Middlesex School Viewbook by Middlesex School

Find your

Promise 1

4 Burn Bright, Not Out

Welcome to our world: One Middlesex day through pictures

26 Brilliance Needs to Stretch

Four Seniors: Four Stories of Academic Stretch Plus: The Middlesex Curriculum, Colleges Attended by Middlesex Graduates

42 Life 360°

Two freshmen, a sophomore, a junior and their Middlesex networks of friends, classmates, teachers, mentors, interests, and experiences Plus: The Arts, Athletics, Leadership, Service, and Clubs

64 Find Your Promise

Just as you suspected, there is more out there. A bigger, different life is calling—one with mentors and friends who will welcome you into it. You have potential you haven’t even imagined yet. At Middlesex you will meet that potential.

A Brown freshman, NYU junior, Harvard senior, NBA executive, investment banker, international health worker, and social entrepreneur talk about how it all started for them at Middlesex

78 Visiting and Admission

Message to Parents, Applying, Financial Aid, Directions, At a Glance

Middlesex School is a non-sectarian, coeducational preparatory school. It was founded in 1901 and is located in Concord, Massachusetts, 19 miles from Boston. Enrollment each year is approximately 360 students with an equal number of boys and girls in grades nine through twelve. Approximately three-quarters of our students are boarders, most years representing close to 30 states and 15 countries. The majority of students enter Middlesex in either ninth or tenth grade, with a handful of students entering in the eleventh grade each year.

burn bright 4

not out You can climb to the top of so many pinnacles of achievement here, but you will always have friends calling you out to play. We don’t believe rigor and joy are mutually exclusive. Current research on the teenage brain tells us that teens need an academically challenging and a socially engaging experience to really learn and grow. Translation: we don’t believe in grind for grind’s sake. 5

We also believe teenagers shine brightest in a community where they are known and needed. Talented teens come to Middlesex from all over the world to share their lives and aspirations. Yet we are small enough for students and teachers to really know one another. So, while your Middlesex experience will make you a different person, you will also make Middlesex a different place. At a big school, you rarely change the story. Here you do. 6

Welcome to Middlesex.

7:30–7:45 a.m. Peak breakfast time. Located in Ware Hall, the dining hall is decorated with graduates’ plaques and flags of our students’ home countries.

8:00â&#x20AC;&#x201C;9:30 a.m. First two classes of the day: Sophomore English, above and right; Honors Chemistry, below.

9:30 a.m. Weekly Wednesday Chapel Program. As part of their senior Chapel talks, students often include musical performances.

“You can fill your day with activities from eight o’clock in the morning until about ten o’clock at night if you choose to do so. The schedule is designed so that you do not have to choose between playing a sport and acting in the fall play. I love the way Middlesex gives you the opportunity to be involved in virtually everything you want to be involved in. Not only does this system give students the opportunity to pursue their passions and discover new ones, it also ensures that you learn how to manage your time really well.” Sam, senior day student

10:00 a.m. Post Chapel, next three classes. Many students have a free period as well—time for a music lesson, extra help, or hanging out with friends.

10:45 a.m. Meaningful Work: Privilege and Responsibility (Religion elective), above, and Trigonometry, below and right.

11:30 a.m.

12:10 p.m.

Chamber Ensemble rehearsal for upcoming concert.

Lunch (Todayâ&#x20AC;&#x2122;s special: grilled cheese, tomato soup and ice cream!)

12:55 p.m. Wednesday is game day home and away. Here, Girls’ Crew on Bateman’s Pond.

“Middlesex kids are the ones with strong specialties who do more than just their specialty. Our campus Circle is a metaphor for these students with many talents. It’s the daily crossing point where the honor student walks to the playing field and becomes the star lacrosse player and then walks to the music room and becomes the jazz band drummer. We cross the Circle a lot. Faculty and students are expected to change their roles in the community very quickly. People who like the excitement of those daily shifts really thrive here.” Matthew DeGreeff, Director of College Counseling; Head of Robert Winsor House; Co-Head of Girls’ Varsity Basketball

6:00 p.m. Peer tutoring begins. Study hours in the library or dorms from 7:30â&#x20AC;&#x201C;9:30.

5:00 p.m.

7:30â&#x20AC;&#x201C;9:30 p.m.

After games and scrimmages, clean up and head to dinner.

Play rehearsal. Here, Sweeney Todd.

“Dorm life, the small classes and inclusive teaching style, my many teacher and coach mentors, the countless Wednesday and Saturday soccer, squash, and tennis matches, watching the plays, doing my green room skit, Frisbee in the Circle, the inspirational Chapel talks by students and faculty, Middlesex a cappella groups wowing the whole school, winter treks through the snow in Estabrook Woods, early mornings fishing on Bateman’s Pond in the spring, trips to Boston and to friends’ houses on weekends, the Middlesex family. Every one of those experiences makes me who I am today.” Malcolm Scovil ’99

9:30–10:00 p.m. Ninth graders hang out with friends, and then back to room and lights out by 10:30.

The Place Middlesex is located 19 miles west of Boston in Concord, Massachusetts, the home of poets and patriots. Less than a mile from campus stands the Old North Bridge, the site of the first American victory in the Revolutionary War. Across town is Walden Pond, where Henry David Thoreau lived, walked, and wrote. Not far from town, you’ll see the red sign for Middlesex. Turning from the road, you’ll find us on 350 acres that include woods, fields, and a large pond. The campus was designed by the firm of famed landscape architect Frederick Law Olmsted, which also designed New York’s Central Park and Boston’s Emerald Necklace. The main campus buildings stand at opposite points around the green common called The Circle, the center of our campus, both literally and metaphorically.

“The Houses” Residential life centers on our nine Houses: Hallowell, Higginson, Kravis, Peabody, LeBaron Briggs (girls’ dorms) and Atkins, BryantPaine, Clay, and Robert Winsor (boys’ dorms). An average of 27 students lives in each House, giving dormitories a close-knit and home-like atmosphere. Students in all four grades live in each dorm, so younger students can benefit from the positive mentoring of older students. Within the dorms, each grade is clustered together. Typically, three faculty members also live in each residence, providing supervision and guidance. Senior proctors, who live on every floor, are available to all students and help faculty monitor dorm life. Almost 80 percent of dorm rooms at Middlesex are singles, but most students will live in a double or triple at some point in their Middlesex career. The Houses have common living rooms, kitchens, laundry facilities, and a quiet study room. All dormitory rooms have phones and are wired for access to the academic and library networks, the Internet, and email.

Clockwise from top left: The Circle; Bateman’s Pond and boathouse; In the dorms; Warburg Library, “StuFac” (the campus student center) with friends.

Day Students Day students make up about a quarter of the student body, commuting to Middlesex from nearby towns. A vital part of the school, they provide an important link to the communities surrounding Middlesex. Boarding students benefit from the knowledge and experience of day students, who often help boarders feel at home by inviting them to share a meal with their families. Day students are affiliated with a “day house,” giving them the benefits of dorm camaraderie.

Advisors Course selection, advice about a friend, a trip to the movies, transportation to a dentist appointment, listening—advisors are students’ trusted guides and mentors from their very first day on campus. New students are assigned a faculty advisor before they arrive, but after several months, students have the opportunity to choose an advisor. Most students stay with one advisor through their years at Middlesex, forming close bonds that often become friendships lasting beyond their years here. Students meet with their advisors individually and in advisee groups on a regular basis. Through the year, advisors host get-togethers with their advisee groups, inviting them to their homes for dinner and going on outings. Advisors also play an important role for parents. They serve as the first liaison between parents and the school.

Weekends Great activities happen every weekend of the school year. The Student Activities Committee, which is open to any interested student, plans dances, parties, live music, and other events with the help of a faculty coordinator. Dances feature DJs and live bands. The SAC chooses a movie to be shown on the big screen in the school theater each Saturday night and organizes a variety of off-campus trips. Day students are very much a part of weekend activities as well. Big, traditional events that students anticipate each year include the Opening of School Square Dance, Casino Night, Random Dance, Spring Carnival, Luau, and Senior Prom. The SAC also plans dorm competitions, affectionately known as “dorm wars.” Recent competitions include Field Day, School wide Ping-Pong Tournament, Air Guitar, and the holiday Dorm Lights contest.

Boston, Cambridge, and Concord

The daily afternoon shuttle bus to takes students into town for pizza at Sorrento’s.

Middlesex benefits from its unique location just 19 miles from the vast cultural resources of Boston and Cambridge, while also being only three miles from the center of Concord—home of the renowned writers Alcott, Emerson, Hawthorne, and Thoreau, and the beauty of Walden Pond. Our location gives top speakers, leaders, authors, and artists easy access to campus, making it possible for robust speakers’ series and artists-in-residence programs. Weekend trips to Boston take students to plays, concerts, museums, Red Sox games, and community service projects.

Brilliance needs to

Stretch No doubt you have been told that you are bright. What would it mean to turn up the volume on that brightness? And how would you go about doing it? Middlesex starts by asking students to push themselves in new directionsâ&#x20AC;&#x201D;to take classes they ordinarily wouldnâ&#x20AC;&#x2122;t take. Even students who arrive with significant talents in certain areas are required to branch out.

Many schools offer abundant intellectual and creative opportunities. So do we, but we don’t offer these choices passively. Students find and stretch their brilliance here because the whole faculty mentors them. Even when you don’t have classes with particular teachers, they know you. They know that something like studying opera or documentary filmmaking is just what you need to deepen your understanding of who you are and what you want to do. We asked four seniors to tell us how they’ve stretched at Middlesex and what it has meant to them. As you will see, the goal is more than being well-rounded. When you stretch the edges of your brilliance, you are on your way to your most satisfying contributions and achievements. 28

Jordan Favorite Activities: Small Chorus, theatre, community service, dance Long-term Aspirations: Cross-cultural communications

Endless Future

Freshman Discovery

I was required to take an art history course my freshman year. I wasn’t very excited about it. As it turned out, I have a love for art history. It sparked my interest for art and cultures around the world, which is part of what I want to pursue in the future. This year, I couldn’t wait to take AP Art History with the same teacher, Malcolm Russell. Each morning, my friends and I rush from the noisy and busy dining hall to the dim, cozy art history room, where we know Malcolm is waiting to impart his extensive knowledge of the world to us. He has conversations with his students and broadens our minds by making us wonder what the artist was thinking while making a piece of art and how the art reflects society’s views at the time.

My favorite thing I have learned about myself is that my future is endless, and it is up to me to create it, with the help of my teachers and friends. I have traveled to England and France, and I will be volunteering in South Africa this summer. I have rowed on the crew team and thrown a discus. I have gotten a solo in Small Chorus and run across the Circle singing Disney songs at the top of my lungs. Middlesex has reminded me that if life is only limited to getting good grades and going to a good college, it isn’t a life at all.

“I could barely keep my pen on the paper, it began moving so quickly.”

Pinnacle Experience

My excitement for AP Art History reached a pinnacle when Malcolm announced our first monthly trip to the Museum of Fine Arts in Boston to write an essay for the class. As I settled down in front of the Diad of King Menkaure and Queen Khamerernebty, statues from between the third and fifth dynasties of the Old Kingdom, I imagined how the artist viewed society around him and how his views were reflected in those regal faces. Writing our essays in view of the actual work was incredible. I could barely keep my pen on the paper, it began moving so quickly. After writing several pages, I handed in my essay and joined the

group in front of another sculpture of an ancient prince that Malcolm was about to feed! Egyptians thought that the spirit of the person sculpted was trapped inside, so Malcolm insisted the prince needed a bagel to satisfy his spirit’s hunger. He also said if we looked long enough the prince would smile at us. Despite my skepticism, as I turned away, I could’ve sworn the sculpture’s face twitched upward. To this day, I’m not exactly sure what I saw, but regardless of whether what I saw was real I realized that all forms of art can be interactive and personal—dancing, playing an instrument, even writing about a sculpture made thousands of years ago.

Redefining English

Middlesex ingrains in every student’s mind a certain way in which to write. Five paragraphs, two subjects per paragraph, topic sentences, introduction, conclusion—these thoughts are the first ones that come to mind when writing a paper at Middlesex. Creative writing with Jecca Hutcheson was completely different. For the first time, my classmates and I were encouraged to write freely, whatever came to our minds first. We didn’t need any particular structure. The class redefined my definition of English. By the end of it, I had had a poem published in the school’s literary magazine and had written three short stories.

“As a sophomore in a challenging English class, Jordan was surrounded by feisty students who loved to debate. Her ideas emerged with increasing sophistication in each of her essays, but she had not yet found a voice strong enough to share them with her peers. As her confidence and comfort grew, she began to enter the fray, impressing the other students with her ideas. When Jordan returned to my classroom as a senior, her maturity and poise were evident. Her timidity was gone. She chose to write about subjects far afield from her own experience, and in each subsequent story, she became more daring and ambitious. Creative writing seemed to allow Jordan to express herself in totally new ways, and she seized that opportunity. After three years spent honing her analytical writing and learning how to critically analyze the work of others, Jordan was ready to write her own.” Jecca Hutcheson, English teacher and dorm assistant, Hallowell House

JP Favorite Activities: Golf, Frisbee, math, chemistry

“I thought my four years here would be four years of studying. I was ready to work as hard as I could. But I learned that the experience was about so much more.”

Chemistry and Faith

Math and science have always been my favorite subjects. The thing with numbers is that there is always a right answer that can be found through logic. Math is concrete. I like science for that reason as well. It’s concrete and real but with everyday applications. My AP Chemistry class has pushed me the most because I have had to go from memorizing each fact to understanding every concept. The interesting thing to me about chemistry is that while it’s concrete, some concepts you still have to take on faith.

Long-term Aspirations: Engineering

Pivotal Moments

A great moment for me was when I realized that my work will always get done. (No matter how much I procrastinate.) The funny thing is I am a very hard worker. I’d say this is actually my biggest strength. But the realization that I could do well and not have to sacrifice having fun was huge. Understanding this helped me spread out at Middlesex. I started doing things like building the sets for the theatre productions. Another key moment was taking Writing Workshop sophomore year. The goal is to write flawlessly. It was incredibly hard, but I am thankful that Middlesex made me take this course because it taught me the fundamentals of writing well. Modern European History was a class experience unlike any I had had before and also an important turning point. I had never been interested in history. I felt it was just a lot of memorization that would eventually be useless to my career and job. My teacher, Mr. Proctor, understood that—I think because he understands students so well. Everyone talks about learning for learning’s sake, but in that class it really happened—even for those of us who don’t love history. His class was about learning history, not about getting a good grade.

“Two of my teachers who have been true mentors are Dr. Erickson and Dr. Schaeberle. They have been part of my Middlesex experience in every way. Dr. Erickson was my chemistry and physics teacher for three semesters. At this point, he is more than a teacher; he is a friend. Even though I don’t have him for class anymore, I often visit his classroom to talk. Dr. Schaeberle has also gone beyond teaching because he is accessible and easy to talk to.”

Next Year

I will be going to Stanford for engineering, but I am interested in exploring logic, psychology, and philosophy. These subjects really test one’s ability to understand how the mind works. I hope to gain some insight into the human race and probably myself as well.

“It’s been great to watch JP develop from a shy ninth grader into a confident senior ready to tackle any challenge, academically or athletically. He has also grown into a class leader and done so with a humility that encourages those around him to pursue excellence as well. In my AP Chemistry class, there is a student who, for the entire year, has strived to beat JP’s score on a test. The reason— JP agreed to buy him ice cream at a local stand if he did. It served as a great motivator for that student and provided many humorous moments when he pretended to be upset because he missed JP’s score by a point or two.” Michael Schaeberle, Head of Science Department, chemistry teacher, and dorm assistant Bryant-Paine House

Rebecca Favorite Activities: Pick-up soccer, horseback riding, Gay-Straight Alliance, Amnesty International, and reading Long-term Aspirations: Medical school and a career in international health

Four Years Later

All-School Read

The summer just before I came to Middlesex, I was assigned to read Mountains Beyond Mountains by Tracy Kidder for Middlesex’s All-School Read. The book tells the story of Paul Farmer, his struggle against HIV/AIDS in rural Haiti, and his development of an organization called Partners In Health, which brings medicine to those who do not have access to it. When I read it, the future possibilities of different places and people who needed this medical care were like shots of adrenaline rushing through me. I immediately began researching everything I could about Paul Farmer and his organization because I had found “it.” I had found exactly what I wanted to do with my entire life at the age of fourteen.

“I immediately began researching everything I could about Paul Farmer and his organization because I had found ‘it.’ I had found exactly what I wanted to do with my entire life at the age of fourteen.”

“Rebecca has grown intellectually and as a person during the four years I have served as her advisor. My perspective is also based on the sensitivity and empathy she has shown in the three classes and independent study project I have worked on with her. I have watched her standing and caucusing with a group of 125 students from all over the country at a Model UN, exhibiting poise and maturity as she convinced her peers as to the soundness of her viewpoint. Her work collecting “pennies” for the poor also highlights what a tremendous person she has become. I am extremely proud of her.” Steven Z. Freiberger, Ph.D, Head of History Department

Mr. Hirsch’s English Class I came into Mr. Hirsch’s class sophomore year with the idea that I was a good writer who did not have to scrape for As in English. However, Mr. Hirsch showed me that my writing was definitely not up to the high standard that he and Middlesex set for my writing abilities. His in-depth analyses of both the books and my papers helped me to overcome weaknesses in my writing. He also transformed my analysis of books, forcing me to notice very small but significant details in the text, form, and tone.

Four years after I read Mountains Beyond Mountains, I’m heading to Georgetown University and then, I hope, to medical school. In between I’ve been inspired by campus speakers, by my teachers, and by my friends. I’ve been able to do an internship with a surgeon in Boston, so that I could know being a doctor isn’t just a fantasy. It’s really what I want to do. I even got to go to Quito, Ecuador, with that doctor to work in a clinic. Before I came here, I was pretty much an average 8th grade girl. Now I feel like I’m just starting a fire that is going to take my entire life to burn out. This idea is more than a goal; this is who I am.

Real Depth

“My advisor Dr. Freiberger is the closest person to a mentor that I have. I hope that I will be as well-read and as passionate as he is even after working in the same field for 40 years like he has.”

During the fall semester of my senior year, I studied the Holocaust with Dr. Freiberger. I had taken many classes with him, including Middle Eastern History, AP U.S. History, and an independent study. He is extremely passionate about history, especially topics pertaining to the Holocaust. I had studied the Holocaust briefly in other courses, but until that class, my understanding had been very one-dimensional. Dr. Freiberger taught me that nothing is ever as simple as it seems—there are so many layers.

Sam Favorite Activities: Acting (plays and musicals), singing (a cappella), songwriting, cello, guitar, watching Boston sports, reading Long-term Aspirations: I really want to be a teacher in a private school like Middlesex someday.

“In theatre, we have to totally put aside physics, Spanish, math, or whatever might be on our minds and focus on something very different.”

Dramatic Focus

Besides English, the subject that has stretched me the most has been theatre. In theatre, we have to totally put aside physics, Spanish, math, or whatever might be on our minds and focus on something very different. You learn not only to take big, physical risks and to deliver text and action in a convincing manner but also to make strong connections with the people you are with on stage. Oftentimes we draw on personal experiences and issues in our lives in order to make these connections. Doing theatre has taught me a lot about myself, about human nature, about human relationships, and about being more observant and connected in everyday life. Nothing takes as much focus as drama.

“Sam is a true Renaissance scholar. He possesses the very qualities one yearns for in a student: curiosity, imagination, and humility, along with a penetrating intellect. Oh yes, and a divine sense of humor—perhaps the most invaluable quality of all. The result is that no matter the density of the question posed or the demands of work being studied, Sam invariably produces fresh and elegant reading and written analysis.” Diane Proctor, English teacher

What I’ve Learned

Enormous Change

Coming to Middlesex, I was a math-science buff who cared little for the humanities. I still have a lot of fun tackling challenging calculus problems, but during my time here, I have found both a skill in and a passion for the humanities. This enormous change in my academic interest was a product of the incredibly engaging teachers I encountered in the English classroom—mainly Mrs. Proctor, whose love of books and people had a profound effect on my experience at

Middlesex. Her English class stretched me because it both instilled passion in me for literature and taught me how to be a good writer. I really struggled to earn good grades on my papers my first semester of sophomore English, but I fought through my struggles with her help. It was a great experience. My senior year, we ended up doing an independent study. Some of the books I’ve read here have had a huge impact on me—Heart of Darkness, The Great Gatsby, The Brief Wondrous Life of Oscar Wao, American Appetites, and Angels in America.

“Dr. Erickson is my advisor, and his friendship, humor, and positive manner have made him the best advisor I could have asked for at Middlesex.”

I will be going to Yale next year. I’m not sure if I’ll major in the humanities or some kind of integrated studies major like math and philosophy or ethics, politics, and economics. I plan on being very involved in extracurricular activities—acting, a cappella, and music lessons. In my three years here, I’ve learned not to take myself so seriously. I’ve learned that first impressions are almost always misleading. I’ve learned that eventually it is important to decide what you want from your high school experience and then to set personal goals to try to achieve what you want. My favorite thing I have learned is that I don’t need to succeed all the time to be proud of myself and to be cared for by others.

12 Average Class Size

5:1 Student: Faculty Ratio

84 Faculty

74% Faculty with doctorates and master’s degrees

The Middlesex Curriculum Middlesex offers more than 145 courses, including AP courses in 24 subjects. In small classes averaging 12 students, there is an exchange of observations, opinions, and ideas that is at the heart of learning. Everyone’s contribution counts. This spirit of give-and-take informs our exploration of different ways of viewing the world and helps us understand the complexity that lies beyond simple appearances. With a solid grounding in the liberal arts and sciences in their early years, students progress through a challenging curriculum, mastering increasingly sophisticated analysis of ideas and texts. Some students may take courses with college-level material as early as their sophomore year; all take advanced courses in their junior and senior years.

Sample Course Plans

Sample Electives

Class I (Grade 12)

English 13: Great Big Books

An English elective each semester and four additional full-credit courses each semester. It is strongly recommended that students continue mathematics and a foreign language through their senior year. Samples of highest level courses and electives by department are below.

Class IV (Grade 9)

English 1 and 2 (Elements of Fiction; Elements of Poetry and Drama); mathematics (level determined by department); foreign language (Latin, Greek, Mandarin Chinese, French, or Spanish—level determined by department); one course each semester from Elements of Style (our arts core curriculum composed of four half-credit arts courses intended to give each student the ability to sharpen his or her ability to look, listen, and participate in the arts with perception and discretion); and any two other full-credit courses each semester in history, biology, chemistry, or computer studies. A student in Class IV may take a full-credit arts course or a second foreign language with permission. Class III (Grade 10)

English 3 and 4 (Literature and Composition I and II) and Middlesex’s signature Sophomore Writing Workshop (weekly workshops on the craft of writing with particular emphasis on the analytical writing done in the disciplines of English and history); mathematics (level determined by department); foreign language (see choices above); either Early Modern European History or one of the Topics in World History in the first semester, and Modern European History in the second semester; Elements of Style (Art 1, 2, 3, or 4); an additional full-credit course each semester offered in history, biology, chemistry, or computer studies. Students may take a full-credit arts course or a second foreign language with permission. Class II (Grade 11)

English 5 and 6 (Advanced Placement English Literature and Composition I and II are required of all juniors; virtually all take the AP English Literature examination); mathematics at the appropriate level; United States History; foreign language; and one additional full-credit course each semester from those open to juniors. Students are strongly

encouraged to take physics, an Advanced Placement science course, or a science elective.

Highest Level Courses by Department Art AP Studio Art, AP Art History, AP Music Theory, Advanced Studio Art, Advanced Photography, Advanced Ceramics and Sculpture, Advanced Approaches to Acting, Advanced Projects in Theatre Classics AP Latin (Vergil), Greek 4 Computer Studies AP Computer Science A, Advanced Topics in Computer Studies English AP Literary Analysis, senior English electives Mathematics AP Statistics, AP Calculus AB, AP Calculus BC, Vector Calculus, Multi-Variable Calculus, Linear Algebra Modern Languages AP Chinese, AP French Language, AP Spanish Language, AP Spanish Literature Religious Studies Senior electives Sciences AP Biology, AP Chemistry, AP Environmental Science, AP Physics B, AP Physics C Social Sciences AP American Government and Politics, AP Economics (micro and macro), AP U.S. History, senior History electives, Psychology

Independent Study Program Seniors have the opportunity to work with faculty members to design and develop independent study courses and projects to pursue academic interests in more specialized ways. Recent independent studies include: Advanced French Literature, Advanced Topics in Physics, Algebraic Number Theory, The American Empire, Aviation Design and Innovation, The Bible as Literature, Crime in Literature and Science, Cultural History of Popular Music, Fund Management and Applications, History of Brazil, Literature of the Sea.

English 20: From “The Dream of the Rood” to Harry Potter: Fantasy Literature in English English 23: Mystery in Literature French 51: The Francophone World History 29: Iraq and the Lessons of Vietnam History 31: Modern Asian Studies Latin 7: Philosophy and Friendship: Roman Letters Math 23: Vector Calculus Math 24: MultiVariable Calculus Religious Studies 21: Meaningful Work: Privilege and Responsibility Science 3: Brain and Behavior Science 5: Middlesex CSI Spanish 44: Spanish and Latin American Play

Writing at Middlesex A hallmark of a Middlesex education is learning to write well. Our writing program is based on two fundamental principles: All students can learn to write well, and any student can learn to write more elegantly and effectively. While the Middlesex Writing Program encompasses three years of increasingly sophisticated work beginning in the freshman year, its centerpiece is the Sophomore Writing Workshop. In weekly workshops, students learn in detail how a successful argumentative paragraph works. They study the artful selection, integration, and development of the evidence that is necessary to support a strong argument. Next, they focus on the composition of well-developed essays, including composing strong “stand-alone” body paragraphs. Students have many opportunities to practice this overall approach to writing, which also includes a continuation of their freshman foundation in essential points of grammar, style, punctuation, concision, and diction.

Colleges and Universities Attended by Two or More Middlesex Graduates Between 2005 and 2009 .

Amherst College 2

Middlebury College 9

Vanderbilt University 9

Babson College 4

New York University 7

Vassar College 3

Barnard College 2

Northeastern University 5

Villanova University 2

Bates College 10

Northwestern University 3

Wake Forest University 2

Boston College 18*

Oberlin College 3

Boston University 10

Occidental College 3

Washington University in St. Louis

Bowdoin College 7

Princeton University 3

Brown University 17*

Reed College 2

Bucknell University 5

Santa Clara University 6

Carnegie Mellon University 3

Scripps College 2

Claremont McKenna College 4 Colby College 8 College of the Holy Cross 7

Past All-School Reads Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World, by Tracy Kidder We Wish to Inform You That Tomorrow We Will Be Killed With Our Families: Stories From Rwanda, by Philip Gourevitch They Poured Fire on Us From the Sky, by Benson Deng, Alephonsion Deng, and Benjamin Ajak Class Matters, Correspondents of the New York Times Three Cups of Tea: One Man’s Mission to Promote Peace, One School at a Time, by Greg Mortenson and David Oliver Relin

All-School Read Each summer the Middlesex community reads one book. The criteria of the All-School Read is a book that helps us understand how our best selves connect to bettering the lives of those around us, imagining an extension of the self into the world. In the fall, the Chapel Program hosts presentations and discussions of the ideas raised in the All-School Read. These ideas serve as guiding themes for the Chapel Program itself as the year unfolds.

Colgate University 9 Colorado College 9 Connecticut College 7 Cornell University 7 Dartmouth College 4 Davidson College 2 Denison University 2

SAT Results for Class of 2009*

Duke University 5

Verbal/Critical Reading: 680/680 (Mean/Median) Math: 690/690 (Mean/Median) Writing: 690/700 (Mean/Median)

Elon University 5

In 2009, Middlesex students took Advanced Placement examinations in English Literature and Composition, U.S. History, European History, Biology, Chemistry, Environmental Science, Physics B & C, Calculus AB & BC, Latin Vergil, French Language, French Literature, Spanish Language, Spanish Literature, Music Theory, Art History, Studio Art, Computer Science A, U.S. Government and Politics, Statistics, Micro economics and Macroeconomics. 91 percent scored 3 or higher; 66 percent scored 4s or 5s.

*More Middlesex graduates have gone to these five colleges and universities during the last five years than any others. See www.mxschool.edu for most recent matriculation list.

St. Lawrence University 3 Stanford University 6 Syracuse University 2 Trinity College 14 Tufts 22* Vanderbilt University 11 Union College 6 United States Naval Academy 2 University of California at Los Angeles 4

University of Edinburgh 2

Harvard University 15* Hobart and William Smith Colleges 5 Indiana University at Bloomington 2

Yale University 5

St. John’s College

Franklin and Marshall College 3

Hamilton College 3

Williams College 5

Southern Methodist University 2

University of Colorado at Boulder 2

Georgetown University 16*

Wesleyan University 4

Skidmore College 4

Emory University 4

The George Washington University 6

Advanced Placement Examinations Results in 2009*

*See www.mxschool.edu for most recent statistics and matriculation list.

Columbia University 7

Wellesley College 3

University of Massachusetts, Dartmouth University of Miami 7 The University of North Carolina at Chapel Hill 2 University of Pennsylvania 9 University of Richmond 3 University of Southern California 4

Lehigh University 2

University of St. Andrews (Scotland) 3

Massachusetts Institute of Technology 2

University of Vermont 3

McGill University 4

University of Wisconsin, Madison 2

Life 360º 42

We live life full circle at Middlesex—360-degree engagement with people, with ideas, and with challenges that will test your intellect, your creativity, your character, and your physical abilities. We require you to take classes you might not otherwise take and to do sports you might not otherwise play. We require you to be prepared to contribute to your classes, teams, performing arts groups, and dorms. Why? To give you the power of knowing what interests truly thrill and nourish you, the power of knowing how to build relationships that sustain you and others. This is life 360°. 43

You learn how to deal with and benefit from diverse backgrounds and experiences directly, openly, and positively. You learn how to recognize and step up to leadership opportunities so that you can bring out the best in yourself and in others. Living this 360-degree life means that each student creates a network of friends, classmates, teachers, mentors, interests, and experiences thatâ&#x20AC;&#x201D;in the endâ&#x20AC;&#x201D;teaches him or her how to engage with the world and contribute in ways that are personally meaningful and tremendously fulfilling. 44

“Serena is a good friend from Jazz Band.” “Luckily,

Mark Kross

convinced me to join

Jazz Orchestra. It has

helped me improve as a drummer. Also, this class has given me the opportunity to meet new people.”

Trish

“Kiki, close friend from my classes and also track.”

“Throughout the long cross-country season, Malcolm Russell, our coach, helped me and my teammates place first at the Division IV New England Championship and third in the Independent School League.”

“Mrs. Ku convinced me to go on the China trip for two weeks this last summer. It was well worth it!!!! The trip is open to everyone, but specifically students who take Chinese. I went with Mrs. Ku, two other students in the Advanced Chinese class along with art teacher Mr. Butera, who is one of the art teachers, and one of his photography students. My favorite part of the trip was climbing the Great Wall.”

Sophomore Boarding Student Hometown: Louisville, Kentucky Favorite thing about MX: Dorm Life Favorite place on campus: The Library

Classes this Year Math 6 Trigonometry/Analytic Geometry Early European History Late European History Intermediate Chinese Drawing Drama Literature and Composition II Chemistry Writing Workshop Extracurriculars Jazz Orchestra (Drums) Small Chorus (Beatboxer) Varsity Basketball Varsity Cross-Country Varsity Track Looking forward to next year Lots of AP classes, especially AP U.S. History

“By joining

Small Chorus,

I have found a new musical talent— beatboxing!”

“When I got here, older girls were friends and role models to me in trying new things. Now I try to serve as a role model for new students.” 46

“Liv and I are in Small Chorus and several classes together.”

“My first night at Middlesex was such a highlight for me because I had finally made it. After working so hard in middle school, I had finally gotten to where I wanted to be.”

Jonathan Freshman Boarding Student Hometown: Steamboat Springs, Colorado Favorite thing about MX: The relationships you have with all the people

“Blake has been my closest friend throughout this entire year. He has gone through all the good and bad times with me, and he is always by my side. We play all three of the same sports and we live in the same dorm. Blake is always there to cheer me up, give me someone to talk to when I am down, and he has my back every step of the way. He has been awesome and I can’t wait to spend the coming years with him.”

“Sarah has also been one of my closest friends here at MX. She is just like Blake in the sense that I can always talk to her about anything, and I know that she will always be there for me.”

Favorite place on campus: The Circle

“Scoring some clutch goals in hockey, making the Varsity Golf Team, scoring five goals in one soccer game, attending Casino Night, the first night at school, my first golf match, and pond jumps were all definite highlights of the year.”

“My golf coach has been so great in the sense that he really just helped me to go out and play the game. He helped me realize that I don’t have to think so hard in golf . . . I just need to swing the club and only think about it one shot at a time.”

Classes this Year Algebra and its Functions Topics in World History: Middle East Spanish Grammar Part II Biology Elements of Poetry & Drama Music Intermediate Algebra Topics in World History: West Africa Spanish Grammar Part I Biology Elements of Fiction Art History Extracurriculars Dorm One Community Service Astronomy Club Third Soccer JV Hockey Varsity Golf Looking forward to next year History English Model Congress Another varsity sport

Expand Your Circle.

Arts, Athletics, Leadership, Service, and Clubs Every Middlesex student or alumnus seems to have one—the story of a previously unknown talent revealed here. When they tell these stories, you can hear the delight and surprise in their voices and the voices of their parents. It’s not that they weren’t talented in other ways before. It’s that suddenly, seemingly out of nowhere, a new gift emerged, took hold, and defined them in a new way—filmmaker, guitar player, writer, football player, school leader, public speaker. Invariably, these talents began with the suggestion of a friend or a teacher. Such is life at Middlesex—the combination of powerful programs and opportunities plus the intimacy of friends and teachers who say, “Why don’t you try that?” Middlesex has breadth and depth in the arts, athletics, and extracurricular activities to allow both the novice and the experienced student to push their talents as far as they can. 50

Visual Arts Printmaking, drawing, painting, sculpture, ceramics, photography, installation, woodworking, mixed media, and textile design are all offered here. Whether students are interested in delving into the fundamentals of skill in figure drawing, in which concepts of space, line, relationships, and form are explored, or in conceptual problem solving, where they create an installation, performance piece, or kinetic sculpture, they will find their place in the art department at Middlesex School.

Discovery and Discipline: The Arts at Middlesex Central to our daily life, the arts at Middlesex are both academic and extracurricular. Two aims guide the practice of art here: discovery and discipline. Visual arts, theatre, and music programs emphasize finding new powers of expression, powers gained by moving beyond habitual ways of seeing and hearing and behaving. Teachers emphasize the discipline required to create and complete a whole project, encouraging students to shape and direct their powers of expression through careful work—on a Mozart sonata, a ceramic vessel, a staging of a student directed play, a charcoal self-portrait—into a presentation for an audience. Students expand their self-confidence, self-awareness, and self-discipline through their own creative work and performances. They become discriminating in their reaction to the work of others. They gain a vocabulary necessary for an appreciation of art and the humanities, and they gain exposure to the works of various cultures—both modern and historic. A unique program for ninth and tenth graders requires all students to take half-credit introductory courses in studio art, drama, music, and art history. These courses give students direct experience in the arts. With both formal courses and extracurricular options through clubs and activities, every student explores creative expression here. All graduates gain creative and artistic fluency. Those who wish to pursue professional careers in the arts have the faculty mentors, facilities, and curricular depth to do so.

“During my junior year, I took a video course and made a documentary film about California. I loved that class and the work so much that I spent a ridiculous amount of time on my film. What struck me was that I had planned to take a ceramics class, but my advisor suggested this one instead. Because of her advice, I found something I really enjoy that I want to take to the next level.” Hadley, senior boarding student

Working Studios

The art studios are working studios where students are treated as real artists and can have ownership of both the work they make and the space where they make it. Working in these studios, students gain an understanding of formal art concepts and a familiarity with a wide range of materials. There is a balance between developing a strong foundation in the tools of art-making and the development and creative exploration of ideas. The studios are open for all to use, whether a student is enrolled in a formal class or not. In an atmosphere of creativity and camaraderie, students produce innovative, thought-provoking, and lively work. Exhibitions and Visiting Artists

Students exhibit their work throughout the year in the Cornelius Ayer Wood ’13 Gallery and in Ware Hall. Visiting Boston galleries and museums and working with visiting artists on campus through exhibitions, workshops, residencies, and gallery talks add another important dimension to the art program. Portfolio Development

In their senior year, students have the opportunity to take AP Studio Art, in which they develop bodies of work and have solo exhibitions in the spring. These seniors are given private work spaces within the studios, allowing them to devote significant time to their projects.

Music There are many options to explore and create music at Middlesex. The philosophy of the Music Department is simple: If you want to make music, we will help you, encourage you, and support you. Chapel Chorus

Our largest singing group, close to 90 members, this chorus is a nonauditioned ensemble intended to give every student an opportunity to sing with friends and peers. Chapel Chorus performs at the Holiday Concert and Spring Concert.

“During our son’s freshman year, he wanted to learn to play guitar but had been intimidated by the skill of other guitar players at Middlesex. Then in his sophomore year, he attended the Senior Chapel of one of the best guitar players in the school. This senior said that Middlesex had really opened him to new experiences, including music. He said he had not started playing the guitar until the spring of his sophomore year. My son could not believe that this other boy had learned to play so well in such a short period of time. He took up the guitar that day. Two years later, he performed in the Spring Recital. After his performance, several students came up to him saying, ‘Wow, we didn’t know you could play like that!’” Ann, Middlesex Parent

90 Members of choral groups

100 Students taking private music lessons annually

130 Students performing in a mainstage or black box performance each year

Theatre Our outstanding facilities, centered in the much-lauded Cornelius Ayer Wood ’13 Theatre, speak to the high premium our school places on the pursuit of excellence in the theatre arts. Middlesex offers a variety of semester-long courses in acting, scene-writing, directing, design, and children’s theatre. Each year Middlesex produces three main-stage events: a fall play, a winter festival of student-directed one acts, and a spring musical. We also offer several opportunities rare in high schools: New Plays Project

Small Chorus

This select group of singers tackles sophisticated, challenging music and performs more frequently than the Chapel Chorus. Small Chorus is an auditioned chorus of 24 to 30 members.

All great theatre starts with the playwright, yet most high school students never work with one. To bring our students directly to the source, Middlesex founded the New Plays Project that commissions new plays from nationally recognized, working playwrights. Students work with these playwrights in residence on full-length, original productions. Technical Theatre

Bateman’s Bullfrogs (boys’ group) and the MxOlydians (girls’ group)

These elite a cappella groups at Middlesex perform collegiate-style popular music and are the featured performers for many formal and informal school functions. Recent CDs by these groups were nominated by the Contemporary A Cappella Society as being among the top five high school CD recordings nationwide.

Working with department’s full-time designer and teacher, students can pursue technical theatre interests in and out of the classroom. In courses, students take on all aspects of technical production, including scenic, lighting, and sound design. All of our productions fully utilize our student tech crew, and every aspect of backstage work from construction to sound and lighting operation is undertaken by Middlesex students.

Instrumental Ensembles

Middlesex Theatre in London

Our instrumental ensembles include the Middlesex Jazz Orchestra and the Classical Chamber Ensemble. Students may join these ensembles as a course for academic credit, when combined with studio lessons, or as an extracurricular activity. Many students also choose to form their own bands, playing various contemporary musical genres. All student ensembles, choral and instrumental, are invited to perform in the annual Spring Benefit Concert, a fund-raising event for a charity chosen by students.

During this week-long study trip, students see four or five shows, tour Shakespeare’s Globe, shadow students at a performing arts school for a day, spend a day in Stratford-on-Avon, engage in workshops with a director from from the Royal Academy of Dramatic Arts, and participate in several days of Shakespeare workshops through the acclaimed British American Drama Academy.

Private Studio Music Lessons

Middlesex’s dance program takes place during the winter. Under the direction of our own choreographer, the dance ensemble prepares a full evening performance with a focus on jazz and modern dance. Dance students are given an opportunity to choreograph and perform in original pieces of their own design. The dance instructor also serves as the choreographer for our spring musical.

Highly trained and skilled professional Boston-area musicians comprise our studio music faculty. Lessons may be taken for academic credit, when taken as a course or when combined with participation in an instrumental ensemble. We offer lessons in all major instruments: piano (classical and jazz), voice, organ, violin, viola, cello, bass, flute, clarinet, saxophone, oboe, trumpet, trombone, horn, guitar and bass guitar, and drums. There have also been, at various times, students studying less common instruments such as bagpipes, harmonica, penny whistle, mandolin, marimba, tympani, and ukulele.

Dance

Thoreau Medals Named after the illus trious poet, naturalist, and philosopher Henry David Thoreau, whose historic home is not far from campus, Thoreau Medals are awarded at Middlesex for specific accomplishments in the arts, as well as the humanities and social sciences. Each spring, two major school events are eagerly anticipated by our community—the Thoreau Medal Recital and the Thoreau Arts Exhibition. These events are juried by experts to determine medal recipients.

Classes this Year AP English AP Spanish Language Physics History of the Persian Gulf Meaningful Work Pre-Calculus Differential Calculus Extracurriculars Varsity Soccer Varsity Hockey Mass Premier Soccer Peer Tutoring (English, Spanish, History) Acceptable Use Policy Revisions Committee The Circle (Newspaper)

“Ethan was soccer captain my first year at Middlesex. He helped me to understand what it meant to be a leader.”

Looking forward to next year AP Spanish Literature Soccer Season (Captain) Senior leadership positions (Head Tour Guide, Day Student Proctor)

“The Circle is the school’s alternate publication to The Anvil. It is completely student run and has no formal association with the school. The articles are a little edgier and pertain more to student life. We have conducted polls, rated dances, and voiced opinions about life at Middlesex.”

“Coach Ken Risley helped with

my placement on the

Mass Premier Soccer Team.”

“I think that I have helped convince many people of the advantages of playing a team sport. I may have even lured some friends to play soccer with me in their senior year.”

Pat Junior Day Student

“My brother Chris also goes to Middlesex. He helped me decide to play hockey.”

Hometown: Sudbury, Massachusetts Favorite thing about MX: Springtime on the Circle Favorite place on campus: Docks

Game On! Athletics at Middlesex Fall Cross-Country Field Hockey Football Soccer

Winter Alpine Skiing Basketball Dance Ice Hockey Squash Wrestling

Spring Baseball Crew Golf Lacrosse Softball Tennis Track

Whether you live for practices and game days or have never stepped foot on a field, the Middlesex Athletics program is for you. Perhaps you’ve heard it before, but being on a team can teach you satisfaction, cooperation, sacrifice, determination, resilience, and leadership, and test your physical abilities in ways nothing else can. For these reasons, participating in interscholastic team sports is an exciting and important component of the Middlesex experience. From the novice to the future All-American, each student brings different talents and experience to his or her athletic involvement. Three levels of teams in most sports—varsity, junior varsity, and thirds—provide every one with appropriate levels of challenge and support. Since Middlesex does not enroll new seniors or post-graduates, younger students who start on our lower-level teams have more opportunity to move up to the varsity level. In keeping with our philosophy of stretching one’s abilities and branching out, freshmen and sophomores play three seasons of sports. This means that even seasoned athletes in a particular sport try new ones and develop a range of skills. Juniors play at least two seasons

“I came to Middlesex with significant athletic experience and continued to pursue athletics at a very high level. While Middlesex valued this specific talent, I was encouraged by my classmates and teachers to get involved with the school newspaper, to pursue my interest in science, and to be involved in the one-act festival my senior year. Middlesex really pushed me to find activities in which I could excel at a very high level. Yet, I was only able to find these areas in which I could accomplish a lot and find personal satisfaction because Middlesex encouraged me to explore so many different activities and not to limit myself to one domain.” Kirsten Kester ’05, Senior, Harvard University, 2008-09: Eastern College Athletic Conference Scholar-Athlete of the Year; Captain of the Harvard Women’s Hockey Team

and seniors are required to play only one season, but most students participate beyond the requirement. The athletic experience here builds community and confidence on our campus, across sports and levels of participation.

Winning Record Experienced athletes can count on high levels of competition. A founding member of the 16-member Independent School League, Middlesex boasts a winning tradition all across the ISL. Our teams are competitive, with many regularly posting winning seasons and competing in championships against schools nearly twice as large. Middlesex athletes are noted for their commitment to the ideals of teamwork, leadership, and fair play. Several Middlesex students have been named All-Americans, and many graduates go on to compete in college, both at the Division I and Division III levels.

Facilities The athletic facilities support the program with ample space for practice, competition, and state-of-the-art training rooms. The Atkins Athletic Center houses basketball and indoor practice facilities, with team and officials’ rooms as well as two basketball courts. Athletic facilities include six of the best playing fields in the Independent School League, two artificial turf fields, three practice grids, a hockey rink, indoor and outdoor tennis courts, 12 squash courts (International and North American), a wrestling arena, a weight room with Nautilus and Cybex machines, a conditioning and free-weights area, and dance and yoga studios. Students and teachers also enjoy an on-campus boathouse and a half-mile rowing course.

All in a year:

25 All-League Athletes

14 All-New England Athletes

6 Academic All-Americans

1 All-American

Team Trips Many Middlesex varsity teams travel together prior to the start of their season. During March vacation, the golf, tennis, and lacrosse teams often travel to Florida for spring training. Teams have also traveled outside the United States for international competition.

“Dancing Zebras is a ballroom

dancing club started by me and my friends Mary Elise and Tina (pictured here).”

Classes this Year Algebra and Its Functions Elements of Fiction Topics in World History: West Africa Music Geometry Poetry and Drama Honors Biology Spanish Art History Chinese History Extracurriculars Technical theatre for school play Divine Visions (a step-dancing club that performs at pep-rallies and basketball games) Dance JV Field Hockey Track and Field Common Sense (environmental club) Astronomy Club The Anvil (school newspaper) Spanish newspaper Diversity Club Pottery Club Senate (Freshman Class Representative) Math Modeling Looking forward to next year Taking chemistry, European History, Dance, continuing Dancing with the Zebras, stepping with Divine Visions

“Lizzie convinced me to do dance as winter sport. The dance concert was a highlight. I performed and choreographed many pieces—so much fun.”

Frany Freshman Boarding Student Hometown: Bronx, New York Favorite things about MX: How it encourages you to challenge yourself and try new things; the diversity of people; the relationships one builds Favorite place on campus: The Circle and the Chapel

“Two of my close friends who did tech for the play with me are Vivian and Suzanne.”

“Being on a team has been such a great experience. I’ve made some really good friends on the team including Jennefer.”

“I love Sary— she helps me out so much and got me to join Divine Visions and Diversity Club.”

“Dorm life has definitely been a great experience. I have so much fun with the girls in my dorm.”

Learning to Lead: Leadership Opportunities at Middlesex Sample Leadership Positions Proctor Student Admissions Committee Peer Support Alumni Ambassador Community Service Officers Diversity Committee Student Government Athletic Captains Student Publications: The Anvil (newspaper), Ikon (literary magazine), Middlesex Yearbook Performing Arts Groups: Chorus, Theatre, Jazz Club, Contemporary Chamber Ensemble Cultural, Academic, and Social Organizations: The Asian Society, CORE (Council on Religious Exploration), Gay-Straight Alliance, Spectrum (multicultural organization), Society of Skeptics, Student Activities Committee, Model United Nations, Math Team, Common Sense (Environmental Organization)

Pursuing old challenges or taking on new ones, making new friends, making a difference, running a group, launching a venture, and standing up for your beliefs are all leadership opportunities. Being a leader at Middlesex is more than carrying a title. It means doing, believing, motivating, inspiring, sharing, and learning. Student leaders here encourage and excite others with their vision and give back to the community. We rely on student leaders to create and support an environment that promotes individual and community values and ideals, one that sets high standards and fosters learning and growth. In this sense, we expect all our students to be leaders. Specific leadership opportunities await students of all class years in clubs, in academic organizations, in the dorms, on teams, in the arts, with peers, in student government, and in the administration.

Service is Leadership: Community Service Opportunities Community Service at Middlesex is both voluntary and required. The entire school devotes a day in the early fall to various community service projects, and each House—day and boarding— is required to spend one Sunday afternoon during the year working on an assigned project. Twice a week, students can volunteer at either a local nursing home, visiting with residents, or at a food pantry. Middlesex students also participate in several ongoing Boston service projects and many design their own projects while at Middlesex. We believe community service is about connecting on a level that is both human and compassionate, stretching our comfort zones, giving our time and something of ourselves in the process. Some of the frequent community service sites and projects that Middlesex students participate in include:

“My son was a young man who was pretty quiet and reserved when he got to Middlesex. But near the end of his freshman year, he ran for and was elected to the position of student government secretary. He said Middlesex had done so much for him that he felt an obligation to give something back. His decision to run speaks volumes about what a wonderful job the school had done helping him discover a part of himself that I don’t think he knew was there.”

“A big idea at our school is that, at the beginning of your high school career, don’t focus on just one thing. If you do, you will have lost the knowledge that all the other things can pump into the main things you love to do. You will actually improve your focus areas by having a range of other experiences.” Dan Sheff, Spanish teacher and assistant soccer and basketball coach

Boston Food Bank, Codman Community Farms (produces vegetables and fruits for various shelters), The Food Project at Lincoln and Gaining Ground in Lincoln (community-based farms where produce is donated to shelters), Globe Santa (provides Christmas gifts for economically disadvantaged children), Habitat for Humanity, Open Table (local food pantry), Pine Street Inn (Boston shelter for men and women), River Street AIDS Community, Rosie’s Place (shelter for women in Boston), Walden House (nursing home in Concord), Youth in Philanthropy

Sample Clubs and Activities Amnesty International The Anvil (newspaper) Asian Society Christian Fellowship Cheese Club Cooking

Senior Chapel Talks Middlesex is a non-sectarian school that is nonetheless graced by a beautiful chapel that in turn encompasses a vibrant, meaningful program of meeting and speaking. Every Wednesday the school gathers for a 30-minute chapel service. These services usually feature a senior who, in collaboration with the coordinator for the Chapel Program, chooses readings, readers, and music, and then delivers a talk that can best be described as personal and secular, yet spirited and significant. The quality of speaking is high, as is the quality of attentiveness and listening. Senior Chapel talks are a signature moment for both the speaker and our school.

CORE: Council on Religious Exploration Debate Fides (opinion newspaper) The Ikon (literary magazine) International Club Iris (literary magazine) Jazz Club Jewish Club Math Team Mock Trial Model United Nations Organic Food Club Peer Support Group Many student rock bands Senate (student government) Short Story Society Society of Skeptics Spectrum (multicultural group) Student Activities Committee Tour Guides Walden House (community service) Yearbook

Sam, Parent of two Middlesex graduates: Bailey ’09 and Sam ’07

Promise Find your

The Middlesex School mission is to “find the promise” in every student. It is our invitation to every student who comes here to find the essence of his or her character and the talents and sense of purpose within. No one can find someone else’s promise. Only you can do that. But Middlesex is a school designed to give you the best possible environment in which to do so.

You’ll learn how to burn bright without burning out. You’ll stretch your brilliance. And you’ll learn how to live a truly engaged, contributing, 360˚ life. You will emerge as your best self, tested and with the purpose and the ability to live your promise, whether that means—as it has for some of our alumni—running for president of the United States, earning the Pulitzer Prize for journalism, becoming an Oscar-winning actor, or being nominated for the Nobel Peace Prize. How will you use the unique human spark that is yours and yours alone, first in the halls of this school and then in the larger course of your life? That is what finding your promise is all about. Just ask some of our recent alumni. 66

George Wilson II Cornell University Graduate Business Development, NBA

“I believed such a dream was possible because of the foundation of dedication Middlesex instilled in me.” 68

Middlesex definitely stretched me to the limit inside and outside of class. Sports are a good example. Prior to Middlesex, I had never played organized sports, nor did I consider myself an athlete. I had never even heard of all the sports the school offered. In spite of that, I stepped out of my comfort zone and decided to give various teams a try. I started out on the lower level football, basketball, and crew teams. By my senior year, I made varsity basketball and crew. Post-Middlesex, I attended Cornell University and joined its Division I crew program. At the time, it was ranked one of the top three programs in the nation. If you had told me when I arrived at Middlesex that I would be a Division I athlete four years later, I would have laughed. But even though Middlesex students are unique individuals, one thing we have in common is aspiring toward achievement in every field. It’s what the school challenges you to work toward. When I left Middlesex, I wasn’t sure how I would leave my mark on the world. However, I did have the confidence and tools necessary to achieve any goals I set for myself. It wasn’t until college that I developed an affinity for the sports industry and decided I wanted to work for the NBA. I believed such a dream was possible because of the foundation of dedication Middlesex instilled in me. During my junior year of college, I was accepted into the NBA’s internship program in New York City. I worked long hours and weekends, quickly making a name for myself as a hard worker. Four months later, I accepted a full-time job offer from the NBA that began right after my college graduation. Out of an intern class of 30, I was one of four interns given a fulltime offer. Middlesex challenged me and, in doing so, taught me to believe in myself. It gave me the confidence to strive for my goals, no matter how far-fetched they may seem when I first set them.

“I was always in awe of the range of interests and accomplishments of my classmates.”

I was always in awe of the range of interests and accomplishments of my classmates. Just thinking about it now, the faces that pop into my head are of the aspiring architect in my physics class with an obsession for cars, the creative writer-poet-novelist who loved to dance, the brilliant actress who also wrote her own plays and filmed her own movies, the All-American athletes, aspiring doctors, lawyers, and politicians, entrepreneurs, all different types of musicians and singers, incredible artists—the list goes on and on. And, despite this vast array of talents and interests, Middlesex kids really do come together in the classroom as friends. You are not labeled by your uniqueness; rather all the different shapes and sizes of kids’ personalities come together synergistically. Together, everyone creates a powerful learning environment in which students can really be themselves, take risks, and, ultimately, relax and have fun. The students and faculty alike appreciate and respect the uniqueness, the quirkiness, and the vibrancy of each incoming student, and they really embrace these characteristics so that each student can continue to cultivate his or her talents and interests over the course of one’s Middlesex experience. When you leave the school, people see these attributes in Middlesex graduates— their passion, their intelligence and talents, and their confidence in themselves and in their high school experience.

Kirsten Kester

I think Middlesex is most successful in instilling that confidence by constantly contextualizing its magnificent education in the broader scope of world issues. Students leave knowing that they have received a very Harvard University Senior valuable gift in terms of their high school education and experience, and they know that they can use this gift to do great things with their lives. Some students know exactly how they want to leave their mark on the world—they want to be a doctor or a lawyer, start a business, become an actress or an artist or a singer. For others it is more nebulous. However, I think it is safe to say that all students feel Middlesex has opened doors for them—and that they have some sort of obligation to use it to make a mark and positively affect those around them. For many students, that impact starts even before they leave Middlesex—through their academic, athletic, and artistic accomplishments and their commitment to helping others.

“There is also something to be said about the quality of students and individuals attracted to a place like Middlesex. While I was not the most ‘controversial’ student at the school, I was definitely inspired by those who were.” During my first week at Middlesex, it was announced that as part of our orientation exercises, we would be mountain climbing. As a New Yorker, my idea of experiencing “nature” was taking a stroll in Central Park. I remember being frightened all the way up that mountain and even more frightened on the way down. But at the end of the day, that trip was a bonding experience for me and was also a huge achievement. From day one, we were being pushed to explore new things in order to find those particular areas that we are passionate about. I went from being completely averse to playing any kind of sport to running cross-country in the fall and playing lacrosse in the spring. Being at Middlesex helped me to get over the fear and hesitation that some people experience when confronted with new things. Living with students who did not share the same cultural identity, upbringing, and life experiences as me gave me the opportunity to become a more diverse individual and made me appreciate my culture and individuality even more. Having learned all these lessons of diversity in high school gave me an edge in applying to college and also helped me to thrive once I got to college. I never felt overwhelmed by the diversity of thought around me. In fact, I was excited to take advantage of all the opportunities with which I was presented. There are several aspects of my Middlesex experience that helped me to determine how I wanted to leave a mark on the world. Aside from the strong academic environment and excellent faculty, there is also something to be said about the quality of students and individuals attracted to a place like Middlesex. While I was not the most “controversial” student at the school, I was definitely inspired by those who were. One of my really close friends was a true individual—in class she often had the dissenting opinion, and she would fiercely defend it. Middlesex is a place that encourages that kind of intelligent debate inside and outside the classroom. By being able to interact with other students who were extremely passionate about so many different things, I was able to identify the things that I was most passionate about.

Irma Alvarez Columbia University Graduate Investment Banker

I came to Middlesex after growing up in the Caribbean, and suffice it to say, New England is very different from Puerto Rico and the Bahamas. I remember flipping through the brochure and wondering how I would fit in. Yet I did. I found a group of close friends and threw myself into everything. I remember walking out of my first sophomore English class with Mr. Foster just so excited and jazzed about the books we were going to read.

Afua Ofosu-Barko Stanford University Graduate International Health Worker

“My first experience in Africa was gorgeous, uplifting, inspiring, and heartbreaking... I was driven in a way I hadn’t been before, driven to make the best of everything Middlesex had to offer...” 72

Middlesex was definitely the place where I figured out what I wanted to do with my life. During my junior year, I got to go back to Ghana for the first time in 14 years—we left when I was two. While it was fantastic to finally meet all my cousins, uncles, aunts, and old friends of my parents, what most profoundly affected me was coming face to face with the reality of what life is like for millions of people around the world. I realized how much in my daily life I took for granted: access to clean water, food in copious quantities, medical attention at my fingertips, and so much more. My first experience in Africa was gorgeous, uplifting, inspiring, and heartbreaking. But that first trip changed my life forever; I knew that I could never again go back to being so unaware of true hardships in life. I had a really hard time adjusting to Middlesex life when I returned. I remember just staring at all the food around me and walking around the beautiful campus, painfully aware of the amount of money being spent on my education. And then I made myself snap out of it. I didn’t want to waste the blessings I had been given. I was driven in a way I hadn’t been before, driven to make the best of everything Middlesex had to offer, so that I could get into the best college possible and then pursue a career in the field of inter national development to help correct the injustices I’d seen. The skills, drive, confidence, and desire to make my goals a reality and to make a difference in the world around me. It all started at Middlesex.

“Middlesex presented me with more opportunities than I could handle, and I latched onto the ones I loved instead of doing them all.”

When I applied to Middlesex, I was already a unique individual, but much of who I am today is due to my education and life experiences while at Middlesex. Perhaps my favorite part about Middlesex was that my relationships with my teachers extended beyond the classroom. I was able to see them as human beings who could teach me more about life than they could about any subject in calculus or Latin. I will always remember the times driving back from the Museum of Fine Arts on Wednesday nights with Malcolm Russell or the times having advisee dinners with Doc Freiberger. These are the memories that I credit most for making me who I am today, not necessarily what I learned in English or biology. Of course, college admission offices want to see students who took APs and Brown University Freshman did well on their SATs, but I believe my relationships with my teachers are what gave me the competitive edge against other students who looked the same as me on paper. I learned how to be a responsible adult in the bigger world that exists outside of Middlesex.

Henry Harding

I think Middlesex has a great approach in its education philosophy of “finding the promise.” As an underclassman, I was forced to take a lot of classes and play a lot of sports that I probably wouldn’t have done on my own. I had no idea in my freshman year that I would later fall in love with the classics when I chose to take Latin instead of French—or that I would excel as a runner in cross-country and track when I didn’t make varsity soccer. Middlesex presented me with more opportunities than I could handle, and I latched onto the ones I loved instead of doing them all. That is why even though I was a recruited athlete when I came to Brown, I didn’t fall into the “athlete” stereotype like most people on the team because there were other things that interested me just as much.

“When I first moved to New York City and started attending art school, I remember feeling like it was all so right. I felt like I had become the person I had always wanted to be. I would never be where I am now if it wasn’t for Middlesex.”

Violet Dennison New York University Junior

What I really value about Middlesex is that, while the school population is small, there is an abundance of extremely well-developed programs. For me, I became very involved in the art program. Initially, it started out as almost a hobby or perhaps a class requirement. But by the time my junior year came around, I realized I had a deep understanding of the subject and just knew that being an artist was what I wanted to do. The Middlesex art program is on a higher level than most high school art classes. For instance, when I got to NYU, I was one of a handful in my grade who had painted with oils and had been in a critique before college. I was able to start at a higher level because of prior experience and feel confident in my field. All of the Middlesex art teachers I had were professionally trained artists and teachers and very devoted to helping students achieve. Because the program is smaller than at most schools, I also was able to have very personal relationships with all of my art teachers, and the studio really became my home. I got into the college of my choice early decision, and attending it has been one of best experiences of my life. Beyond the excellence of the program, the Middlesex community has been incredibly supportive. At my senior year art show, I was actually asked by a faculty member to paint a portrait of his son. Since then I have been commissioned several times based on that teacher’s help. Such support has given me so much confidence. I remember when I was a junior and had begun looking at colleges. I had finally gained the courage to tell my parents I was going to art school—a hard thing to do when you have descended from lawyers and businessmen. When I was asked to paint that first commissioned portrait, it felt so great to know that someone recognized my skill and hard work. It really just gave me this feeling like, “I can do this.”

“Another memory is Kit chilling me out before I had to give a talk to the whole school. I was so nervous I couldn’t stop shaking...He told me to just think for a minute or two about what I had to do and then go do it. And that was it. I still think about that advice today, almost daily.”

I came to Concord, Massachusetts, from a small tobacco town in North Carolina. I was a kid with a Southern twang and a pair of lungs that could power him around the soccer field or tennis court for hours on end. Along with a big grin, that was about all I had. My advisor and English teacher Kit Cohane and squash coach Tom O’Neil, two of my mentors, never pushed perfection, but they certainly gave me a lot of encouragement, and that is one of the most powerful things you can give any young kid. Through their encouragement and that of others, I realized I wanted to, and could, do some pretty big things. I first met Tom when he came up to me after watching me play a soccer game. He said, “You’ve got the right attitude; you ever played squash?” I ended up scraping onto the Varsity Squash Team that year. With more encouragement and lots of training, I ended up being number 1 and being elected captain the next year. That had a big impact on me, and I went on to be captain of three sports in my senior year. Another memory is Kit chilling me out before I had to give a talk to the whole school. I was so nervous I couldn’t stop shaking. Kit reminded me I’d performed in front of crowds twice a week for years playing sports, and it really wasn’t any different. He told me to just think for a minute or two about what I had to do and then go do St. Andrews University Graduate it. And that was it. I still think about that advice Investment Banker today, almost daily. Social Entrepreneur and CEO

Malcolm Scovil

Middlesex balanced the right amount of pressure to achieve without adding pressure to conform. That’s a pretty good formula for success in the real world as well. At other boarding schools, many of my friends had a very ‘standard’ prep school social experience where you were either a part of the ‘in’ crowd or ‘everybody else.’ Middlesex was different in an important way. The smaller-sized classes, layout of the school around the Circle, and camaraderie in the dorms allowed me to get to know and appreciate a variety of people. In the real world, the ability to build relationships with a wide range of people is certainly something that helps to make your mark after graduation and beyond. It’s been a decade since my graduation but I have never forgotten our speaker, professional boxing referee Mills Lane. He said, “To get what you want in life, keep your chin down, your fists up, and keep moving forward.” I’m incredibly grateful to Middlesex for giving me the confidence, determination, and education to do that over these past 10 years.

Visiting & Admission

Think “New England Boarding School,” and the classic brick buildings surrounding an idyllic circle of green that we have at Middlesex may be exactly what you picture. But despite our quintessential New England look, the experience here is different from many schools you may visit. At the heart of that experience is the fact that we don’t mold our students into preconceived notions of “excellent.” Rather, we teach young people to grow to excellence in their own ways. We invite you to discover what it would mean for you to burn bright, to stretch your brilliance, and to live a 360-degree life. Find your promise at Middlesex. 78

A Special Message for Parents from Kathleen Carroll Giles Head of School

Dear Parents: It is well known in psychological circles that as choice proliferates, it becomes harder, not easier, to make a “right” decision and feel satisfied with it. Choosing an independent residential school certainly is a big decision; as the parent of two Middlesex graduates and a Middlesex student, I know that these decisions are milestones in family life. I’d like to offer some thoughts on Middlesex as a “right” choice. The shorthand for Middlesex’s mission is “finding the promise” in our students. From our perspective as parents, we tend to focus on the “promise”— the talents that manifest themselves in achievement and satisfaction in adult life. From our children’s perspective, though, the emphasis is on the “finding” process and now. In a recent chapel talk, one of our seniors told the school that while our attention is diverted by trying to define the promise in each student, it is really the process of finding that gives the Middlesex experience its lasting power. He clearly believed that he was divulging state secrets and debunking myths, but we at school have known for a long time that naming “the promise” is not as important as success in its finding; indeed, the finding is our work on a day-to-day basis, unique to each student but pursued in the larger context of being an engaged contributor in a dynamic school community. Sometimes in talking about Middlesex, we shortchange emphasizing our academic strength, in that it is so central to our mission and focus that it almost seems redundant to talk about it. We just

do it—and we do it well. Objective measures of academic success, such as test scores and college admissions, support that claim; so do the numbers of students seeking more, be it taking extra

From our perspective as parents, we tend to focus on the “promise”—the talents that manifest themselves in achievement and satisfaction in adult life. From our children’s perspective, though, the emphasis is on the “finding” process and now. courses, designing independent studies, or creating clubs to nurture their intellectual interests. Strong intellectual habits of mind supported by academic skills create the foundations upon which to build a sophisticated understanding of the complex, complicated world. But criticalcompetence also comes from building relationships, taking risks, solving problems, confronting failure, and surmounting challenges around the classroom table, on the fields, on the stage, in

the studio. Competence and personal capacity grow when a student organizes a fundraiser; gets published in a journal; presents a bill at Model Congress; even, believe it or not, when the student learns to ask for help, finds a lost bag of laundry,

This is the most important training for the “real world” an adolescent can get— that his or her voice matters; that opportunity comes with responsibility; and that it is all of our responsibility to care, to engage, to contribute as full citizens of the world. confronts a wayward friend, or asks someone to Casino Night festivities. Learning to do hard things well is an invaluable skill, and both the structures and practices of our school foster the development of broad and deep personal competence that begets the kinds of authentic confidence that enable people to pursue and achieve high goals.

Our iconic art history teacher, Malcolm Russell, once offered a description of Middlesex that I regard as the school I hope we are and can be. He wrote: We believe that learning to live in a small, intimate, and transparently honest community best fosters the development of an ethical person, a person who will view the opportunities gained from an elite education as opportunities to benefit larger communities and, with time, the world at large. Thus our goal of finding the promise in each student envisions the fulfilled student becoming a full citizen of the world. Even while we focus on the day-to-day teenage work of learning and growing, we orient our students towards the well-being of the community and their responsibility for it. Leadership and citizenship are not just ideals; they are fundamental responsibilities of members of our community, just as they are the price adults pay for living in a democratic society. This is the most important training for the “real world” an adolescent can get— that his or her voice matters; that opportunity comes with responsibility; and that it is all of our responsibility to care, to engage, to contribute as full citizens of the world. As a parent and an educator, these are my answers to the question: Why Middlesex? I hope you will visit us and see for yourself.

Kathleen Carroll Giles, Head of School

A Guide to Admission for Students As we hope you understand from this book, we are looking for motivated students who demonstrate academic promise, a willingness to take risks, curiosity, imagination, maturity, and concern for others. We enroll students from a wide range of cultural, racial, and socioeconomic backgrounds from across the United States and around the world. What they all have in common is intellectual curiosity, a genuine caring for others, and the ability to meet the demands of the Middlesex academic program. If you are eager to contribute to the shared life of this community and to take advantage of the many academic, artistic, athletic, and extracurricular opportunities available here, we encourage you and your family to visit Middlesex. We suggest that you schedule your visit between the September and January that precede the academic year in which you would like to enroll. You and your family should contact the Admissions Office to arrange a tour and interview (see below for details).

Applying to Middlesex We suggest that you apply online by going to the Admissions section of our website, www.mxschool.edu. You will also need to submit three teacher recommendations, a counselor’s recommendation, a transcript, and SSAT or ISEE scores. Students for whom English is not their first language are also required to submit the results of a TOEFL test. You may also request and complete a printed version of our application by contacting the office directly. In addition, Middlesex accepts the SSAT Secondary Schools Application; however, you will be asked to submit a Foreign Language recommendation in addition to the recommendations specified on those forms. The Middlesex Admissions team also carefully considers each applicant’s talents and activities outside the classroom. All our students are admitted based on their academic merit and personal credentials, without regard to their family’s ability to pay tuition and fees.

Visit Us! We think visiting a school is extremely important. You meet its people, both faculty and students, and absorb its atmosphere. A visit helps you find a school that fits you. If you haven’t already had an official tour and interview, we would love to meet you. Middlesex offers tours and interviews six days a week throughout the year, with the exception of school holidays, Saturdays during summer vacation, and the period from February 1 to April 15. You will find tour and interview times in the Admissions section of our website, www.mxschool.edu. Your interview with a member of our friendly Admissions team will be scheduled immediately following your tour. The entire visit lasts approximately 1.5 hours. To schedule a tour and interview, please call the Admissions Office at 978-371-6524 to arrange a mutually convenient time. We look forward to meeting you and your family.

Affording Middlesex Financing an independent education is a major investment in a student’s future. Middlesex offers a variety of strategies and resources to help make the net cost of this remarkable education and experience affordable. Financial Aid

Intent on enrolling an economically diverse student body, Middlesex offers financial aid to students based on need. In the 2008-09 school year, $3.60 million dollars was awarded to 30 percent of the student body. The average grant is over $32,000. Grants were awarded to families with incomes ranging from below $50,000 to over $200,000. U.S. Students To apply for financial aid, please fill out the Parents’ Financial Statement (PFS) provided by the School and Student Service for Financial Aid (SSS) in Princeton, New Jersey, no later than January 31 of the year your child is applying for admission. The PFS form is available online at www.nais.org or by contacting our Admissions office at 978-371-6524. International Students Middlesex offers aid to international students, but gives priority to U.S. citizens. To apply for financial aid, please fill out the International Financial Aid form for International Families available on our website, www.mxschool.edu. Follow “Important Forms” link under Admissions. Families must reapply for financial aid each year; however, barring any significant changes in their income, they can expect approximately the same award from the prior year. In cases of separation and divorce, we ask that both biological parents submit financial data to the Financial Aid

Committee. The Middlesex Financial Aid Office works individually and confidentially with each family during the financial aid process. Payment Options

We offer three forms of payment plans to assist families of all income levels: • Two Annual Payments: Due July 1 & December 1. • Monthly Payment Plan: Ten monthly payments beginning May 1. Administered through Tuition Management Systems (TMS). • Tuition Stabilization Plan: Parents may choose to pay the total tuition for their child’s two, three, or four years at Middlesex at the tuition rate at the time of original enrollment. Doing so allows parents to avoid future tuition increases.

Directions Our address: 1400 Lowell Road, Concord, MA 01742 From Boston

Massachusetts Turnpike (Route 90) west to Route 128/95 north to Exit 29B and on to Route 2 west (Acton/Fitchburg) to second stoplight; straight through light and follow sign to Concord Center; proceed straight to the Colonial Inn; take quick left and then quick right around Inn into Lowell Road; school gate approximately 2.7 miles on right. From T.F. Green Airport in Providence, RI

When exiting airport follow signs for Route 95 north. Proceed on Route 95 north to Route 2 west Exit 29B; continue with directions above. From New York and the West

Massachusetts Turnpike (Route 90) east to Route 290 northeast to Route 495 north to Route 2; Route 2 east to rotary; third exit off rotary (Carlisle) on to Barrett’s Mill Road and follow to blinking red light (Lowell Road); left on Lowell Road; school gate is approximately 1 mile on right.

Driving Distances Concord Center to Middlesex: 3 miles Boston to Concord: 19 miles Providence to Boston: 46 miles New York to Boston: 204 miles Hartford to Boston: 98 miles Philadelphia to Boston: 300 miles Route 495 to Middlesex: aprx 10 miles

1901

School founded as a non-denominational boarding school

Dormitories

360

27 Students

50% 50% Girls

516

AP exams*

Boys

Residential faculty

91% scored

145

5:1

Student/faculty ratio

Courses

Average dormitory size:

Courses taken per semester:

5.5 freshmen and sophomores

Advanced Placement Subjects

students took

Average class size

Students

196

juniors and seniors

3,700 Alumni

or higher

*Data 86 for 2008–09 year. See www.mxschool.edu for most recent statistics.

44,000

26%

Students of color

Distance from Boston and Logan Airport:

Volumes in Warburg Library

Middlesex

at a Glance

Faculty dogs on campus

84 Total faculty

Faculty holding graduate degrees

television and movie actor

William Hurt Academy Awardwinning actor

Joseph Kahn Pulitzer Prize-winning journalist

Patty Kazmaier-Sandt

Henry Cabot Lodge, Jr. Median SAT:*

former U.S. Senator from Massachusetts

verbal

Governor of New Mexico and former Presidential candidate

math

Cass Sunstein

680

690 700 writing

74%

miles

Steve Carell

Namesake of the USA Hockey Foundation’s premier prize in women’s hockey

30 percent taking more!

Famous alumni:

2070 total

Bill Richardson

Head of Office of Information and Regulatory Affairs, Administration of President Obama

William Weld former Governor of Massachusetts

Middlesex School complies with all applicable statues forbidding discrimination or harrassment in administration of its educational policies, financial aid and loan program, athletics, and other school administered programs as well as in its hiring and employment practices on the basis of age, sex, race, color, natural origin, religion, sexual orientation, or non-job related handicap.

Writing: Andrea Jarrell Design: Pentagram Design Photography: Joel Haskell, Leo Sorel, and Tim Morse Printing: GHP

Make Your Mark Since the founding of Middlesex in 1901, every senior has designed and carved a wood plaque before graduating. Indeed, completing a plaque is a graduation requirement. These plaques are displayed on the walls of the Terry Room, Eliot Hall, Ware Hall, Warburg Library, and Clay Centennial Center. A striking reminder of generations of Middlesex graduates and the mark they have made on the school,

the plaques also reflect historical trends and events. Most of all, they capture the individual imagination and personality of their creators. Students work with an art instructor in a wood carving class on their plaques, planning the design and learning how to carve. The plaques are a wonderful legacy graduates leave to Middlesex and a symbol of the mark they will make on the world once they leave.

1400 Lowell Road, Concord, MA 01742-9122 Admissions: 978.371.6524 Fax: 978.402.1400 Email: admissions@mxschool.edu www.mxschool.edu