36.02

The Milton Paper THE GRADUATION EDITION

JUNE 8th, 2018

MILTON’S INDEPENDENT WEEKLY STUDENT NEWSPAPER

Politics are People Thoughts On JFC

VOL. 36 NO. 02

News Spotlight: 2018 Graduation Speaker

By MALIA CHUNG '20 I am, without doubt, a supporter of the #MeToo Movement. As the daughter of two feminist parents and the eldest sister of three girls, I won’t ignore recent news which exposes prominent male figures for sexual assault, rape, and misogyny: Bill Cosby, Kevin Spacey, Harvey Weinstein. At home, on the couch, my mom tells me and my sister about my godmother who, before we were born, was assaulted, pinned down on a beach while she was out for a run. My mother tells us about her own experience of a graduate school teacher sexually harassing her, about the time she was groped on a bus in Turkey, how she made the bus driver pull over right there, on the side of the road, in the middle-of-nowhere into which she marched off. She tells us, as women, we must be prepared—strong and vocal. In my Creative Writing class, I wrote a poem about all of it: my godmother, my mother, my future as a woman in all cultures, everything encapsulated by one moment in a self-defense class, the quivering of quads, fists snapping back into place, the power of fight.

And yet, amidst all of this empowerment, I can’t help but question the firing of Mr. Connolly.

Unlike most students at Milton, I’ve known Mr. Connolly since I was a baby. While I grew up on the school’s campus, my dad’s classroom was located right next door to Mr. Connolly’s, at the end of the English Department cul de sac. This year, Mr. Connolly became my Creative Writing teacher, one of those rare teachers who has consistently pushed me, questioned my work, and believed in me enough for me to love working. Mr. Connolly’s room\

CONTINUED ON PAGE 5

Image courtesy of gocjhunt.squarespace.com

By ABIGAIL FOSTER '19

& CHARLOTTE KANE '19

The alumni speaker for this year’s graduation is C.J Hunt, Class of 2003.

According to Milton’s website, since his graduation from Brown University, Hunt has worked as “a comedy writer and director,” contributing to a myriad of projects.

Currently, Hunt works as a producer for “The Rundown with Robin Thede,” a BET show which, according to an article from The Hollywood Reporter, is a “fast-paced, no-holds-barred show that [features] social commentary, sketch comedy, and pop culture parodies.” Additionally, he wrote for a show called “Black & White” on A&E; the show is “a provocative weekly in-studio show that tackles the third rail of both comedy and politics: race,” according to an article from tvseriesfinale.com. Hunt was also a cast member on MTV’s “Vidots,” which is, according to MTV, “what happens when you add six pairs of comedians, some snacks, and loads of bizarre music videos.”

He’s also a regular host of “The Moth”—a storytelling show of a similar format to the Moths that Milton’s Multicultural Club hosts. Hunt is currently working on a feature length documentary which investigates America’s relationship with Confederate monuments: a very relevant topic after

protests broke out in Charlottesville, VA over a statue of Robert E. Lee.

As a student at Milton, Hunt, who went by Trey back then, was Head Monitor, as well as a strong actor. Performing arts faculty member Mr. Parisi noted, “[CJ] was part of a powerhouse class of actors”.

In his senior year, Hunt starred as Romeo in Romeo and Juliet. Additionally, Parisi sponsored Hunt’s senior project. The project was on sketch comedy and improv: the first one of its kind that Mr. Parisi had ever seen. “He and two other students went into Improv Asylum [a local improv theater]: they took classes, they wrote sketches...I mean, [CJ] was great,” Parisi reminisces.

After high school, Hunt’s comedic accomplishments reached far beyond the contents of the bio listed on the Milton website. “When he went to college with one of the guys from Milton—he went to Brown—they did this...original T.V. series at Brown; it was a sort of take off of Sesame Street based on Thayer Street, which is the main drag in Providence, near Brown. And they sent me copies of the videos, and it was great fun,” Parisi adds.

Now a comedian and activist, Hunt spent his high school years a well regarded student leader. He seems a perfect candidate for a graduation speaker, and will hopefully send the Class of 2018 off well.

Inside This Issue What's Juuling? pg. 6|| The Depot pg. 8|| Meet The Board! pg. 28

PAGE 2

The Milton Paper The 36th Editorial Board Editors-in-Chief Opinion Manager Managing Editor News Managers Senior Editors Website Editor Layout Editor

Rishi Dhir & Pierce D. Wilson Natasha Roy Lyndsey Mugford Abby Foster & Charlotte Kane Kat Stephan & Serena Fernandopulle Dillon Pang Jenab Diallo & DJ Murrell

A&E Editor Calvin Cheong

Opinion Editor Faculty Sponsor Lisa Baker Malia Chung Humor Editors Associate Editors Sports Editor Janelle Davis Katherine McDonough Sarah Alkhafaji Nate Jean-Baptiste Nathan Smith Evita Thadhani Financial Manager Brian Bowman

News

Opinion

Brendan Hegarty Susan Urstadt Sarah Palmer Max Litvak Jenn Chen Adiza Alasa Louise Goldenberg Oscar Burnes Annie Wernerfelt Elina Mraz Kendelle Grubbs

Willa DuBois William Kim Christian Westphal Ella O'Hanlon Emma Bradley Jana Amin Kathryn Fernandopulle Kayla Mathieu Madeline Fitzgibbon Maya Bokhari Nikhil Pande Elena Viciera Eliza Barrett-Carter Tony Wang

Sports

A&E

Sophia Li Antoine Wiley Eliot Mialhe Luke Monnich Lily Wright Zacary Omar Gianna Gallagher Sam Barrett Tori Choo

Jennifer Lim Grace Li Grace Vainisi Anne Kwok Beck Kendig Gracie Denneen Jasper Burnes Lynn Yuan

Humor

Drew Bartkus Annie Corcoran Andrew Willwerth

Columnist

Olayeni Oladipo

Milton’s Independent Weekly Student Newspaper “A Forum for Discussion and Thought” Founded 1979 • Publishing Weekly Since 1983 Founders David Roth • Mark Denneen The Milton Paper is an independent, student-produced publication. It does not necessarily represent the views of the students, faculty, administration, or Milton Academy itself. Please do not copy or reproduce without permission.

Letters Policy: The Milton Paper gladly accepts letters from anyone who sends them. We do not promise to publish any or all letters, and we retain the rights to edit letters for content, length, and clarity. We will not publish anonymous letters. If inclined, please take the opportunity to write to us. Send letters by mail (Letters to the Editor, The Milton Paper, Milton Academy, 170 Centre Street, Milton, MA 02186), by email (TheMiltonPaper34@gmail.com), or by personal delivery to our office Warren 304.

Editorial To Our Readers, Congratulations to the Class of 2018! Your hardwork has not gone unnoticed, and we know you will all go far.

We would also like to thank The Milton Paper’s 35th Editorial Board for an outstanding year! Taking over in the midst of the students protests, one of the most challenging events in Milton history, TMP 35 helped to facilitate conversation around stigmatized topics.

As The Milton Paper approaches it’s 40th anniversary, we, your Editors-in-Chief, want to reiterate the role of this essential paper on campus. Founded as an independent paper, we remain ever as committed to this ideal now as we were when this paper was first founded in 1979. As we do not receive any funding from the school, we are able to publish the potentially provocative stories and authentic opinions of the student body. Keeping to our principles, we choose not censor any article that may be deemed as “controversial” or “polarizing”. It is our duty to promote the voices of the students, not diminish them.

While we want to emphasize the importance of student voices in this publication, we cannot neglect the importance of our news section. While in past years TMP has been regarded as an opinion centralized paper, our news team is responsible for many of our most important stories. Therefore, we will work to maintain a more effective balance between the Opinion and News sections. In addition, we want to devote more of our attention toward investigative reporting. We are currently working to develop a team devoted specifically toward these long-term, investigative stories. We believe that as the year goes on, this team will be able to conduct extensive research into many of the underlying issues that currently face our community, ranging from student drug use to administrative progress.

Our purpose has always been to provide “A Forum for Discussion And Thought.” We hope to uphold the tradition of facilitating healthy, candid conversation between all members of the Milton community. Not having the financial backing of the administration also allows us to honestly hold the administration accountable. As journalists, it is our duty to keep those in power in check—it is our duty to present our audience with facts. Additionally, we would like to engage with our audience on a more consistent basis. Send us letters! We would love nothing more than for the community at large to utilize this forum to project your opinions, wants, and needs to both the student body and the administration, and you also have the opportunity to shed light on issues you believe the Milton community has been neglecting, You can contact us by ‘snail mail,’ email, or by simply leaving a letter in our office (Warren 304).

We are looking forward to an extremely productive, thought-filled year with you all, and we would like to thank you in advance for allowing us to run your weekly, independent, student-run newspaper.

Best, Rishi Dhir and Pierce D. Wilson

A Year

in

Summer 2017

- The Milton Student Handbook is rewritten in response to the protests of Spring ‘17 - Elliot Commons is rearranged; Pieh Commons is renamed and renovated - August 11th & 12th: White nationalist rally in Charlottesville, VA - August 21: Solar eclipse

October - 1st: A shooting at a concert in Las Vegas becomes the deadliest mass shooting in U.S. history - 3rd: Rodney Glasgow leads an assembly for the entire school, followed by discussion groups - 6th: Rosetta Lee visits campus to talk about microaggressions - 9th: Harvey Weinstein is fired after allegations of sexual abuse - 13th: Parent’s Day at Milton - 24th: A photo of a swastika in an South Asian Society morning assembly spurs a chain of emails and eventually leads to the banning of the All School Email function

December - Faculty vote, with mixed reviews from the community, to remove freshman grades from student’s transcripts starting with the class of ‘22 - 6th: Time Magazine’s Person of the Year are "The Silence Breakers", the people who came forward to report sexual misconduct - 13th: Deans cancel nearly all of holiday caroling to the dismay of all boarding students

February - 4th: New England Patriots lose Super Bowl LII - 5th: SGA creates ‘Community Day’ to raise awareness about mental health - 14th: Shooting in Parkland, FL spurs the student-led March for Our Lives to advocate stronger gun control laws - 20th: Social Media Institute visits campus Black Panther breaks records at box offices

April - 4th: Milton Academy Students visit the State House to advocate for stronger gun legislation - 10th: Mark Zuckerberg begins testifying to Congress about Facebook’s data use and security - 11th: Mikey George and Asia Chung are elected Head Monitors - 17th: Milton announces that it will be switching from Flik dining services to Sage dining services - 20th: FLLAG, Forward Looking Liberal Action Group, leads a demonstration to raise awareness about gun violence - 26th: Rodney Glasgow visits campus for the third time

Review

PAGE 3

September - 7th: Major earthquake hits Mexico, causing many to evacuate their homes - 17th: Milton’s detention policy is changed - 18th: Sustainability board leads fundraising to help those affected by hurricanes in Texas, Florida, and Puerto Rico - 21st: Abby Walker ‘18 and Victoire Legrand ‘18 lead the initiative to create over 1,000 paper cranes for the International Day of Peace - 29th: A woman driving on center street harassed students using racially charged language— “Show me your green card”

November

- 6th: Kindergarteners and 1st graders give legendary “Tooty Ta” performance at pep rally - 10th: Louis C.K. admits to some sexual misconduct allegations - 13th-17th: Gotcha leaves every student on edge - 14th-16th: In a stunning display of perseverance, students perform “Romeo and Juliet” despite having lost their Romeo twice (Dorsey Glew ‘18 comes in clutch to memorize the part only a few weeks beforehand) - 15th: Beloved faculty member Mr. Millet passes away at 100

January - 1st: 300 Hollywood women found the "Time's Up" movement to fight sexual harassment - 5th: Michael Wolff’s book "Fire and Fury: Inside the Trump White House" is published - 11th and 12th: Administration brings RAINN, an anti-sexual-assault organization, to campus - 11th: US President Trump sparks controversy by calling Haiti and African countries "s***holes"

March - 1st-5th: A dance in Milton’s annual Dance Concert sparks discussion about body image - 2nd: Storm rolls through campus, leaving three dorms without power for nearly the whole weekend - 4th: At the 90th Academy Awards, “The Shape of Water” takes Best Picture - 28th: Megan Phelps-Roper, a former Westboro Baptist Church member, visits campus An announcement is made about upcoming campus renovations

May - Seniors depart for Senior Projects - 2nd: Toure visits campus for Milton’s Seminar Day and sparks controversy, In a TMZ interview, Kanye West calls slavery “a choice” - 5th: Childish Gambino releases “This is America” - 12th: Cianna O'Flaherty ‘19 and Ify Ofulue ‘19 break school and ISL records in track and field - 21st: Milton receives an anonymous report that faculty member James Connolly engaged in sexual misconduct with a student while employed at another school. Milton terminated his employment.

PAGE 4

News

As Students go Abroad, New Plans for Exchange Programs Surface

By CHARLOTTE KANE '19 As every academic year winds down, groups of Milton students and faculty travel to Europe to participate in either the French or Spanish exchanges. The Spanish exchange pairs students with a counterpart from Milton’s partner institution Colegio El Pilar in Madrid; students spend the month of June living in Spain with their partner’s family before hosting them in September. The French exchange follows a similar model except the students visit Milton first, and each visiting period is only two weeks long.

Modern Languages department chair Bill Hamel explains that “in a perfect world, every Milton student would travel abroad for a month” to immerse himself in the language she studies in the classroom. However, the current model leaves it up to students to decide if they want to participate in exchanges, so this self-selected group is usually comprised of the most motivated language students. The selective application process for these programs involves an essay, language teacher and advisor recommendations, and an interview. Although Hamel would like every

applicant to attend, he notes that realistically, the groups should contain only about 14 students, so the department makes tough decisions to choose “the most qualified students” for the trips. Competition has increased for the Spanish exchange, as in the past year the department decreased the group size from 25 to 14 students.

Hugo Caraballo, a former chaperone, explains that safety and logistics were the main concerns motivating this change.

He says that larger groups can be harder to manage when using public transit and going on excursions, making the trip less safe. Furthermore, larger groups require more chaperones, and “having four teachers in the department out at one time can be very difficult logistically to manage”.

El Pilar runs a few other English exchanges, making a smaller pool of potential counterparts for Milton to choose from.

Along with the problems that large groups bring, Caraballo also explains that students who travel have to be mature because “they have no safety net” when living without their parents. He also says that chaperones need to better support their students while abroad, and smaller groups can make it possible for this kind of support. At the same time, students “have to force themselves to speak in the language consistently to get the most out of the experience,” and, in this respect, the attitude participants bring to the exchange can be more important than their previous knowledge.

While students apply to the exchanges for a variety of reasons, most have similar motivations. Lily Wright (‘19) remarks that she “hadn’t been to Europe before and wanted to spend time with friends from Milton, experience a new culture, and explore the world a little bit more.”

Vijaya Anisetti (‘18) explains that she had some reservations about applying as a junior since the groups usually have more sophomores. However, she decided to try because she thought it would add to her Milton experience and that she “didn’t want to pass up such a great opportunity and regret it.” Both Wright and Anisetti encourage any student who may be interested to apply for the exchanges.

The Chinese department is currently working on an exchange for their students.

Hamel says the coordinator, Shimin Zhou, has already visited a school Shanghai in order to sort out the problems that working with a foreign institution entails. The exchange would start with Chinese students visiting during their winter break in January or February, while Milton students travel to Shanghai at the same time that the french and spanish exchanges depart.

Hamel is optimistic that the department can roll out “some portion” of the program next year; in other words, if they cannot sort out the protocols in time for Chinese students to come in January 2019, Milton students would travel first before their counterparts travelled the next January.

Unlike the other two exchanges, which only accept either Class III or II students, the Chinese exchange plan to allow any Chinese student to apply, regardless of class year or knowledge of the language.

According to the Foreign Service Institute, Spanish and French generally require a native English speaker only 600 hours of practice to reach proficiency, while Chinese usually takes a whopping 2,200 hours.

This disparity in time, Hamel comments, is why the department does not want to hold back less advanced students from gaining the time and immersion that can be vital to learn a language. Furthermore, the Chinese department is much smaller, so it does not have the “luxury” of allowing only advanced students to participate.

Hamel describes the exchanges as “opportunities to build both cultural and linguistic skills”. A student who went to Spain last year remarks that although she was shy about her speaking, she “learned how to listen and understand the language really well.” Another student explains that in Spain, she “struggled a lot” with the language initially, but “learned how to interact with different people and express myself in a different language.” With such great reviews and a new exchange opportunity coming soon, the language exchange program is set to remain a key part of many students’ Milton careers. •

DO YOU SPEAK GRAMMAR?

News

Eco-Olympics Results and the Future of Sustainability at Milton

By SARAH PALMER '20 After a taxing month of May filled with high expectations and low levels of motivation, the interscholastic eco-olympics come to a close. This event aims to motivate students to act more sustainably at school by measuring the amounts of electricity and printing paper they use. This year, the effort was no longer an event between dorms, as was the original concept, but an event between independent schools. Ariane DesRosiers (II) ran the communication between ISL schools and fueled projects such as the Independent School Sustainability Committee (ISSC) conference, and Gaia, Milton’s Environmental Magazine.

Unfortunately, according to DeRosiers, on several occasions schools failed to get back to her and subsequently did not send her data for May’s resource usage. While the schools still have a few days to respond, Milton’s is the only data currently included in the eco-olympics statistics, and the community is left to tend with its own dismal data. Although there is no data, other schools reflect similar efforts as Milton’s, and forming an unfortunate signal for the planet’s future existence.

This year, during the single month of May, Milton managed to print 107,047 sheets of paper, consume 13 trees, and we produce 135,905 kg of CO2 . The amount of energy used is equivalent to leaving a light bulb on for 85,120 hours. To put that figure into perspective, there are only 744 hours in the month of May. An even scarier prospect is that the data includes only printers used by faculty and students in the upper school and therefore does not highlight Milton’s full impact; all lower and middle school printers, dorm printers, and printers in staff departments like facilities, development, registrar, business office, and campus safety were not included. If you imagine all the course selection and special absence forms printed this month, another thousand or so pages could

have been added. In addition, the number of accidental prints that occur on a given day is unacceptable.

Furthermore, after interviewing several fellow Millet residents, it became clear that most printing is done in the dorms. Ishana Rodriguez (IV) stated that she “only ever uses school printers for the occasional essay with last minute edits,” but prints most homework and major assignments in the dorm. Rufus Taylor (III), a boarder in Norris, stated that he “[prints] about 50% in the dorm,” believing that “most people do.”

The data is not only concerning but also not all encompassing, especially considering dorm printers do not print double sided.

In order to mitigate the effects of climate change on our daily lives, the Sustainability Board, in conjunction with environmental clubs like Lorax, is dedicating itself to making Milton more sustainable one initiative at a time. The board will continue to hand out water bottles to incoming freshman and new sophomores and juniors to reduce the purchasing of plastic bottles. In addition, the Sustainability Board is trying to commit the school to reduce fossil fuel usage and to be more transparent about general energy usage. Furthermore, the boarding community, particularly incoming freshman, can expect an intro to sustainable living in dorms at the beginning of next year.

With the end of the school year comes a renewed push to make Milton greener.

However, without commitment from students and a reform of teaching standards, the effort may become futile. If teachers required double-sided or digital essays, printing would significantly decrease.

Also, if students eliminated unnecessary documents in their queue and utilized the opportunities Earth Week and the free water bottles provide for a significant and easy lifestyle change, Milton’s culture regarding climate change would completely shift. Together, the students can make sustainability Milton’s legacy. •

PAGE 5 Thoughts on JFC

CONTINUED FROM PAGE 1

is a collection of poems, each kept safely in plastic sleeves, snippets of the thirty-five years worth of students who’ve sat at that same harkness table. He spent hours reading each one of my poems and short stories, dredging up old works to give to me: Red Dog by Dave Smith, What the Angels Left by Marie Howe, Half in Love by Maile Meloy. He told me that these authors would be my new teachers when he ran out of techniques to pass on. But I am not ready to be on my own yet. I didn’t get to say goodbye or thank you.

Charged with “sexual misconduct” over three decades ago, at a different school, in a different context, and with no accusation of any misconduct in his thirty-five years at Milton Academy, Mr. Connolly is now wide-open to misinterpretation. We do not know Mr.Connolly’s story, and the lack of specifics offered to our community invites the characterization of Mr. Connolly as someone who we, as a school, have never known him to be. Do we risk creating a school environment that fears for its safety when there isn’t danger? I believe that as a culture, we need to be able to read nuance: to see the particulars, the setting, the light, as Mr. Connolly would tell us.

Not all offenses should be equated.

Imagine the learning potential had the school kept on Mr. Connolly, had he been given the chance to publicly acknowledge his mistakes, had the school made a final point of forgiveness, for starting anew. And when should the past be put to bed? When should we be able to make mistakes and move forward? Do we create victims of dozens of students who will never finish work—who will never begin work—with Mr. Connolly?

I know that in this particular time, this point in culture, our school must have felt it had no choice but to handle the situation as it did, with a quick erasing of the matter. To some extent, I do find comfort in thinking that, had there been a serious incident of sexual harassment at Milton, the school would have taken action to resolve the issue.

I’m just worried that we’ve begun to punish the wrong people.

In the past week, I’ve been challenged to reconcile my support of #MeToo and my admiration for Mr. Connolly. I, for one, will continue to remember him this way: his notes for revision in the margins of my work, his advice that revising work again and again yields a more perfect art.

No one can take this learning away from me. •

PAGE 6

News What is Juuling?

By SERENA FERNANDOPULLE '19 According to Business Insider, the Juul, an electronic smoking device, comprises nearly 33% of the multi-billion dollar e-cigarette industry. According to the Center for Disease Control, about one in four high school students vapes, increasing heart attack risk, inflammation in the lungs, and even lung damage if there is little to no nicotine in the substances they inhale. Within the past few years, vaping—and more specifically, juuling—has swept the nation. Students run into bathrooms before class because they need one more rip, blowing steam down their shirts and keeping the juul in their fist to hide the glowing blue light. This recent explosion of activity has confused many adults in the most prestigious communities. While the Juul’s portability and sleek design have made it a hit with teenagers, misleading information about the health risks associated with juuling has caused many to continue the activity.

To many, what is inside the USB shaped device is a mystery. Externally, the Juul has a metal covering that includes a glowing light on the front to tell the user the battery level. According to the Truth Initiative, the main part of the Juul is comprised of pods that heat up within the device to create vapors, which are then inhaled. These pods cost about fifty dollars online or at a retail store, and they contain oil with different flavors, such as mango, mint, and cucumber, that are intended to attract teens.

Nicotine levels in these pods are deceptively high; one pod has the same amount of nicotine as one pack of cigarettes.

Juuling is meant to be an alternative for adult smokers who are trying to quit smoking. As stated on the official Juul website, the company believes that activities such as Juuling “are not appropriate for people who do not already smoke.” Clearly, Juuling was not created to be a safe way for people to vape or get high. In fact, Juuling can become a gateway drug into actual cigarette use; the American Journal of Medicine found that people who use e-cigarettes, like the Juul, are four times more likely to

start smoking cigarettes than their non-vaping counterparts.

The effects of Juuling are not completely understood because it is such a new phenomenon; however, the effects of nicotine and flavored oil—the two main components of the Juul—are known. Yes, Juuling is better for the body than cigarettes are, but every puff still contains powerful doses of nicotine, a drug that is known to have long term effects on brain development, according to the Truth Initiative. A second harmful aspect of Juuling is the added flavoring to the oil in the pods. While all of these flavorings have been tested as acceptable for consumption, inhaling the oil could damage the fragile alveoli in the lungs. This problem has occured before in the form of “popcorn lung”; workers at a popcorn factory were experiencing respiratory issues because they were constantly inhaling the flavoring in the popcorn. Elizabeth Lillis, an Honors Biology teacher at Milton, stated that, “the inhaled chemicals [from Juuls] negatively affect [the] immune system and respiratory cells in new ways, and the seemingly innocuous chemicals– the flavorings, for example– can directly impact genes via epigenetics [defined by Google Dictionary as: the study of changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself].” Clearly, the Juul is still harmful to the body, despite being “just vapor”.

The Juul is a public health crisis that is sweeping our nation.

Meanwhile, many adults are unaware or unsure of how to combat the issue. According to Time Magazine, the FDA plans to take “a large scale, undercover nationwide blitz” on this vape epidemic, an issue they believe could have unforeseen consequences to our generation. The main concern of professionals about Juuling is the lack of education on the hazards it presents to your body. A study sponsored by the “National Institute on Drug Abuse” found that most high schoolers thought they were just vaping “flavoring” and nothing else harmful. Juuling may be the fad of today, but it will also cause the health problems of tomorrow because kids continue to be ignorant of what they’re are putting into their bodies with every puff. •

News

PAGE 7

The Gender Divide in Milton's Classrooms

By ABIGAIL FOSTER '19 I’m sitting in my Monday, 8th period class. It’s chemistry; a class I share with mainly sophomores, most of whom I don’t know very well. At one point, I happen to glance around the table. Suddenly, I’m struck by a startling realization—the left side of the table, the side I’m sitting on, is entirely comprised of girls. To my right, after a buffer of two or three empty seats, are all the boys in my class. This wasn’t the first time we sat like this; in fact, this was the norm in our classroom.

This moment stuck out to me simply because I had never paid very much attention to how gender played into our class dynamic. The following Tuesday, I made a point of looking at the seating arrangements in my classes. Consistently, there was a divide between girls and boys. Of course, each class had its own dynamic, with its own groups and intricacies. However, the gender divide was not only something constant throughout all classes, but it was something that most people, myself included, did not question.

In a survey sent to the whole school, 77.6% of respondents agreed that there is a gender divide in classes. When asked what they thought was the cause of this divide, responses ranged from, “conservative ideas on women in science and non-liberal fields still exist deep within the minds of many people,” to, “for the most part, people divide themselves up with anyone they’re friendly with, regardless of gender.” While most people believe the gender divide exists, not everyone believes it’s an issue.

Matthew Blanton, a teacher in the history department, notes that the gender divide is “pretty consistent from class to class, of the classes that [he teaches].” When asked if he considers this divide is a problem, he answered:“I don’t think [the gender divide is] significant or consequential in the classroom, and I think it’s a reflection of, perhaps, what’s happening in the social spaces; that then people cluster with those [with] whom they’re most comfortable... and so the sort of “gender divide” is reflected in my classroom.”

When asked if he actively tries to change this dynamic when teaching, Mr. Blanton replied that he doesn’t. He doesn’t see “the ways in which students organize” as “detrimental to the quality of...discussions or scholarship,” and therefore lets the class sit as they choose. As Mr. Blanton teaches history, these students would fall around a harkness table—the system most classes in Milton use. The two notable exceptions to this format are the Math department and the Language department; most classes in these two departments have desks. Interestingly, when asked (in the same survey that was referenced above) to select which classes they felt the gender divide was present, most respondents (57.6%) selected their math class, while far fewer (33.9%) selected their language class. Therefore, it would appear that the format of the classroom—harkness table versus desks—has little impact on the gender divide of the class. Perhaps, then, this divide has more to do with the subject of the class; as one respondent noted, “girls have been neglected from STEM for so long so in classes we naturally sit together, perhaps to feel more

comfortable?”

Another important aspect of this discussion, as Mr. Blanton noted, is the impact of this gender divide on students who identify outside of the gender binary. Devon Whalen ‘20 is one of these students. When asked how she experienced the gender divide in Milton classes, she answered: “Well, it’s hard [to navigate the gender divide], cause, like, I’ve definitely had multiple teachers who do stuff like, ‘We’re gonna do like a debate and girls take this side and guys take this side,’ Even when classrooms do independent work, classes split off into groups of the girls and a group of the guys and I end up with the girls, cause I’m like, closer friends with them.”

As Devon notes, the prevalence of this gender divide forces students who are neither male nor female to pick a side.

Therefore, if Milton seeks to make itself a more inclusive community for non binary students, it must investigate this gender divide. However, outside of this circumstance, is the gender divide an issue? The student body seems split on the answer to this question; some believe that this split is natural and harmless, while others see it as a reflection of sexism on campus. One fact, however, seems indisputable: the way students sit in classes reflects how they interact outside of classes. In the past year, there have been several discussions around the social dynamics in the Stu, and how these dynamics are based around age, race, and gender. If people interested in these discussions ignore how social dynamics spill into the academic world, they are only seeing a part of the issue. •

PAGE 8

The Need for White Transitions

Opinion The Depot

By NATASHA ROY '19

Milton’s Transitions program often faces scrutiny because of the idea that it excludes white students. Many, including some trustees, have called for a removal of the program, or for an inclusion of white students. Transitions alumni, however, vehemently oppose these changes because of the profound impact the program has had on so many students of color, as well as on international students.

The Transitions program is a program which invites both students of color and international students to live on Milton’s campus for several days during summer. During their stay, Transitions students are asked to grapple with how their respective identities fit in as part of the larger institution. These incoming students receive advice from older Milton students about how to navigate this school while being a minority.

Given Transitions’ overwhelmingly positive legacy, abolishing it would be severely detrimental to Milton’s incoming minority students, as well as to white students.

The Transitions program has the ability to create an empowering space where, over the course of those few days, minority students are, for once, the majority.

Yet, white students need to experience identity programming similar to that of Transitions, and this issue must be addressed. The Milton Paper, therefore, offers a solution: preserve Transitions as it is, and also design a back-to-school identity workshop for white students.

OMCD is concerned that Transitions, while allowing minority students to consider their identities in the context of Milton, excludes white students from the same sort of reflection. This concern is legitimate; our community would benefit from a space where white students get the space to think closely and critically about their identities, and white students could benefit tremendously from this form of self-reflection. Questions that could be asked include: what does it mean to be white at Milton? How can white students support their peers of color? How can white students stand up in unacceptable situations and avoid being passive observers? Each of these questions is as vital to the health of our community as the question “What does it mean to be a minority at Milton?”

We at Milton have an ugly culture of becoming vicious towards the peers we deem “problematic.” Of course, we need to hold each other accountable and make it clear when we find a situation or comment unacceptable. After a point, however, it’s hard to fault someone for ignorance when we’re each a product of our upbringing. A white student from a predominantly white neighborhood hasn’t chosen to grow up without exposure to people of color. It’s unreasonable to expect such a student to suddenly understand how to be an ally or how to be white at Milton in a positive manner, unless this student is given an opportunity to learn.

During this past year, we’ve had multiple speakers and workshops concerning constructive discourse, and one of the themes stressed was the importance of being an active ally. We expect white students to be sincere allies, and rightly so, but when we condemn them, we overlook the fact that they may they might not know how to be an ally.

To be an ally requires the same level of careful, identity-based self reflection and guidance for which Transitions is an opportunity. In order to create a supportive, cohesive community, Milton must offer its white students the same opportunities for identity training as it does its minority students. •

By OLAYENI OLADIPO '19

Hey, Team! Welcome to ‘The Depot’, a storage facility for the topics of our time: the victories and defeats, the reliefs and worries, and the mindsets of Milton Academy. I, Olayeni Oladipo, offer my services. Throughout the coming school year, I will apply my personal experience to the events in which we share as students. I’ll comment on the characteristics of our community. And, most importantly, I’ll read and respond to the questions that you raise.

A depot is a warehouse, a place for the storage of commodities. In order for a depot to have value, it must contain deposits.

While I make deposits of my own, I ask of you, reader, to fill this depot. Submit a letter, inquiring into a concern of yours that impacts your existence within the academy. Send me a thought or question that you wish to see sorted, stored, valued, and remembered. ‘The Depot’ only carries truths. This figurative warehouse located on a page of The Milton Paper embodies the idea that all stories and identities are valid. In an effort to shine a spotlight on moments and viewpoints, I introduce to you ‘The Depot,’ the newest storage facility on campus.

Now, in this graduation issue, we say a bittersweet goodbye to our beloved senior class.

As I reflect on this time of year, I lament at the fact that some of my favorite people will no longer roam the halls with me. But then, I remember that we’ve made it through another year at Milton.

And to that, I urge you to give yourself a pat on the back. I’m going to assume that all of our sights focus on the last seconds

of the 2017-2018 school year.

Summer nears us, and personally, I look forward to a lack of structure. However, before you check out, I ask you to commit to a goal I’ve recently set for myself. At the beginning of the calendar year, my sisters and I set the goal to be our best selves and live our best lives.

It’s a hard, and seemingly impossible, aspiration, but I believe it's within everyone’s reach.

We often forget how much we’re in control of. Random events occur; misfortunes sometimes happen. Still, through every circumstance, we hold control of ourselves: our wills, our emotions, and our reactions. We can choose to be petty or lazy, or we can choose to reject those traits.

This year, I’ve wrestled with my goal. I’ve caught myself when I’ve fallen below my line of standards, and I’ve persistently tried to stay above, to stay my best. This required me to reevaluate some friendships and surround myself with people who lift me up. I’ve been trying to reach my goal for months; for all of 2018, in fact.

It’s a tiresome and constant task, but I’m better because of it.

As you enter summer vacation and eventually a new school year, I dare you to take on this goal. Evaluate your current life and consider where you have room to grow and what’s going to improve your net happiness. You will inevitably fall below your line, but when you do, think about how Milton could be next year if every student, teacher, and staff member practiced being their best self. Let’s try this out, yeah?

And with that, I wish the best of your summer and life these next months until we meet again later on at ‘The Depot’.•

<3 TMP 35! HAGS!

Opinion

PAGE 9

Respect FLIK

By WILLA DUBOIS '20 Next school year, Milton will replace Flik with a new food service: SAGE Dining Services. The entrance of a new food provider presents the Milton community with the opportunity to reevaluate our culture surrounding cafeteria food. No matter where, when, or why, Milton students and faculty members are always quick to comment on how awful Flik is, even when it’s entirely irrelevant. Some members of the Milton community goes so far as to loudly complain about Flik food several feet away from the people who worked hard to prepare it. It’s time for the Milton community to reconsider our behavior surrounding dining hall food.

Cooking food in large quantities is incredibly hard. It takes a huge amount of time to plan, prepare, and clean up three meals for several hundred people, and legal restrictions on dining hall food intended to prevent food poisoning make cooking things like meat even more difficult. Additionally, quality control of large amounts being cooked together is challenging that’s why most high-end restaurants cook food to order. Due to risks of food poisoning, Milton simply can’t serve undercooked meat to students, so Flik meat may end up slightly overcooked. This isn’t Flik’s fault; it’s just a reality of eating cafeteria food.

Similarly, the vegetables and rice probably won’t be as perfectly done as your mother’s, since monitoring a kitchen cooking enough food for several hundred people is a far more challenging and daunting task than cooking for only four. It simply isn’t

possible to make sure that each individual piece of broccoli is perfectly done.

Even though is it nearly impossible to prepare perfectly cooked and flavored food for Milton’s large numbers, Flik does come close. Almost every day, the hot food is cooked for an appropriate amount of time and is reasonably spiced.

It generally tastes pretty good. Additionally, there are always other reliable options.

At breakfast, there is always hot food, as well as yogurt, oatmeal or cream of wheat, several cereal options, bagels, bread, and a waffle machine available. Even if the hot food doesn’t appeal to you, you can have another choice likely similar to something you have at home - toast and cereal are examples of fairly universal options. There are so many choices at lunch that I often wonder how day students find anything about Flik to complain about. We have a sandwich, salad, soup, rice, pasta, and noodle bar, and most of these are simple foods that one can find anywhere. Dinner might be the meal with the most limited alternate options, and yet there is still a salad bar and white rice from which it is easy to assemble a decent meal. Flik provides the best possible hot food under the conditions which they have to operate, and, even if you don’t like it, they have a plethora of other choices.

Considering the quality of food served at other schools, how hard the Flik workers try to make great meals for us, and how good a job they do, complaining about Flik is inconsiderate and rude. Compared to the food served in most schools in America, Flik is michelin-star cuisine. As there are millions of people in America and around

the world who can’t afford to eat any lunch, we should recognize the huge privilege in being able to eat three meals a day from the dining hall, especially as those meals are cooked with real ingredients. Additionally, Flik workers work incredibly hard to serve us these meals. They are here several hours before we wake up preparing breakfast for us, and stay several hours after we finish dinner to clean up and prepare for the next day.

Complaining about Flik food in the face of the people who serve us represents an awful look. It’s about time that we started appreciating what we have, instead of complaining that it isn’t good enough. Flik has done a really great job serving us, and, as we welcome a new dining service, it’s time to start treating the cafeteria food and employees with more respect. Several easy fixes to welcome Sage Dining Services next year include: 1.

Stop complaining about dining hall food every day. Instead, recognize that our food is far better than the options many people have, and try to cut the complaining down to once a week, or once a month, or never.

2. Stop complaining about dining hall food in front of dining hall staff. The dining hall staff work incredibly hard to prepare food for us, and they do a great job. Complaining about it right in front of them is straight-up mean. Try saying thank you instead. 3. Acknowledge that the dining hall has to serve more people than just you. It won’t always have exactly what you want, how you want it, and when you want it, and that’s okay.

Next fall marks a new year, a new dining service, and, hopefully, a new attitude.•

PAGE 10

Opinion Toxic Masculinity

Image Couirtesy of Google

By BODHI BECKER '20 Toxic masculinity is one of the most complex and vague terms of the modern day gender equality movement. According to Teaching Tolerance, an online resource for educators, “Toxic masculinity is a narrow and repressive description of manhood...where strength is everything while emotions are a weakness” Broken down, this definition defines toxic masculinity not as a neurological concept, but as a pervasive societal pressure.

Men are taught that they need to be dominant, aggressive and sexually accomplished in order to be “true men.” According to Don McPherson, former NFL quarterback turned activist, “We don't raise boys to be men. We raise boys to not be women or gay men. We don't affirm what a loving man is. We're not supposed to be effeminate or care or love or be sensitive, and it's all utter BS because we are all these things.” In an effort to fit in and prove oneself, this misconception of masculinity is often fostered in schools, locker rooms, and even in the privacy of one’s home.

When students were asked whether they think this culture exists at Milton, every student had something different to say. One nameless student said, “in certain parts of Milton, yes, it exists, but in the daily life of a Milton student, [students] probably wouldn't run into [toxic masculinity] unless they're on specific sports teams, or in specific dorms—maybe around specific people.” The same student estimated that about 99% of people with whom he spends time exhibit toxically masculine traits; Connor Brown ‘20 gave the number 95%, and others gave numbers as low as 12%.

While each student gave a different explanation of how toxic masculinity impacts our community, every single interviewee said that toxic masculinity exists, at least in

some capacity, at Milton.

One of the most harmful aspect of this toxic culture is its impact on women. Catcalling, for instance, is a common manifestation of toxic masculinity; in a study by Stop the Street Harassment, over 99% of women surveyed had experienced some form of street harassment, ranging from leering, to whistling, to physical assault.

Dominant behavior, when constantly reinforced, leads to more than just catcalling; this behavior manifests as domestic abuse, rape, and, according to a Harper’s Bazaar article, even mass shootings. This behavior can easily, and subversively, be reinforced by authority figures or popular culture. These reinforcements range from rap music, which has been pointed out as problematic because of lyrics that praise the “conquest” of women (“The Marshall Mathers LP” by Eminem, for instance), to James Bond, whose partiality to “Bond girls” is world-famous. A USA Today article about the price of toxic masculinity argues that Trump’s presidency proved that toxic masculinity can be rewarded by society and therefore sets a dangerous example for future generations.

Toxic masculinity also explains much of the emotional repression that is so common among men. Boys are often told while they are young to withhold emotion; common phrases like “be strong” and “don’t cry” are subtle indicators of a broader issue.

Connor Brown ‘20 said, “you see guys in the dorm put on this facade, but they’re not that person when you sit down and talk with them, and that's just not good for you, it's not good for your health, and the longer that you keep that up, the worse it will become for you.” Our societal standard of repression is fundamentally dangerous and can lead to long-term emotional problems, as well as problems with mental health.

The question becomes, then, how can we

combat this issu?. The first action that men can take is to accept that toxic masculinity is a problem and to try to look for it in their lives. When men begin to understand the dangers of toxic masculinity, they can work to defy gender stereotypes within their own lives. Perhaps most importantly, by addressing the problem in ourselves, we can pass new knowledge on to the teenagers and children at risk of being raised in the same hypermasculine cycle. Whether or not a person is able to recognize these harmful influences in their life, they can try to create a more understanding culture that does not encourage male superiority or objectification of women. Dismantling toxic masculinity is a tall order, but the change doesn't have to be immediate or massive—it can be as simple as educating your friends about this toxic culture.

You can support men who may want to open up and shake off the layers of toxic societal pressures that have built up throughout their whole lives. Isaac Goldings (I) said that “a lot of the power of toxic masculinity is when everyone either agrees...and participates, or just doesn't say anything about it. I think that realistically, there are a lot of people who disagree with that culture, but don't say anything, because it's just the way things are.” As a community, we need to open up a dialogue. We need understand that the culture we have now is not the only option and that we can push past the pressures of toxic masculinity. Men should no longer have to force themselves or their friends into predetermined masculine roles.

Toxic masculinity is not predetermined.

The issue of toxic masculinity is fraught, complex and messy, but the only thing we as a society can do help each other and help ourselves to become more healthy, safe, and equal. The only way we can do it is together. •

Opinion AFTER 10 YEARS

By CODY WATERFALL '20 The spirited campus of 170 Center Street, Milton, MA, has been my second home for the past decade, since my incoming year of 2008.

I have grown up at Milton—I have learned, also, what it means to grow up. I have begun to learn what I love here. I have found my greatest role models inside the people here; in teachers, friends, and classmates. Although Milton is one of the most special places in the world to me, I have decided to switch schools next year, which also marks the end of the Milton experience for the Class of 2018. And as I leave with them, not to college, but in pursuit of new goals, I would love to leave our diverse community with some words in an effort to improve upon the incredible foundation that each of us helps to create.

At our school, I have felt an unspoken and universal belief among the community that there is no need to support one another; it is not hard to see that this is the result of divide in our community based on groupings of people. My decade at Milton has allowed me to realize that every student is seen as amazing and possessing something special about themselves that gives them a place in the school—those unique characteristics are why we are here. However, tension exists in the absence of support between students; we all work hard together, but, in a massively competitive atmosphere, we are not united. All of the work and time we put into our academics, our sports, our activities, is, of course, our own and no one else's, as is the pride we take in that work, whether that’s because of its quality or due to the time we put into it.

But there is a misconception that this individual work, whether personal or school-related, can be done without the guiding support of others.

We are Milton students; people see us and blindly believe that we need no help doing well. We are Milton students, and we are not perfect. We need to ask for help if we can’t do it on our own.

We need to offer support. If we supported each other in our work, instead of assuming that we can function in an environment of essential isolation, our constant debates over race, economic status, gender, and such would be more positive and constructive. Being supported by someone helps you understand that person. Support is what make the closest communities strong. Our community should be made strong by the fact that we all share a commonality: being here together. The most broad thing we all share is that we have all decided and been given the brilliant opportunity to begin our lives and prepare ourselves to do whatever incredible things we seek to do at Milton Academy. The aspects of ourselves that are different—the dorm or town we live in, whether we drive from the city or walk across the quad to first period—are what we have been taught to focus on, instead of our outstanding unifying traits. We do great things individually, and I have no doubt that everyone

PAGE 11

Gender and Improv

By LYNDSEY MUGFORD '19 I’m a sucker for improv. So, my freshmen year, I found myself eagerly awaiting the famous improv night, where seniors taking the improv half course put on a show for the Milton community. I got there an hour early, waited in line, and forced my way through the stampede to earn my spot in the second row, dead center, where I waited and waited until finally, in a dramatic crescendo of stage lights and dance music, a group of 20 or so seniors rushed the stage, hooting and hollering while the crowd went nuts. Everyone was cheering and screaming, but I turned to my friend and asked, genuinely puzzled, “Where are all the girls?”

It’s no secret that the improv class is, to say the least, a bit of a boys club. Since my freshman year, I’ve come to expect a show dominated by male students with a few brave ladies thrown into the mix, and that dynamic has remained consistent; for example, this year’s class of 10 people featured only 2 girls. Improv night’s brand as a male-dominated space is, frankly, synonymous with the attitudes of the larger comedic world. Despite recent efforts to increase the number of comedic, female-driven movies, the fact still remains: comedy is a man’s game. According to Wikipedia, while SNL has a very gender inclusive cast, all four of its head writers are male, and only 7 out of 34 writers in the staff are female. Forbes Magazine’s list of the ten highest paid comedians features exactly one woman (Amy Schumer). If you want to do a fun experiment, try typing “standup” into your Netflix search bar. Out of the top 50 results, 7 will feature women, 2 will include multiple genders, and the remaining 41 results will feature solely men.

If we think this culture does not affect Milton, we’re fooling ourselves. According to the Milton Academy website, in the past four years we have had 11 comedic productions in which 82 roles have gone to boys and 69 have gone to girls. These numbers especially come into focus when you realize that these male dominant statistics do not exist in other forms of production at Milton.

In the same timeframe of student performed comedic productions, dramatic productions gave boys 33 roles and girls 77, and shows that can’t easily be categorized as solely comedic or dramatic (like Hairspray or the Class IV Follies) gave boys 40 roles and girls 71 (students

who do not identify as either male or female were not included in these counts).

In examining these numbers, we see a dramatic demographic shift between comedic productions and other genres.

Additionally, the counts listed above include all roles, leads and ensemble, without differentiating between speaking and non speaking roles, and therefore don’t even allow us to see the entire picture. Take, for example, Spamalot— technically, the comedic production featured 11 women and 15 men. However, according to StageAgent.com, there is only one female speaking part, the Lady of the Lake, in the entire show—King Arthur, Patsy, the knights, and all other roles are male. Our theater department has defined, gendered spaces: boys gravitate towards comedy while girls take center stage in dramas and, in comedies, fail to uphold their traditional representation.

When I think back to improv night my freshman year, I start to realize why all of this matters. I had loved improv since I was a kid and had gone to that show hoping for a role model, but, after I sat in front of that predominantly male class, I couldn’t help but walk away wondering if maybe this wasn’t for me. In failing to provide our girls with adequate comedic role models, we are telling them that in comedy they are the exception, not the rule. This mentality is damaging and encourages girls to opt out of comedic spaces. Similarly, in presenting predominately female dramatic productions we discourage boys from seeing themselves in that sphere as well.

Representation matters.

I’m really grateful—I’ve been lucky enough to have people in my life constantly encouraging me to do what I love. However, I honestly believe our community can be better. These conventions aren’t set in stone—they’re flexible, and they’re changing. This year’s Wicked Sketchy cast, for example, featured 8 girls and 4 guys, a first for the show. While this is a promising sign of a changing status-quo, a female-dominated comedic setting is, ultimately, little better than the current situation. I am hopeful that we can move towards an environment where no student, regardless of gender, feels discouraged from participating in a genre of theater, whether it be girls and comedy or boys and drama. A gender-diverse comedic community, both in Milton and beyond, will create richer, deeper, and, frankly, funnier material for all of us to enjoy.•

PAGE 12

Opinion

Passion or an Excuse?

Image Couirtesy of Google

By SARAH ALKHAFAJI '20 Our school doesn’t shy away from opportunities of activism, as last spring’s protests demonstrated. Around campus, we have freedom to partake in activities we are passionate about, and even work to change these issues.

Active on-campus groups such as the Community Engagement Office, the Office of Multiculturalism and Community Development, Ms. Geyling-Moore’s half course Activism for Justice in the Digital World, and even The Milton Paper all demonstrate the passion that many Milton students have for interacting with the community around them. But how far does our realm of concern stretch? Students often speak of the “Milton Bubble” complex—how we as Milton students often fall blind to the seemingly universal issues of oppression that millions of civilians face just outside the walls of our bubble. The issue regarding the “Milton Bubble” raises a question: do Milton students care enough to learn about the issues that don’t affect them, and are they willing to do what it takes to make a difference regarding that issue?

Take April’s gun-control walkout, for example. The Forward Looking Liberal Action Group, or FLLAG, wanted to organize a demonstration in response to the current issue with gun violence across America. After meeting with the administration, the club polled the Milton community, asking whether to organize an on-campus protest, an off-campus protest, or an educational program. All three options involved taking away from class time, which served to highlight the students’ passion and acknowledgment for those who have lost their lives in school shootings. In the end, the students elected to perform an on-campus demonstration, so the club hosted a schoolwide sit-in which was reminiscent of last year’s protests; from third to seventh period, students by listening to student speeches and reading flyers about gun-violence statistics.

Despite the passion students expressed through discussions in FLLAG and by having Milton join the National Association for Students Against Gun Violence (NASAGV), some teachers and students believed the rally cheapened last spring’s protests.

When it came to down to the decisiding of the form of the demonstration, an off-campus protest would have been more public and made more of an impression on the broader

Boston community. An educational demonstration would have a greater impact on the younger members of our community and had the potential of making a difference in people’s thoughts about the issue of gun-control. Outside of the possibility of spreading a message to other schools or communities, the on-campus demonstration did little to make a true difference. If Milton students really wanted to do something about the issue of gun control, they would have chosen the format for the demonstration which would have had actually had an impact on the community outside of Milton. Instead, students chose the option that involved the least commitment, while still involved missing classes. Some teachers heard about the protests out of context—they still required their students to attend classes.

The incomplete participation in this protest supports the idea that Milton students show interest in student activism when it is convenient for them. The difference between the two protests is that the students who led the ones last spring had felt personally affected by the issue at hand, and felt that it impacted the community as a whole.

When it came down to really getting involved, many of the same people that participated in the walkout seemed to back down. A small group of Milton students, led by Deanna Tarraza ‘20 and Isa Stern ‘20, planned to do something about the issue by visiting the state house after school on several Wednesday afternoons, but they were joined by a group of maybe six at most. Students seem to participate more actively in a movement that involves missing classes than one that would have to take a few hours of their free time.

I am all for the belief that education can solve most problems. However, some could argue that, as humans, it is our nature to truly care only about the issues that affect us personally. If Milton students are educated about the issues that don’t have an affect on them, such as those taught in Ms. Geyling-Moore’s class, and then are introduced to the people affected, they may start to care.

When it comes to social justice, more students need to lead by example. Simply learning about the logistics of the problem is not enough. Students need to see adults and peers doing something about the issue before they can feel confident that individual voices and actions matter, and only then will students desire to make a difference in their communities.•

After 10 Years CONTINUED FROM PAGE 11

who has been touched by Milton has been given the set of tools necessary to achieve their dreams, but the here and now at Milton, where we can begin to positively advance the beautiful community here that we work to build everyday, is the most crucial aspect of our education. Remember that, in the most basic way, the people in the growing community around you share a common experience during life’s most important and formative time. The absence of support is forced deeper by our differences, but we should all see the blue and orange in each other before those differences. •

GRADES ARE FAKE.

SUMMER READING IS TRASH.

Arts & Enterainment

PAGE 13

Senior Art Projects

By CALVIN CHEONG '20 Seniority: an immediate status among all communities, typically earning respect, deference, and envy from younger peers.

In terms of high school, the word hardly changes meaning, but instead focuses the definition toward the social hierarchy of youth. Senior year is the concluding chapter, the last hurdle, the final stretch of many a student’s journey at Milton Academy, and it is one that comes a little bittersweet.

Senior projects, a decisive aspect of many seniors’ careers, exemplify the mindset of extended independence accompanied by astounding responsibility. Many students—finally triumphant over academic pursuits—decide to integrate art within their projects. Just as art is a crucial aspect of Milton Academy’s individuality, artsy projects often display a range of unique and interesting fields where students can freely explore their passions.

Although art is often attributed to the stereotypical (though no less remarkable) drawing and painting (aka 2D art), this year’s projects have heralded a plethora of unorthodox subjects, including, but

not limited to, pottery, prop design, and clothing design. Challenging but gratifying, these noteworthy pursuits embody the exceptional mentality of this year’s Class I. For over a month, many seniors have dedicated themselves to their projects with zeal as the final presentations loom on the horizon. These seniors have committed themselves entirely, as, in most cases, their projects take the place of academic classes.

Over the last few days of the year, freshmen, sophomores, and juniors get to witness firsthand the fruit of the seniors’ labor, and grab a glimpse of what Milton Academy has in store for future generations of students.

Senior projects are truly an opportunity for students to apply their learning and experience their interests. What students see in the final week may foreshadow what each senior has in mind for their future. The significance of this project period often goes unnoticed, and is instead interpreted as merely a chance to devote time and effort into a single endeavor. In a way, projects represent a chance for students to show how they’ve matured: a chance to prove to themselves and to the world that

they are prepared for what’s next. On the other hand, senior projects may have been a time for exploration, for supporting the wonderful mindset of trying something new. The latter is undoubtedly the case for many inquisitive seniors, and is nevertheless a worthy objective. After all, curiosity is indeed what human beings draw upon to innovate, invent, and produce, and this trait is evident in the products of the hardworking students.

This week will be the seniors’ last at Milton Academy: a sentence that elicits both proud joy and distinct melancholy. Yet with their departure comes the ushering of a new generation of students into the ranks of Milton Academy, and with it, a multitude of opinions, ideas, and passions that eventually meld into one class personality.

Hopefully, this personality will make itself known in four years, when senior projects come around for the class of ‘22. In the meantime, the current juniors have quite the shoes to fill, but I know that they can do it. After all, “dreams and dedication are a powerful combination” (William Longgood), and with them, one can accomplish many things.•

Asian Representation in Hollywood

By JASPER BURNES '21 Over the past few weeks, the feud between Toronto rapper Drake, and New York rapper Pusha-T has, to say the least, blown up. Though only recently gaining popularity, the drama (or, as it is commonly known, ‘beef’) between Drake and Pusha-T has been going on for many years. It all began with a dispute in the early 2000’s between Lil Wayne and Pusha-T, and has recently escalated to Pusha-T’s exposing of Drake’s hidden son.

The ‘beef’ recently rekindled when Pusha-T released the song “Infrared”, calling out Drake multiple times throughout the song. The major callout in this song was the lyric, “It was written like Nas but it came from Quentin.” This line references Drake’s use of ghostwriters– uncredited writers of songs. In the past, Drake was highly criticized for using ghostwrites. Pusha-T was especially bothered by Drake’s use of ghostwriters because one of these writers, Quentin Miller, had previously collaborated with Pusha. Pusha then performed the song Infared at the Governor’s Ball music festival, and, while he was

singing, the crowd of tens of thousands of people began to chant “F*** Drake”. After releasing the song, Pusha-T’s audience has grown enormously.

After this callout in “Infrared”, Drake took their feud to the next level by referencing Pusha’s fiance in a freestyle entitled “Duppy”. Pusha considered it unreasonable for Drake to bring in Pusha’s fiance, so, in retaliation, Pusha found an old photograph of Drake in black face and posted it to Twitter, saying, “I’m not an internet baby, I don’t edit images…this is a real picture.”

To those following the drama between the two rappers, the photo of Drake in blackface brought attention to the artist’s seeming lack of interest about racial issues and his lack of effort to speak up about race. Pusha-T believes that, as an African-American rapper, Drake should use his popularity, as well as his fortune, to make a difference in social issues. In the same freestyle “The Story of Adidon,” Pusha-T raps about Drake’s son, who has been hidden from the public eye. The most obvious reference to Drake’s son is in the title, “The Story of Adidon”, as the name of Drake’s hidden child is supposedly named Adonis.

There is a rumor that Drake was preparing to release news about his son to the media using a new Adidas line, which is to be named “Adidon.”

A common belief is that neither of the rappers have any real argument, and are instead fighting for the attention on social media. However, the fact that the rappers brought in racial issues leads some to believe that the fight is real, because many consider these topics far too important to be used as a marketing ploy.

These two rappers capture the attention of quite different audiences. Drake always has the more relatable content, reaching out to millions of people no matter what the music is. His pastel video for “Hotline Bling,” his catchy “Only love my bed and my mama I’m sorry” line in his latest hit, and a plethora of other examples from his content are clearly made to be easy to listen to and relatable to all listeners. Pusha has led his side of the argument hoping for Drake to use his popularity for a good cause instead of for personal gain and perhaps find ways to use his platform to advocate for social change.•

PAGE 14

Arts & Enterainment

The Female Role in Theater Independent Study: A Year's Reflection not only were the actors able to bring

power to an already written role, but they actually informed the writing of the role. In studying Kristen’s work, we gained clarity on relationships between playwright and actor—specifically a female playwright and the actress who realizes the playwright’s character.

The Vagina Monologues:

By ABIGAIL FOSTER '19 NATASHA ROY '19 LIVIA WOOD '19 This year, the three of us created and studied our own curriculum in an Independent Study about the female experience in theater, an interdisciplinary cross between Drama and Women’s Studies.

Along with reading and performing plays, we had the chance to speak to women actively involved in theater as playwrights, directors, and actresses.

Through these interactions, we not only heard real stories about what it’s like to be a woman working in the performing arts, but we also learned about the typical ways in which women are portrayed in the arts. We want to share with our community the lessons we’ve learned this year so that we can offer ways in which to improve gender equality, not only in theater, but also in the world at large.

Complex Women: A Playwright’s Perspective In the fall, we read Things You Can Do, a play centered around female characters, and spoke with the playwright, Kristen Palmer. Our exploration of this play and our conversation with Kristen nudged us towards a key realization: female strength exists outside the confines of the “active” character. A woman can be equally powerful existing just through her sorrow as when she’s driving the plot forward. Kristen’s writing allows her character, Stevie, to resignedly

struggle with her life, being passive, yet remain compelling because struggle can be just as truthful and powerful a narrative as that of a woman “driving” her story.

Male characters are allowed to just exist and move through their lives, whereas female characters must somehow be perceived as strong and active to be taken seriously. In writing and revising Things You Can Do, Kristin received a lot of criticism about how Stevie, the heroine, wasn’t “active” enough, because “how can it be her story if she’s not driving it?”

Kristen doesn’t have a particular answer to these questions; in her mind, Stevie is struggling, and her struggle is her story.

As a playwright, she’s drawn to actors who can “find the power in the struggle.” Her insight into writing complex and natural women pushed us to realize that strength in female characters doesn’t have to translate to conventional Erin Brockovich style self-righteousness.

In this class, we talked a lot about how, as female actors, we need to give power to roles that were perhaps written without power. Yet, in speaking with Kristen Palmer, the conversation shifted instead to performing female characters written with unconventional power. If we were to operate with a narrow minded idea of female power—that a character must be driving her story in order to be strong—we would only do a disservice to complex female characters.

Kristen also noted that she wrote and revised Things You Can Do based in part on her actors’ performances. In this case,

Studying and ultimately performing scenes from The Vagina Monologues was one of the most empowering and educational experiences of our Independent Study. When we first began planning our class, we knew we wanted to examine The Vagina Monologues—it’s a text entirely devoted to women’s sexuality, and it was perfect for our class. When we began reading the material, however, we made an unsettling discovery: most of the monologues made us uncomfortable to read, let alone perform. We spoke with Vicky Kuperman, a professional actress who had recently performed The Vagina Monologues, and she offered useful advice about discomfort; she told us that she, too, had felt uneasy at first, until she realized that “it was for no reason other than the framework of society.” Keeping in mind that the material is powerful precisely because people are uncomfortable with it, we found the monologues much easier to work with and grew more confident in our performances. In fact, acknowledging the discomfort we felt allowed us to feel more at home in the pieces we were performing.

The three of us each performed a series of monologues. Some of the monologues were dark and serious, others humorous, but they all accomplished the same goal: to give voice to the overlooked plights of women. Using humor as a tool to examine female sexuality was something we were previously unfamiliar with, but working on The Vagina Monologues enabled us to discuss serious issues about women through a lense with which we were much more comfortable. It also helped immensely to perform The Vagina Monologues in front of an audience; not only was it empowering for us to present such compelling pieces, but we were moved to see the audience agree with and be touched by the material.

We also saw that, in the same way we had been uncomfortable working on the monologues, the audience was uncomfortable at times. While we strive to

Arts & Enterainment

Independent Study CONTINUED FROM PAGE 11

make topics around female sexuality and empowerment less taboo, we also understand that discomfort is natural and must be embraced in order to be worked through.

Moving Forward: We’ve learned many valuable messages this year, and we hope to apply this knowledge to the broader world by both addressing the problem of female representation in theater and by investigating how our findings can be taken out of the context of theater and applied to the female experience as a whole.

After this course, we’ve taken away three major lessons as performers: to give characters backstories, to give performances power, and to build relationships with women. Firstly, it is important to give each character an individual backstory, especially if she is written without one. As an actress, one of the most important things one can do is show the audience the character’s journey. If the audience does not know where a character is coming from or why she is doing what she is doing, it will have a hard time being empathetic towards her and her struggle. We must also always give power through the performance.

Like the actors that Kristin Palmer mentioned who could “find power in the struggle,” we, too, must embrace what makes our characters difficult and lean into that difficulty, instead of away from it. This is especially important for those playing female characters, as these characters are typically written in positions of low to no power. Finally, we noticed that it is important to build and emphasize relationships between women on stage.

We’re convinced that the door must be opened for women at every step of the theatrical process in order for female representation to increase in the arts. There shouldn’t just be more female actors, but more female directors and playwrights. Additionally, non-female playwrights must focus on writing more roles for women.

One cannot act a part that does not exist. Furthermore, these roles should have depth and complexity; ideally, as we learned in this course, every female role would have a backstory, be written with power, and be connected to several other women through strong relationships. However, if these roles do not exist, it is the actresses’ responsibility to give power to the parts they have, or to write scripts with more roles.

We realized that every aspect of what we encountered in our course reflects the broader female experience. All too often, women are stripped down to their simplest emotions because people would rather not deal with complex humanity. It is much easier to say a woman is “crazy” or “bitchy” than it is to explain what motivates her to act the ways she does. Additionally, women are rarely put in or assumed to be in positions of power. Often times, it is up to the woman to find power in the role she is given, instead of being handed that power.

Both of these phenomena—being labeled in simple terms and being given a position of low power—mirror exactly what we found through looking at various plays. This course has been a lense for us to look at our experience, and the universal experience of all women, through the small world of theater.

We all have appreciated this class more than we can say and will carry what we learned throughout the rest of our lives.•

PAGE 15

Asian Representation in Hollywood

By JENNIFER LIM '20 How many television shows or Hollywood movies have you seen with Asian leads? Of the existing Asian American leads, how many of them were portrayed as a “stereotypical Asian”? We rarely see Asians in television or films, but when we do, they are almost always reduced to a single stereotype, perceived often as the “token asian.” The stereotype of a “model minority” portrays a member of a minority group achieving success despite marginalization. This stereotype raises an issue of higher powers continuing to marginalize the group. In fact, the Asian American stereotype being continuously perpetuated in the arts and entertainment industry leads to the bigger social issues, such as the model minority stereotype.

The first issue with Asians in Hollywood is the lack of representation and misrepresentation.

Movies or television shows with Asian characters are few and far between; as of 2015, Asian characters made up only 3-4% of the characters on television, according to The Guardian. Sadly, lead roles are even harder for Asians to land; the top 100 films of 2015 had no Asian leads, meaning that the majority of the 3-4% of Asian characters served as minor characters who often perpetuated existing stereotypes and as a result became two-dimensional.

The Guardian also cites the experiences of Asian actors who constantly feel misrepresented and reduced to just a stereotype; one actor speaks about his roles as a tech computer analyst with no lines, fading into the background of the film. Other Asian actors detail their experiences with being given only stereotypical and offensive roles that utilize them specifically for their Asian looks; in some cases, the only role offered to an Asian actress is that of a silent, obedient sex worker or prostitute. These roles are almost always designated for Asian actresses, a casting choice which not only perpetuates a harmful stereotype but also the fetishization of Asian women.

A study by universities in California, called “Tokens on the Small Screen,” examined the representation and characterization of Asian characters in television. They concluded that Asian actors are “underrepresented,marginalized, and tokenized.” The study echoes the sentiments of many Asian actors, who believe that they were only given the roles so the movie could boast of a “diverse cast.”

The typecasting of Asian characters bolsters the model minority myth. In the past, most recently during the Cold War and the Civil Rights Movement, Asian Americans were portrayed as the ‘model’ minority in which they were expected to be silent and academically successful, and from those expectations, the Asian American stereotype was born. The term ‘model minority’ also suggests a secondary status, always seen as foreigners and not quite American.

That secondary status, combined with the silent and academically successful stereotypes, formulates the token Asian characters of the obedient tech guy or the unassertive nerd. The model minority stereotype is, for the most part, untrue and even harmful for Asian Americans. Hollywood’s continuation of the model minority through its type casting is long outdated.

Hollywood still has a problem with diversity and representation, but there is also progress being made. Many Asian actors are using their platforms and influence to speak out about their under representation and misrepresentation in Hollywood. Sandra Oh, an Asian actress who played Cristina Yang in the ABC hit show Grey’s Anatomy, landed a lead role on an upcoming BBC show called Killing Eve, which portrays the progression of Asian representation in the industry. Despite Hollywood’s problem with diversity and representation, that is not to diminish the steps they are making to change this issue. Making Hollywood and the entertainment industry more diverse is entirely possible, and hopefully we will see that change in the near future.•

PAGE 16

Artists

of the

Year

way, if that makes sense. I have found that I make art in order to utilize a traditionally very powerful platform. Art has reflected, and currently reflects, the elite: white, male, Christian, royalty, and white– one standard of beauty– beautiful women, etc.

I love challenging that and almost usurping that power in order to challenge the idea of power and a muse. I like to make art [in order] to ask myself and viewers to think.

Q: Who inspires you to do art? Are there any artists you’re a fan of?

A: I actually only just got into following and exploring some artists in the past two years, which was really dumb and delayed on my part! Kehinde Wiley, Ana Mendieta, Kara walker, Ellie Kammer, Alice Neel, etc... I like artists who make you feel uncomfortable Q: Do you think there’s a point in giving awards for artwork– as art is subjective?

By KAT STEPHEN '19 Hannah Hachamovitch (I), a Seattle native, started Milton her freshman year. A winner of a 2017 Gold Key for her painting, Post-Thanksgiving and a winner of a 2018 Silver Key for her portfolio, My Art Canon, Hannah pours her emotions on paper and canvas using a wide variety of tools, ranging from pencil, pen, paints, and mixed media. In addition, Hannah interned at Valve, a video game design company, during the summer of 2017, and was working on an unreleased video game. For these reasons, The Milton Paper has selected Hannah as our female artist of the year.

Q: Tell me a little about yourself: where are you from, how old were you when you first discovered your interest in art?

A: I’m from Seattle, Washington, and I started Milton freshman year as a boarder.

I can’t remember not doing something with art or design. When I was a toddler, I used to use these colored blocks to make designs that, like, filled up the room. Then, when I started school, I started to do arts and crafts and draw constantly... I think I actively was like, ok, I’m pursuing art and not just dabbling was when I started high school and when I went to NYU and RISD and had art internships over the summers Q: What is your main focus in your artwork?

A: My focus has definitely changed and broadened throughout high school.

Art is very cathartic for me, so I usually make pieces when I’m particularly upset

or something. So a lot of my art is fairly political and personal, especially within the past two years. The series I made for the AP portfolio was all about the representation of women in art and rebranding and reclaiming [this representation]. I also made a series this fall about the physical manifestations of mental illnesses because mental illnesses are often devalued, as they don’t appear like a broken leg.

Q: What is your preferred medium?

A: My favorite medium changes all the time. I used to work only in pencil, but then I tried painting during my sophomore year and oils at RISD that summer, and painting became my number one. But I also love pen and mixed media. For my senior project I did a lot of 3D work to make fashion in unconventional media, so I made clothing out of string and jewelry out of pasta. I also worked in 3D modeling and digital art last summer at my internship at Valve Software which was super cool. I think I just like problem solving, and whatever medium I have I make work.

Q: Has Milton influenced the subject of your artwork? Has Milton influenced the medium through which you express your artwork?

A: Of course Milton has influenced my work! The supplies available, courses, stressors, climate... everything about my surroundings influenced what I have made in the past four years.

Q: Why do you “do art”?

A: Wow, that’s a hard question. I guess it just makes sense to me. I tend to think that

A: I don’t know how I feel about awards...

I definitely think the Scholastic Awards are slightly problematic because they tend to like realistic artwork or technical artwork, and I think that is only one part (honestly a very minor, and almost baseline, part) of evaluating artwork. There’s a difference between art and replication. Often, people think art equals replication and labor... so it involves hours of pixel by pixel copying.

But... we have a camera now. Do something more with it. I want to see your handprint on your art— if it’s so realistic that I don’t know who made it, I don’t know, I have a problem with that. And I often think that a lot of awards, especially at a high school level, award labor and replication far too much and too easily.

Q: What do you think is the greatest challenge that artists– all artists or certain groups of artists– currently face?

A: Oh, man... I don’t even know where to start with that one. I guess there are a few fundamental roadblocks like making something new when there have been so many artistic revolutions before us, making art in a period that isn’t as clear cut as “the Renaissance!” or “the Modernists!” or whatever (which I think is good but also a challenge), as well as the financial pressures of making art and making a living on art in a world that is fairly binary in the art world: you’re successful and a millionaire or... not. So, I don’t know how to answer that question. Also, I’m 18 and just graduating high school, so I have no clue and will probably laugh at these answers in at least 5 years.

ports ArtistsSof the Year

PAGE 17

in some part to the lack of people my age that do it, I feel glassblowing is interesting because its unique and takes a lot of practice and technique. In terms of dancing, I also think that I have become more confident in that area. I helped choreograph a dance this year for winter dance concert, and even though I did not do a lot, even the thought of my helping just a little would have been outlandish to Freshman Jonathan.

Q: Do you try to incorporate anything in particular in your art?

By EVITA THADANI '20 Jonathan Wuwong (I) has loved drawing since he took a figure drawing class at the MFA in 7th grade. In middle school, he also took art classes which sparked his current passion for glass blowing. This year, he received three scholastic awards for his glass blowing; for “Nymphaeaceae” he received a Gold Key, for “Cornucopia” a Silver Key, and for “Stratus” an Honorable Mention.

On top of glass blowing, Wuwong has also become a talented dancer. He began dancing his Freshman year, and he aided in the choreographing of a major dance in this year’s winter dance concert. For these reasons, The Milton Paper has selected Jonathan as our male artist of the year.

Q: When did you start drawing?

Dancing?

A: I’ve had art class since I was in Kindergarten at Milton Academy but it didn’t become something I was interested in until the 7th grade I think when I took a figure drawing class at the MFA. It was a pretty straight forward class where we went around drawing the different statues at the MFA, but something seemed to click in my brain; as if I was seeing everything for the first time, I abruptly could better understand what I was seeing in a different way.

Looking back this was a little weird, since I

used to have trouble drawing 3 dimensional cubes in math, but I think that it must have been just my brain maturing as I grew up.

From there I started to focus more intently on drawing and art in general. I also took my first glassblowing class when I was in the middle school, and that is one of my interests that I have kept with me through the high school.

In terms of dancing, the first time that I started to dance for real was during the Freshman year in the Spring dance concert; if anyone is wondering about dancing I highly recommend trying out for it with some friends. I had always been interested in dancing and thought it was a cool skill, but during that spring season I really took to it. It was sort of relaxing but also exciting following someone else's movements; it also got me active since I have never really enjoyed sports.

Q: How have you grown in your art and dancing?

A: I would like to hope that I got better at both things. But overall I think I just feel more confident in both disciplines, and that just comes from practice. I have learned a lot more techniques and ways to experiment in visual art than I did during that first MFA art class. As I mentioned before, glassblowing is something that I get very excited about and love doing; probably due

A: Because in dancing you are following someone else’s choreography and motions, I do not think I put a lot of my personal ideas into it. I do, however, try to bring determination into the practices so I can help the choreographer as best as I can.

Art for me is the more personal discipline due to the fact that for the most part it all comes from you. Because of that fact, I definitely put a lot more of my personal feelings or experiences into what I make.

This is a little tangentially related, but I was at the Asian American Footsteps Conference and I remember Franny Choi, the keynote speaker, saying something very interesting. She is pretty “political” in her poetry and someone asked her why she doesn’t write about non-political things.

She answered that because there are problems in the world we have a responsibility as artists to in someway address these issues; it’s only after those problems are solved we can start to write about nature or flower or etc. This idea resounded a lot with me; I think that while I may not address exterior problems often, but I do use art as a way to breach personal issues or feelings that I have instead of just making something pretty.

Q: What does drawing and dancing mean to you? Why do you do it?

A: They both are forms of expression to my that I really enjoy. Whether it be actually doing it or just appreciating the work that other make, I think drawing and dancing will always inhibit some alcove of my life. I do both of them because I enjoy them. They are things that make me happy, and at this point in my life, that is the type things that I am looking for and willing to pursue.

TMP swept at the Prize Assembly!

PAGE 18

Sports

Mustang of The Year

Germany's Defense of their World Cup Title

By SAM BARRETT '21

By SOPHIA LI '19 As the year draws to a close, we must award one of the many talented Milton athletes with the great honor of being Mustang of the Year. This year’s lucky Mustang is a tri-varsity athlete whose presence in the Milton Athletic community cannot go unnoticed. She is a fierce fighter on the field hockey field, a ninja on the ice, and a spot-on hitter on the softball diamond.

She is the one… the only…

Claire Dudley!

Claire, Class I and known to many on and off the field as Duds, was a tri-varsity athlete since her freshman year and, to this day, is still an integral part of each team she has played for. This year, Duds was given the opportunity to be captain of the field hockey team, the hockey team, and the softball team. By being captain, Duds was able to spread her constant tenacity and positivity to each of her teammates. She, according to teammate Mary Thompson (Class II), “is the best leader. She knows how to read the room very well and knows exactly what to say.” Knowing how to balance being a captain and having fun during games and practice is a hard task to accomplish.

However, according to many of her teammates, Duds knew exactly when to be that hard-core captain that the coach demands and when to be that carefree girl who just wants to have fun with her friends, playing a sport that she loves.

Duds is not only known for her personality on and off the field (or ice), but also for her skill and agility. Whenever the ball or puck

is at her feet, no defender can stop her and when she is running those bases, all the basewomen can see is a blur. Her dedication to each and every sport she plays inspires all of her teammates. By watching their captain go 100% every minute of every game, all her teammates are inspired to work harder to match the effort that their captain puts in for them. Although Duds is a force to be reckoned with on the field and on the ice, she, according to teammate Olayeni Oladipo (Class II), “knows how to listen and receive feedback, and [to] implement that feedback almost instantaneously.” Her ability to remain humble while being a very valuable player on each of her teams is one of her many defining traits.

Not only is she humble but she is also game-changing, influential, and hardworking. These are traits that many of her teammates see on the field and ice, and also within everyday life. Whether or not she plays in college, she’ll inspire any who have the chance to call her friend.

She is more than qualified to be our female Mustang of the Year. She is, according to Mary Thompson, “the perfect person to represent Milton athletics in terms of sportsmanship and competitiveness.” Her respect and dedication towards each sport she has played during her Milton career will influence countless Milton athletes in years to come.

As she takes her first steps into a future without Milton Athletics, those of us she leaves behind will never forget her presence on the field and ice.•

Four years ago, in Rio de Janeiro, the German International Soccer team won 1-0 against Argentina in extra time. This was their first win since 1990, and German fans began to think about what would happen next. Following the 2014 tournament, the team dispersed and players returned to the clubs, reuniting periodically for practices and friendly matches against other international teams. Two years later in 2016, the team qualified for the UEFA Euro cup, where they made it to the Semi-Finals until suffering a disappointing 2-0 defeat to France.

Since then, the team has only gotten better, even winning the Confederations Cup in 2017. Now, four years later, we watch as they prepare for their defense of the title. With their number one goalie, Manuel Neuer, out with a foot fracture and unsure if he will return for the world cup, the team and its manager are scrambling to prepare for the upcoming tournament.

In preparation, the team has had many friendly matches; however, these matches are slowly draining the energy from all members. Thomas Müller, one of the starting forwards, said, "Everybody knows that it's time to perform. Nobody can afford to take it easy, and that's good for us." Their hard work and dedication to the defense of their title are creating a troubled team because as more time is put in, the team is becoming more stressed and pressured into performing their absolute best at every match.

With many new players and also the possibility of certain contracts terminated at the end of this season, it is imperative for the team to excel and hopefully repeat their winning performance from Rio. However, as seen in training and recent matches the team has not been playing the same as four years ago, especially with multiple star players out or gone.

The team began training seriously about six months ago in Italy, working rigorously to get their perfect form again, and it seems that it has been working. At most friendly matches since then, both rookies and veterans have performed well together.

Since 2014, Germany has won the Confederations Cup in 2017 and have demonstrated their potential at every possibility. That’s not to say the ultimate goal of winning again is going to be easy. In their first group stage, Germany will be facing Mexico, a very well maintained team that has a lot of potentials as well as South Korea and Sweden.

Germany will be facing tough competition throughout this tournament as many of the capable teams will be moving to the elimination stage. This will most likely include Argentina, the runner-up in 2014, Spain, and England, all of which are teams with plenty of potential. This year, Germany starts easy, which seems to constantly happen to previous winning teams; however, as the tournament progresses, they will have to work harder and harder every match if they want to win.

Sports NBA Finals Game One Recap

PAGE 19

Mustang of The Year

By KATHERINE MCDONOUGH '19 Game 1 of the NBA finals began with Lebron James and the Cleveland Cavaliers taking on the stacked Golden State Warriors. For the 4th year in a row, these two teams are facing each other in the hope of winning the coveted Larry O’Brien trophy.

Both teams went into the NBA finals understandably tired from gruelling playoff series beforehand, and game one did not disappoint. The entirety of the game consisted of close back and forth shots, with Steph Curry leading Golden State for points with 29, and LeBron leading Cleveland with an outstanding 51 points. However, the most dramatic and interesting moments of the game occured in the final minute.

With the Warriors trailing 102-104, as Kevin Durant drove towards the basket in hopes of tying the game, James slid in front of Durant in attempt to take a charge. The whistle blew, and the refs ruled it as an offensive foul against Durant, resulting in the Cavs ball, up 2, with 34 seconds to go. It would give them the chance to make it a two possession game , essentially eliminating the potential of a Warriors comeback. The refs, however, debated whether LeBron was positioned outside the restricted zone, an area in which you cannot take a charge. Additionally, if a player is outside of the restricted zone, the call cannot be reviewed (granted, if it is in the last two minutes of the game, this call can be reviewed, but this rule is rarely ever called). Yet the refs could not come to a conclusion about whether or not LeBron was inside the restricted zone, despite that LeBron was roughly 2 feet outside of the restricted area. The refs reversed the call, declaring a blocking foul on LeBron, giving Kevin Durant two free throws. He hit them both to tie the game at 104.

CONTINUED ON PAGE 20

TMP Album Dropping!

Catch us in Wyoming 2k18

By GIANNA GALLAGHER '21 Tim Casilli of Class I is this year’s Mustang of the Year. Casilli is leaving Milton as a three season varsity athlete in sports: Football, Ice Hockey, and Track. Casilli came to Milton as a new sophomore where he immediately earned a spot on the Boys Varsity Hockey Team. Track was also a sport that Casilli picked up right away at Milton; although Casilli was one star of this years football team, he waited until his final year of high school to begin playing football. Over three years, Casilli showed tremendous effort in athletics, culminating in a number of big achievements and accomplishments.

This fall, Casilli played football for the first time ever and thrived.

During the 2017 football season, Casilli had 36 solo tackles followed by 25 assisted tackles; he also executed 11 tackles for loss.

Moreover, Casilli finished the football season with not only 25 quarterback pressures but also 4 sacks.

Even though Casilli had only one year of football experience behind him, he earned himself a spot on the D1 Georgetown University football team.

Along with football, Casilli was also apart of Milton’s Boys Varsity Hockey team. He made the Varsity Hockey Team his first year at Milton, his sophomore year. Throughout Casilli’s career as a Milton Hockey Player, he accomplished many goals. Casilli also brought a lot to his team and was a leader on Milton’s Hockey Team. This past Hockey season, Casilli was considered to be the “backbone of defense,” as he helped to lead

Milton’s hockey team to a successful 2017-2018 season with a league record of 11-1-2 and ultimately the ISL championship.

Casilli’s third varsity sport was Track and Field. Casilli was a member of the Boy’s Track and Field Team, where he competed in Track events such as the 4x100 relay and 100m dash. During the 2018 Track season, Casilli was considered to be the anchor of his 4x100 relay team, placing 1st in the league. Not only did Casilli participate in the 4x100 relay, but he also contributed to Milton’s track team as a sprinter. As one of Milton’s top sprinters, Casilli scored a personal best of 11.01 seconds in the 100m dash this past track season.

Casilli not only works hard on his teams, but he keeps up this dedication during the off-season as well. Due to Casilli’s dedication to sports at Milton, he was awarded The Robert Saltonstall Medal this past Wednesday, May 30th, at the M-Club Dinner. As mentioned previously, The Robert Saltonstall Medal Winner is one of the big awards, given to one senior male every year. The recipient of this award is chosen based on the senior boy who has shown the most competitiveness, leadership, and sportsmanship throughout his time in Milton Athletics. Over the past three years, Casilli truly fulfilled these qualities as a competitor, a leader, and a good sportsman. Milton has been lucky to have Casilli as a part of their athletics over the past three years and will miss him and his dedication to his sports teams. Milton wishes Tim Casilli good luck at Georgetown and with his new career as a football player.•

PAGE 20

Sports

Freshwater Fishing

Image Couirtesy of Google

By RYAN CERVONE '19 People in New England often underestimate freshwater fishing. Freshwater fishing brings a sense of variety and beauty that allows a fisherman to fully experience the sport. While many saltwater fisherman have the luxury of covering many miles on boat to a desired location, freshwater fisherman master the art of the journey and feel a greater sense of achievement when they haul in a fish. The variety of freshwater fish species never keeps New England fisherman satisfied. You could catch a fivepound largemouth bass perched under lily pads. You could catch stocked trout in many Massachusetts ponds. In fact, during the fall and spring, the Massachusetts Department of Fish and Wildlife stocks many ponds throughout the state with rainbow trout, brown trout, and brook trout. Walleye and Northern Pike can also be caught in larger lakes.

The beauty of freshwater fishing is that there are many methods to catch fish. For example, sometimes when I head out the pond in search of bass, I start the day off with a spinner bait, which mocks a small school of shiners swimming through the water. As the day progresses, I often switch my setup. If the temperature outside drops, I’ll switch to a topwater bait such as a frog bait to try to appeal to the hunger and energy of the fish. If the sun begins to heat up the top of the water, I often switch to a texas rig which contains a large hook, a weight, and a plastic worm. The same process applies when

I go trout fishing: when I arrive to a stocked pond, I start off the day with salmon eggs. When I cast out the bait, the weight sinks to the bottom and the salmon eggs suspend about 5 feet from the bottom. I often catch 2-3 rainbow trout in the first 15 minutes. But if I want to catch larger trout in the pond such as brown trout, I usually switch shiners or worms, which fit the diet for larger trout.

What I enjoy so much about trout fishing are both the people I meet and the connections I build while out on the water. When I first went trout fishing, I noticed several other fisherman alongside the shore. They recognized my inexperience, and corrected my setup allowing me to have a shot at the fish.

Furthermore, they taught me to use a weight rather than a bobber because the trout stay at the bottom of pond where cooler, more oxygenated water lies. Without such information from experienced fisherman in the area, I would not be able to consistently catch fish. My interactions with my fellow fishermen is an amazing part of the experience. I love hearing stories of all of the fish they caught and I appreciate the useful tips they provide me. That type of conversation simply does not occur while isolated on a boat the ocean.

So head out to your local pond or river and enjoy the outdoors and the sport of fishing. Also, talk to those around, you never know what amazing stories they have to tell or the knowledge they have!•

NBA CONTINUED FROM PAGE 11

James and Curry then both made shots for their respective teams, leaving the Cavs trailing behind 106-107 with 23.5 seconds left on the clock. On the Cavs final possession, Lebron made a pass to a cutting George Hill who was fouled by Warriors shooting guard Klay Thompson. With 4.7 seconds left, Hill got the chance to take two free throws to steal the lead. He made the first shot. He missed the second. The rebound bounced out to Cavs’ shooting guard J.R. Smith with only 4 seconds remaining.

Instead of attempting the easy layup in front of him, Smith bizarrely took the ball to halfcourt, presumably thinking the Cavs were leading, not tied. Because of this error, the game was taken into overtime, in which the Warriors completely dominated, winning the game with a final score of 124-114.

The overall series currently has the Cavs down 0-2 to the Warriors going into Cleveland for games 3 and 4. If the Cavs lose this finals, LeBron will have been to nine NBA finals (eight of those in a row) and have lost six. While some believe Lebron has already eclipsed the great Michael Jordan, many question if his losing finals record tarnishes his overall chances of reaching Jordan (who boast an impressive 6-0 finals record) -- sure, he can take a team to the finals, but how often can he pull through?

Yes, Lebron has carried an underwhelming Cavs team to the NBA finals, and is facing arguably the greatest team of all time, but is that an excuse? For a lot of people, the outcome of this finals could either cement LeBron as the greatest of all time or restrict him from passing his airness.

WE STAN GENERATION

Z!

Faculty Reflections

By DEBBIE SIMON "All the world’s a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts."

These words, from William Shakespeare’s As you Like it, remind us so vividly of the path of a teacher’s life.

“For a good teacher,” political speaker Brad Henry observes, “can inspire hope, ignite the imagination, and instill a love of learning.”

For a teacher, the classroom is filled with possibilities.

"At first, the infant, Mewling and puking in the nurse’s arms" .And yet, a novice instructor is capable of something no supercomputer has come close to achieving; figuring out ordinary human conversation in a noisy environment.

In my teaching infancy, I was slightly less messy than Shakespeare’s infant. But the difficulty of figuring out the conversations of my students was a challenge every day. In my case, I found child after child in search of meaning. Young children, I discovered, are voracious learners.

Their learning inspired me to want to learn more.

"Then the whining schoolboy, with his satchel And shining morning face, creeping like snail Unwillingly to school."

My first year at Milton Academy, I timidly grabbed “my books and satchel, and put on my shining face” and tried to understand the workings of a boarding/ day school.

Coming from a public high school in Stockton, California, I was unfamiliar with the daily routines of a school that offered breakfast, lunch, and dinner.

Assigned to Hallowell House, I saw the boarding life for boys was rough, overwhelming, and at times intense.

The chores that faced the ninth-grade boarders on my floor included staying on top of their homework, clothes-washing and getting used to the rituals for underclassmen. My duties included freshman English, Oral Interpretation, the Speech Team, and the 6th-grade play. Faced with these challenges I had to turn my fears into action. There was no denying my world had changed, but my spirits soared.

"And then the lover, Sighing like furnace, with a woeful ballad Made to his mistress’ eyebrow."

Admittedly, there wasn’t much furnace sighing among sixth graders: Tom Sawyer may have been their most memorable friend. In 1985, I directed a production of Tom Sawyer at Milton Academy. Ben, my whitewashing lead, was not ready to steal a kiss from Becky. At that moment I knew that directing, this player’s role, was to

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lead each child to the right entrance. And on the right cue.

Each potential student holds a dream in their heart to succeed. A wonder, a possibility of ideas to come. Passion, I discovered, comes in many forms: a discovery of perspectives that we can share with others.

In 1988, Bren, a member of the Milton Academy Speech Team, performed the play, On Tidy Endings, by Harvey Fierstein, and won the NSDA National Championship. Through her rehearsals and performances, she and I discovered a tale of grief which led us to a deeper understanding of her character’s loves and losses.

Together we saw a new way to understand.

"Then a soldier, Full of strange oaths and bearded like the pard, Jealous in honor, sudden and quick in quarrel, Seeking the bubble reputation Even in the cannon’s mouth."

One of the first lessons you learn at any stage is that all drama is conflict.

The answers are never easy.

Scott portrayed Norman Bulansky, a character, in the play The Boys Next Door. Norman is a middle-aged man with mental disabilities who works at a donut shop—battles unfamiliar to Scott.

Scott’s rehearsal journey led all of us to look at the true meaning of bravery. How does one create a fulfilling life when

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Faculty Reflections

Debbie Simon CONTINUED FROM PAGE 21

confronted with so many challenges?

"And then the justice, In fair round belly with good capon lined, With eyes severe and beard of formal cut, Full of wise saws and modern instances;" A classroom should be a place for social change. Through the give and take of daily lessons, a teacher can promote and accelerate the sharing of new ideas. Throughout my 45 years in the classroom, I have learned many lessons from my students. Their words have always taught me.

In my 2016-2017 seventh-grade, all-girls English class, the words of one student will remain in my heart forever. We were reading I am Malala. Jana, a Muslim student, respectfully listened to her classmates hear the words of a young girl thousands of miles away as she found her voice. At one point during our discussion, Jana discovered her voice; she spoke about the political terrorism Malala faced in her home village. Jana knew about the injustice Malala faced each day.

And so, she played her part.

"The sixth age shifts Into the lean and slipper’d pantaloon, With spectacles on nose and pouch on side; And whistles in my sound. Last scene of all, That ends this strange eventful history," The 6th grader turns quickly into the senior and graduates and disappears with wishes of luck, hope, and so many possibilities, their place in the world to be determined.

Sometimes their return to Milton Academy is through their children, who show up in my classes as their parents return to visit on Parent’s Day. The cycle of life.

It is a privilege to see where my young students have gone and how their wisdom is passing to the next generation.

David, a speechie and dramatic artist, turned his writing talents into a Pulitzer Prize-winning career.

Yoshi, a young leader, is using her speech skills to become our new Milton Academy Middle School Speech Director, Coach and Teacher, and I couldn’t be prouder.

Austan, a brilliant extemper is turning his

By CHARLENE GRANT I will especially miss all of you PE kids who really did not want to be there. You were mainly the musicians, tech crew, performers, along with an occasional athlete who specialized and couldn’t get another sports credit outside of school. You provided me with my biggest challenge! Could I get you to realize the value of learning to play squash or badminton or tennis? Could I get you to smile, laugh, and have fun?

I loved watching you hit a fantastic rail shot and hustle to the T on the squash court in anticipation of the return. I loved hearing your groans when I said we were going to do 3 sets of planks. If I did my job, you will be doing planks on your own without my prodding. If I did my job, you will be calling a friend this summer asking to play tennis.

I cannot count the number of teams I have coached (soccer, basketball, volleyball, softball). If I did my job, you learned that being on a team is much more than the win & loss record. It’s about each other: shared friendship, hardship, and joy. It’s learning to be the best you can be, and make those around you be the best they can be. It’s about having fun!

I loved teaching you CPR. I know you hated the fact it was a required course.

Once we got started, I know you realized the importance of the class. In fact, it could end up being the most important class you have taken at Milton. If I did my job, you can be counted on to help save a life.

Teaching Project Adventure was a blast! The greatest pleasure was seeing the terror spread across your face as you began climbing; the hesitation, the coaxing, and the completion of the climb! The joy (and relief!) on your face was priceless!

In Project Adventure, I always talked

about going beyond one’s comfort zone, something I experienced when I signed on to become a Values teacher. I was used to blowing a whistle and bossing you around. I was now asked to facilitate discussion about sensitive issues.

Panic set in. But I loved being a part of the classes. I loved hearing what you had to say and felt closer to all of you. I still chuckle when I think about the lesson the boys gave us on urinals!

I never knew where you would take the conversation! I think you understood my discomfort at times, and you helped me by making the conversation lively, vibrant, and interesting.

I loved advising. Don’t get me started! I can’t say enough about the great kids I was lucky enough to advise over the years.

You might be thinking: how can a person stay in the same job for 39 years?

Teaching you has made each day fresh.

I never knew what you would ask, what challenge you would present or when I would see a PA solution that I had never seen before. You kept me on my toes, or rather, the balls of my feet. It’s hard to beat getting paid for playing games all day!

So, how does one decide when to finally retire? A few things come to mind.

LL Bean boots have come back in style, as have Clark Wallabees. Yoga pants and cropped leggings have taken over my endless supply of wind, workout, and running pants. And, most importantly, I have become the “Old Lady Gym Teacher” that I never thought I would become!

So, I hope I did my job. But this never really felt like a job. I had great colleagues, outstanding salads at lunch, numerous vacation days and Sabbaticals; I got to be outside most everyday, and best of all, I got to hang out with all of you. Thanks for the memories.•

Senior Reflections

By ADI GHANDI '18 Transferring to Milton as a new junior was one of the best decisions I have ever made, and one that came about due to a decent dose of random good fortune.

Since coming to Milton, I have grown in so many ways. I have invested my time in my passions, grown increasingly independent, and learned how to exist in a community of diverse opinions and personalities. My time at Milton has also caused me to think deeply about how I have become the person I am today because of factors ranging from my innate qualities to the privileges that have shrouded my upbringing. Out of all the lessons I have learned at Milton, I feel most acutely the lesson one regarding my privilege. I never really thought about my privileges before coming to Milton, and now they play such a large role in my drive and in what I want to do with my life.

Before coming to Milton, and perhaps even in the beginning of my first year here, I considered myself middle-class.

All I knew was that, in the first round of applying to boarding high-schools, I (or, rather, my parents) applied for financial aid. I remember that when I did not get accepted into either of the top New England boarding schools, my father said that maybe I did not get in because we asked for money.

Those were the experiences of only my freshman year, however. As time went on, my family could no longer say we were simply “middle-class.” I did not notice this shift as it happened; I was blind to it because the the private school which I attended was chalk-full of people with the same socioeconomic background as me. Naturally, we did not talk about wealth.

Throughout my time at Milton, I gradually realized that I belonged to a family with more wealth than I liked to believe. One finds it difficult to ignore the defining features of their own

identity in a place like Milton. Everyone has a different story, and soon enough you will begin to evaluate your own. I felt the presence of my privilege most sharply during the college process. The majority of seniors definitely felt the weight of college applications during senior fall, and, to an extent, so did I. But I also knew that I did not have to spend the extra time on F.A.F.S.A. forms, and that I would not have to go through the experience of getting into a college only to groan at a lousy financial aid package.

Suddenly, if I looked back, I could see this class privilege at work everywhere in my life: in the three meals seven days a week, in my Burberry glasses, in the vacations taken for granted, perhaps even in my acceptances into Milton and into colleges. I see my privilege mostly in the fact that I did not think much about wealth until coming to Milton.

Now that I am aware of the role that wealth has played in my life, I feel both grateful and undeserving. I feel grateful because I could not be where I am today without the benefits from being born into a well-to-do family. I feel undeserving because I do not deserve to have this privilege any more than anyone else deserves to have, or not have, this privilege. The lesson that I have learned, through all this evaluation, is that I can best use my privilege by helping others.

After all, wealth influences success on a grand scheme, and it is distributed unequally and unjustly on an even grander scheme. So I wonder, then, why I never really thought about this injustice until arriving at Milton—and even then, why the process was a personal journey, rather than one facilitated by the Academy.

The topic is such a taboo, and a source of shame for some. It shouldn’t be. We should be able to talk about it, in the open, just like we talk about race. And if the school won’t encourage that conversation, then we should strive to have it for ourselves.•

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By LIZ FOSTER '18 When I was an underclassman, I pictured myself spending most of senior year in the Magus Mabus office. Instead, reality hit; Magus rejected me three years in a row, and I ended up spending all my time in the Paper Office. The cozy nook tucked within the walls of Warren became a comfortable space for me to do work, watch James Charles videos, and take plenty of naps.

Beyond the office, TMP showed me a space where students cared about their writing. Editing was something to be taken seriously, and the articles had to be well done. One could argue that I put too much effort into articles that would be flipped through because they weren’t controversial or particularly relevant to Milton. Regardless, I had a fantastic time writing about artists and albums that made a difference in my life. And Lil Pump.

Spending Monday and Tuesday nights crowded around Ms. Baker’s table really brings a group of people together. I’d like to thank TMP 35 for being a bunch of really cool people who made this year so enjoyable.

When your eyes are going dry from staring at Google Docs for two hours straight, cracking jokes about heinous sentence structure really gets you through the struggle. You really learn who gives a f**k about an Oxford comma.

Haha, get it? It’s a music reference and I’m the A&E editor.

To anyone considering writing for the Milton Paper next year, do it! My past two years with TMP shaped my high school experience more than I could have imagined.

Between all the various clubs I’ve tried at Milton, TMP was by far my favorite. Thanks for

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Senior Reflections

By NAVPREET SEKHON '18 Throughout my time at Milton, I have quit. A lot. Starting in my freshman year, I first quit piano and tennis—my two biggest ‘things’ outside of school. I realized I wasn’t fantastic at piano by any measure, and given how how screwed up my ankles were following my intense career in Freshman Basketball, I figured I didn’t care much for tennis. Sophomore year, I realized I severely lacked in scientific understanding, so I never took a class in it afterwards. Finally, junior year I quit basketball because I just didn’t care.

However, I quit all of those ‘passions’ for new ones. If I wanted to continue with piano, then I wouldn’t be able to take Studio Art, which I suddenly loved after Freshman Studio Art with Ms. Swayne. That once-a-week class completely changed my Milton career, especially because I despised art due to my disbelief in my abilities. Now, I like to think that because I put in the absurd amount of hours and ruined many clothes from oil paint that I’m a better artist and have found a passion that I really hope to continue. Moreover, during junior year I realized that instead of going to basketball practice for two hours,

I could carve out that time to do homework so that I could attend The Milton Paper meetings as an associate editor.

In reality, TMP changed my entire high school career. I didn’t respect high school journalism entering Milton.

I thought they impacted nothing, and I didn’t quite understand why people would believe they had a voice as high schoolers. Yet one article, written by Hari Patel ‘15, shook the entire school as he took on Black Lives Matter. I don’t remember the entire article, but seeing one student incite constructive dialogue throughout the entire student body showed me what journalists could do. Following freshman year I took a journalism course and discovered my new ‘thing.’ For me, becoming associate editor was confusing and intimidating; I felt that I wasn’t nearly passionate enough yet to be so involved in such a frat-like organization, but the relationships that I built with TMP 34 pulled me further into journalism so that I found what I really wanted to do.

I quit a lot because I want to be ‘all in’ when I do something. If I won’t give my all to the basketball team, why should I waste my time and my teammates’ time?

If I won’t take time to practice piano, why should I waste my teacher’s effort? When I found myself unknowingly spending six hours in the AMC to work on a painting, completely overtaken by the paintbrush strokes so that I didn’t notice that my playlist had repeated at least three times, I knew I needed to invest in art. When I chose to take yet another writing course over the summer rather than try a new subject like computer science or whatever’s hot now, I knew I needed to continue writing even though my anxiety about having an economically safe future haunted my confidence.

Ironically, I quit because I’m passionate. During the college process, I heard many of my peers talk about putting down as many clubs and leadership positions as possible, but given that I had quit almost everything so that I could focus on my two arts meant that I didn’t boast being head

of three clubs or captain of two teams. I expected to feel nervous, as if my application wouldn’t stand out because I maybe did too little. However, I didn’t spend my five years in high school doing things for college. I took risks, built relationships, and experienced life. After speaking with so many alumni and hearing them say, “I didn’t have time for [fill in the blank] because I was so focused on academics,” I knew I could never be that person. Sure, I prioritize school above everything else, but that mindset doesn’t mean that I never had time to experiment during my developmental years. I came to Milton to learn—I dropped my life in Los Angeles to come here, but Milton means learning beyond the classroom. I came to Milton to change, and it looks as though I did a complete 180.

Milton taught me to live with no regrets. Sure, I messed up a lot and could have made better decisions many times.

Even so, I value learning from my mistakes and growing from those experiences.

During senior year, I’ve been asked “What do you regret most from your time at Milton?” a lot. I don’t have an honest answer for that question because even though sometimes I miss feeling the cool sensitivity of the piano keys or the community of being on a team, I’m proud of where I have ended up now.

Through quitting I found that it’s okay to know what you love and to pursue it with everything you have. The stigma around quitting bleeds into the pressure to stretch ourselves out until we’re scared to commit.

I encourage you to do what you want to do—whether that means spending time with friends, getting into a relationship, or quitting violin after 12 years—because you can always find your way back, but you will miss out on these rare opportunities if you’re too scared to quit. Allow yourself to learn outside of the classroom with those around you and to let them change your mind. Reflect on your time here and learn from your experiences with no regrets.

Love enough to quit.•

Congrats to the Class of 2018!

Senior Reflections

By EMMA JAMES '18 Even though I’m a whole sentimental sap by now, I’ll try to keep this short and sweet. So, to the oh-so-many people who feel obligated to read this, you’re welcome.

Sleep less. (This is my more inventive version of the heinous “try new things!”)

There’s only twenty-four hours in the day, and, let’s be fair, teens can survive on six hours of sleep. If you’re anything like me, for better or for worse, you’re gonna regret wasting a second not pursuing something that makes your life cooler. Busy people are happy (albeit a little crazy) people.

Focus on today. Milton kids, and probably most high-achieving adolescents, have a habit of regretting a lot from the past and worrying a lot about the future.

Acknowledge that the you of yesteryear was likely a little cringey, breathe, and let it go. Accept that tomorrow is probably a crisis, but have faith that you’ll make it through, because the Powers That Be don’t throw you obstacles you can’t overcome.

Spend time in the sunshine. It’ll make you happier. (That’s so classic, Emma.)

Break a few rules. Grammar rules, of course! I do love ending on a good preposition…

Be grateful. I spent too much of my time at Milton complaining, and chances are, you have too. This place is challenging, we all know that, but if you do it right, so rewarding. We’re all lucky fools to have this opportunity and those behind every door this school has opened for us. Gratitude is a skill, and we should be practicing it every day, at Milton and beyond.

Treat yourself with respect. I had days here where I didn’t want to get up in the morning because nothing I do could possible measure up to freakish expectations I set myself up to fail. Instead of forgiving and appreciating myself, I had “screw it!” moments of like, kinda harmful behaviors. Looking back on those times, I wish I’d taken a sec to call a friend and, honestly, as corny as this sounds, be validated for who I was. Friends are precious and really do want to listen to and support you.

Milton has changed my life in ways even I can’t fully understand yet. I’ve met some really damn fantastic people, students and adults alike, in classes, in the dorm, in the Development Office, on teams, in productions, and beyond campus through the alum network, connections that have helped me become who I am today. So, I’ll quit it with the awful cliches, and just thank everyone I’ve met here for being so sincerely grand. I’m humbled to have gone through this wild ride with you all.

Fondly, Emma

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By MOLLY WILSON '18 I am a big believer in reflection, which I view as purposeful contemplation of past choices, actions, and outcomes in an effort to optimize future experiences. As I worked on my senior projects for the past month—an experience that, with no classes, assemblies, homework, and sports practices, seemed distinct from the rest of my time at Milton—I began to slowly see my Milton experience in hindsight and began to reflect on the past four years. As I reflected, and continue to reflect, two main themes come to mind: the need to make a conscious effort to prioritize interpersonal connections, and the idea that long-term growth often results from unpleasant times.

During my time at Milton, the path of least resistance seemed to be keeping my head down and getting my work done. From the first day of freshman year to the last day of classes senior year, I was strictly regimented in my approach to nearly everything so that I could follow this low-resistance path and be successful. I completed all of my assignments and saw to all of my responsibilities.

I maintained and adhered to an elaborate schedule in the notes app on my phone in which I outlined every day with events and detailed when I would complete each assignment, when I would drive home, when I would shower, when I would hang out with my friends, when I would FaceTime my siblings, etc. I clung to my schedule as much as possible, following it pretty much to the minute, avoiding events, and passing on opportunities that may have derailed my routine.

While I am a naturally regimented person, Milton is also a regimented environment, and reinforces strict behavior. The benefits that

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PAGE 26

Senior Reflections Molly Wilson

Debbie Simon

CONTINUED FROM PAGE 25

CONTINUED FROM PAGE 22

I received over the past years, whether they be good grades or positive teacher comments, were a result of my regimented approach and made it so easy for me to continue with this way of living and learning.

However, during senior projects, a period that was less scheduled and had fewer responsibilities to tend to, I became far less regimented, and, as a result, I began to experience more small moments of genuine social connection. In the past, I had missed out on some of these brief instances, like rivitening lunch-table conversations and meaningful chats with friends because I kept my head down and got my work done. I was not asocial; I simply allocated time for work and time for friends, a system that does not really allow for seizing the spontaneous moments of social connection. While I would have never denied the value of genuine interpersonal connection during these instances, it was so easy for me to pass up these occasions for the sake of getting work done and the promise of being rewarded with tangible success.

As I reflect on my experience at Milton, I realize the need to make a more conscious effort to seize these moments of connection, particularly when I am following a schedule and acting upon my regimented tendencies. My teachers occasionally share stories of when Milton alumni return to campus and confess that they retain very little of their concrete learning from their days at Milton. Even now my memories of chemistry lab reports and Class IV talks are pretty much faded, and nearly all of my memories of Milton assignments and subject matter will likely follow a similar trajectory.

However, I am confident that I will remember some of the moments of genuine social connection that I experienced at Milton, and even those that I will forget undoubtedly impacted the person that I am now and impact the person I will become, and thus may be forgotten, but not entirely erased. My experience at Milton taught me that, in some circumstances, it can be easy to undervalue and pass up moments of genuine social connection, and that I therefore must make a conscious effort to enjoy them and prioritize them.

Another major takeaway that I derive from my Milton experience is that unpleasant times, namely freshman year and honors biology, can result in long-term benefit. When I arrived at Milton in the fall of 2014, I felt as though the school was attempting to break me. I had already

spent a large portion of my summer struggling through all 608 pages of East of Eden while at sleepaway camp, and now I was faced with the daunting tasks of making friends, writing my Class IV talk, waking up at 6:15 a.m. to commute to school, and keeping up will all of my seemingly impossible classes. The entire year felt like a marathon, except that I had to sprint the whole way if I did not want to be left behind, making for a less than pleasant year. Skip forward to junior year, and I encountered another daunting task: honors bio. During my neuroscience course this year, we learned that stress and control have an inverse relationship: when one lacks control, they experience more stress. As an example of this relationship, my teacher cited honors bio. Throughout my junior year, it felt as though no matter how hard I worked, I could not control my performance in the class in the same way that I could in my other classes. This lackof-control-induced stress, on top of the heavy workload of the course, resulted in honors bio being a fascinating yet particularly unpleasant experience.

While unpleasant, neither freshman year nor honors bio were miserable experiences, nor did they truly diminish my quality of life. And, most importantly, I completed both having learned more than in any other course or year at Milton. I entered sophomore year knowing how to write with correct grammar, how to design a science experiment, and how to complete a mathematical proof. I completed honors bio with the ability to read a scientific article along with knowing lab techniques that enabled me to work in an actual research lab, and, as a result, I am far more equipped to handle college science courses than I would have been otherwise. Before my time at Milton, I would not have denied that hard times can lead to growth. However, I also possessed, and still possess, a natural aversion to unpleasant circumstances. My experience at Milton has taught me that the most unpleasant times can lead to the most learning and growth, and thus, as I embark on my gap year and then college, I must work to suppress my aversion to the unpleasant whenever possible for the sake of growth.

My years at Milton were filled with lots of concrete learning: formulas, equations, pathways, and processes. However, both inside and outside of the classroom, I learned lessons that will not fade away with my memories of lab reports and history tests. Thank you, Milton, for these lessons and for four great years!

curiosity of current economic dilemmas into predictions of future solutions. â&#x20AC;&#x153;A teacher does affect eternity,â&#x20AC;? our connections turn quests, questions, and inquiries into new unfolding histories with endless possibilities.

I am so grateful to have been a small part in the evolution of many lives.

From infancy to adulthood, the journey is magical.

1973- 2018 45 years strutting on the stage...

45 years of loving each age.

With help from: My Parents, and Brother Bob William Shakespeare Randall McCutcheon Dale DeLetis My Students My Colleagues.â&#x20AC;˘

Senior Reflections

PAGE 27

Did I Enjoy Milton?

By RACHEL HANDLER '18 Did I like Milton?

I did. I really did.

Looking back at my freshman year, I see a person who never thought she could give that answer.

Milton has undoubtedly been the most difficult experience I’ve had. I think we have a tendency to consider “liking” something “all-in” or “all-out.” It’s not.

I struggled through a lot of days, weeks, months here, but even after everything— after all the late nights, the stressful assignments, the long days—I liked this place. Loved it. I did.

I loved it because there was so much to love—TMP meetings running late into the evening, conversations with friends who have different perspectives, teachers who took the time to get to know me and let me get to know them. There was the South Africa Jazz Tour, the random odysseys to 7/11 with friends, the Xbox Rock Band sessions in Coach Locke’s room.

There were Beatniks and softball games and friends who made me laugh ridiculously hard. There was joy and sadness.

The crushing it and the getting crushed.

I think of a sentence I wrote in an issue of TMP back in September: “Milton’s tendency to tire us out so thoroughly perhaps just indicates that something important is happening to us here.” When I turn around and take a survey of it all, see myself as I was and as I am, I can say confidently and proudly that something important has happened here. I have, I think, become a real person here.

And it’s been so incredibly messy, so thrilling and frustrating and utterly, unadulteratedly joyful. I’ve started doing the work of figuring out who I am, who I want to be. There are things and people that I love who I never even knew I loved and there’s a strange thrill in knowing that there’s more out there. I keep wanting to cry because I want to say thank you, and I’m not sure I know how.

Today I will go out into what I’m told is the “real world.” And I’m scared. But I’m thankful that I’ve met so many people who helped me think through what kind of person I want to be in that world.

I am so grateful for this place, for these people.

So, yeah, I liked Milton. I loved it.

RACHEL HANDLER

NIHAL RAMAN

By NIHAL RAMAN '18

Last week, my advisor asked me if I enjoyed my time at Milton, and I couldn’t respond. I still find it hard to conclude whether or not I liked my time on campus. Somewhat ironically, I feel that my two best, most enjoyable years were my two toughest years academically: junior and senior years. When I faced more work and more academic stress, I got used to Milton and how our campus works.

In my first two years, the many friend groups in the student center left me without a small group of close friends. Academically, as well, I hadn’t fully realized that my teachers wanted to see me succeed. I found that, once I had a closer friend group and learned to engage with my teachers, I was happier and more willing to learn. In my last two years, I learned because I wanted to learn, not because I simply wanted better grades.

Once I was committed to learning, my grades improved.

As evidence of that progression, I recently wrote that Honors Bio was one of my best academic experiences on a college advising questionnaire. Yet, this class was the hardest class that I’ve ever taken, but because I would reach out to Ms. Lillis due to my want to learn the material, I gained an incredible amount from the class.

Despite coming to Milton from a private school with other classmates, I wasn’t prepared for the adjustment. Once I made that adjustment, though, I’ve gained far more from my Milton experience than I did in my first two years at the school. Upon leaving Milton, I want to thank all of the teachers I’ve had; while I initially didn’t engage with teachers as much as I should have, all of my Milton teachers have been excellent.

JONAH GARNICK

By JONAH GARNICK '19 I take some issue with how this question is phrased. Did I like Milton? Is high school about just enjoyment? Probably not, or at least it shouldn’t be.

Milton is a hard, at times cruel, place.

The stress we students have to endure on a regular basis—the work and social pressures—are damaging. Can you truly enjoy waking up after five hours of sleep to bear a seven hour school day to come home to four hours of homework?

Obviously, I benefited from my four years here. I can’t deny that. I am a more confident reader and writer than I was four years ago. And the resources and opportunities I had here are unparalleled.

But I can’t say I hated Milton either.

The friends I have here are the smartest, most interesting people I’ve ever met.

And I don’t think you truly get to appreciate that fact until senior spring. Having little work meant that I could hang out with friends, play hack soccer, or go on constant Dunkin runs, without the burden of hours of homework.

So, to those current Milton students who find themselves allergic to bad grades, I implore them to do this. Wait until senior spring, then tank your grades hard. Take a D on an Emmott paper.

Take a bio test without studying. Senior spring—which is just Milton without academic pressures—were the best few months of my life. And very well have made those all nighters worth it.

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Meet The Milton Paper's 36th Editorial Board!

Name: Pierce “vegan in principal” Wilson Position: Editor-in-Chief Hometown: Canton, MI Book: Drinking Coffee Elsewhere by Z.Z. Packer Grammar pet peeve: bad parallelism Walk on song: “Bickenhead” by Cardi B Most likely to: Get out of 25.5 detention hours Underclassman Crush: Idone Rhodes Name: Rishi “what’s that word?” Dhir Position: Editor-in-Chief Hometown: Chestnut Hill, MA Book: Wonder by R.J. Palacio Grammar pet peeve: when people put two spaces after a period Walk on song: “Hall of Fame” by The Script Most likely to: not know who Pablo Picasso is Underclassman Crush: Sebastian Park Name: Natasha “let’s uber pool“ Roy Position: Opinion Manager Hometown: it’s unclear Book: Their Eyes Were Watching God by Zora Neale Hurston Grammar pet peeve: Superfluous commas Walk on song: “Queen Bitch” by David Bowie Most likely to: Start a Communist Regime Underclassman Crush: Nathan Smith & Brendan Hegarty © Name: Lyndsey “let’s get some work done so we can leave early“ Mugford Position: Managing Editor Hometown: Wellesley, MA Book: The Killer Angels by Michael Shaara Grammar pet peeve: when people use “I” incorrectly to sound high class Walk on song: “Unwritten” by Natasha Bedingfield Most likely to: Commit to the bit Underclassman Crush: Andrew Willwerth

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Name: Charlotte “put him on the waitlist” Kane Position: News Manager Hometown: East Hampton, NY Book: The Martian, Andy Weir Grammar pet peeve: your/you’re Walk on song: “Bring Me to Life” by Evanescence Most likely to: Play a stupid phone game Underclassman Crushes: Willa DuBois & Malia Chung Name: Abby “let’s all be friends” Foster Position: News Manager Hometown: Milton, MA Book: Our Numbered Days by Neil Hilborn Grammar pet peeve: when people use two hyphens instead of an em dash Walk on song: “Somebody Told Me” by The Killers Most likely to: get too invested while editing an article Underclassmen crush: Devon Whalen Name: Serena “Fernadapolay” Fernandopulle Position: Senior Editor Hometown: Milton, MA Book: Harry Potter and the Prisoner of Azkaban by J.K. Rowling Grammar pet peeve: run on sentences Walk on song: “Friday I’m in Love” by The Cure Most likely to: Start an article at 2 am Underclassmen crush: Ian Glick Name: Kat “Costo run” Stephan Position: Senior Editor Hometown: Charlestown, MA Book: Home Fire by Kamila Shamsif Grammar pet peeve: when people don’t use possessive before the gerund Walk on song: “Moving Out” by Billy Joel Most likely to: be found sleeping in the office (when she wasn’t on the board yet) Underclassmen crush: Jasper Burnes Name: Jenab “I like soccer” Diallo Position: Layout Editor Hometown: Bronx, NY Book: Americanah by Chimamanda Ngozi Adichie Grammar pet peeve: fragments—like finish your damn sentence how hard is that Walk on song: “Nice for What” by Drake Most likely to: pull an all-nighter on layout Underclassman Crush: Zac Ibrahim Name: DJ “do you speak grammar” Murrell Position: Layout Editor Hometown: West Bridgewater, MA Book: Son of Neptune by Rick Riordan Grammar pet peeve: all grammar Walk on song: “Public Service Announcement” by Jay Z Vine/meme: Look at my African American Most likely to: take Zendaya to prom Underclassman Crush: Zach Vaughn Name: Dillon “I swear I’m on this board“ Pang Position: Web Editor Hometown: Hong Kong Book: If You Give a Mouse a Cookie by Laura Numeroff Grammar pet peeve: Using “search it up” instead of “look it up” Walk on song: Phineas and Ferb theme song Vine/meme: ooh you almost made me drop my croissant Most likely to: do tons of work and get no credit Underclassman Crush: Oliver Weissleder

PAGE 30 Margaret Adedamola: New York University Gabriel Ambulos: Gettysburg College Vijaya Anisetti: University of Massachusetts, Lowell Ann-Josephine Auguste: Georgetown University Eloise Baker: Brown University Olivia Beck: University of Denver Caleb Beebe: Amherst College Alec Beesmer: Lehigh University Ailsa Beggs: Columbia University Ethan Berman: Whitman College Rebecca Bower: College of the Holy Cross Jailen Branch: Bentley University Grier Burgoon-Miskell: St. Andrews University Owen Burke: Hamilton College Jason Bussgang: Bowdoin College Zoe Camaya: University of Edinburgh Tyler Campbell: Junior Hockey, Dartmouth College Maxwell Cantor: University of Washington Seattle Jeffrey Cao: Gap Year, University of Chicago Elizabeth Capicotto: University of Pittsburgh Tyler Carlton: Boston College Timothy Casilli: Georgetown University Alinka Cervantes: Other Andrew Chan: University of California, Berkeley Caitlin Chan: Middlebury College Tiffany Chang: University of Pennsylvania Alexander Chen: Georgetown University Molly Chiang: Harvard University Jonathan Chiu: Washington University in St. Louis Amelia Cleary:Gap Year Sophie Clivio:University of North Carolina, Chapel Hill Marion Cole:New York University Scott Crawshaw:Dartmouth College Tiffany Cui:University of Chicago Daisy Culleton: Wheaton College John Czarniak: Union College James DeLano: Williams College Soleil Devonish: Wesleyan University Claire Dudley: St. Lawrence University Celena Eccleston: Emmanuel College Thomas Elliott: Providence College Christine Flatley: Boston College Alexandra Fleites: New York University Elizabeth Foster-Feigenbaum: Trinity College Noah Fuller: Wheaton College Anthony Gallagher: Kenyon College Catherine Gallori: Harvard University Alexandra Galls: Yale University Aditya Gandhi: Pomona College Jonah Garnick: Williams College Giorgos Geroukos: Tulane University Nicholas Gistis: Indiana University Dorsey Glew: Barnard College William Goldberg: Washington University in St. Louis Mark Graham: Brown University Isabel Greenberg: Pitzer College Conor Greene: Trinity College John Griffin: Carlton University Cecilia Guan: Columbia University Hannah Hachamovitch: University of Southern California

Matriculations Rachel Handler: Yale University Bryan Hanly: Post-Graduate Samuel Hawkins: Brown University Charles Hibben: Tufts University John Higgins: University of Denver Lok Ngai Ho: Boston University Patrick Huang: Princeton University Quincy Hughes: Amherst College Max Hui: Gap Year, Harvey Mudd College Edowaye Idahor: New York University Dhruv Jain: Wesleyan University Emma James: Columbia University Chaeyoon (Ashley) Jhang: University of Massachusetts, Amherst Taicheng (Leo) Jin: University of Washington Seattle Brandon Jones: Princeton University Madeleine Jordan: Trinity College Michael Jumes: Boston College Vijay Karle: Hobart & William Smith Colleges Rebecca Karlson: Brown University Nathan Katzaroff: California Polytechnic State University, San Luis Obispo Liam Kennedy: Brandeis University Charles Keohan: Wake Forest University Dong (Jessica) Kim: University of Chicago Adam Kulick: Bucknell University Sophie Kylander: Dartmouth College Lucy Landau: Maryland Institute College of Art Isabelle Lareau: United States Military Academy / West Point Jiseo (Sophie) Lee: Gap Year Victoire Legrand: New York University Tess Lenihan: Gap Year, University of Virginia Max Li: New York University Daniel Little: Bowdoin College Gregory Livingston: Middlebury College Tsing Sum (Kelly) Lo: University of Chicago Christian Loop: Gap Year Kevin Lu: Massachusetts Institute of Technology Ka Yu (Codi) Luk: New York University Runxiao (George) Luo: New York University Madison Lynch: Tulane University Caroline Magann: Boston College Warwick Marangos: Gap Year, University of Chicago Truman Marshall: Northeastern University Jade-Ashley May: Brown University Caroline Mccarthy: Tufts University Christopher Mehlman: Gap Year, Colorado College Joel Mentor: Rochester Institute of Technology Jane Millard: Colgate University John Minicus: Harvard University Timothy Minot: Macalester College James Moore-Carrillo: Georgetown University Edward Moreta: Kenyon College Emma Murphy: Boston College Ethan Murphy: Hamilton College Zachary Mustin: University of Rochester Velan Nandhakumaran: Colby College Hannah Neri: Gap Year, Princeton University James Oh: Boston University Beatrice Ojuri: University of Massachusetts, Amherst Kalaria Okali: Amherst College Christopher Olsen: Did not respond

Toya Ora: Bard College Jack Pacheco: Post-Graduate, Notre Dame Charis Palandjian: Harvard University Coalter Palmer: Dartmouth College Emily Panarese: Lehigh University Allison Panariello: University of California, Los Angeles Devon Park: Columbia University Christopher Partridge: Gap Year Alexandra Paul: University of Pennsylvania Carson Prindle: University of Wisconsin-Madison Ky Putnam: Bowdoin College Charles Pyle: University of Rochester Nihal Raman: Harvard University Yassmine Raoui: Wheaton College Claire Raposo: Bryn Mawr College Lily Reposa: Santa Clara University Olivia Risoleo: New York University John Robinson: Cornell University Cormac Ryan: Stanford University Navpreet Sekhon: Northwestern University Parinitha Sharma: University of Rochester Edward Sheehan: Fordham University Maggie Shields: Colorado College Cameron Shockley-Okeke: Phillips Exeter Academy Kailee Silver: Colby College Jacob Sloane: Brown University Jessica Smith: Washington University in St. Louis Andrew Song: Columbia University Vivian Soong: Gap Year, University of Chicago Romain Speciel: University of Toronto Meaghan Steck: Georgetown University Benjamin Stewart: Cornell University Nina Subkhanberdina: New York University Anastasia Sukharevsky: Georgetown University Nina Taneja: Columbia University Maya Thakore: University of Michigan William Torney: Gap Year, Massachusetts College of Art and Design Matthew Tyler: Harvard University Alexandra Upton: University of St. Andrews Thomas Urquhart: University of Maryland Jerome Vainisi: George Washington University Emily Van der Veen: Colby College Andriana Velmahos: Boston University Dylan Volman: University of Southern California Steven Walker: Bucknell University Abigail Walker: University of Pennsylvania Natalie Wamester: Wake Forest University Jessica Wang: Gap Year, Yale University Wenli Wang: Wesleyan University Kano Watanabe: Other John Weiler: Pitzer College Eva Westphal: Columbia University Anya Wiggins: Fordham University Loreal Williams: Barnard College Amalya Wilson: Dartmouth College Ryan Wilson: Junior Hockey Jonathan Wuwong: University of Chicago Daniel Xiao: Amherst College Katarina Zahedi: Union College Yi Cheng (Tiger) Zhang: Junior Hockey Maia Zonis: Harvard University

Club Heads

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3FU Christine Char 898 Step Team Lucheyla Celestino & Amira Brown Amnesty International Lucheyla Celestino & Zac Ibrahim Asian Society Brandon Li & Ryan Choi Art with a Social Conscience Sarah Acker-Krzywicki, Malia Chung & Jeanna Shaw African Students Association Erinma Onyewuchi & Amanda 'Ify' Ofulue Azaad Natasha Roy, Adrian Hackney & Akua Owusu Christian Fellowship Derek Cui, Caitlin Waugh & Elaine Wu Conservative Club John Albright, Owen Ryan & James Quinlivan Community Engagement Kenya Mathieu & Elena Viciera Classical Music Club Evan Jenness, Sarah Hsu & Alexander Shih Debate Team Katherine Wilcox & Ben Pratt Development Ambassadors Amy Shohet, Maria Geroukos, Adrian Hackney & Pierce Wilson Entrepeneurship Club Owen Ryan, Niall Murphy & Chuck Leonetti & Ryan Choi Ep!c Chloe Morris, Elena Viceira & Zoe Flessas-Finocche FLLAG Esteban Gutierrez & Brandon Novick Filmmaking Club Grace Li, Chloe Morris & Asia Chung Fishing Club Jack Panarese, Ryan Vyas & John Okafor Greenland/Ice Core Club Serena Fernandopulle & Sophia Li Girls Who Code Olayeni Oladipo, Jen Zhao & Amaya Sangurima Gospel Choir Olayeni Oladipo & Jayla Rhodes Gardening Club Jennifer Chen & Ariane DesRosiers GASP Seth Gordon, Kendelle Grubbs & Livia Wood Helix Kate Jones & Ryan Choi Hollywood Filmmaking Club Asia Chung, Chloe Morris, Grace Li Improv Club Lyndsey Mugford, Andrew Willwerth, Caitlin Waugh & Nate JB Investment Club John Albright, Brandon Li & Evan Jenness Invest in Girls Natasha Roy & Kat Stephan JSU Chloe Brenner & Jonah Bussgang Latinx Association Amaya Sangurima, Genesis Pimentel & Leonard McReynolds Lorax Jennifer Chen, Margot Bancroft & Ariane DesRosiers Loose-Leaf Hana Widerman, Jennifer Chen & Tara O’Malley Movie Club Nicholas Taborsky, Mikey George & Katherine McDonough MA Sports Hub Caroline Guden & Sadie LeStage Miltones Ricky Lin, Chuck Leonetti & Nate Jean-Baptiste MSA Jenab Diallo & Siramori Yattassaye Math Club Justin Lin & Nathan Smith Multicultural club Kat Stephen, Nethaniel Tadesse & Hana Widerman Mediterranean Club Maria Geroukos & Zoë Flessas-Finocche MAGUS MABUS Hana Widerman & Serena Fernandopulle Model United Nations Serena Fernandopulle, Katherine Wilcox & Rishi Dhir Octet Kat Stephan & Olayeni Oladipo Outdoor Program Board Amelia Carlson & Cori DeLano Programming Club Charlotte Moremen & Alex Rodriguez Poetry Club Tatiana Meyer & Abby Foster Paws and Claws Sarah Alkhafaji & Kendelle Grubbs Piece of Mind Lauren Wei & Jocelyn Sabin Robotics Christy Zheng, Sarah Hsu, Avery Miller & Alexander Shih Rock and Roll Club Dillon Pang, Alex Paulino, Zachary Vaughn & Charles Lee REZON8 Laura Bailey & Julia O'Connor Ritmo Shalimar Pujols & Kyara Beltran Science Olympiad Wenqi Zhao & Nethaniel Tadesse Science and Engineering Katherine W., Serena F., Sophia Li, Charles L., Peter Won, Desi Devaul SAGE Akua Owusu, Seth Gordon & Dariya Subkhanberdina Sustainability Board Nicholas Taborsky, Pierce Wilson & Sarah Palmer SAA Eva O'Marah, Ky Daniels, Dan Hernon, Drew Bartkus Speech team Abby Foster, Lyndsey Mugford, Esteban Gutierrez Slant Hunter Zonnenberg, Jana Amin, Brandon Novick Sign Language Club Andrew Willwerth, Lyndsey Mugford & Samantha Cody South Asian Society Maya Bokhari, Rishi Dhir & Evita Thadhani Student Wellness Association Charlotte Moremen & Ben Simpson SIMA Rishi Dhir, Livia Wood, Brandon Novick The Milton Paper Pierce Wilson & Rishi Dhir The Milton Measure John Albright & Andrew D'Ambrosio Tutor Milton Jen Zhao, Hunter Zonnenberg, Charlotte Moreman Video Game Club Daisy Marshall & Bennet Saunders Writing Tutor Natasha Roy, Chloe Morris & Adrian Hackney Yearbook Jack Panarese, Jeanna Shaw & Jess Blanksteen

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Ad Nauseam

Memorable moments from the 2017-2018 school year Handbook gets re-written written Wolfpack’s win Spanish exchange students arrive bearing gifts :) Wolfpack’s other win The loss of our dear all US email. Gone but never forgotten.

Administration says “YEET,” gets rid of freshman grades “Operation Safe Street” implemented, global crime rates decrease Male student body mysteriously disappears. World is introduced to Fortnite.

Class of “Prank Masters” 2018 covers various stu items in tinfoil. 3 day school shut down follows.

All US Email 2: the Return of all US Email Kobby’s head monitor campaign.

The conservative roast session *Toure. My bad.

Slump T drops uncontested hottest album of the year