The Milton Paper SEPTEMBER 22, 2017
VOL. 35 NO. 02
MILTON’S INDEPENDENT WEEKLY STUDENT NEWSPAPER
News
Opinion
Leaving is Cancelled: Student Handbook Changes
New Year, New Perspective
By Sarah Alkhahfaji By Rachel Handler Returning to school after summer break brings a lot of feelings—excitement, nervousness, and stress, to name a few. Starting up another year can feel difficult, but returning from summer does provide us with a vital commodity for our Milton experiences: perspective. Summer break gives us a little distance from Milton, a little time to clear our heads and reflect on a place that we’ve just spent a whole school year completely immersed in. Coming back to school after summer, I think, in many ways mirrors the experience I had when returning to Milton after my junior fall away at The Mountain School in Vermont. Just like summer has the potential to do for all students, my time at The Mountain School and the distance it provided gave me perspective. During my first two years of high school, I had grown so accustomed to living the Milton experience that I had lost greater sense of the world around me. This is a place that’s hard to step out of, both mentally and physically. Its intensity, its commitment, its reach—all of these aspects of Milton make it both wonderful and all-encompassing. So when we exist at Milton for so long, we risk growing too emotionally connected to be able to see, in a relatively objective manner, what makes Milton fantastic and what makes Milton difficult. Emotion should certainly inform our feelings about this place, but if we look too hard at Milton for too long, then our eyes get tired. We can’t see it quite right.
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Inside This Issue HEAD MONITORS
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MR. RODRIGUEZ
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FIRST WEEK
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MILTON JAZZ
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New rules in the Student Handbook regarding the abolishment of extended campus, the day student sign-out change, and the rule requiring mandatory helmets when riding a bicycle have piqued student interest. These new changes suggest the administration is operating with student safety as the number one priority. Before this year, upperclassman boarders had the freedom to not only roam around campus, but also go to nearby places without having to sign out. These areas, collectively known as “extended campus,” included East Milton
Square and Tedeschi’s. With the rule changes, whenever a boarder leaves the space between Millet and Hathaway, he or she must sign out with the faculty member on duty. Reactions vary: some are outraged, some see it as beneficial for overall safety. Assistant Dean of Students Mr. Heard explained the reasoning behind the rule, saying that extended campus failed to meet the standard of accounting for the safety of students. Students see the change as a little more than inconvenient. CONTINUED ON PAGE 5
Fast News By TMP News Staff
Elliot Commons Rearranged:
Over the summer, Flik and management staff rearranged Elliot Commons, the dining hall that serves breakfast and dinner to the Millet, Norris, and Hallowell Houses, as well as lunch to the middle school. Although the new system is overall more efficient for Flik
staff, it has caused traffic during sit-down dinners when everyone gets food at the same time. On Tuesday September 19th, Flik restored Millet’s buffet table so as to shorten the lines at the bars for Norris and Hallowell.
Pieh Commons Renovated and Renamed:
Last spring, an investigation conducted by an outside firm hired by Milton Academy revealed that Headmaster Jerome Pieh, during his tenure as headmaster from 1973-1991, had some knowledge of sexual assaults committed by then-teacher Rey Buono against students, yet Pieh took no action. The school has now renamed Pieh Commons to “Arts
Commons” and removed Pieh’s portrait from the area. In addition, the nook under the stairs and the descending stair platforms have been filled in, so the space can now be used for more activities, like last Friday’s Jazz Concert.
New Department Chairs:
Two academic departments have new heads this year: Mr. McGuirk has replaced Ms. Wu Wong's role as chair of the History Department, and Ms. Sabin has replaced Mr. Chung’s role as chair
of the English Department. In addition, new faculty member Mr. Anantawan will succeed the retired Dr. Dregalla as the department chair of the Music Department.
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The Milton Paper The 35th Editorial Board Editors-in-Chief Managing Editor Editor at Large Opinion Manager News Managers Senior Editors Website Editor A&E Editor Elizabeth Foster
Opinion Editor Molly Wilson
Navpreet Sekhon and Rachel Handler Nihal Raman Jonah Garnick Aditya Gandhi James DeLano and Emma James Edward Moreta and Alex Millard Coalter Palmer Faculty Sponsor Lisa Baker
Sports Editors Thomas Elliot James Oh
Layout Editor Zoe Camaya
Associate Editors Pierce Wilson Natasha Roy Rishi Dhir
News
Opinion
Abby Walker Evita Thadhani Lyndsey Mugford Sarah Alkhafaji Brendan Hegarty Susan Urstadt Hana Widerman Nathan Smith Sarah Palmer Max Litvak
Celena Eccleston Rachel Ding Serena Fernandopulle Vivian Soong Willa DuBois William Kim Jack Weiler Jessica Wang Pierce Wilson Jessica Kim Drew Bartkus Bodhi Becker Katarina Stephan Olayeni Oladipo Maggie Shields
A&E Madison Lynch Hannah Hachamovitch Maggie Adedamola Hannah Hachamovitch Jane Yang Jennifer Lim Humor Jake Griffin Janelle Davis Lyndsey Mugford Drew Bartkus
Sports Kendelle Grubs Liam Kennedy James Oh Sophia Li Katherine McDonough Columnists Jessica Wang Malia Chung
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
For Change At the start of this year, the senior class assembled for two days of programming, which included two days of discussions about leadership and the deluge of changes that the administration plans to mix into the Milton community this year. Among other aspirations, the class hoped to be more unified, passionate leaders. During the first day of programming, we made a list of goals for the year as a class, and the majority of the seniors described themselves as either “committed” or “compelled” to promoting these new habits and changes. And yet, for all this seemingly productive dialogue and readiness for change, the hope in our words did not, at least for the days following our discussions, seem to spill into action or actual change. On the second day of programming, when our class was preparing for a Kahoot on the changes made to the Student Handbook, we stopped before we began due to various reasons that included inappropriate nicknames and too much time spent creating said nicknames. We were told that our class, the senior class, had been the most irresponsible of all the grades. It was as if we had ignored our promise to better represent ourselves as the leaders of the school. This obstacle in the way of change is so concerning because it is representative of a pattern, one where change is proposed but not implemented. This problem manifests itself on a large scale, but it is still one that is prevalent at Milton. Though each year is a symbol for change in its own right, this year at Milton seems to especially emphasize the improvement and progression that our community can make. So far, the administration has spoken of a revised Student Handbook, an emphasis on class programming, discussions of identity and diversity, and a crack-down on the use of technology in assemblies and detention. Maybe these adjustments will not amount to much, or, like other changes, just wash away once the school year is no longer at its beginning stage. Still, it is the job of everyone to uphold these changes. The administration, as always, must assume an active role in holding themselves and the student body accountable to the new guidelines of this year. Just as important, it is the duty of the students to try to improve themselves. The student body arguably holds the power to erase change by being resistant or passive, as most clearly demonstrated in last year’s protests. So, us students have the responsibility to not only be open to change, but to actively seek to improve ourselves. Meanwhile, the administration and faculty must be persistent in upholding the changes they’ve made. Throughout the year, The Milton Paper’s 35th Editorial Board will be committed in tracking how the changes translate throughout the course of the year, while seeking and advocating for new changes as events require. As a Board, we hope to spark conversation on how the Milton campus has reacted to and adjusted to change, as well as how we can further acclimate ourselves to make positive change. We, too, want to grow, and we hope that other students will trust that change can occur. If they do, Milton as a community can grow, too.
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News Leaving Campus: Student Handbook Changes CONTINUED FROM PAGE 1
Nicole Cepeda (III) commented that she understood “the reasoning behind the decision” and felt “it's important to know where students are, in case of emergencies especially,” but conceded that “the immediate effects on boarders especially is burdensome.” Students in Hathaway and Goodwin “have to walk all the way to east campus to sign a blue card to pick up something minor” off-campus. Many boarders, especially those on east campus, seem to agree that a compromise—calls to the duty phone in place of formal blue card sign-out, for example—must be made.
Head Monitors' Address Hi, everyone! Greg and Kailee here. We are so excited to be this year’s Head Monitors. With the school year just getting started, we are looking forward to continuing much of the progress we made last year. We understand that with this position comes a lot of responsibility, but we’re eager and ready to take on the challenge. We are really excited about having the opportunity to play a direct role in the direction of the Milton community. With help from all of you, we feel that we can really make an enthusiastic, supportive impact on our school. Our focus this year will be on mental health, and we hope to bring as much positive change to this area as possible. By addressing this issue, we hope that we can create a less stressful environment for everyone. We know that at times Milton can be a tough place, so we want to do everything we can to reduce that stress and encourage a happy, healthy community. As Head Monitors, we hope to initiate the change that we, and hopefully you, hope to see. While we’ll do everything we can to bring growth and positive change to this community, we know we can’t do it alone. Ultimately, we want the Milton community to come together. Together, we know that we can make this year really special. To do that, it’s really important to us not only that we are communicating to you, but also that you are also communicating back to us. We have a lot of ideas for this year, and with your help, we can make them a reality. We want everyone’s voices to be heard. One area in which we would like to see improvement is in the communication between the SGA representatives and the student body. Knowing your thoughts and concerns will allow us to more effectively communicate with the faculty. We’re very approachable and friendly people, so come talk to us anytime! We aim to make campus a more supportive and inclusive place in order to make the best of our time here at Milton. We’d like to make this year the best year ever, not just for the seniors, but for everyone. As Head Monitors we hope that we can create a lasting impact on the school that remains for years to come. We truly believe in the student body and our ability to work together to make a difference in the community. We look forward to having a great year!
Emily Van der Veen (I), co-Boarding Monitor, said that, though the change might be “inconvenient for any boarders who simply want to go for a run, if there was ever an emergency on campus, no one would know that the student is if he/she was off-campus without signing out.” She suggested a potential change to this rule that could involve signing out to what was once “extended campus” with a posted list somewhere in the dorm, so that the student would not have to track down the faculty member on duty. She said that “if this system was put into place, the safety precautions would still be evident while providing a more convenient method for boarders.” Another change to the handbook included the rule that any day student leaving campus before 3:00pm on a weekday must check in with the dean’s office to receive permission. Formerly, day students could leave campus as early as 12:30pm and did not have to sign out. Upon speaking with a variety of under- and upperclassmen, one can easily conclude that underclassman day students did not feel very affected by this rule change. The majority of the underclassmen, it seems, receive rides from their parents or go to clubs after classes; They usually don’t leave campus before 3:00pm anyway. If anyone, the current upperclassmen would seem the target of this rule. Jack Weiler (I), one of the Day Student Monitors, said, “I totally understand [the administration’s] decision. They are liable for us and have to have better accountability. I understand it’s a pain, but as long as students are able to sign out, I think we should be happy… last year I couldn’t leave to go to lunch or leave early if I was done which was a pain but I’m glad they fixed it.” For the most part, the day students did not seem as frustrated with this rule as expected. All day students still have the freedom to leave campus, much similar to, if not more lenient than, the rules at any public school. Though it was not an official change to the handbook, the rule that all minors had to wear helmets when riding any bicycle, unicycle, or scooter was far more emphasized this year. A conversation with Mr. Heard suggested that the administration was just enforcing already-standing Massachusetts law “[requiring] any person sixteen years old or younger riding a bicycle to wear a helmet.” As Van der Veen put it, “wearing a helmet does not take a lot of extra effort and can go a long way when it comes to preventing serious head injuries.” There isn’t much debate regarding the logical reason behind enforcing this rule. Overall, the mandatory bike helmet rule seems to have been set in place with no ulterior motive but students’ safety in mind, as with most amended rules in the handbook. Although some changes are controversial, the handbook is a work in progress. The Milton Academy faculty and administration appear to be acting with the goal of improved safety in mind.
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News
Campus Surveillance: They're Watching You By Brendan Heggarty Almost every member of the Milton community has walked by Cox Library before crossing the street or en route to to Kellner or Pritzker, but plenty have yet to notice the security camera mounted on the corner of Cox. The camera points outward towards the path from the Straus crosswalk to Kellner, and joins a wave of new additions to outdoor surveillance on East Campus. This might be the most effective step towards cracking down on verbal abuse perpetrated by Centre Street drivers. Jay Hackett, Director of Campus Safety, noted that the Cox Library camera
was “next on the list” for Campus Safety spending, and its addition is “part of the continuing plan to provide security.” Mr. Hackett added that the new camera specifically offered a “better view of cars on Centre Street.” In addition, he explained that Campus Safety has hired two new officers and ramped up outdoor surveillance on East Campus. Those two new officers, Officers Torres and Raines, have joined the Campus Safety team after the departures of Officers Ford and Egan, who have both moved on to the police academy. Zaki Alaoui (’20) expressed support for the new camera, noting that it “helps to ensure the safety of our students,” particularly after incidents both last year and more recently. Last spring, a crowd of students were gathered outside of Straus after Brother and Sister bonding, and a passing driver hurled slurs and profanities at them. Also last spring, a woman drove through campus holding up a sign that read, “Show me your green card” before driving
away. Another incident involving the same sign occurred just this past week. Administrators spoke publicly about the incident at class assemblies Tuesday. This new camera could possibly deter future incidents and help in holding people accountable for their actions. Some members of the community, however, are less enthusiastic about these new changes. Noel Igbokwe (’20) questioned the need for new surveillance. Igbokwe thinks that “nothing bad could happen with the cameras that are already here.” He believed that the additional cameras are unnecessary and “only promote mistrust.” Although the efficacy of these cameras is still up for debate, the Campus Safety office is operating with the same intentions as ever, working to provide, in Mr. Hackett’s words, “a safe and secure learning, living, and working environment.”
The World is Ending By Nihal Raman During the last month, Americans have been unusually interested in weather. With the recent destructive effects of Hurricane Harvey and Irma, both media outlets and individual citizens in the United States have paid special attention to natural disasters. However, while the effects of the two hurricanes have been severe, Harvey and Irma don’t rival--in terms of death tolls--several other natural disasters that also occurred in the last three months. In fact, while Harvey and Irma have together killed eighty-six people as of September 16th, recent floods in India, Bangladesh, and Nepal have killed at least 1,200 people and have affected at least forty-one million, according to the New York Times. Natural disasters and other crises outside of United States borders tend to go unnoticed by most of the American populace. Here are some of the largest international natural disasters that have occurred over the last three months.
Earthquake in Mexico: On Thursday, September 7th, an earthquake with an 8.2 Richter scale magnitude hit Mexico. It was the largest Mexican earthquake in a century. For reference, the earthquake that hit Haiti in 2010 had a magnitude of 7.0; thus, the earthquake in Mexico was over ten times more powerful. As of September 11th, 2017, the earthquake had caused a reported ninety-six deaths in Mexico and left at least forty-thousand people without homes. Landslide in the Democratic Republic of the Congo: On August 16th, a landslide struck the eastern DRC village of Tora. The estimated death count from the landslide exceeds 200 people. In addition to the landslide’s initial destruction, the geography of the region made rescues difficult. Pacifique Keta, the governor of Ituri province, which contains Tora, said that the surrounding mountains “[made] it very difficult to have access” to those injured or trapped. Rescuers were unable to save many victims of the landslide. Mudslide in Sierra Leone: The August 14th
mudslide that hit Freetown, the capital of and the largest city in Sierra Leone, killed at least 1,000 people. Although the government reported a death toll of 450 in mid-August, aid groups argue that very few—if any—of the reported 600 missing people have survived. Many put blame for the mudslide in the hands of the country’s government. Unregulated construction, unrestricted deforestation, and a lack of precautions taken in regards to Freetown’s topography are thought to be factors that contributed to the mudslide, and, had the government controlled them better, the disaster might have been prevented. Floods in South Asian Countries: As mentioned earlier, over 1,200 people have died in the floods in India, Bangladesh, and Nepal this summer, with at least forty-one million people affected. The Indian subcontinent, which consists of India, Nepal, Bangladesh, Bhutan, Pakistan, and Sri Lanka, does experience an annual monsoon season. However, as NPR’s Julie McCarthy put it, while “monsoons do bring death and destruction every year, this is a particularly deadly year.”
Puerto Rico
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What is home for you?
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For me, home is Chelsea. I spent my whole life here. Growing up, my parents did not embrace our Latino culture; we were very Americanized. I wish I learned more about my culture and I wish my parents taught me Spanish. That said, my parents found opportunities to integrate parts of our Latino culture in our home. My mother loved to play salsa on Saturday mornings while we cleaned the house and my father loved to tell stories about living in Puerto Rico and what it meant to be Latino. What do you think that did for you?
Who is Mr. Rodriguez By EDWARD MORETA This interview has been edited for clarity.
Mr. Rodriguez is a part of the Office of Multiculturalism and Community Development. This is his first year here, and his office is on the bottommost floor of the Stu. Please note this interview has been modified for clarity. The TMP thanks Mr. Rodriguez for taking the time out of his day to interview with us, and he hopes other students journey down there to talk with him! So to start off, how are you? Great great, a lot of stuff has been happening this morning, but I’m great! Introduce yourself! I am Ilan Rodriguez, the new director of multicultural programming at Milton Academy. I was born in Boston and raised in Chelsea, MA. For the majority of my life, I lived with my mother, my father, and my five siblings. In my childhood all I could remember was searching for permanent housing because many of our “residential communities” had rodent infestation, lack of space, and poor conditions in our apartments. It was always my mother's goal to have a permanent home to raise a family. My mom and dad were born in Puerto Rico. My mom worked in the unemployment office for the majority of her life, helping people within the community of Chelsea to find work. Being a Latino family in Chelsea at the time, we were really trying to find our place. And at the time, we didn’t really even know what it looked like. If you asked your mom where home is for her where would she say?
For me, being Latino is important. People use to tell me I was not Latino because I did not speak Spanish. I would let people know that spanish is just a language; it does not define what it means to be Latino. My name Ilan, originated from the Taino culture. My father embraced our indigenous values and traditions. He wanted us to validate our roots. For a long time, I didn’t understand what it meant to be Latino or even a minority until I attended The Rivers School. And that’s where you went to high school? Yes, for middle school and high school. Describe a younger Mr. Rodriguez You know when I was younger, I was very popular. I was an athlete, I had lots of friends, got straight As during my childhood, I was a very good basketball, I was known within my community and you know I embraced that. It felt… Like you were the man? Exactly! Whenever I played ball, I would dominate even against the older folks. People would always tell me that I was going to have a bright future. You know, I embraced it. When I started to attend Rivers, things changed for me. Having to wake up at 5 am, commute 2-3 hours each way, be a good student, and a minority was hard. I appreciate being at a place like Milton because people here are active and involved. I love how people embrace their identities, culture, and lifestyle. At Rivers, I wish I learned more about who I was. It was hard for me to navigate the independent school experience without any direction.
So for new students, or anyone struggling with identity and Milton, what would
PAGE 5 you tell them? I would say, you’re here for a reason. There are thousands of people who dream to come to a place at Milton. And you, you did it. Embrace that. It’s a privilege to be at a place like this. And I would just recommend for people to just be themselves. You know, you’re gonna experience things you’re gonna question who are you are, question who you interact with. But just know that many of us have gone through the same situations, and don’t think you’re going through it alone, a lot of people feel that sometimes. There’s actually people here who want to support you, and be there for you, and actually listen to you, a key thing, having someone to listen to you. Going through the experience I went through growing up, and coming here, I wanna make sure that I am here for students, and am able to listen to their experience. I am willing to extend myself, to affirm and validate their experience here so that they can continue going forward, in college, professional environment, and life. When did you figure out you were into teaching? I discovered the love for teaching in college. When I was a junior at Syracuse University, I joined Lambda Sigma Upsilon Latino Fraternity, Incorporated and it was through that experience when I discovered my calling. Through my fraternity, I did a lot of work with a variety of community based organizations, in supporting youth. I enjoyed talking to students, sharing our experiences, and being a present role model in their lives. When I was in college, I started a mentoring program called HYPE, Helping Youth Pursue Excellence. I wanted to do something impactful for students. I was one of the most rewarding projects I put together. My goal was to let our youth know and believe that we were there for them. It’s important for us to get that message out to young students. You’re applying to Milton, during one of Milton’s biggest years with protests going on, what did you think, initially, while you were coming? Interesting question. When I got a call from Ms.Flew, she offered me the job, which I was very happy about. However, it was bad timing because I had already accepted a job somewhere else. A few days after I accepted the role, the article in the Globe came out, That morning, I received several texts from friends saying “did you hear about what’s happening at Milton?!” When I walked into work (at Nativity Preparatory School), the first thing that was presented to me was was the article in the Globe, I looked at it and was like “Awe man!”
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Continued from page 5 The article about the protests. When I sat down and read it, I was blown away. About a week after the article came out, Ms. Flew called me and sarcastically asked if I still wanted the job. It was funny, but I was relieved she called. I had so many questions. After debriefing me on the situation, and I knew it was going to be a difficult experience. Honestly, I was nervous, but I was looking forward to challenge. To me, I saw it as a win for the students. There is a lot that needs to change at Milton. I know it will take time, but it can be done. We have to do it together.
Favorite Music Artist The Weeknd. Favorite Meal Rice and beans,; I’m Puerto Rican! Three famous role models? I always saiday Martin Luther King was one of mineg, Che [Guevara], and my mother. In my eyes, my mom is famous.
Administration Follows Through on Their Promises The administration has fulfilled or made significant progress on all six of the promises they made in response to last year’s events. Some of these changes have been apparent to students: new student programming during the first week of school, the changes to the handbook, and adding Mr. Rodriguez to the staff of the office of Multiculturalism and Community Development. However, most of the administration’s progress has been invisible to students. Here are the six promises the administration made last fall and an update on the progress. We will review and revise language in the student handbook that makes unequivocally clear the expectation that no student may use or perpetuate racist and other discriminatory language, imagery and
Drive. Student? Consistency. Human? Love.
One word answers, last one: What
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By Jimmy DeLano
makes a successful Activist?
behavior. The 2017-2018 Student Handbook’s “Standards” section has clearly addressed these issues. A new section titled, “Be a Positive and Cooperative Member of the Community” guides students to “be mindful of others” in an “open exchange of ideas.” This section reinforces the fact that students should be supportive of each other to create a cohesive, respectful community. Mr. Ball and Mr. Ruiz stated that these revisions are not final and that continual improvements will be made so that the handbook addresses all of the school’s needs. Since these changes happened over the summer, Mr. Ball encouraged that students provide feedback, both positive and negative, about the handbook, so that both students and faculty can agree on revisions. We will revise Milton’s student and parent programs to set clearer expectations
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and provide concrete information as to how we must each be invested contributors in Milton’s commitment to inclusivity and respectful engagement with all members of our diverse community. New student programming during the orientation days of school was designed to, as Mr. Ball stated, “affirm our commitment after [last] May to make sure that this extra day was thematically oriented in the way that it was.” These changes involved small group discussions, as well as hearing Mr. Rodriguez, a new faculty member in the multicultural department, speak. For parents, the message was essentially the same. In an email to parents at the beginning of school, both Mr. Ball and Mr. Bland highlighted the school’s commitment to “sustaining an inclusive community” and to “making these commitments real” by “sharing information about the people, programs, and protocols” coming to our community this year. Mr. Ball also mentioned that the planning and improving of next year’s opening of school events is already underway. We will enhance our ongoing training and education programs for faculty and staff so that all adult members of our community have the information and tools necessary to facilitate discussion and navigate circumstances related to inclusivity, identity, and respectful conduct in our diverse community. For the first time in recent history, all faculty and staff members K-12 read a common text this summer: Blind Spot by Mahzarin Benaji and Anthony Greenwold. On August 29th, the faculty and staff framed discussions around this book and engaged in professional development work with Rosetta Lee, an outside consultant who will later speak with the whole community on October 10th and again in early April. Additionally, Rodney Glasgow, a
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continued from page 6 highly lauded professional development speaker who addressed the Milton community last May, worked with some Milton faculty over the summer. We will prepare to introduce and implement the institutional strategic plan for diversity and inclusion (due for board approval academic year 2017–18), providing direction and accountability as we move forward. As Ms. Flewelling stated, the strategic plan for diversity and inclusion is “a broad outline rather than one that elaborates on specific program initiatives” that will set priorities and standards for the larger diversity and inclusion work in the school. The most concrete impact of this multifaceted, K-12 plan will be the creation of more affinity spaces and cross-group spaces to “[build] awareness and understanding of the experiences of others,” as Ms. Flewelling explained. Returning faculty members Ms. Otenti, Mr. Heath, Ms. Dukuly, and Ms. DeBuhr will undertake a larger role as part of this plan. In addition, the incoming professional development speakers, as mentioned above, were a part of this plan. We will form a committee of students, faculty, and administrators to review the disciplinary process, including its transparency. The committee will begin its formal work in September 2017. While this change was originally planned to begin in September, Mr. Ball explained how Mr. Rodriguez was not yet hired and that all of the teachers were on summer vacation. Therefore, these change will be delayed a few weeks. Mr. Ruiz further explained this point, promising to “announce to the school community how we will be going about this work as an institution early in October.” Currently, the handbook displays the exact same fifteen pages of rules and regulations regarding the dean's committee, the Disciplinary committee, and the academic disciplinary processes as the 2016-2017 student handbook. Over the summer, we will create a written schedule for administrators to meet with student groups on a regular, ongoing basis. In response to this, Mr. Ruiz stated that he “[plans] to be in Withington during lunch periods on Wednesday, which has not been announced to students yet.” While he could not comment on other administrator’s schedules, it appears as though other administrators will offer a similar scenario. While the summer has slightly delayed this plan, it should be developed and implemented soon.
On Monday, September 11th, 2017, McCrae Williams (pictured #3), a 2017 Nobles graduate and freshman at Lafayette College, passed away from head injuries. Our heart goes out to McCrae’s family, friends, classmates, as well as the Nobles community.
Opinion
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Stop Telling Us We Aren't Good Enough By Jessica Wang The first week of school is relatively carefree for most people. The freshman mingle and create new friendships, the sophomores and juniors catch up with friends without the pressure of school, and seniors…well, seniors sit through lectures about leadership and the ways we want our grade to be remembered after we graduate. I don’t dispute the idea of dedicating time to learning about leadership; as the Class I deans mentioned in the presentation, we are often asked to be leaders without any instruction on how we should actually do so. However, I do take issue with setting the tone of the year with a negative, unhealthy request of our class to be essentially perfect. Of course, the term “perfect” wasn’t explicitly used, but we were asked to do better in practically every aspect of our lives: We were asked to be better students, better leaders in the dorm, better captains of sports, better club heads, better members of society, and better
people in general. Whether intentional or not, the deans lecturing us on how we need to be better sends the message that we aren’t good enough. This may not be a mindset that seniors want to be in before they enter the “hardest” year of high school. We see and feel all of the expectations this school has for us as a senior class and as members of the community without it being explicitly stated. We are under enough pressure already. However, this message of “not being good enough” isn’t just a Milton issue. Our society in general perpetuates the idea that being successful is more important than being happy. With the increasingly competitive application process for college, high school students are no longer just expected to get good grades, but rather we feel the pressure to go above and beyond what the average teenager can do. Milton accentuates that our colleges dictate our success. Our value system is distorted. When we are so focused on being successful—an abstract concept— we lose sight of what it means to be happy.
Why the First Week Sucks, and How to Fix It
Rather than teaching us how we need to be better leaders, Milton needs to teach us how to feel better and how to take care of ourselves. I would love for Milton, rather than it starting off the year reiterating lofty expectations that we already fear we will fail to meet, to spend a few hours in the beginning of the year reminding us that we need to take care of ourselves and each other in the upcoming year. Perhaps the counselors could provide tips to the whole school on how to reduce anxiety and sadness or how to handle failure. On the first day of school, the senior class was reminded of the graduation speech Mr. Bland will give at the end of the school year and was asked to discuss the ways we wanted to be remembered. Some said they wanted to be the “nice” class, or the class that worked the hardest. One girl in my group said something that stuck with me: “Honestly, I don’t care about how we’re viewed as a class. I just want us all to make it to graduation.” Don’t get me wrong; every class wants to be a good senior class. But in order for us to do that, we need to be okay first. Because, let’s be real: Senior year is going to be hard, and we’re going to need all the support and help we can get.
day a human can spend bonding. Hopefully, you have a varsity team to distract you but probably not even that. New boarders trying out for a varsity team: You have activities for 4-6 hours of the day, and I’m sure you’re even making some friends! But truly, what do you do with the rest of that time? Unpack? Seems like a force.
BY EMMA JAMES AND ALEX MILLARD Being two non-local boarders, we value our time away from school. At home, we seldom sleep in our rooms, we drive around without signing out, and we shower as we please. With that being said, we were quite surprised and a little disappointed to learn we were returning five days before any school-related events began. During the class programming in the last two days that first week, all students were required to come to school to “catch up” and “prepare for the new year.” With so much free time, seniors, Transitions students, varsity athletes, and varsity candidates alike waste time waiting for classes to begin: students felt their time was not used to its full potential. Here’s everyone that is inconvenienced by
the first week (yes, it’s a lot of people): Boarders from Transitions not trying out for a varsity team: The good news is that you (hopefully) made friends already. The not-sogood news is that you aren’t allowed to leave campus, and you have absolutely nothing to do, except maybe your summer reading. You’re stuck. Sorry! Boarding seniors: Some of us arrive here on Sunday night to make sure every new student gets a warm welcome. It turns out that students from Transitions are already moved into the dorms, varsity athletes probably arrived the same time as you and are already moved in, and you can’t take the rest of the new kids anywhere to do anything fun. I mean, there are only so many hours in the
New boarders not trying out for a varsity team: You might be one of a small handful who haven’t already shown up. For example, in Millet, all twelve of us seniors helped move in a whooping one new student on Move-In day! Besides, some students might already have friends from Transitions, varsity try-outs, or the dorm (if they moved in early). Other boarders: Congratulations. You’re back, but you can’t really leave so let’s do that summer reading! Best case scenario, this unstructured time is “healthy relaxing time.” But for new students, unstructured time relatively alone isn’t the best weapon against homesickness. So, here’s an idea: Step 1: Have all boarders move in the Sunday before Labor Day (the first Monday of September). This timing allows driving-distance boarders to cut some traffic by leaving in the middle of the long weekend. Weekend travel by car or plane is also easier
Opinion continued from page 8 ... for working parents as it doesn’t require them to take day off. Step 2: Use the academic hours of Labor Day for new student/class and multicultural/diversity programming. (We get twoand-a-half months off. Using Labor Day for programming makes better use of an otherwise additional wasted day.) All that information in one day might be a lot to take in, but new student programming usually feels redundant. As for the multicultural/diversity programming, it’s important to give students a reminder about what Milton strives to do. However week one is crazy, so this should be an introduction rather than an attempt to tackle everything all at once. More will come in the following
weeks, months, and years. Step 3: Use the afternoon hours of the Monday-Friday week as “Mud Week” (Milton’s term for the week between sports seasons.) Have varsity team and play tryouts then rather than during the day. Step 4: Convocation and classes start on Tuesday. Preferably a no-homework (or strictly “get to know you” homework) week to get students into the flow of school. As it is now, given that everything starts at once—the classes, the workload—even seniors get a little thrown. Step 5: Have dorm meetings/bonding at night. (This is when the no-homework idea helps.) Students can still get to know each other after a busy day, maybe even better when they have material to chat and rant about.
PAGE 9 Step 6: Assign homework for the weekend. Preferably, we could have no games, just practices, Friday and Saturday activities, and a Sunday ODP trip. Maybe even have Monday be a no-classes day, like a belated Labor Day to relax (when you finally know some people around campus) and take time with your first actual homework. For new students, empty time isn’t as helpful as it is harmful, and, for returners, “catch-up” is just supposed to happen in the swing of things. Multicultural conversation and new student programming is important, but if we restructure the first week of school, everyone can get what they need without filler activity and wasted time.
Got (Almond or Soy) Milk? By Adi Gandhi There are many jokes online that reduce vegans to people who, like Jehovah’s Witnesses, spread their beliefs in a self-righteous manner as if they are evangelizing non-vegans (or, more appropriately, the masses). When I see these jokes, I laugh, and I know that I am laughing at vegans despite the validity and good will of their cause. Yet I am a human. When my own health is at stake, I am less likely to laugh at a movement. At the end of the summer, I learned about the “milk myth” and how cow’s milk could in fact be a sort of poison for the human body. My first thought was that I would soon be returning to Milton for another year as a boarder. At Milton, the milk options are limited to 2% cow’s milk, skim cow’s milk, and chocolate cow’s milk. The first thought that came to my mind was that I could buy my own almond or soy milk, but I dismissed this idea almost immediately. To buy one’s own milk for an entire year is a ridiculous expense to stack onto Milton’s already high tuition. But what else could I do? Drink two glasses of cow’s milk a day so that my calcium level would not deplete despite the worry that each glass would bring me one step closer to osteoporosis? Write an article about this pressing matter for The Milton Paper? In short, I felt the way I imagine vegans feel when confronted by “vegan options” at most mainstream restaurants. Of course, there’s also the argument that cow’s milk is not even a problem in the first place. So I tried to do research
with as little bias in my mind as possible; the conclusion was that there is not yet one conclusion in the scientific community. There is an overwhelming amount of research that the benefits of cow’s milk are all one sheer myth; There is an overwhelming amount research that the proposition against cow’s milk is a myth in itself, and there is overwhelming research that all types of milk are just water tossed with additives. If one listens to this research, one just falls into a mess of marketing and distorted data. Despite this inconclusive data, many people, both in the Milton community and elsewhere, are making the shift towards almond or soy milk. One could say that there is not enough substantive research to support such a drastic shift, and so everyone should continue to drink cow’s milk. If that is the reasoning, then the maker of such an argument should also realize that there is not enough research to support the opposing idea that cow’s milk is actually beneficial for people. Drinkers of cow’s milk and drinkers of almond or soy milk can both justify their choices. Thus, it is unfair for a drinker of almond milk or soy milk to walk into Forbes Dining Hall and not be able to drink his or her milk of choice, especially given that this choice is often the result of valid health concerns. Drinkers of cow’s milk do not have this worry. All this discourse excludes those who actually cannot drink cow’s milk. In one sense, vegans follow a moral code that does not allow them to support the production of cow’s milk due to the cruel treatment of those cows. On a more literal level, people who are lactose intolerant should never have to ingest a cup of cow’s milk. The problem, again, is that
if such a person is a boarder at Milton, he or she must still consume the proper amount of calcium. The alternatives are either to spoon a lot of yogurt into one’s mouth each day or to spend money on alternative milk options. The former can lead to its own health problems, as the types of yogurt that are offered at Milton tend to be flavored and, thus, high in calories. Meanwhile, the latter option seems, to me, a form of punishment. For the lactose intolerant, this punishment is the result of a bodily matter that cannot be controlled by the affected person. For all my laughter at jokes about the nature of vegans, I am here today as vegans often appear: pushing my own interests into the minds of others—and being slightly unrealistic in the process. Of course, there are always behind-thescenes issues that impact administrative decisions. I still do not think there is much of an excuse for a total lack of (free) almond or soy milk. At the very least, there is no excuse for the administration to not even consider this matter. Up until two years ago, there was a soy milk machine in Forbes. Aside from expenses (which, I imagine, cannot amount to too much), I cannot think of many reasons that might prevent the administration from bringing back the soy milk machine. Many people are choosing to lean away from cow’s milk, and understandably so. Some have no choice other than to lean away from cow’s milk. Milton Academy cannot, as a result, simply ignore the fact that it is only cow’s milk that pumps throughout each milk machine on campus.
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The Power of Positivity By Eva Westphal Many of us at Milton, including myself, have been guilty of maintaining a “glasshalf-empty” mentality about our own grades, lives, or plans for the future. Of course, our problems are valid, and I’m not aiming to diminish your own experiences and especially not any mental health struggles. Rather, I hope to challenge us all to take deliberate steps to prevent our going down a path of
NEW YEAR, NEW PERSPECTIVE CONTINUED FROM PAGE 1 When we return from summer with fresh perspective, we get back into the Stu and start to notice things about Milton that we simply hadn’t been able to see before. Personally, last spring I noticed and dug into the things I had forgotten to appreciate about Milton. I tried to get involved, to take advantage of the incredible array of opportunities available to me. I reconnected with the friends I had never thought to thank for being so incredible. I dove eagerly into my classes, relishing the rigor of the learning environment here. We all have the opportunity to strive for similar enjoyment in this new school year. I also tuned into some less-than positive things about Milton that I hadn’t noticed before. I was struck by the hugeness of this place, the impersonal quality that much of my day had in comparison to what I experienced at the Mountain School. Standing in the Stu during my first recess back at school, I felt painfully lonely in a way that I hadn’t since perhaps freshman year. Suddenly I was disappointed in myself for never talking to so
negativity and self-criticism. Mental health struggles are real; if you argue that simple positivity and “choosing” to be happy can “solve” a mental health diagnosis, I don’t agree with you. However, I do think that positivity and actively engaging in self-care can be beneficial when trying to improve your own quality of life. We are heavily influenced by the opinions and outlooks of those who surround us, and even one person trying to spread positivity and hope
many of my peers. While before I gave no thought to my lack of effort to reach out to new people, I now felt the closed-mindedness with which I had navigated friendships and connections at Milton. But I was—I am—ready to change things in a way that I don’t think I was before. This past summer has given me—and all of you, too, I hope—a renewed sense of vigor. Milton is fundamentally exhausting. Physically, mentally, and even spiritually, I’ve found Milton to be draining to my very core. That’s not necessarily a bad thing at all—Milton’s tendency to tire us out so thoroughly perhaps just indicates that something important is happening to us—but rather it is just a fact of life. I think that before I went to The Mountain School, I had simply become too exhausted to keep trying to make this place work for me. I loved the things I enjoyed about Milton—my classes, my teachers, the Paper, the opportunities here—and struggled with the things I disliked about it—the isolation, the stress, the difficulty of getting involved—but I had accepted those circumstances as fixed. I stopped questioning why things were as they were. But when I came back from The Mountain
can benefit the whole community. I’ll take my own social media feed as an example: recently, I’ve been changing up the people I follow to body-positive, inspirational, hopeful accounts that spread the idea that you can achieve your goals despite the struggles you might be facing. Though this small change in my life may seem insignificant, all the accounts and words of positivity add up. When I see truthful, inspiring people on my screen rather than people who attempt to maintain a “perfect” facade, I notice my own perspective of myself shifting for the better. Sure, many of my such actions seem trivial, but they help me and my friends combat negative mindsets. I’m sharing this because I truly think they could help you, too. Another approach to positive thinking is Dialectical Behavior Therapy (DBT), a cognitive behavioral treatment in which one learns skills that can help when facing various struggles. These skills involve actively countering negative thoughts, seeking the positive side, solving problems in a logical and organized way, and caring for oneself. To some extent, we can control our outlook on life, and choosing to stay positive can go a long way. I’m not suggesting that positivity is a substitute for therapy or medication, but the benefits of positive thinking are indisputable.
School refreshed and energized by the time away, I felt empowered both to more fully embrace what I loved about Milton and to actually make change in the areas in which I could improve. I finally stopped accepting things as they stood. I want that feeling of empowerment for all of us in this new year. One of the most important adjustments I’ve made since returning to Milton is asking myself, “Why?” It’s not that everyone and everything here needs to prove its worthiness; it’s that when we know the “why’s” of our day-to-day, we see things in context. When we consider and understand “why” we take a certain class or “why” we’re nervous to try a certain activity, we can change what isn’t working for us. Our circumstances become fluid, not static. And, yes, placid acceptance of the way things are will often feel easier than asking, “Why?” That’s ok—that’s normal. But when we readjust that mindset, we can construct Milton experiences that feel meaningful to us, and the renewed perspective and energy we have after summer break provides us with a perfect place to start.
Arts & Enterainment
Can the Old Taylor Please Pick Up The Phone By Liz Foster After a three-year break from releasing music, Taylor Swift shocked everyone by dropping “Look What You Made Me Do,” a single off of her new album, reputation. The single, a wannabe pop banger, is strewn with references to Swift’s career,
and the music video goes a step further, introducing the “new” Taylor as she insults her former selves. While one can appreciate Swift’s newfound self-awareness, this song is still garbage. “Look What You Made Me Do” doesn’t start off too horribly. In fact, had the song been given to another pop artist, it could have flourished. The underscored drums and breathy first verse is acceptable until it explodes into the chorus that sonically reminds me of everything horrible about “I’m Too Sexy” by Right Said Fred. Things get even worse when the song reaches its bridge. Calling on her “nightmare-dressed-as-a-daydream” theme from 1989’s “Blank Space,” Swift recounts how she’ll be the actress starring in our “bad dreams.” She then delivers the meme-iest line of the fall, declaring that “the old Taylor” can’t come to the phone because “she’s dead.” The pop star then goes down the line one at a time, telling off every pre-reptation era Taylor. Critics of the song all seem to share one opinion: Taylor Swift needs to go back to being Taylor Swift. She’s
Milton Jazz: a Photo Exhibit By Coalter Palmer Since 1990, Mr. Sinicrope, the head of Milton’s Jazz department, has brought students to South Africa every two years. On Friday, September 15th, many of the participants of this past year’s trip gathered in Kellner Commons, joining forces with Milton Jazz alumni to put on a concert for a packed audience. The set list included a broad range of tunes across different music genres, from a more light-hearted rendition of “The Lion Sleeps Tonight,” a song made popular by South African singers in the 1990’s, to politically motivated songs that became popular as part of the anti-apartheid movement. A majority of the tunes performed were originally written by Abdullah Ibrahim, a famous South African Jazz musician who visited Milton in 1990 and who, as explained by Mr. Sinicrope,
“was so moved by the Jazz combo’s performance that he ran on stage with tears in his eyes and said, “You have to come to South Africa.”” Frances Scanlon accompanied the Jazz Ensemble on the 2003, 2005, 2015 and 2017 tours, and has chronicled each of these trips with her camera. Her collection of pictures steadily grew over the years to more than 10,000 photographs, but for the exhibit she had to narrow these down to less than 30 images. At the beginning, Ms. Scanlon says, photography was more of a hobby. As the years went on and the range of perspectives and emotions captured in her images expanded, she recognized the artistic potential of her work and made an offhand comment to Mr. Torney and to her husband Mr. Sinicrope that it might be neat to put her images on display as a
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attempting to return to the limelight with a newfound “bad girl” attitude, but Swift still feels like the teenager releasing songs like “Fifteen” and “You Belong With Me.” A new version of Swift that tries to be hard and edgy, clad in leather and fishnets, feels far from genuine. Despite her numerous evolutions since stepping onto the music scene, Swift’s attempt to destroy her girlnext-door image isn’t a feasible reality. Even when she tries to reach out to fans, Swift manages to slither around humility and wholesomeness. In a recent event with Ticketmaster, Swift’s fans were given a chance to get better seats—if they bought her merchandise. Unlike the random prize system which Ticketmaster uses with most artists, Swift opted to use a hierarchy that rewards fans for being able to spend more money on Swift-related products. This change made her even less accessible. I wanted to like “Look What You Made Me Do”—I think we all did. But next time she releases music, I’d rather be dragged head first, fearless.
Nesto Gallery exhibit. With the help of Mr. Torney and Mr. Pollans, Ms. Scanlon was gradually able to compress her vast array of pictures by viewing each display as “a story” rather than an individual image. Ms. Scanlon noted a significant contrast between the narratives of each tour, however. As an observer, she has noticed that the people she encountered in South Africa have become more and more reserved, not unlike in the United States. Many students that went on the trip this past year commented on the positive energy they sensed in many South African people, no matter what socioeconomic class they came from. Ms. Scanlon reported, “[South African People] know how to let go of their emotions in order to have their body express what they are feeling… Two years ago, when we visited a school close to Cape Town, I noticed that teachers had to verbally tell their students that they couldn’t dance.” The photographer noted two goals in her work. Each time she snapped a picture, she aimed to either capture the “joy of Milton Academy students as they played music and interacted with South Africans” or capture “day to day South African life.” One image that stands out to her is a scene where a young boy tenderly holds the head of his sister as who looks directly at the camera above her. To her, this photograph captures “the heart of the South African people.” In 2015, Ms. Scanlon also snapped a picture of Allie Reed
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Who is Adrian Anantawan?
music. He describes his younger self as shy. He reminisces, “I didn't have a lot of friends, but the ones that I did have I felt like they saw me for who I was, rather than how I appeared on the outside.”
Mr. Anantawan began to play an instrument for the first time in fifth grade. Though many of his classmates were learning the recorder, Mr. Anantawan was unable to do so due to his disability. Instead, he explored other options, like playing the trumpet and singing. Finally, he stumbled on the violin. Inspired by its beauty, he eagerly took up the instrument and adapted to play it with his disability. Music means much more to Mr. Anantawan than simply performing melodies. “The purpose of music,” he proclaims in his soft, yet impassioned, tone, “is to be able to share art with as many people as possible— not just with able-bodied people.” To him, art is an essential part of the human experience.
By Natasha Roy Mr. Anantawan joins Milton this year as the new head of the Music Department following Dr. Donald Dregalla’s retirement. Having studied music at the Curtis Institute of Music, Yale University, and Harvard University, he is now focusing on his passion for arts education. Born without a right hand, Mr. Anantwan has taken a unique path to success as a violinist. In addition to being a youth musical educator, he is a disability activist. Mr. Anantawan grew up in a Chinese-Thai family in Toronto. He played baseball, focused on schoolwork, and fell in love with
And yet, Mr. Anantawan is hesitant to call music “his life,” saying, “I don’t really think I’ll understand my complete purpose or calling in life until I’m on the other side. I think that I constantly am navigating my relationship with music, and exploring it in a different way.” Anantawan has performed at the White House, at the United Nations, at the Opening Ceremonies of the Athens and Vancouver Olympic Games, and, as of a few weeks ago, with his idol Yo-Yo Ma. His journey and success are inspirational to aspiring artists at Milton and elsewhere.
As a one-armed violinist, Mr. Anantawan’s path to success has been scattered with obstacles foreign to other musicians. Nonetheless, he exudes positivity, saying, “It’s your actions after failing that really define who you are as a person.” In his time at Milton, Mr. Anantawan’s foremost goal is to ensure that “every single student understands that they have the power to change the world through music, essentially. Maybe we can do that through the organizational structure, within the department, within the guest artists that we bring.” He finds inspiration in his students, and wishes above all to “give the power to people who already have so much to express As a new Faculty member in Forbes House, he has already begun forming connections with the students who inspire him. He looks on with amazement at Forbes boarder Brandon Jones’ (I) story as a soccer player and student from Bermuda. As Mr. Anantawan explains, “Brandon’s a role model for me right now. I just see his life story and how he wants to be successful, and I’m inspired. All of you are my role models.” When he’s not with his students, you’ll find Mr. Anantawan cooking, reading, and spending time surrounded by nature. He is an avid Patriots fan and loves spending time with his huge black labradoodle, Wolfie. “My secret—well, not so secret—goal for Wolfie is to teach him how to sing and play the piano,” he laughs. “Just teach him to be geeky like that.”
Milton Jazz: a Photo Exhibit CONTINUED FROM PAGE 11
... ‘17 playing the violin with a student of the Cape Town School. This image represents the natural intimacy she has seen Milton students cultivate with South African students through the power of music. The South Africa trip has offered Milton Jazz students the opportunity to not only share their music, but also to connect on a personal and cultural level with the people they encounter. Ms. Scanlon experienced this powerful component of the trip first-hand when in 2003 the group attended a concert by the Sinikithemba choir, a group of HIV positive singers who perform around the world to spread awareness around the condition and raise money. The choir was performing at a local hospital and at the end of the event escorted the Milton Jazz group back to their bus, each member putting his hand on the shoulder of the person in front of him as they sang. “It was such an emotionally charged experience between the energy created by the group and the vibration of their voices in our bodies—I will never forget it.” Frances Scanlon’s exhibit will remain on display in Kellner until Friday, September 29th.
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Meet the Fall Varsity Captains Football Anthony Gallagher (’18) Years on the team? Four Self/team motto? It’s not the size of the hog in the fight; it’s the size of the fight in the hog Goal for the season? To make it to a bowl game Role Model? Barstool President Dave Portnoy Alec Beesmer (’18) Years on the team? Three Jack Czarniak (’18) Years on the team? Four Self/team motto? It's looking slow for them Goal for the season? To win the ISL and New England Championship #RingChasin Role model? Mike Mason Greg Livingston (’18) Years on the team? Two Self/team motto? Get in your bag Goal for the season? To win the ISL and to go undefeated Role model? Kevin Crabtree (’17) Jailen Branch (’18) How many years on the team? Four Self/Team motto? Get in your Bag Goal for the season? To win the ISL and a Bowl Game Role model? Odell (of course)
Girls Soccer
Meaghan Steck (’18) How many years on the team? Three Self/team motto? Our team motto is part of a poem from the jungle book but the most important part of it is, "The strength of the pack is the wolf and the strength of the wolf is the pack." Goal for the season? Our team goal for this season is to play good solid Milton girls soccer and work together as one unit out on the field. We really strive to play as a team and always have each others backs. We hope that this mentality will help us make it to the playoffs like we did last season. Role model? My role model is Maria DiMartinis (’17), the captain of soccer last year. She's a very hard worker and a natural born leader who leads by example and not by telling others what to do. I love her team-first mentality and her positive attitude. She is what I want to be as a captain. Rebecca Karlson (’18) How many years on the team? Three Self/team motto? Our team motto is “the strength of the pack is the wolf, and the strength of the wolf is the pack” which is a line in a poem and also has to do with why we are called the wolfpack. It really emulates what the team is all about: we all play a part in making the wolfpack what it is—a family. Goal for the season? My goal for the season is for everyone on my team to get better everyday and for us to have a season that we're proud of not only because we were successful but because we played good soccer. Role model? My role model is Mr. LaRochelle, one of our assistant coaches, because he is an integral part of the team. He cheers louder than anyone on the sideline at every game, and his passion for the Wolfpack is contagious. As a captain, I hope to be as encouraging and passionate about the team and the sport as he is.
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Meet the Fall Varsity Captains Boys' Soccer
Will Goldberg (’18) How many years on the team? Three Self/team motto? Control what you can control Goal for the season? ISL sportsmanship trophy Role model? Shay Quintin (’16) Brandon Jones (’18) Years on the team? Four Self/team motto? If you aren't limping off the field at the end of a game, you didn't play hard enough. Goal for the season? Keep our 4 year undefeated home record going. Role model? My role model is the soccer captain from my freshman year, Chris Lewis (’15). Adam Kulick (’18) How many years on the team? Two Self/team motto? Somebody give him a turn call Goal for the season? New England championship and the ISL championship Role model? Adam Bramson (’16) and Sergio Busquets
Field Hockey
Claire Dudley (’18) How many years on the team? Four Goal for the season? Make it to New England’s
Boys' XC Peter Marangos (’18) How many years on the team? Four Self/team motto? Our team’s motto is “Ο τολμών νικά” (“O Tolmon Nika”), which is Greek for “He who dares wins.” Goal for the season? My far-fetched but still possible goal for this season is to break 17 minutes in the 5k. Role model? Is this even a question? Coach Boz. Danny Little (’18) How many years on the team? Four Self/team motto? I love running Goal for the season? Place in ISL’s
Girls' XC
Kailee Silver (’18) How many years on the team? Two Self/team motto? The faster you run, the faster you're done. Goal for the season? Have the team place highly in ISL’s and New England's. Role Model? In life, my role model is Taylor Swift. In sports, my role model is Missy Franklin. Anya Wiggins (’18) Years on the team? Three Goal for the season? To really come together as a team and work hard to have a great season. Self/team motto? “Make jokes. No stress. Love. Live life. Proceed. Progress" -Lil Wayne Role model? A$AP Rocky
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Meet the Fall Varsity Captains Volleyball Andriana Velmahos (’18) How many years on the team? Four Self/Team motto? Don’t let the ball drop Goal for the season? We have a young team, so I’m hoping to see a lot of improvement and to help build a strong a team for the following years. Role model? Marina Fleites (’15) Sadie Murray (’17) Years on the team? Two Goals for the season? I hope that as a team we learn how to work together to the best of our ability so that we can have a great season!
Hack Soccer Nihal Raman (’18) Years on the team? Two Goals for the season? We put them on the field. They’re made of pretty cheap metal. They break pretty often. We had to do some renovations on them this season with duct tape. They fall over a lot when people score. Role model? Alex Garnick (’15) Jonah Garnick (’18) Years on the team? Two Self/team motto? Fight hard but love harder Goal for the season? Prove ’em wrong Role model? Sebastian Park (’21) Ben Stewart (’18) Years on the team? Two Self/team motto? Live, hack, or die Goal for the season? Stop getting nutmegged Role model? JV hockey legend Justin Yoon (’15) Charlie “SYG” Pyle (’18) Years on the team? Two Self/team motto? Do it for Charlie Goal for the season? To go undefeated but I already lost soooo... Role model? Marshall Sloane (’17) and Mark Massa (’16)
Ad Nauseam
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Tips for the Freshman Class 1. Have your sundial confiscated during detention for “forbidden technology.” 2. Apply your new knowledge of physics to demonstrate that the mass of your grades does not affect how fast they are falling. 3. Perform “Gangnam Style” acapella at Beatnik. 4. Relax by watching the newest action-thriller, James Bond: Operation Safe Street. 5. Roll yourself in melted kraft cheese and leftover turkey bits and trounce around the halls shouting “I’M REVVVVED UP.” 6. Show off your sensitive side by giving your crush a dead dove in a shoebox with his name carved into its flesh. 7. Convince your parents that “everyone has a C+ average freshman year!” 8. Smuggle los piojos across the open sea and poco a poco infect everyone like a new conquistador.
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