgo the caffeine, opt to carry water bottles with them to assembly and throughout the day.

According to Caitlin Hickey '02, the current trend in Milton interior decorating is music paraphernalia. Posters of bands, singers and album covers plaster the walls, while music from popular bands such as Dispatch fills the air. Boarding students say that besides school events, they like to do one of three things during the weekend, explore Boston or the South Shore Plaza, do homework, or sleep – all day. When off campus, students enjoy spending time in Harvard Square, on Newbury Street, or at a movie.

A popular Friday activity for boarding students and day students alike is to go out to dinner before the evening events. Where will you find the Milton crowd? Well, according to Logan and Annie, Milton students are frequenting Bertucci's for brick oven pizza and Chili's for fajitas and other southwestern dishes.

"It's cool to show school pride," says Logan, "and there is plenty of it among the students here." Annie says that students are buying a lot of bookstore merchandise, hats, tees shirts and sweatshirts.

Many students may have described school-pride as "wicked cool." Wicked, a Boston language favorite, means very -- to the Nth power. Another common expression heard on Centre Street "so chill," Annie defines as something that is cool, which for those a little behind in the times, does not refer to the temperature.

"In the junior class, some of the kids have grabbed on to a new expression of choice," explains Caitlin, "the expression is used when you can't understand someone, and you may say ‘speak in English.' However they have switched the saying to be "speak in earth-tones" and now there are quite a few juniors saying this."

So, if your child calls to talk about the wicked cool movie they just saw, how their English teacher is so chill, or that they can't sleep because they just downed a wicked hot tall skinny double mocha latte, you'll know to take a deep breath and ask them to "speak in earth-tones."

From the Parents' Association

Welcome to the 2000-2001 school year from the Parents' Association. The year is off to a great start. Parents from all over the world have responded to our summer mailing by volunteering to serve on committees. We are still looking for help; if you would like to become involved, please call one of the committee chairs listed in the parents section of the Web site. We are pleased to announce several new initiatives this fall. On Monday evening, October 23, staff advisors to Al Gore and George W. Bush will

conduct a "Presidential" debate at Milton for students and parents. Check the Milton Web site for the details. Each class will have an "issues" night: for instance, Michael Thompson, author of Raising Cain, will speak about the college process with Class II parents at their Parent's Weekend in February Class I parents are considering a program on "Letting Our Seniors Go." We are also planning to provide snacks for our players and visiting teams after all home games.

Dr. Robertson spoke at the first Parents' Association meeting and we hope many of you can come on Monday, November 6, when Dean Torcoletti will join us. We have planned two events at times when we hope boarding parents will find it easy to attend. On Sunday, December 10, there will be a reception at Robin Robertson's house following the Winter Concert, and on Saturday, March 3, we will celebrate our diversity at Culturefest. The format of our four upcoming week-night meetings has also been revised. We will serve a much-improved light dinner, and each program will begin with a student performance. We are excited about the plans for the year, and we hope to see many of you on Parents' Day and at the November 6 meeting. If you have any questions or suggestions, please call any of the Parents' Association Officers.

Nancy Reed P '01, Grade 3
Co-President, Milton Parents' Association

Parents' Weekend

One parent calls it her "favorite day of the year." Another calls it "a wonderful time for the Milton Academy community to come together to share in the inspiration and leadership that helps shape our children." They are describing the weekend when our children welcome us into their Milton life: Parents' Weekend. Class V and VI parents will visit on October 13 and the Class IV through Class I parents on October 27-28. Faculty welcome the opportunity to meet students' parents, so do take advantage of conference appointments to learn about your child's progress.

Class representatives have all planned wonderful evening parties on Friday night, a great way to meet other parents in the class and share a relaxed environment. We encourage you to come and look forward to meeting you!

Christy Millet P '03

Great Reading About Diversity For Parents

Why Are All the Black Kids Sitting Together in the Cafeteria? and Other Conversations About Race, by Dr. Beverly Daniel Tatum. Dr. Tatum is a psychologist and dean of Mount Holyoke College. For the past six years, Dr. Tatum has been the keynote lecturer at Cultural Diversity: Implementing the Commitment in Independent Schools, Milton Academy's national summer institute for teachers, administrators and trustees. In her book she provides a detailed explanation of racial identity development for both people of color and whites. For those looking for a road map to explore issues of race in schools and society, this remarkable book, infused with great wisdom and humanity, tells us where to start.

Half + Half: Writers on Growing Up Biracial + Bicultural, edited by Claudine Chiawei O'Hearn. Biracial and bicultural families are becoming increasingly common in the Milton Academy community. This anthology of 18 essays features such writers as Julia Alvarez, Gish Jen, David Mura, and Danzy Senna, who address the challenges and benefits of being part of two (or more) worlds.

How to Be a Perfect Stranger: A Guide to Etiquette in Other People's Religious Ceremonies by Arthur J. Magida. What kind of gift do I bring to a Bat Mitzvah? Can a Protestant receive communion at a Catholic mass? When can my Muslim roommate eat during Ramadan? This invaluable guide will address these and other questions which families encounter whose children who attend a multicultural school. This resource covers basic religious services, appropriate attire and behavior, as well as including essential holy days and festivals of all major religions and dominations.

White Privilege And Male Privilege: A Personal Account of Coming to See Correspondences Through Works in Women's Studies by Peggy McIntosh. This article is an essential resource for anyone struggling to understand white privilege in the United States. Peggy McIntosh explores and identifies special entitlements she receives in contrast with her African-American colleagues because of her "white" skin. Ms. McIntosh spoke to Milton students and faculty on this subject at an all school community assembly on October 11. Copies of her article are available by contacting Ms. McIntosh at Wellesley College where she is Director of the Center for Research on Women. You can also contact her through the Web site: www.wellesley.edu/WCW

Submitted by Joyce Atkins, Assistant Dean, Intracommunity Relations and Christine Savini, Director of Diversity Planning

Calling all Parents!

Each fall, volunteers reach out to fellow parents to ask for gifts to the Annual Fund. This Fund is the cornerstone of Milton's fund- raising efforts, as it provides 7 percent of the School's operating budget. The success of the Fund directly affects the opportunities available to students by attracting and retaining top faculty, and providing innovative academic opportunities, competitive athletics, and advanced technological resources.

This year, Parent Fund volunteers have raised their sights and will strive for 70 percent participation among current Milton parents. This is a significant increase over last year's Fund, which closed with a 61percent participation rate.

One key factor in reaching this ambitious goal will be the success of the Parent Fund phonathon, on Wednesday, November 1. We are seeking parent volunteers to assist with calling on this evening, please consider joining our dedicated team of volunteers. For more information, please contact Jacante Tougas at (617) 898-2384 or email to jacante_tougas@milton.edu.

In the meantime, please consider your own Parent Fund commitment for this year. Your gift will make the difference!

An Exciting Year for Class I Parents

Plans are underway for the Class I '01 Gift Project. For almost two decades, the parents of Class I students have joined together to contribute a special "thank you" gift to the school in appreciation of their children's experiences. This is an exciting opportunity for families to honor the graduating class and leave their mark upon Milton.

Class I parents Sam and Debby Bruskin and Ted and Mary Wendell are chairing this year's effort with the help of several volunteers. There is still time to get involved in a variety of capacities. If you are interested in volunteering, please call Jacante Tougas at (617) 898-2384 or email to jacante_tougas@milton.edu.

Watch the mail for details on the project!