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CREATING OPPORTUNITY
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Features 12 Playing (and Staying in) the Numbers Game Drawing upon her own experience with mentors who’ve supported her along the way, mathematics professor Omayra Ortega ’96 is committed to mentoring other young women of color in their pursuit of careers in mathematics and statistics.
16 A Responsibility to Be Hopeful In the midst of defending clients facing enormous challenges, public defender Cristina Rodrigues ’06 still finds reasons to hope.
20 The Good Fight Throughout his career, civil rights lawyer Philip Tegeler ’73 has been pushing back against policies keeping low-income families from accessing better housing and education.
24 Thinking Globally, Acting Locally Omar Longus ’04 had long planned for a career in the foreign service, but when personal circumstances kept him close to home, he found what he had been looking for all along.
28 A Silent Crisis Advocate for the elderly Scott Parkin ’65 believes the problems of the country’s aging population need greater attention.
32 A New Direction for the Transition Program 36 A Place for Discovery and Design
Departments 4
Head of School Paying It Forward
42 On Centre 54 Sports
6 Classroom Lovers of Language
57 Class Notes
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62 Board of Trustees
Faculty Perspective A Lesson in Love
10 Across the Quad The Outdoor Program
68 Post Script “And I am the same Wall. The Truth is so...”
40 In Sight Photo by Michael Dwyer
Head of School Todd Bland
Design Stoltze Design
Chief Communication Officer Jennifer Anderson
Photography Timothy Archibald Kendall Chun Marisa Donelan Michael Dwyer John Gillooly Faith Ninivaggi Elena Olivo Rick Reinhard Evan Scales Greg White
Editor Sarah Abrams Associate Editors Marisa Donelan Liz Matson
Milton Magazine is published twice a year by Milton Academy. Editorial and business offices are located at Milton Academy, where change-ofaddress notifications should be sent. As an institution committed to diversity, Milton Academy welcomes the opportunity to admit academically qualified students of any gender, race, color, disability status, sexual orientation, gender identity or expression, religion, or national or ethnic origin to all the rights, privileges, programs and activities generally available to its students. It does not discriminate on the basis of gender, race, color, disability status, sexual orientation, gender identity or expression, religion, or national or ethnic origin in the administration of its educational policies, admission policies, scholarship programs, and athletic or other School-administered activities. Printed on recycled paper.
Cover artwork: Olivia Taveira ’20. Digital self-portrait.
SPRING 2020
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Creating Opportunity Providing students with the tools to grow and flourish and realize their greatest potential is at the heart of Milton’s mission. It is the principle that informs and guides our ongoing work and that is echoed in the deeds and actions of many of our alumni. We feature some of that work in the following pages.
head of school
TODD B. BLAND
Paying It Forward
they’ve had at Milton and elsewhere in their
Few things are more inspiring than witnessing
explore and develop their interests and
the moment a child opens the door to their
passions, and encouraging them to help others
lives. Whether they’re helping Special
own potential.
do the same.
Olympians develop as athletes and cheering
I stood in the back of the auditorium at Boston’s Henderson Inclusion School as
When we can expand access to those outside our own campus, we provide not only
them in competition, assisting at a summer camp in Navajo Nation, or caring for women
musicians from Milton Academy’s chamber
a critical public service, but an experience that
and children in a transitional shelter, our
orchestra taught their hosts, the school’s
shows our students and adults the countless
students are sharing their hearts and minds
kindergartners, about musical instruments:
ways they can make a difference in this world.
with the world around them. This engagement
the sounds they make, their role in an
We witness this as our students support their
gives them the opportunity to use their talents
orchestra, and the importance of practice.
classmates and other young people, as faculty
and kindness to lift up others, sometimes
members collaborate with their peers at Milton
igniting the first sparks of interest for a career
Henderson is a Boston public school educating students from kindergarten through
and beyond, and as members of our community
in service. It also gives students perspective
12th grade across two campuses in Dorchester.
reach out to help neighbors struggling through
into the social and economic challenges facing
Named after retired Boston educator William
challenging times.
Henderson, who went blind during his career,
Last year, during the 2018–2019 school year,
the school educates students with physical and
two dedicated English faculty members,
intellectual disabilities in general education
Alisa Braithwaite and Lisa Baker, launched
the people who surround us daily — sometimes within our own community. Opening the door to every student’s potential is fundamental to what Milton offers
classrooms alongside their nondisabled peers.
the Humanities Workshop, a project-based
our diverse, amazing students. In this issue,
Seeing our Upper School students as they
learning program designed to show the role
you will read about the important work we are
shared the magic of music with their wide-eyed,
the humanities play in a well-functioning
doing on campus to help students realize
inquisitive audience — in a warm, accepting
society. In the workshop’s first year, Alisa and
their full potential and also about some of our
environment where all students have the
Lisa assembled a consortium of five Boston-
alumni who are dedicated to providing greater
opportunity to thrive — I was reminded of a
area private, public, and charter schools to
opportunity for others. Every year, I hear from parents and
fundamental truth: We can’t know what a
tackle the topic of socioeconomic inequality
child is capable of unless they have exposure to
in Boston. Through a variety of storytelling
students about the profound impact of Milton
forms — from videos to poster displays —
on their lives. And every year, I am filled
students in their English, modern language,
with overwhelming gratitude to be associated
what’s possible and access to the right tools. Milton’s music department chair, Adrian Anantawan, lives that truth: Adrian has
arts, history, and social sciences classes
with an institution capable of providing
pioneered a relationship between Milton and
explored a variety of issues around this topic.
opportunities to so many people, in so many
Henderson, and Milton students have
With their peers in the participating schools,
different ways.
succeeded in raising thousands of dollars to
Alisa and Lisa opened the door to collaborative
provide ability-appropriate instruments
learning across the city of Boston: more
for interested young musicians who may not
than 1,000 students worked on the project
otherwise have access. This program for
in its first year.
music inclusion carries a strong message:
Our students are similarly engaged.
Music is for everyone, regardless of physical
Each week, more than 200 Upper School
ability or the money to pay for instruments
student volunteers fan out across Greater
and lessons.
Boston through our Community Engagement
Helping students unlock the doors to their
Programs and Partnerships office. For them,
own potential is why we, as educators, do what
service is more than just a résumé-builder:
we do. A key component of a Milton education
It is a key part of their own learning process,
is fostering in each student the excitement to
and a way to pay forward the opportunities
SPRING 2020
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c l a s s r o o m
Lovers of Language
Students find answers to contemporary issues in the classics
At Milton, there is no such thing as a “dead”
Intensive Classical Greek. The work is hard,
language. Here, the classics are alive and
and students make mistakes, but they also
thriving, and students can choose to continue
have fun. Jesse stresses that there is sometimes
a Milton tradition of Latin or Ancient
more than one answer. “I want you to be
Greek — languages that date back roughly to
thinking about translating these in different
the 6th century BC and the 9th century BC,
ways,” he says. “I want you to make choices.”
respectively.
For most classics students, the path
One cold, wintry morning, four students enter Jesse Sawyer’s basement classroom
begins with Latin. Freshmen start with Latin 1 or, if they studied in the Middle School Latin
in Straus Library. It’s first period, and not
program, they track into Latin 2 or Latin 2/3.
everyone is fully awake yet. They write
Once they have mastered the basics, students
their Ancient Greek homework phrases on
can take classes in Latin lyric poetry, Roman
a whiteboard, such as:
philosophy, Roman historians, and selected readings that students choose themselves.
on georgos, oistha tous nomous
Intensive Classical Greek is open to students who have made it through level four
With enthusiasm and gentle prodding, Classics Department Chair Jesse Sawyer
of a language, but according to Jesse, those
Jesse, who is chair of the classics department,
with a Latin background tend to be in a better
has the students break down the translation
position to understand the method.
word by word. This is the introductory class,
“In Greek 1, we do a lot of comparisons,” Jesse says. “Often I’ll describe something to them in Latin because that’s their entry point into the Greek texts. Unlike Latin 1, the pace is pretty fast, and it requires students to demonstrate their ability for a lot of memorization work. We require those disciplined habits that go into foundational language work. There’s no time for the learning curve, so they really have to kind of hit the ground rolling.” Students continue with Greek 2, in which they read Plato and Lysias. Advanced students may undertake independent studies. This year, Jesse is teaching a Greek tragedy course, and classics faculty member Daphne Bissette is teaching a Greek historians section. The other two classics faculty members are Tasha Otenti and longtime teacher Sarah Wehle. “Classics fits well into a liberal arts education,” Jesse says. “In an English class,
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you read 30 pages a class. In a Latin or Greek
offers opportunities outside class to expand
class, you’re going to read 30 lines. It’s a
their learning. Every other year, a March-
“Classics also helps us connect to contemporary issues, such as how the structure of the
different, slower reading. The word philologist —
break trip alternates between Italy and Greece.
U.S. government functions, or to social issues,
a lover of words and stories — best describes
This year, the department created student
such as a woman’s role in the family. These
those who are interested in the classics. We
clubs for both the Middle and Upper Schools,
are all social constructs that we’ve inherited from the classical tradition. Being able to make
read to savor every bit. Sometimes that detailed
which meet after school. Daphne is the
work can be onerous when you’re trying
faculty advisor for both clubs. The Middle
that connection is important, because you
to figure out your subject and your verb. But
School club focuses on Certamen, a quiz-bowl
want to be able to see how we as a society have
other parts can be really rich, when you can
style game for students of Latin, Greek, and
improved, how we have evolved, and what
understand the subtlety of language and the
classical civilizations. Club members will
parts are still alarmingly similar.”
depth of thought that goes into that writing.”
compete this year at Boston Latin School and
In her sophomore year, Idone went on the
Harvard University. The Upper School club
Milton trip to Greece, and this past summer she
engages in activities including Certamen and
went to Italy for six weeks through a UMass
casual presentations that students make to
Amherst archaeological dig at an Etruscan site
one another and the faculty.
outside Siena. She also published a piece about
Most classics students end up passionate about the languages, and the department
“It’s a nice way to supplement our curricu lum,” says Daphne, after a presentation in which Advanced Greek 1 students showed a
domestic violence in antiquity on a classics blog run by a Brandeis University professor. “It’s wonderful when a student can supple
slideshow about the Parthenon. “It’s so nice
ment Milton’s rigorous humanities program
to have all these students rapt and listening to
with classics, because both programs use
their peers.”
different aspects of close reading skills,” Jesse
Idone Rhodes ’20 took Latin in Grade 7 and
says. “And there are so many different areas
Ancient Greek her sophomore year. Taking
to explore. One day we can be talking about
Latin was more of a parent decision, she says,
archaeology, and then another day we’re
but the language drew her in. Taking Ancient
talking about love poetry. And then another
Greek was on her initiative.
we’re talking about Roman morals and the
“You get so much more out of an English class when you have the foundation of the
best way to live one’s life. As a teacher, this variety is exciting.”
Western tradition that we’ve been reading about in our classics classes,” Idone says.
Liz Matson
SPRING 2020
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fac u l t y p e r s p e c t i v e
A Lesson in Love For math teacher Vanessa Cohen Gibbons, creating a supportive, inclusive environment for all Milton students is both challenging and gratifying.
Nearly every stranger who engages me in small talk
with “those black kids from the city.” As horrific as this
expresses alarm when I tell them my profession. “You
was, I knew, even as a child, that this teacher meant to
teach high school math AND live in a dorm?” is a typical
pay me a compliment. That interaction served as one of my
reaction — often accompanied by a horrified facial expres
first lessons about the insidious nature of racism.
sion. I answer in the affirmative, without describing the dozen or so other roles I have on campus. I then follow up
began to affect my work. I was the only out gay kid in a
with a question about why they are so shocked.
school of 2,000 and the only black kid in my honors classes.
By and large, the people I meet cannot see themselves returning to a high school environment, because they
After my middle-school experience, I wondered about the gatekeepers who put me in honors classes. Did they give me
remember feeling alienated as students, both from the
these opportunities because I was “one of the good ones”?
subject matter they were asked to learn and from their
A few months into freshman year, my locker was graffitied
peers and teachers. It is hard for these acquaintances to
with a homophobic slur, and I was hauled into the principal’s
understand that the toughest challenge I face — fostering
office to explain what I had done to provoke the other
connection — is also the best part of my job. For me, every
students. The principal seemed genuinely concerned as
day at Milton presents an opportunity to help students
he offered me this advice: “You should try to be normal; then no one would bother you.” I felt hopelessly lost. I could
feel loved by their school. I know how it feels to go to a school that is not a loving environment. I grew up in St. Louis, Missouri, a biracial black girl in an otherwise all-white neighborhood. St. Louis
“I still think about what would have happened to me had I been more vulnerable to the racist and homophobic messages I received from my schools.”
ignore people who obviously meant me harm, but I had no framework for understanding the behavior of adults who made hateful statements without even knowing it. My
is a typical American
grades plummeted. By the end of the year I had decided that
city in that it affords
I would do my learning elsewhere, and ultimately lobbied
vastly different
to fulfill my high school requirements at a community college.
opportunities to
I still think about what would have happened to me
people depending
had I been more vulnerable to the racist and homophobic
on their race and
messages I received from my schools. What if I had
socioeconomic
internalized those messages rather than decided that the
status. In middle
people delivering them were wrong? What if I hadn’t
school, I was no
had the privilege of taking my learning into my own hands?
longer one of just
I would probably not have been able to endure my under
a few black kids
graduate physics program, where I was the only black
because my district participated in a busing program.
student and one of a handful of women. I would not have
Black students were bundled up and transported in the wee
earned a Ph.D., nor would I teach at a school like Milton
hours of the morning to “better” schools in St. Louis County.
Academy. How many people are denied these opportunities?
Our “better” school certainly did not love these students. In fact, I remember one white teacher who told me as much.
8
In high school, the lack of a loving school environment
And what can I do with this access now that I have it? These questions helped shape my professional motiva
She confided that my relatively light skin and suburban
tion. My primary goal is to help Milton become a school
upbringing made me “one of the good ones.” With a long sigh,
that gives all its students access and opportunity by, first
she complained that none of the teachers knew how to deal
and foremost, knowing and loving each child.
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Loving our students is a prerequisite for expanding opportunity, and I spend a lot of time thinking about how a school would demonstrate that if it truly loves its students. A loving school affirms marginalized identities, roots out bias, and helps community members learn to mitigate the effects of their bias — regardless of their intentions. A school that loves its students ensures that advanced classes have students from all backgrounds, and that no demographics are underrepresented. A loving school has an adult population that reflects the students’ identities, from faculty and staff to the highest levels of the administration and the board. A school that loves
“I could ignore people who obviously meant me harm, but I had no framework for understanding the behavior of adults who made hateful statements without even knowing it.”
its students holds them to high expectations while also treating them with the tender care that all children crave. In a loving school, students are listened to, cheered for, disciplined, and respected. These ideals drive my personal work as an educator, and I see them as imperative to our continued success as an institution. At Milton, with our resources, credentials, and reputation, our priority must always be to love our students.
SPRING 2020
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acro s s t h e qua d
PHOTOS BY KENDALL CHUN
The Outdoor Program The H. Adams Carter ’32 Outdoor Program was founded to honor the Milton graduate, teacher, and world-renowned mountaineer who, in 1947, founded the precursor to the Outdoor Program — the Ski and Mountaineering Club. Today’s Outdoor Program, directed by computer programming faculty member Kendall Chun, includes an after-school activity and a trip program. Students can rock climb, hike, paddleboard, sea kayak, and more. All day and weekend trips are free and open to all Upper School students.
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SPRING 2020
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a lumni featur e s
O M AY R A O R T E G A ’ 9 6
Playing (and Staying in) the Numbers Game Omayra Ortega ’96 was already interested in pursuing a graduate degree in mathematics when she heard an alarming statistic: Fewer than 1 percent of all math Ph.D.s in a given year were awarded to Latinas.
“The same low numbers were true for black women, and
is now an assistant professor of mathematics on a tenure
even if you didn’t restrict it to gender, the number was 1 or
track at Sonoma State University, one of the schools in the
2 percent beyond that. It was really eye-opening for me,”
California State University system.
she says. “Before then, I naively believed in the general
Before she began her graduate and teaching careers,
benevolence of the world and that equality reigned every-
however, Omayra benefited from mentors who opened
where. I decided I needed to get my Ph.D.”
doors to opportunities she would never have considered.
The statistics came from a talk by Colette Patt, director
She wouldn’t have known what graduate school for a
of diversity for the Mathematical & Physical Sciences
mathematician would entail, or about important under
Graduate Diversity Office at the University of California
graduate research projects, if mentors hadn’t shown her
Berkeley, whose goal is to increase the diversity and
the possibilities.
retention of underrepresented groups in STEM fields.
“A lot of the work I do now is modeled on experiences that I had as a student, and I’ve had fantastic mentors throughout my life,” she says. “I’ve been supported and encouraged,
“A lot of the work I do now is modeled on experiences that I had as a student, and I’ve had fantastic mentors throughout my life. I’ve been supported and encouraged, and so I know how effective mentorship can be.”
and so I know how effective mentorship can be.” At Sonoma State, where she teaches elementary applied statistics and calculus II and leads the mathematics colloquium, Omayra seeks to offer her students the same attention and guidance. Many Sonoma State students come from California’s North Bay area, a largely agricultural region. Many of Omayra’s students have full-time jobs or families — or both — and come from working-class backgrounds. They arrive with different levels of preparation for college courses. “They work very, very hard. So I try to give them my best every day, because if I have them in my classroom,
Omayra took the statistics as a personal challenge, ultimately earning her doctorate in mathematics — and picking up a master’s in public health along the way —
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I know it’s a very precious two hours for them and for me,” she says. “I try to make it worth it for them.” Her own undergraduate experience gave her an under
from the University of Iowa. Following years teaching at
standing of balancing work and college. Omayra struggled
Arizona State University and her alma mater, Pomona
at Pomona at first — a naturally social and warm person,
College, and a stint as a public health consultant, Omayra
she spent more time hanging out with friends than in class.
M I LT O N M A G A Z I N E
Photos by Timothy Archibald
SPRING 2020
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So she left Pomona, moved in with family in Milpitas, California, and attended community college while working
During the fall semester, MERG students were working toward creating a mathematical model to research
full-time in a bakery. She raised her grades enough to
the spread of measles in the United States. Using existing
return to Pomona and complete her degree.
models, they hoped to study how the anti-vaccination
Omayra developed the Mathematical Epidemiology Research Group (MERG) to encourage undergraduate
movement has affected the spread of the disease. “I encourage in particular underrepresented students
students to persist in math and statistics. Typically, the
to come and do research with me,” Omayra says, “because
group has been 95 percent female and 80 percent students of
I think that sometimes the classroom lecture setting can
color, but the demographics shift every semester. MERG
get really boring and stale. If you’ve had a lifetime of being
students select their own topics, and Omayra mentors them
in school and being traumatized in STEM classes, you’re
in their research.
not going to thrive in that setting. So through guided
Diversity in epidemiology and other research fields is necessary to ensure that researchers have a complete view of the populations they study and can help bridge dis-
research, I hope to get them excited about their topics.” Omayra also takes her students to events where they can network with and learn from academics who repre
parities in health outcomes, Omayra says. Pharmaceutical
sent diversity in STEM. An example is the Society for
companies, for example, know that certain medications
Advancement of Chicanos and Native Americans in Science
affect patients differently depending on genetic and
(SACNAS) conference, which was the first such gathering
demographic factors, so their researchers have to look
Omayra attended as a student. She is now a lifetime
outside the majority population.
member of the group. “I love SACNAS because it combines showing the students pathways to join the scientific community with ways to integrate their own cultures, so you see many different aspects and many different faces of science,” she says. By the time students arrive in an undergraduate program, they have a personal conception of their own math ability that most likely began forming during early education. It’s a hard mindset to push back against, Omayra says — especially in her statistics class, which is required for many Sonoma State majors outside the math department. She tries to encourage her students to reach out for help. “They know they have to take this class, but they’re struggling, and the mindset can be ‘This is normal. I’m supposed to struggle, and it won’t help if I talk to my teacher, because this is how I’ve always done math. I struggle and get things wrong,’” Omayra says. “They’ve accepted this role for themselves because that’s the way it’s been for years.” Omayra grew up in Far Rockaway, Queens, and attended public school until she came to Milton for high school. During middle school, one of her teachers recommended that she apply to Prep for Prep, a program that prepares students of color from New York City to attend independent schools, and supports them through their academic careers.
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M I LT O N M A G A Z I N E
“I was always a nerdy child, from kindergarten on, and I loved Prep for Prep so much because it was 100 percent nerdy brown children,” she says. “It was just like heaven.” Milton felt like a “big slumber party,” she says. “You’re
Taking classes in Iowa’s College of Public Health also took Omayra to Egypt, where she combined her work for her math doctorate with her infectious disease expertise. Working with the U.S. military at the Naval Medical
always surrounded by your friends.” The school at the
Research Unit - No. 3 in Cairo, Omayra studied the rotavirus
time seemed to her “overwhelmingly wealthy and white,”
vaccine and worked on a cost-benefit analysis of admin
something that pushed her out of her comfort zone, but
istering the vaccine in Egypt.
through programming for students of color, she found a sense of belonging. “I think I was interested in literally everything,” Omayra
Along with teaching, Omayra is actively involved in epidemiological research. One of her projects is a study of the effect of migration on the incidence of malaria in
says of her time at Milton. “I remember filling out college
Botswana. She works with a group of women from all over,
applications and needing an extra sheet of paper for the
including one who does research in Botswana, to gather as
extracurricular section. I knew that I wanted to be a math
much information as possible for the study.
and music double major in college, which is what I did, but I wasn’t intensely focused on math at the time.” By the time she was at Iowa, pursuing her doctorate in math and computational science, Omayra’s interest in everything earned her a master’s degree in public health —
“We’re all mathematical epidemiologists, but some of us are deeper into the epidemiology side, while others are deeper into the math and statistics side. It’s a very diverse group of women,” she says. Omayra’s research work is inherently collaborative. So is
somewhat by accident. She had taken a few classes in the
her approach to guiding students. Whether it’s suggesting
College of Public Health when she learned of an opportu
graduate programs that may be a good fit or pointing them
nity to go to the Gambia and work in the Ministry of
toward research projects that match their interests, she
Health there. During her interview, the coordinator asked
believes that mentorship can drastically improve the
why she wasn’t getting her M.P.H., and Omayra responded
direction of a student’s studies.
that the workload might be too much. As it turned out,
“It’s very important to me to mentor young women of
the only course she was missing was Introduction to
color for those reasons,” she says. “I love teaching and
Public Health.
I love working with students of all kinds, and I know how
“That’s another example of a mentor who was instru
you can change someone’s life, and not even with that
mental in my career success,” she says. “Having that
much effort. A lot of times, it’s about sharing information —
M.P.H. has been very helpful in gaining collaborators
just letting a student know about opportunities.”
in my work in mathematical epidemiology, but also in getting a health care consulting job that I had in Arizona.”
Marisa Donelan
SPRING 2020
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a lumni featur e s
CRISTINA RODRIGUES ’06
A Responsibility to Be Hopeful By the time a client meets Cristina Rodrigues ’06, there is usually a long trail of adversity behind them. “More often than not, when someone is at the door of criminal court, there’s a story of a separate missed opportunity to intervene in their life,” she explains. “So for me, justice
struggles they’re facing. “And so one of the things I love about this job is that
in the criminal setting is only possible with continued
both of those things are present. Whenever I’m working
and increased investments in our shared responsibility for
on a case, in order to do my job well, I have to connect
meaningful public education, affordable housing, health
with my client. If I’m going to be able to tell a compelling
care — particularly mental health care — a nd trauma
story about their situation, I have to know their story.”
response in communities with high rates of violent crime.” Cristina is an attorney with the Committee for Public
A lot of her cases relate to the “war on drugs”: narcotics charges ranging from simple possession to small-time
Counsel Services (CPCS), a state agency in Massachusetts
distribution to the sale of large quantities of drugs. Many of
that functions as a public defenders’ office for clients
her clients suffer from mental illness. Many are homeless.
who cannot afford legal representation. She works in the
“A lot of what many homeless people do all day is illegal,”
agency’s downtown Boston office and on cases in the
Cristina says. “In many respects, it’s illegal to live outside.
Boston Municipal Court Central and the Dorchester and
Those can be desperate cases. I see a lot of trespassing
Chelsea district courts.
charges, and shoplifting, too.”
Attorneys in Cristina’s office average about 40 cases at
So much happens on a daily basis in a city’s district
a time, which she describes as “pretty low” in comparison
courthouse that it can feel rushed and overwhelming. One
with public defenders in other cities, whose caseloads can
of the responsibilities of a public defender is to slow the
exceed 100.
process down for clients and recognize the full humanity of
Despite that workload, Cristina tries to understand
everyone involved, Cristina says. It matters when decisions
the human realities involved in criminal cases. In some
are made, from arraignment and bail hearings through
situations, a person has broken the law and will receive
the conclusion of a case; it matters even when the client is
an appropriate punishment. In others, clients are
found guilty of a reprehensible crime.
trapped in a cycle of run-ins with a justice system that
One of her clients was being held on bail he couldn’t
disproportionately affects already-vulnerable populations:
afford for a relatively minor charge, and was at risk of losing
people living in poverty, people with mental illness,
his Section 8 housing qualification because he was in
communities of color, LGBTQ+ people, immigrants, and
jail — even though he was there without a trial or a conviction.
homeless people. “I have always been interested in social justice and
“I think of my job as more than defending clients against the specific charges,” Cristina explains. “One of the things
organizing, and the ability of communities to build up the
I always hope to do in the process, regardless of what
power to change the institutions affecting them,” she says.
happens in the end, is to make sure that the individual’s
“I also really enjoy direct representation, and even though it’s in this legal context, I love working one-on-one with
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people, and alongside them, to help them fight whatever
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human experience is recognized. The vast majority of people have reasons they’re in the predicaments they’re in,
Photos by John Gillooly
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and the full context should be taken into account. I think when we do that, and do it over and over again in different cases, we are realizing systemic change.” Asked about what justice looks like to her, Cristina quotes scholar and activist Cornel West: “Justice is what love looks like in public.” “All of our constitutional rights and liberties, all of our privacies, are interconnected,” Cristina says. “And because those experiences are interconnected, you can never punish just one person. Every person has a whole community tied to them — children, loved ones, parents, and neighbors who are all affected by a person’s sudden and traumatic absence. When incarceration is involved, there is a very long, very serious list of civil consequences
“That even people in impossible situations and up against the full weight of the state still have the full range of human emotions is really inspiring. It helps me a lot, because I think that people engaged in social reform have a responsibility to be hopeful.”
limited resources to help as many people as they can. I feel really lucky that that was my example growing up.” At Milton, Cristina was involved in community engage ment and justice and equality work, which she carried with her to Brown University, where her interest in public service was nourished. After Brown, she attended Harvard Law School (HLS), where she got her first experience representing clients.
that stick with you for the rest of your life. Punishment
in housing and handled eviction cases. There, her passion
facts, and evidence call for it. But we should not impose
for direct client representation became clear.
these things carelessly, excessively, or in a discriminatory manner.” Justice, therefore, “in the context of the criminal system,
“It’s incredibly intellectually engaging, because you’re solving a puzzle, examining the evidence, and putting together a story,” Cristina says. “You have to work really
would be when the system behaves in a way that openly
hard to gain the client’s trust to get their story from them,
and honestly recognizes its history, the country’s history,
and you also have to reflect it back in a manner that the
and the realities of different communities and people’s
decision makers will respond to.”
lived circumstances,” she continues. “It gives people a fair
HLAB sparked Cristina’s interest in legal aid, and as
chance to raise a defense, regardless of how much money
she advanced through law school, she learned more about
they have, and it doesn’t rush the process or assume guilt.”
criminal law. She describes being both disturbed by the
Cristina’s interest in social justice comes from her
country’s criminal justice system and drawn to its reform.
parents, immigrants from Cape Verde, who raised her in
Following HLS, Cristina clerked for U.S. District Court
Dorchester and Milton. An example of hard work and
Judge Denise J. Casper, and then worked in the commercial
hopefulness, they encouraged her to have faith and excel,
litigation practice of a New York City law firm, where
she says. They also showed her the reality of service,
she handled antitrust cases and also did pro bono work
including the sacrifices necessary to serve.
on death penalty cases.
“They are both very much engaged in their community
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At the Harvard Legal Aid Bureau (HLAB), she worked
and incarceration are necessary when the charges,
From there, she came to CPCS. She recently took a
and have always demonstrated an incredible amount of
sabbatical from the agency to clerk for Chief Judge Jeffrey R.
generosity,” she says. “And they have really stretched their
Howard in the U.S. Court of Appeals (First Circuit) and
M I LT O N M A G A Z I N E
returned to public defense in the fall of 2019. Between her recent clerkship and return to CPCS, Cristina traveled to Colombia for a Spanish-language immersion program, and she continues to take Spanish classes in Boston in her free time, hoping to remove the language barrier with some of her clients. Cristina intentionally celebrates “even the small victories in her cases,” and keeps records of motions and trials she’s won. The physical reminder of those wins is helpful on a hard day. “I’ve also over time changed my definition of what a victory is, because it’s important to my own mental well-being and ability to sustain the work,” she says. “I can’t expect that every time I go to court, I’m going to win; that doesn’t line up with the realities of the position I’m in. But I consider it a victory if I have a day where my client feels satisfied with what’s happening, if they feel like we’re fighting.” Cristina is often surprised by her clients’ resilience in the face of challenges. When they manage to crack jokes or share their personal stories, it’s a reminder of “the humanity at stake in this work. “That even people in impossible situations and up against the full weight of the state still have the full range of human emotions is really inspiring,” she says. “It helps me a lot, because I think that people engaged in social reform have a responsibility to be hopeful.” Marisa Donelan
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a lumni featur e s
PHILIP TEGELER ’73
The Good Fight Civil rights lawyer Philip Tegeler ’73 works to ensure greater access to better housing and education for all citizens. On a busy street in downtown Washington, D.C. — just
design of housing and education programs that expand
minutes from the White House and a short ride down
opportunities for low-income families and children.
Pennsylvania Avenue to the U.S. Capitol — Phil Tegeler spends his days — as he has throughout his career — defending the rights of low-income families to better
and state and local groups from around the country that
housing and education.
promote racial and economic integration and inclusive
From his early work at the American Civil Liberties Union in Connecticut, where he litigated a wide variety of civil rights cases, including a landmark school desegrega
practices in schools. The organization also supports local activists in their advocacy efforts. Phil points to an additional factor that exacerbates
tion case in the Hartford area, to today, when he serves as
the inequality that persists in housing and educational
executive director of the Poverty and Race Research Action
opportunities in metropolitan areas: a widening of
Council (PRRAC), a civil rights policy organization, Phil
the country’s income gap, and the resulting geographic
has been working to change housing and education policies
separation of rich from poor.
that segregate and disadvantage low-income families of color.
“The data is clear that rising economic inequality is
“One of our country’s most harmful legacies in the
being accompanied by increases in economic separation,”
20th century was the way the government intentionally
he says. “It’s not just the isolation of wealthy white families
segregated our metropolitan areas,” he says. “Pushing back
in high-opportunity enclaves; it’s also the isolation of low-
against those policies has been a central goal of my work.”
income families of color in high-poverty neighborhoods
And as someone who has been pushing back for decades, he knows firsthand how strong resistance to change
and schools.” This geographic separation of the wealthy and the poor,
can be. “The status quo is very powerful,” he says, “and
which is closely related to race, he says, is driven in large
our educational system needs not just temporary fixes
part by “biased perceptions” of school quality. Exclusion
but structural reform. It needs to deal with the effects of
ary zoning helps to maintain school districts for higher-
school district boundary lines and exclusionary zoning
income students, which leads to higher test scores and even
and the procedures for crossing those lines and opening up
higher housing values in those towns.
housing and school opportunities for children who have traditionally been excluded.” At PRRAC, a nonprofit he describes as part think-tank, part advocacy organization, Phil works with a team of
Photo by Rick Reinhard
A large part of the agency’s work supports the National Coalition on School Diversity, a network of research centers
“There’s also of course going to be more heavily resourced and higher-quality schools in those school districts, because there’s the tax base to support it,” Phil says. “Sociologists call this phenomenon ‘opportunity hoarding.’ It’s an old
lawyers, researchers, and writers that conducts research on
term, but it’s a very apt way of describing how this kind of
housing and education issues, advocates at the federal level
inequality happens.
to promote opportunity and protect civil rights advances, and helps state and local agencies in their planning and
“As a result, you end up having schools with 80 to 90 percent of the students living in poverty. These are kids
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who need the most help and the best teachers and the most resources, but they are getting the least — while the schools with students with the most resources, the students who need those resources the least, are getting the most. And that’s pretty much how we’ve set up our metropolitan areas.”
“The status quo is very powerful, and our educational system needs not just temporary fixes but structural reform.” But he also sees a more positive trend emerging: a growing awareness of both the value to all students of learning in an economically and racially diverse environment and the value to society of providing a highquality education to all children. ABOVE RIGHT
Speaking at a housing mobility conference in 2018. BELOW With PRRAC board members.
“Even though racial isolation and poverty concentration are increasing, there’s also a general trend toward more
“And they also see the disadvantage that is imposed by putting low-income kids in separate schools. People are
racial diversity, particularly in inner suburban commu
now starting to recognize again that we can’t just maintain
nities,” Phil says. “In all our communities, people are
separate schools for low-income children of color. It’s just
beginning to see the value of diversity for their kids — not
not a viable policy for our country.”
just racial diversity, but economic diversity.
Phil’s sensitivity to social injustice began at an early age. He grew up in the town of Weymouth, Massachusetts, when the first phase of Boston’s controversial busing policy was getting under way. His father, a Lutheran minister, and his mother, a public school teacher and principal, were both involved in civil rights issues affecting people on the South Shore. “Growing up in that town is where I first learned about segregation and its effects. I learned a lot about just how much resistance there was in the white suburbs of Boston at that time to things like housing and school integration,” he says. It was also a time of great social unrest in the country. At Milton, Phil was deeply affected by the school’s response to the turmoil occurring throughout the country. He was a freshman in 1969, when the Moratorium against the Vietnam War took place, and in the spring of 1970, when the students and faculty went on strike to protest the expansion of the Vietnam War into Cambodia and the student killings at Kent State. “I was so inspired that the school went on strike after Cambodia and Kent State and by the juniors and seniors who were leading the strike and the faculty who voted
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to support it,” he says. “That was a very powerful thing to
doesn’t mean you need to stop fighting,” he says. “It’s
experience and feel — that as students, we had power. I
important to push back and try to change those policies.”
think all of us at Milton who grew up during that time were affected in a really positive way.” He went on to co-edit the alternative student newspaper,
He points to the issue of mass incarceration as an example of how quickly attitudes can change. “People have been fighting mass incarceration for many years, and we
The Biweekly, during his senior year. “I had some great
are only now beginning to see some progress,” he says. “And
experiences at Milton,” Phil says. “We had an amazing
certainly 15 years ago people were not talking about school
faculty, including most importantly for me Paul Monette,
integration as a value as freely as they are now.”
who was an extraordinary English teacher and poet.” He continued to stay socially active as an undergraduate at Harvard University, where he volunteered at Phillips Brooks House, the university’s center for public service, and, later, at Columbia Law School, in New York, where he prepared for a career as a public interest lawyer. Encouraged by the recent resurgence of interest in more socially and economically diverse communities and schools, Phil believes that despite a resistance to change, victories — both large and small — can still be achieved. “Public education is a state and local function,” he says, “and decisions about what kind of diversity you’re going to have within your schools is really a local decision, so there is a lot of room for local activism — not everyone at the local level has a ‘not in my backyard’ mindset.” Phil and his PRRAC colleagues see an increase in commitment on the part of local officials and local govern ments to expanding opportunity in their housing programs and access to better neighborhoods. And they are observing activity not just among school and government
He also points to recent PRRAC successes: “In 2017,
officials, he says, but also among students and parents in
we helped block HUD (Housing and Urban Development)
cities across the country — in places such as New York City;
from repealing an important civil rights reform that
in the counties around Washington, D.C.; and in Hartford,
benefited over 200,000 families, and last year we helped
Connecticut, where almost half the children are now
get a small grant program into the federal budget that
attending integrated schools.
will help more families with Section 8 housing assistance
“We’re excited by the fact that once local officials and their
move to high-opportunity areas. That’s a huge step
constituents believe in the idea and feel empowered that
forward, and it’s going to help thousands of families make
these issues of racial and economic diversity are important,
real changes for their kids’ futures.”
it doesn’t really matter as much what the federal government
He looks forward to continued progress. “I still get
is doing,” Phil says. “What’s emerging in New York City,
a lot of satisfaction in the large and small victories,”
for example, is extraordinary in terms of the movement for
Phil says, “like when we can stop a regulation from being
school integration at the student and parent level, but also
repealed or help a local housing agency adopt more-
the adoption of school integration goals by the chancellor.” And despite the reality that overall trends predict even
At New York University Law School last fall with Dennis Parker of the National Center for Law and Economic Justice. Photo courtesy NYU Photo Bureau © Olivo
inclusive policies. You may only meet one or two families who are getting the benefits, but you know there are also
greater economic inequality, Phil expresses both optimism
a lot of other families you’ll never meet whose opportu
and determination as he looks toward the future.
nities have been expanded.”
“When you’re doing social justice work, you’re often pushing against the tide. So the fact that the overall trend
Sarah Abrams
is more economic inequality and greater economic divides and increasing concentrations of racialized poverty, that
Phil can be reached at ptegeler@prrac.org
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a lumni featur e s
OMAR LONGUS ’04
Thinking Globally, Acting Locally As an international relations major at Tufts University, Omar Longus ’04 had clear and ambitious goals. He wanted to be a foreign service officer and work for the U.S. State Department, serving his country and making a difference in the world. After Tufts, his next step would be to attend law or business school. But during his senior year, his father passed away, which was challenging. Two years later, his brother died unexpectedly. Omar was unmoored by those losses. “It just threw all my plans for a loop,” says Omar, who
One night in class, Omar mentioned that elections
graduation. “What got me out of that funk was literally my
were coming up and reminded his students to vote. One
mom telling me I had to start something and encouraging
student asked if it was an important election. “That set
me to look at Salem High.”
off a red flag in my head,” he says. “I had to say, ‘Every local
Both of Omar’s parents had been educators who held
election is important, because these are the things that
multiple degrees. His father, originally from Washington,
will impact your life in our community.’ Then we debated
D.C., had been a professor at Salem State University,
whether it was better to think locally and act globally, or
where he taught in the School of Social Work and founded
think globally and act locally.”
the Institute for UnDoing Racism. His mother was from
Omar had always envisioned his brother as the one who
Colombia and a longtime, now retired, guidance counselor
would stay put, and that he would be the one off traveling the
at Salem High School.
world. “But when he was gone, it anchored me here,” Omar
Omar started substitute teaching at the high school,
says. “I realized there was a lot of need in this community
where currently about 46 percent of the 916 students come
and that these needs are important to me, so I should be here.”
from low-income households, and 13 percent have limited
Omar didn’t immediately change his career plans. He
proficiency in English. He followed up his work as a substi
was still thinking about that foreign service job and planned
tute teacher in the school’s culinary arts program, where
to attend business school. While Omar was studying for
a Junior Reserve Officers’ Training Corp director noticed his
his GMAT, the Salem High principal asked him to sub in
fluency in Spanish and asked him to become an English
some of the student ESL classes for a couple of days.
teacher of adults in a program for students’ families. Many
“Well, a couple of days became a couple of months,”
of the families are from the Dominican Republic or other
Omar remembers. “Because I was an inexperienced teacher,
Spanish-speaking countries, but Salem has residents from
I turned to a lot of people for help. One of them was an
all over the world. This night class would be Omar’s first
administrator who helped me out in the classroom. One day
taste of teaching.
when I finished, she asked, ‘Hey, have you thought of being
“This is when I started to realize that the things I wanted to do as a foreign service officer, such as travel to All photos by Faith Ninivaggi
my backyard,” Omar says. “I could do that work here.”
returned to his hometown of Salem, Massachusetts, after
a teacher?’” She told him about a grant program at Salem State, where
new places, work with different kinds of people, learn
he could earn a master’s degree in education for free if
new languages and different cultures, were right here in
he committed to teaching in one of the program’s partner
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communities. Omar decided to enroll, and as he was finishing up his master’s degree, Salem State asked him to
At Salem High, some of his coursework includes the “newcomer program,” which is set up for students beginning
stay on and run the Project SAEL (Successful Advancement
to learn English skills who are new to the school and are
of English Learners) grant program to help local teachers
often new to the United States. In a couple of the biology
receive licensure in ESL. He agreed and began to run the
classes, he is the language specialist and co-teaches with
program while also fulfilling his student teaching require
a content specialist.
ment; afterwards, he stayed on for the duration of the five-year grant.
On this particular day, Omar stands at the door and greets students on the way in, checking in with each one: “How are you doing today?” Many of the students are low-
“At a place like LEAP, I might see a student master something that isn’t part of the school curriculum, but will make me feel like ‘Oh, wow, this person is able to shine in this way, in this place.’ Those are the things that keep me going in this work. The work is meaningful, but it’s also fun.”
level English speakers, and although it is a freshman class, some of the newly arrived students are older. It takes about 15 minutes for the class to settle in, because seat assignments have been rearranged — a regular routine throughout the year — and some students are not happy. Omar is a calming presence, walking between the tables, quietly speaking one-on-one with some students in a mix of Spanish and English, while the other teacher starts discussing the class material. Many students are engaged in learning, but one group of boys is not. They are disruptive, but Omar remains calm. At times he pulls one or another out into the hallway for a discussion. Throughout the class, he never raises his voice and uses
Today, he is an ESL/science teacher at Salem High
Omar (center) and fellow mentor Mia Riccio (right) meet with an 11th-grade student at LEAP for Education.
a variety of approaches to get the students to focus on their
School. His days start early and end late, and during almost
work, helping them understand the material or pointing
all of that time he is interacting with teenagers. Outside
out why their behavior is unacceptable. Between the
school, he is involved with the nonprofit LEAP for Education
moments of distraction, learning is happening. After class,
as a program facilitator for Brothers for Success, a peer
Omar and the other teacher debrief. This is one of their
support group for males of color. He also serves on the board
most challenging groups, but they care about each student
of the Salem YMCA and is working with a small group of
and discuss future strategies.
community organizers to launch a nonprofit called Within U that focuses on the 18-to-24 age group.
Not all the teens Omar works with, either inside or outside school, will go on to four-year colleges or even receive their high school diplomas. Omar tries to meet each teen where they are; he knows he can’t fix every problem. People, particularly students, can feel pressured by expectations set by others and by society, he says. “They think ‘My life is only going to be fulfilling or successful if I check these boxes.’ As I’ve gotten older, I’ve realized you can create the boxes you want to check. If you ask society to create those for you, you’re never going to be rich enough, or you’re never going to be successful enough.” After his school day ends with the chess club, he turns his attention to his other work. First is a meeting in a vacant barbershop with the Within U team. They are a passionate group in the early stages of launching the nonprofit, discussing their mission and vision statements. Their hope is to fill in the gap as young adults start to make their way in the world. From there, Omar heads over to LEAP, in downtown Salem. Part of LEAP’s mission is to “empower firstgeneration-to-college and underserved youth to engage in
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Omar and a Salem High School junior canvas Salem to promote a community event.
their education, graduate with a post-secondary degree
communities. The things I tend to invest my time in fit that
or credential, and succeed in a career that matches their
mold: It has a solid structure, but it’s socially driven and it
strengths, interests, and values.” Teens are hanging out in
involves community empowerment, youth empowerment,
a common room, waiting for others to arrive to start the
and uplifting people.”
movie The Martian (subtitled in Spanish) as part of STEM
Finally, sometime after 8 p.m., Omar can go home and
Week in Salem. It’s a comfortable space for older kids,
unwind. He says he’s been working on finding more
with popcorn and beanbag chairs. Omar seems to know
downtime to hang out with his friends, practice hot yoga,
each teen and gets pulled into various conversations. “At a place like LEAP, I might see a student master
and do the other things he enjoys. But his work is also his enjoyment. If it weren’t for the Y board meeting, he
something that isn’t part of the school curriculum, but will
would have been content to hang out at LEAP with the
make me feel like ‘Oh, wow, this person is able to shine in
kids and watch the movie.
this way, in this place.’ Those are the things that keep me going in this work. The work is meaningful, but it’s also fun.” Linda Saris, LEAP’s executive director, who has known
This work, says Omar, is as “meaningful and important to me as if I were working at the highest level in the State Department. People who mentored me and who put a lot of
Omar for many years, relates a revealing story about the
work into their local community are not going to have the
dedication he brings to his work. When Omar first started
same publicity or notoriety as someone like a secretary of
volunteering, he was doing a lot, but she could not afford to
state. If that is your goal, that’s great, but at the same time
pay him. Finally, she was able to get a grant to support their
that’s not the end-all. You can do service work in a local
efforts and gave him a check for $1,000 as a stipend. Omar
community and find that very meaningful, compelling, and
took the check, cashed it, and brought the money back to be
valuable to yourself, and also to the people around you.”
used as petty cash for pizza, movies, field trips, and so forth. Omar’s final stop for the day is a board meeting that
Liz Matson
evening at the YMCA. It is a busy, vibrant place that runs and supports numerous programs in and around the city. “I love the Y,” Omar says, “because they mesh both the heart
To learn more about the Salem YMCA: northshoreymca.org
and the hard work that is needed to care for the community. It is a strong organization with strong principles, but at its
To learn more about LEAP For Education:
core, it’s a lot of people with big hearts who want to help their
leap4ed.org
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a lumni featur e s
S CO T T PA R K I N ’ 6 5
A Silent Crisis Scott Parkin ’65 wants greater attention paid to solving the problems of the country’s aging population. After more than three decades advocating for the nation’s elderly, Scott Parkin believes that although progress has been made around aging issues, much more needs
translating very technical or legal language into something
to be done.
you and I might understand for its 4 million retiree
“It’s really pretty scary,” says Scott, who spent much of his career at nonprofit organizations helping educate seniors about their benefits and advocating for greater elderly protections and funding for essential programs. The facts bear out his concern: According to the Bureau of Labor Statistics, the average annual income of households
subscribers. The insurance industry needed that then and needs it now.” He later served for more than a decade as vice president of communications at the American Association of Homes and Services for the Aging (AAHSA), an organization that represented only nonprofit nursing homes, retirement
led by individuals 65 or older is $48,000, and a 2015 analysis
communities, and senior housing with services. There he
by the Government Accountability Office estimates that
promoted and saw the growth of ethics committees in
the median retirement savings for Americans aged 65 to 74
long-term care, which until then were found in hospitals
is $148,000.
but rarely in nursing homes.
Asked about the recent spate of commercials featuring contented seniors with their financial advisors planning
At AAHSA, now called Leading Age, he also led annual public affairs initiatives to block efforts to cut federal
retirements filled with travel and new adventures, Scott looks
funding for affordable housing for the elderly. In addition,
dismayed. “Most of us don’t realize that there are so many
a report edited by Scott, Nine Ways the Budget Hurts Older
people who didn’t do well, who didn’t perhaps get a decent
Americans, resulted in his organizing a meeting of aging-
education, who weren’t able to save money, often through no
organization leaders with President Bill Clinton, who had
fault of their own. They may have had a sick child,” he says. “The median Social Security benefit is around $1,500 a month,” he adds. “Try living on that and nothing else. If you don’t have any savings — even if you have $150,000
read the report. (The proposed legislation was ultimately defeated.) Scott later served as vice president of the National Council on Aging, where he helped launch BenefitsCheckUp,
in savings, which may be drawing down 8 percent a year —
a website tool that over the years has allowed more than
you’re not going to be doing too well.”
8 million seniors to learn about and apply for government
In the 1970s, Scott lived in Maine, first reporting for
Photo by Rick Reinhard
“With Blue Cross and Blue Shield, I learned how to write in plain language,” Scott says. “I learned a technique of
benefits programs. His last job in the field was with
the weekly York County Coast Star and later as editor of the
Justice In Aging. He was the nonprofit organization’s first
Coastal Journal and a Guide to Maine. From 1979 to 1981, he
communications director. “It was a great place to end
was a reporter for the Lewiston Daily Sun. He started writing
my career,” he says. “The causes they get behind, such as
about aging issues after moving in 1982 from Maine to
strengthening nursing home rules and protecting Medicaid
Washington, D.C., where he worked for Blue Cross and
and the Supplemental Security Income programs for the
Blue Shield’s federal employee program.
elderly poor, remain very important to me.”
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Scott (on right, in front) with aging-organization leaders at a meeting in 1995 with President Bill Clinton to discuss a report on the damaging impact on older Americans of Congress’s budget.
As baby boomers move into retirement at a rate of
This means that waiting lists are often years long. “Congress
approximately 10,000 a day, Scott believes that two issues
should consistently appropriate a lot more money to help
threaten the future economic stability of many seniors
develop — whether it’s nonprofit or for-profit — a ffordable
and their families: a lack of affordable housing and the
housing for poor seniors,” he says. “There’s a lot of
astronomical cost of long-term care. According to a recent government report, as housing costs have risen precipitously in recent years, the share of
affordable housing being built, but it’s not necessarily for older adults.” Long-term care, the other issue that threatens to under-
older households paying more than 30 percent of their
mine the economic stability of families, is one that no
income on housing is projected to soon rise to 50 percent.
one wants to talk about, he says, even though its cost can
And the number of homeless seniors is also growing.
devastate individuals or families. “It’s something people just don’t know about or just don’t want to think about until it hits them square in the face.
“Most of us don’t realize that there are so many people who didn’t do well, who didn’t perhaps get a decent education, who weren’t able to save money, often through no fault of their own.”
“It’s frightening, because by the time someone arrives at a point where they understand what it costs — when they’re taking care of either a parent or a spouse — they’re already in their 70s,” Scott says. “They thought that perhaps Medicare would be helping — and it does help if you need short-term rehabilitation, but not with long-term care either at home, in assisted living, or in a nursing home. “There’s really nothing other than impoverishment for many people confronted with those costs,” because of this, Scott adds, “and it’s a failure of our political system not to
In June, the U.S. House of Representatives voted to
been a reluctance over the years to come up with a federal
for the Elderly Program. This would be the largest amount
program.
dedicated to building more affordable housing for low-
“And it really hasn’t made a difference who’s been
income seniors since 2010. From 2017 to 2019, Congress
in power. In late 1988, during the Reagan administration,
provided only $166 million in total to the program.
Congress passed the Medicare Catastrophic Care Act,
“In the old days, we were regularly getting significant funding every year for the program,” Scott says, “but interest in building more affordable housing has dwindled.”
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address the problem. There are policy solutions, but there’s
appropriate $803 million for the Section 202 Housing
M I LT O N M A G A Z I N E
which addressed long-term care, but it was repealed after many seniors thought its costs were too high,” he says. “It was a great idea, but it was poorly communicated.”
More recently, the Affordable Care Act, created under the Obama administration, at one point included a home and
He recalls a recent visit he and his wife made to the Maine Maritime Museum in Bath, where they learned
community-based services benefit that would have covered
how the United States mobilized as it prepared to enter
the kinds of services that keep people in their own homes.
World War II — cranking out 17 destroyers a month: “You
The administration did not implement it, however, out of fear
say, ‘What, how is that even possible?’
of future costs. “Another opportunity lost,” Scott notes. And for a few decades, the long-term care insurance
“Our system is designed to say, ‘There’s a war on right now — let’s mobilize and get things done,’ but you can’t
market grew. Scott, who drafted the first Consumers Guide to
just snap your fingers and solve a crisis like this one; it just
Long Term Care Insurance, says the market could have helped
won’t happen,” he says. “You have to work at it, you have
those who could afford the premiums, but as insurance
to build programs, and you have to make them last, but that’s
companies began to pay claims and realized the risk to their
not how our system is designed.
bottom lines, most of them stopped selling it. Retired for the past five years, Scott and his wife, Joyce, continue to live outside Washington, in Reston, Virginia, where he stays active with writing, painting, and drawing classes and taking part in writers and life-drawing groups. They return every year to Maine, where Scott’s father’s family is from. They have two grown children, a son who lives in Washington, D.C., and a daughter who lives in Golden, Colorado. Scott’s ties to Milton remain strong; he has served on several reunion committees over the years. “I have great admiration for how the school and campus have grown and changed,” he says, recalling that in his time, “the theater was a repurposed building with windows on three sides, the art studio was primitive, and the library collection was small.” Nevertheless, he says, “I can trace my love of writing, literature, theater, painting, music, political science, history, and a lifelong interest in social justice to my Milton experience.” He also has fond memories of sitting on the library floor listening to a lecture by Buckminster Fuller or Robert Oppenheimer, and he remembers that “Sunday night chapel was always the week’s highlight, because after the service I could walk a girl I liked back to her dorm.” In retirement, he has continued to advocate for the elderly. Only recently did he step down as a member
“The country can do things if it wants to or feels it must. I just don’t think that we feel we must help poor, sick, homeless, or dying seniors. I don’t think there’s that urgency around housing or long-term care, even
of the board of directors for a local nonprofit that provides
though almost every family will have to confront at least
affordable housing to low-income older adults.
one of these issues sooner or later.”
Actor and speaker Ed Asner with Scott at the annual AAHSA conference.
Although Scott remains hopeful that attention to aging issues will improve, he is disappointed at the pace of
Sarah Abrams
progress. And with newspapers and journalists dedicated to those issues fast disappearing, he worries that awareness of problems in housing and long-term care will only lessen. “So much that happens in this country happens when there’s a crisis, and these kinds of issues are going to be pretty big,” he says. “Unfortunately, solving the problems confronting the elderly will not happen quickly.”
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M I LT O N M A G A Z I N E
at milton
A New Direction for the Transition Program At the start of the school year, in August, Milton’s Transition Program, a communitybuilding program that has provided a foundation for new students of color and international students for more than three decades, broadened its focus to include all new Upper School students. The change to the program resulted from Milton’s commitment to creating a more informed, culturally competent, and inclusive community. “We made these changes in order to build an Upper School community that’s defined by certain habits of heart and
“The change to the 35-year-old program shows that Milton Academy is committed to ensuring that students of
mind,” says Principal David Ball, “and the best time to begin
all backgrounds have the time to explore topics such as
building that culture of inclusivity and mutual respect is
identity and culture while celebrating the things that make
when students first arrive on campus. It’s the first thing they
us unique,” says Ilan Rodriguez, director of Student
hear and it’s the first thing they do; it’s foundational to who
Multicultural Programming. Ilan led the redesign of the
we are as a school.”
new program.
The orientation program’s evolution comes in part as
The new students — both boarding and day — were
a response to students of color and international students
assigned to family groups and lived on campus. The
who have expressed a need for all students to share in self-
main thrust of the program was to introduce them to the
assessment and cross-cultural work. “The onus to address
language of identity and culture and build a familiarity
culture should not be placed on students of color and
and capacity for cross-cultural conversation and connection.
international students,” says Heather Flewelling, K–12
As part of the program, students participated in a series
director of Multiculturalism and Community Development,
of affinity-group discussions around issues of identity and
about the decision to restructure the program. “We’re all
culture. Topics ranged from race, religion, and sexual
in, all of us. We had to work as a larger community.”
orientation to socioeconomic status and privilege — sensitive
At the same time, recognizing the unique challenges that students of color experience in the School and the world, the new program will continue to provide space and
subjects that are often hard to discuss. “These are conversations that can be difficult,” Ilan says, “but when we have them in a safe space, students see
time throughout the year for ongoing conversations and
how powerful and important it is to share, learn from
connections. At the start of the weekend, students of color
each other’s experiences, and explore how we can be allies
and international students also participated in a one-day
to one another. Our goal is for students to come away
immersive program.
thinking, ‘I belong at Milton Academy. I am seen. My voice
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matters. My lived experiences may be different from my peers’, but there is more that brings us together than what sets us apart.’” The program also emphasized the importance of creating time and space for relationship building among the students. In addition to the serious topics, they were able to meet with advisors and class deans, engage in team building exercises, and enjoy a lively pep rally. An important component of the program was the expansion of the student mentor group to guide and support the new students. More than 30 juniors and seniors were chosen on the basis of their proven records as student leaders and on prior involvement in cultural and identity programs. Parental engagement was another important feature of the program. “We wanted parents together in the same room to engage in conversation about why this initiative is important to us as a school community and to remind them that their child is a part of this journey,” Heather says. In response to a survey sent after the event to all new students and their families, which requested feedback To be honest, at first I was quite frustrated by the change to the
on tools they may have acquired by participating in the
Transition Program, because as an international student, I know how
program, one student replied, “My voice. Using my voice
important it was to have had that week to get used to living in a new space — to get used to the quirky things that we weren’t used to having happen. However, after participating as a mentor in the new program, I think it might be a good change, because Milton can now show all of its students what it believes in. Now all incoming students learn what Milton’s about and what it means to be a part of this community. There have been a lot of conflicting opinions about the new program, from “This was an amazing experience” to “We should change it back to the way it was.” My biggest observation is, let’s see what happens. I don’t think we can draw any immediate conclusions, because its impact is so long-term. It’s still to be determined what we’ll see. stefan aleksic ’20
As a mentor, I learned the importance of listening — of truly listening and of really understanding that everyone arriving at Milton comes from very different backgrounds in terms of how much practice they’ve had with having conversations around diversity, equity, and inclusion. I learned that people are going to make mistakes and that that shouldn’t be a reason to shut them down or be negative. It’s important to recognize that if people want to learn, that’s something to be celebrated, even if they do make mistakes. As a white transition mentor, it was so hopeful to see
ABOVE LEFT
how many of the new white students were eager to learn. This would be
Director of Student Multicultural Programming Ilan Rodriguez (standing) with students.
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M I LT O N M A G A Z I N E
their first experience of being asked to have difficult conversations. They want the Milton community to be better, and that was good to see. ali reilly ’20
milton.edu
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The new Transition Program is beneficial for a lot of students. It raises conversations earlier than they would normally be raised, and it’s particularly helpful for white students to hear from students of color about the environment they’re about to enter and about what’s OK to say and what’s not OK to say. Having participated in the old program, the one thing I’m still struggling with is how important it was to students of color who were coming from extremely different backgrounds. I know taking part in that program changed their Milton experience as a whole. I’m not sure the new program strikes the right balance between the time the students of color need to have together as a group and the time when all the new students participate. Striking the right balance still needs to be resolved. brian bowman ’20
We need a cultural shift at Milton, and this program is a crucial step in the right direction. Including all new students in discussions around issues of diversity, equity, and inclusion will initiate and continue that change and emphasize the value Milton places on this work. In the next few years, as all new students have the chance to participate in the program, the impact will become even more discernible. chloe brenner ’20
to advocate from the platform I was born with for those
The memories I have of the Transition Program as an international student
who need help in advocating for what they believe in.
are of hanging out with a group of vibrant friends. We had a lot of fun.
Everyone deserves an equal voice and should be heard.”
But it was also a bit scary for a lot of us, because the program was so
The program was merely an introduction to how
different from what was to come. The new program provides students
Milton positions itself around its principles and practices
with a more solid transition between the program and the actual Milton
concerning social and cultural identity. Recognizing the
experience. Some students have felt a bit pessimistic about the new
need to provide continued connection and conversation
program, asking, “Why do we have to do this?” I think the cynicism will die
among students, the organizers have planned ongoing
down a bit if we see that the program works and brings the community
affinity discussions, workshops, and retreats.
together. A bit more free time and some of the more fun aspects of
In October, approximately 50 students of color and
the old program could really help to coalesce some of the more serious
international students attended a weekend retreat in
aspects of the new program.
Plymouth. It was an important opportunity for students
andy zhang ’21
of color and international students to reconnect and share their thoughts and feelings early in their Milton experience. “The more students get involved, the more
When I participated as a new student in the Transition Program, it was only
they will understand the importance of this shift and why
for students of color, and it was definitely effective in helping me create
their support is vital to Milton’s advancement,” Ilan says.
bonds with other students of color. It helped me form the friendships that
The first phase of the new program was a success, say
I still have. However, there was this very visible divide back then between
the program organizers, but there is always room for
the program folks and the students who were white, and it was unsettling.
improvement. Program evaluations will continue to ensure
The new program makes it easier for students of color to integrate. Since
that “we are listening to the voices of students, while also
all new students participate, students of color are surrounded by people
committing to the larger goals of the school,” Heather says.
who don’t look like them, and it gives them the opportunity to form
“This work is not easy, but work that seeks to shift culture,
friendships with people that are based on more than race. It’s helpful to be
support students, and build a tighter community is
able to pick who you want to be friends with, not just because they look like
something worth taking on.”
you but because you like that person. That’s the advantage that the younger students have. For me, my friends were based on who looked like me.
Sarah Abrams
bella lora ’21
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a t m i l t o n
A Place for Discovery and Design Middle and Lower School students come together in a design thinking space What happens when a fish is not a fish? In Bridget Sitkoff’s seventh-grade computer programming
Lyle Bradley ’95; he just “got it” in the development of a
class, it means that a student’s math didn’t work out quite
welcoming lab that is practical and fun, Bridget says. At
right. She holds up a 3-D printed figure that a boy made
any given moment, students may be there writing code
in class: There was a funnel shape that should have been
to create images on their laptops, or studying new program
a conelike fin. “I love this one. I love that it’s upside down,” Bridget says.
ming languages, or learning to program micro:bits (small, handheld microcontrollers) to operate cars they’ve built.
“How can you understand where something went wrong? Well, you get this out of the printer and say, ‘Oh.’ It’s more physical and tangible and real than when you get a math test back and a problem is wrong. When your fish isn’t a fish, that’s something you can understand right away. It fits in perfectly with the algebra the seventh-graders are currently taking, so I can meet them where they are in math. “It’s not me telling them they did something wrong,” she continues. “It’s them saying, ‘Wait, that’s not what I meant to make.’ There’s real power to that. But it’s also real computer science. They’re writing real code.” Bridget is the technology integration specialist in Milton’s Middle and Lower Schools. She works with students through Grade 8, blending computer science, math, robotics, engineering, and virtual reality in
“At any given moment, students may be there writing code to create images on their laptops, or studying new programming languages, or learning to program micro:bits (small, handheld microcontrollers) to operate cars they’ve built.”
age-appropriate forms that apply math and coding concepts to technological discovery. Most of this work happens in a sun-filled section of the
During a Middle School class in early October, Bridget
Perry Reading Room in the Caroline Saltonstall Gymnasium,
encouraged students to play around with different sequences
a design thinking space that was renovated last year and
for code, with the objective of drawing a tree. The mood
includes two 3-D printers, a table for VEX and Lego robotics,
was energetic, filled with kids proudly showing off their
a smartboard, and tech gadgets such as virtual reality
successes, asking one another for help, and laughing when
(VR) headsets. The architect who designed the space was
their plans went sideways. If something failed, Bridget
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The new design thinking space in the Perry Reading Room is open to all Lower and Middle School students.
told them, keep trying: “Nothing is going to break if you
Hall, and students would have to ask her to unlock it if they wanted to revisit a project outside of class. Now they
make a mistake.” During breaks in the day, students drop in to play board games, work on robots or other projects, or explore VR or augmented reality programs. Before the room was created, programming activities were somewhat scattered, with
can access it during any free or activity time, which means “it’s always kind of a mess in here, but it’s kid-made,” Bridget says. The new space feels like their own. “It has been huge for us to get this dedicated space,” she
students working on projects in hallways. Bridget had to
continues. “Kids can store things they’re working on and
store equipment and projects in the basement of Greenleaf
find the equipment they need. Middle and Lower School kids feel equally comfortable and welcome here, and there are not a lot of spaces where that organically happens. At recess, everyone’s here, from third to eighth grade. They
“We want our kids to be creators, not just consumers. It’s great that young kids can access information online, but can they get their own ideas across and share them using technology?”
don’t always interact with each other, but you’ll see them checking out what other kids are making.” Over the past few years, more girls and students of color have become involved in programming and robotics in the Lower and Middle Schools, in part because of mentorship by Upper School girls. Their examples, and the new, open-to-all space, have made the younger students feel more comfortable joining these activities, Bridget says. Avery Miller ’20 helped lead the charge.
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M I LT O N M A G A Z I N E
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“Avery came to Milton in fourth grade, and through her
“If you don’t teach them to be creators of technology,
Middle School years, she was one of the only girls in all
they won’t be,” she says. “We want our kids to be creators,
these programs. She was really determined to make sure it
not just consumers. It’s great that young kids can access
wouldn’t stay like that,” Bridget says. “She’s been a huge
information online, but can they get their own ideas across
ally in coming to talk to girls about why they might want to
and share them using technology? Because that’s a totally
sign up and what her experience has been. She’s helped
different thing. I care about that more than their facility
to build this program up.”
with looking something up.”
Working with computer programming faculty members in the Upper School, Bridget has designed a curriculum to
Marisa Donelan
prepare eighth-graders for — and excite them about — what they’ll encounter once they reach their high school math and programming classes. All ninth-grade students work with the programming language Java in their geometry classes, so Grade 8 students learn related concepts. “We want them to be ready with the skill set, but also be appropriately challenged once they reach ninth grade,” she explains. Today’s students are digital natives, comfortable users of technology, because it’s always been a part of their lives. But that doesn’t automatically equate to skill development, Bridget says. She hopes adults will focus less on the time students look at screens and more on the quality of their screen time. It’s one thing to watch videos on YouTube, and another thing to make something brand-new, combining math, coding, and creativity.
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in sight
PHOTO BY MICHAEL DW YER
o n c e n t r e Heyburn Speaker Discusses New York City and the Sea New York City’s vulnerability to rising sea levels and storms goes back to its earliest days, historian Ted Steinberg told history students during the 2019 Heyburn Lecture. Steinberg is the Adeline Barry Davee Distinguished Professor of History at Case Western Reserve University, and his work focuses on the intersection of environmental, social, and legal history. Although many residents were caught off guard by severe flooding during Hurricane Sandy, in 2012, Steinberg said, the “seeds of New York City’s expansion at the expense of the sea had been planted in the early years.” He described how English settlers in the late 1600s started expanding out to the low-water mark, filling in the land to make it easier for large ships to dock. This expansion and land filling continued over the years and centuries, changing the original shape of Manhattan and the surrounding New York City metro area. One example: The wetlands, which are important for flood protection, have decreased from 300 square miles in 1900 to 33 square miles today. “New York has not done a good job at addressing the coastal
Sculpture Class Takes a Walk in the Park
flood risk,” Steinberg said as he showed a map with the city’s
Spreading out across the 20-acre grounds of the deCordova Sculpture
current plans to expand out into the East River.
Park and Museum, students from visual arts faculty member Martin
Steinberg received his Ph.D. from Brandeis University. His latest book is titled Gotham Unbound: The Ecological History of
McDermott’s Advanced Sculpture class studied and sketched works by renowned modern and contemporary artists.
Greater New York.
“Right now in class, we’re working on two pieces: a stone piece and one with welded steel,” said Martin. “And a lot of the pieces here use those materials. It’s a really great place to explore and discover things.” The visit to the deCordova, located in Lincoln, Massachusetts, was part of a daylong study of sculpture in the Boston area. After spending the chilly and misty morning encountering outdoor installations, the class traveled to Boston’s Museum of Fine Arts. “We try to do this at least once per semester, to take the students out to these great places we have access to,” Martin said. His favorite piece at the deCordova is Steven Siegel’s “Big, with rift,” a 2009 work constructed of stacks of newspaper and native vegetation. Martin began the class’s visit there to demonstrate how a piece can evolve. “There were these big, tall stacks of newspapers that were just left to decompose,” he said. “At this point, it’s hard to tell that it’s even newspaper — it just looks like natural forms. It’s interesting that a piece can change over time, and every time you come back, it’s something new.” The deCordova Park shares an image with Milton’s campus: Jim Dine’s 1985 “Two Big Black Hearts,” a pair of 12-foot-high bronze heart shapes near the bottom of a sloping lawn, recalls Dine’s 1988 “Four Hearts,” which stands in front of the School’s Kellner Performing Arts Center.
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Bingham Visiting Writer: Poet Gregory Pardlo “I don’t believe in writer’s block,” he said. “When I feel myself saying
“Everyone is going to get something different from a poem, so I just have fun with it and let the world take it from there,” said Pulitzer Prize-
I’m blocked, I’ll say, ‘That’s BS.’ It means there is something I want to
winning poet and memoirist Gregory Pardlo, who was “street testing”
say, but I haven’t given myself permission to say it yet.” Digest won the 2015 Pulitzer Prize for Poetry. Other honors
some new work during the fall Bingham Visiting Writer assembly. Pardlo’s new poems explore ideas of faith. His visual, at times humorous, writing explores the death of a professional wrestler, the
include fellowships from the Guggenheim Foundation, the New York Foundation for the Arts, and the National Endowment for the Arts for
highs and lows of a long marriage, and the personal relationship
translation. Pardlo’s first collection, Totem, won the APR/Honickman
between father and son. After finishing with a couple of older poems
Prize in 2007. He is the poetry editor of Virginia Quarterly Review and
from his collection Digest, he answered students’ questions about his
teaches in the MFA program at Rutgers University–Camden. His most
writing process.
recent book is Air Traffic, a memoir in essays.
Boys’ Varsity Soccer: ISL Champs Boys’ varsity soccer had an exciting and stand-
“They significantly improved from the start
out season. The team was undefeated in the ISLs
of the season to the end of the season,” said
(12–0–3), clinching the ISL championship title in
Chris. “They knew they were talented but
the game against Noble and Greenough, another
thought early on that talent would be enough.
undefeated ISL team that came into the match
So we worked on how talent is not the primary
with a one-point advantage in the standings.
ingredient. We worked on how to embody
“Winning that game was the most incredible
values and qualities we thought we needed
experience of my time here,” said David
to develop. We talked about complete and
Walley ’20. “In those last five minutes of the
consistent efforts. And being focused and
game, we were tied, and I felt it was going to
consistent on whatever we were doing, whether
be like other years, with us coming in second
it was a weight-room workout, a two-hour
every time.” But in the last minute of the
field training, or a game. They used their hunger
game, Aidan Farwell ’21 scored the winning
to do the work to improve.”
goal, and the home crowd was exuberant. The beginning of the season (overall record 13–2–3) started off a bit sluggish. “We had high expectations at the beginning
The team was seeded fifth for postseason play in the NEPSAC Boys’ Soccer Champion ship Class A and traveled to Connecticut for the first round, where they beat the Taft
of the year,” said Noah Jackson ’20. “We
School 3–1. In the semifinals, they traveled
thought winning would just come to us. But a
to Northfield Mount Hermon, where they won
couple of early losses opened our eyes. We
2–0. The final game was back in Connecticut,
had a team meeting about expectations versus
against Worcester Academy. The game was
reality. We changed our approach to focusing
tied 1–1 after regulation play, so the winner
on one game at a time and then went on to be
was based on penalty kicks, with Worcester
undefeated in the next 15 games or so.”
Academy coming out on top.
Head Coach Chris Kane said boys’ varsity soccer has consistently been a strong program over the years, “but this group very much had to prove something for themselves on their own terms.”
“We played the toughest games we could
wasn’t like they felt they did not rise to the moment. They stepped up and played
possibly play, all on the road, and just met the
incredibly well. They did it with class. They
challenge of each of those moments,” Chris said.
did it with toughness. They responded with
“At each step, they played better and with more belief. To be close and not to win is tough, but it
a lot of resilience, and togetherness and support from one another, which was great.”
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on cen t r e , con t.
Heather Sugrue Is the New Academic Dean What does the academic dean do?
It changes from day to day. This office oversees attendance, and I work closely with the class deans to make sure we’re supporting students. I’m at the helm, but a lot of other people are involved. Another part is making sure faculty know what is expected and helping new members. I work closely with the other deans and the Upper School principal, and I’m involved if there are academic integrity violations and discipline committee issues, as we help students in those moments where there’s been a misstep. I work closely with Kate Collins, the director of academic support in the Academic Skills Center. If a student is struggling, we’ll meet together with their teachers to make sure we’re all on the same page. This helps, because if one person sees something a little off, they won’t dismiss it because they’ll know we’re seeing it across that student’s classes. I talk to students one-on-one about how things are going, and try to help them if they hit a bump in the road. Heather Sugrue, who this past summer became the new Upper School academic dean, has witnessed two decades of
What are some of the ways the math department has
Milton Academy as a math teacher, a house head, and most
changed since you started at Milton?
recently, the math department chair. She replaces Jackie
A number of teachers were hired while I was chair, and it’s
Bonenfant, whose role has transitioned to dean of academic
been exciting to see how great they’ve all been and how
initiatives. In a recent interview, Heather discussed the
much they enjoy Milton. I also did and continue to do a lot of
joy of teaching math, her excitement about her new position,
close work with Chris Hales in computer science. It’s his love
and what makes Milton students so special.
but something I’m interested in too. That partnership led us to create this mini-unit exposure to programming that’s
What was it about the position of academic dean that
in all the geometry courses, which has been a great addition.
interested you?
As math department chair, I found it rewarding to use my
Math can be intimidating for some people. How do you
math knowledge to collaborate with the adult community
make it more accessible and exciting?
here. I really enjoyed that. I also felt that I was creating some
A lot of fear about math is from people being told they are
new habits as department chair, as opposed to following
not good at it, either explicitly or implicitly, for a long time.
expectations or guidelines. There were challenges and
It begins in elementary school, where acquiring math skills
exciting parts. That made me think a lot about how we can
requires being a fast processor. If you do take more time,
make other department chairs feel supported as they step
there’s an assumption made that you’re not getting it or it’s
into their roles, which was a big draw to this new position. The other piece, and the thing that’s kept me at Milton
44
not making sense. Things start getting hard in fourth and fifth grade, maybe even in third. I am in awe of elementary
since my arrival in 2001, is the students, because they’re
school teachers who are teaching every subject in a
amazing, unique, and interesting in so many different
classroom with the same group all day. That’s such a gift
ways. I have loved the opportunities to get to know my
and such a challenge. There are a lot of people who say
advisees, the students in the dorms and in my classes, but
that they’re scared of math, or bad at math. It is not unlikely
this new position gives me the opportunity to get to know
that there are elementary teachers who put themselves in
even more students while we’re helping them to navigate
that place. It’s hard to share the joy of math if you’re actually
this place.
a little scared of it yourself.
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Sharing Stories for Systemic Change But we can all find joy in math. That’s the culture we’re working to build at Milton. We may not all choose to be
When an act of legislation ends legal discrimination, it does not automatically end oppression or abuses of power, said scholar and activist Jamal Grant
mathematicians, and that’s fine. In my classes, I find ways
at an assembly hosted by the student clubs Students Interested in Middle
to invite more students into the joy that is “playing with
Eastern Affairs (SIMA) and Amnesty International.
math.” I love low-floor, high-ceiling problems that everyone feels like they can at least try, and where there really is no limit to where you can go with a solution. I also try hard to ask questions to which I don’t already know the answer, and focus on listening to my students.
“It’s not enough to change bad laws and bad leaders,” he said. “We have to change the systems that keep bad leadership in power.” Grant worked with three other African American scholars and activists to create a film exploring the topics of wealth inequality, race relations, and progress in post-apartheid South Africa for the Ase [Ah-SHAY] Research Film Project. He was the lead producer for the film, Ubuntu Rising, a
Was there someone or something that inspired you to
documentary covering the legacy of apartheid: continued social inequality,
become a teacher?
corruption, infrastructure failures, and poverty.
My dad was a math teacher, so it was definitely on my radar. I grew up at a school that’s in some ways similar to Milton:
Filmmaking was a new venture for Grant, a first-generation American who was raised by Trinidadian immigrants in Boston. He graduated
Westtown School, in Pennsylvania, another K–12 school
from the University of Massachusetts, Lowell, with a bachelor’s degree
with boarding and day students. I always liked math, so it
in mechanical engineering, and has worked as a mechanical and aerospace
wasn’t anything new or surprising that I might study it
systems engineer at MIT’s Lincoln Laboratory. He is the founder and
in college, but I wasn’t planning to be a teacher. I majored
director of the NET Mentoring Group, a nonprofit focused on closing the
in math and minored in French. When I came out of school,
achievement and opportunity gap for minorities and young women in
I started working at a French library in Boston, which
STEM fields. He has held international human and civil rights fellowships
was fun, but also a little boring on a day-to-day basis. The
in Rwanda, Detroit, and Atlanta, where he studied colonialism, resistance,
first day that I looked for a new job, I saw an opening for
and social progress.
a calculus teacher at St. Paul’s School, in New Hampshire. I interviewed, and that’s where I started teaching.
Grant is a public policy master’s degree candidate at Harvard Kennedy School of Government, where he is a fellow at the school’s Center for Public Leadership.
What is the biggest challenge you’ve faced as a teacher?
I’m a very different teacher now than I was when I started, and even than six or seven years ago. The thing that makes teaching challenging is also what makes it so much fun: You can always do it better, and you have do-over moments every year, or even every day. I’m always planning, thinking about what we’re going to do, and knowing that I’m probably going to change the plan because someone’s going to ask a good question, or an idea will come up that we want to explore. I’ve also really prioritized getting to know everyone in the room very well. I love the math, of course, but knowing who the students are makes a big difference.
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“Dare to Be True” Is a Lesson for Life, Grammy-Nominated Musician Jidenna Tells Students Rapper and singer Jidenna Mobisson ’03 returned to campus as part of the expanded Transition Program (see page 32), serving as the keynote speaker for new students of color and international students, and as a panelist in a conversation with their parents. The events preceded programming throughout Labor Day weekend for all students new to Milton. “It’s the first day — I know you feel a little bit nervous, but I want to say congratulations to each and every one of you,” Jidenna said. “I sat in the same seats you’re sitting in right now, with students who were just like you. Some of the people here that you don’t know yet will be your best friends for life.” Born in Wisconsin, Jidenna moved to Nigeria with his family
Creatures Great and Small Outside the AMC
he encountered racism from children and adults that made him
Two birds in flight, a swimming shark, and a fanged fish are just a few
question his sense of belonging in certain places. His family lived in
and lived there until the age of six. Upon returning to the United States, the family settled in Massachusetts. Throughout his youth,
of the sculptures that make up the Creatures Great and Small exhibit
the working-class Boston neighborhood of Mattapan, which borders
outside the Art and Media Center (AMC). Each of the eight pieces is
Milton but felt like a world away from campus. Jidenna recalled
done by a different artist in materials such as bronze, granite, steel,
feeling embarrassed by his mom’s car, asking her to drop him off at
and resin. Pamela Tarbell of PR Tarbell Fine Art curated the exhibit,
the edge of campus on the days he didn’t walk from the train station.
which will be on display throughout the 2019–2020 school year. One of the pieces, “The Understudy,” by local artist Bob Shanahan, is housed inside the AMC. The sculpture, built out of natural
Jidenna offered tips for rising to the challenges of a rigorous environment like Milton. First, he advised students to work closely with the faculty, because teachers are invested in student success —
materials such as bark and twigs, depicts a Diatryma — a dinosaur
he remains in touch with teachers who have become friends over the
that roamed New England millions of years ago.
years. He also advised students to embrace the diversity of the
The other pieces line up in front of the AMC. Morris Norvin’s “Piscator II” is the largest — a steel structure, painted gray and bent into the shape of a swimming shark. The smallest is the sleek “Epoxy Cheetah” by Wendy Klemperer. Shirin Adhami, a new visual arts
School and to get to know students with identities and backgrounds different from their own. As well as sharing their lives with faculty and peers, he said, students should follow the School’s motto. “I’ve never forgotten ‘Dare to be true,’” Jidenna said. “It takes
faculty member and Nesto Gallery director, says a favorite of the
courage to find your vulnerabilities. It takes courage to embrace
younger students on campus is “Toothed Fish,” composed of granite
them. But when you do, you become a mighty person, and you’re
and quartz by Thomas Berger.
able to walk on your own.”
Shirin’s art history class discussed the pieces; she said many
Students should expect to grow in their understanding of identity
students are really responding to the exhibit’s “creatures” theme.
during their time at Milton, Jidenna said. Through his African
In past years, outdoor installations focused on abstract work, so
American history course, he learned about leaders who helped shape
Ian Torney, chair of the visual arts department, asked the curator
his understanding of what it means to be black; through his peers
to think of a figurative theme, and from that came the idea of finding
with different identities, he learned the importance of finding — and
work that represented creatures.
using — one’s own voice.
The installation took place at the start of this school year, when
After graduating from Milton, Jidenna attended Stanford, where
all the artists brought their work on the same day. Some pieces
he studied ritual arts. He is signed to Janelle Monáe’s Wondaland
required tricky lifting and heavy bases to anchor them. Milton’s
Records, and his song “Classic Man” received a Grammy Award
facilities team helped with the installation. One of the artists,
nomination in 2016. In the summer of 2019, he released the album
Beverly Benson Seamons ’46, passed away in 2012, so her son did
85 to Africa, which showcases his influences of African and
the installation of her “Osprey,” a bronze sculpture.
Caribbean music, hip-hop, and soul.
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Learning About Local Environmental Justice Work Poor air quality, asbestos dumping, and lack
as high as the state average, that developers
in environmental justice. On the way back
of green spaces are just a few of the environ
would raze buildings and leave behind
to Milton, the group made a quick visit to the
mental issues that residents in lower-income
toxic debris, and that the neighborhood train
Urban Farming Institute in the Mattapan
city neighborhoods face on a daily basis.
to downtown Boston was replaced by an
neighborhood of Boston. Some Milton students
Twenty-two students from the Activism for
inefficient and polluting bus system, making
are regular community engagement volunteers
Justice in a Digital World class and two sections
access to jobs more difficult.
on the farm.
of Science in the Modern Age went on the Toxic Tour of Dudley Square in the Boston
History faculty member Andrea GeylingMoore started taking students on the tour
neighborhood of Roxbury to learn about
almost 10 years ago when Dave Jenkins ’99
environmental justice initiatives.
worked as an organizer for ACE. Dave video-
David Nolies, from Alternatives for
conferenced with students the day before
Community and Environment (ACE), a
the tour and talked about how one of the
nonprofit based in Dudley Square, was their
group’s big successes was an eight-year battle
guide. “We are the voice for the people that
to get the subway system to offer discounted
don’t have a voice,” he told students. Nolies
youth passes. Although he is no longer at ACE,
grew up nearby in a government housing
Dave continues to work on environmental
project and has been involved with ACE for
justice issues.
22 years, since he was 15. As he walked students around to different
Back at ACE’s offices, the students had lunch and wrote their reflections on the
spots, he explained that Roxbury’s childhood
morning. Nolies talked more about how
asthma hospitalization rate is nearly six times
important it is for young people to be engaged
Lessons in Service and Leadership from Army Captain Nick Morton ’02 Nick Morton ’02 was a few weeks into his
commander, air operations officer, platoon
senior year at Milton when the terrorist
leader, and civil affairs sergeant, with
attacks on September 11, 2001, stirred in him
deployments to Iraq and Afghanistan. His
the need to serve. Before graduating from
military education includes graduation
Milton, he enlisted in the U.S. Army Reserve —
from the Army Ranger School, where he
and began a lifelong military career.
finished in the top 15 percent of students
Now an army captain, Nick was the 2019 Veterans Day speaker. “We spent the days and months trying
that completed all phases of the grueling program on the first attempt. Nick has been awarded the Bronze Star, the Meritorious
to process what had happened” after
Service Medal, the Joint Commendation
the 2001 attacks, he said about the many
Medal, the Army Commendation Medal, the
conversations he had with classmates. “I
Joint Service Achievement Medal, and the
can’t speak to what my classmates felt at
Army Achievement Medal, among others.
that time, but for me, it began to synthesize
He received his bachelor’s degree in
this sense that I wanted to become part
finance from the University of Maryland at
of something bigger than myself. I started
College Park and his M.S. in organizational
wondering if I had something to give, if
leadership from Columbus State University.
I could be of value.”
He is currently working toward his master’s
As a soldier, Nick has served as a weapons troop commander, infantry company
degree in public administration at Harvard Kennedy School.
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Students Spend a Day in the Life of the U.S. Senate
students to try on a position that they may
It’s one thing to learn how a bill becomes a law.
student senators broke into subcommittees,
It’s another thing entirely to step into the shoes
where they had the opportunity to ask
be personally opposed to, she said. “It’s a
of a lawmaker.
institute staff experts about various provisions
good exercise to have them argue for the other
they could attach to the bill, or to interview
side sometimes.”
American Government and Politics students spent a morning in Boston last fall
and vote on presidential appointees. They then
The late Massachusetts Senator Edward
at the Edward M. Kennedy Institute for the
caucused with other members of their parties
M. “Ted” Kennedy ’50 envisioned the institute
United States Senate, where they shed their
to decide on proposed amendments to the bill.
as a place where visitors could learn about
student personas and became U.S. senators,
Finally, student representatives from each
the legislative process. During their visit, the
poised to act on a comprehensive immigration
party spoke on the senate floor to defend their
Milton students toured a replica of Kennedy’s
amendments. The bill was defeated by a vote
Washington, D.C., office, most of which was
of 51–39.
transferred to Boston after his death.
reform bill. “It’s helpful for them to have hands-on experience with the process,” said Perin Gokce,
Each student was given a profile that
They also viewed an exhibit dedicated to
a history and social sciences faculty member
included their randomly assigned party
the late New York Rep. Shirley Chisholm,
who arranged the trip. “It gives them a better
affiliation and the top political priorities for
the first black woman elected to Congress and
understanding of all the competing demands
the state they represented. They weighed
the first black candidate to run for a major-
that senators grapple with before they go into
various options according to factors such as
party presidential nomination. Representative
a vote: their party’s interests, their state’s
job creation, government spending, civil
Chisholm’s famous quote “If they don’t give
interests, and their personal viewpoints.”
liberties, and national security.
you a seat at the table, bring a folding chair” is
Milton students joined students from
Perin is interested in creating more
represented throughout the Kennedy Institute
Mansfield High School in the institute’s senate
hands-on opportunities for her students,
by folding chairs decorated to honor people
chamber, a nearly exact replica of the U.S.
including mock Supreme Court hearings
who have been historically underrepresented
Senate chamber in Washington, D.C. The
and debates. It’s a worthwhile challenge for
in U.S. government.
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In Animation, Faculty Member Y oshi Makishima ’11 Finds Storytelling Has No Limits For Yoshi Makishima ’11, animating a story is a way to put your stamp on every aspect of it. The animator is a director, a writer, a designer, and an actor, making choices that affect everything from characters’ personalities to the overall tone of a film. Yoshi’s short film Night was an official selection at the 2019 San Diego International Kids’ Film Festival last August. She submitted the four-minute piece after completing it for a class at the Harvard Extension School.
senior project, she worked with former modern languages teacher Mary
Kalel Mullings ’20 Selected for All-American Game
Jo Ramos to animate Spanish stories for Middle School students. After
Milton’s varsity football linebacker and running back Kalel
Milton, Yoshi attended Smith College, where she majored in English, and
Mullings ’20 was selected for the 2020 All-American Bowl,
Yoshi, a performing arts faculty member in Milton’s Middle School, began animating when she was a student in the Upper School. For her
took animation courses at the University of Massachusetts, Amherst. Night follows an unidentified figure through a city covered in
joining an elite group of athletes who have played in the all-star game. Surrounded by his coaches, teammates, family, and
darkness to a forest. Yoshi made the character genderless, ageless, and
friends, Kalel was presented with an honorary game jersey,
without other identifiers so that viewers could relate to the figure.
commemorating his selection, during a ceremony in the
The inspiration came from a summer with repeated electrical blackouts;
Fitzgibbons Convocation Center in October.
Yoshi found the sudden plunges into darkness and quiet to be isolating. “I spent a lot of time in the dark, which made me think about light, and
Kalel began his varsity football career as a 13-year-old freshman, playing against 18- and 19-year-olds in one of the
the absence of it, and how lonely that can feel,” she said. “It was a major
top leagues in New England. He will attend and play at the
inspiration, and something I thought a lot of people might relate to.”
University of Michigan in the fall.
Being an official selection at a film festival means being screened
“One would surmise that all this attention and notoriety
there. At the San Diego Film Festival the screenings happened in small
would affect Kalel,” said Coach Kevin MacDonald. “However,
groups, and the film that won in Yoshi’s category was in her group.
he has never changed. He has continued to be the same kind,
Yoshi couldn’t attend the festival because it was held when teachers were
affable, humble, and outgoing young man he has always been.
preparing for this academic year.
Yes, Kalel is an outstanding football player with a bright future,
Yoshi was able to share Night with a special audience of tough critics: her students. Many of them showed genuine interest in the film and in animation in general. Yoshi is thinking of ways to incorporate animation
but he is an even better young man who has left an indelible mark on our school.” Past All-American Bowl participants include NFL players
into the School in some way — perhaps through a workshop, if scheduling
Reggie Bush, Tim Tebow, Joe Thomas, Andrew Luck, Odell
allows. And she would love to see more girls get into filmmaking.
Beckham Jr., and Trevor Lawrence. The honor recognizes top
“It does seem like there’s a real hunger for it, especially at this moment in time,” she said. “The kids are so comfortable with computers and
high school football players as they pursue their goals and provides opportunities for competition, learning, and personal
they’re also media literate in
development that benefit student-athletes both on and off
a way that is astounding
the field.
and exciting. Making films
Kalel was the only Massachusetts athlete selected to play
used to be so much more
in the 2020 All-American Bowl, in San Antonio, Texas. It
of a niche interest. It used to
aired live on NBC in January.
be something you’d have
Boston City Council Member Matt O’Malley, who represents
to go out of your way to learn
Kalel’s West Roxbury neighborhood, presented him with a
about. But it’s a language
Certificate of Recognition from Boston Mayor Marty Walsh
these students are so
and a resolution by the city council to acknowledge his
comfortable speaking.”
achievements.
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Collaboration at Play Strings players from Milton’s chamber orchestra watched members
The rehearsal was a master class, not only in classical music,
of A Far Cry, the Grammy-nominated string ensemble, discuss a few
but in deep listening and focused cooperation. Adrian hoped the
measures of a Haydn minuet during a pause in the action. One musician
encounter with world-class musicians would inspire the Milton
suggested a slight change to the speed of the melody as others nodded
performers and encourage them to take on a similar leadership style.
in agreement. Another chimed in with a reminder about the dynamics
During a break in the rehearsal, students formed groups according
of a section. They started again, the adjustments made.
to their instruments and took the opportunity to ask questions of
“The unique thing about A Far Cry is that they don’t use a conductor,”
the professional musicians. Part of the reason for the visit was for
said Adrian Anantawan, Milton’s music department chair. “They’re
the students to get to know the musicians better than a guest concert
a fully democratic orchestra, and they make decisions as a group. The
would allow, Adrian said. “Our students are here to observe this process,” he said. “One of
leadership is shared.” The Milton group visited an open rehearsal in the Isabella Stewart
the pieces we’re working on is similar to a piece of music A Far Cry
Gardner Museum’s Calderwood Hall, a modern, four-story performance
is doing, so hopefully we’ll be able to pick up on some of how they work
space behind the historic Boston art museum. Students took notes as
and be able to apply that to our performances throughout the year.”
A Far Cry, this year’s Gratwick visiting performers, shared their insights
performed at the 89th Gratwick Concert in October.
and corrections to their piece.
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M I LT O N M A G A Z I N E
Milton students composed two pieces for A Far Cry that were
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The Bottom Line? Punctuation Matters. This sentence is missing its marks:
each other’s words,” English faculty member
of a piece by making a punctuation choice.
Eric Idsvoog says. “In our writing, we depend
Our students should have that kind of power
I learned heed this warning future employees
on punctuation marks to capture those
and control over their language.”
how bosses who are desperate to fill positions
crucial, human features of thought and voice.
convince staff who have expressed no interest
A sentence without the right punctuation
opinions on punctuation and enjoy exploring
is like a head without a face. Also, as every
its nuances. Eric, for example has a penchant
in those positions to do the job anyway
Milton’s faculty grammarians have strong
student learns, the path from misplaced
for dashes — “ They are versatile, visually
The sentence is part of a past sophomore
commas to cannibalism is short and not sweet.
clear, and expressive,” he says. “They are also
English test, challenging Milton students to
Imagine the sentence ‘Let’s eat, my friend!’
easy to overuse.” The rules about spacing
insert the correct symbols to create the
without the comma.”
around ellipses can trip him up, and he harbors
appropriate pauses and attribution in a long
Aside from its tonal implications, improper
a preference for the American convention of
paragraph without under- or over-punctuating.
or unclear punctuation can have drastic
including periods and commas inside
Those with a heavy hand may be surprised
effects: In 2018, a missing Oxford comma cost
quotation marks, as opposed to the British
to learn that the sentence is missing just one
a dairy company millions of dollars in a
style, which places them out. “If you write
comma, a period, and two em dashes: “I
dispute with its drivers.
‘hello’, you might as well be singing ‘God Save
learned — heed this warning, future employees —
A firm grasp on the mechanics of the
the Queen,’” he jokes.
language enhances the work that emerges
Whether colons or semicolons belong
convince staff who have expressed no interest
from the School’s advanced courses, says
inside or outside of the quotation marks is a
in those positions to do the job anyway.”
English Department Chair Caroline Sabin.
tricky question for writers, faculty member
A period between two sentences, for example,
Katherine Hamblet says. (They go outside).
can distinguish two linked thoughts; a comma
The “graceful and decisive” colon, when used
followed by a conjunction such as “and” or
correctly, can make a strong impact, she says.
how bosses who are desperate to fill positions
Learning about punctuation may not be as thrilling to an English student as discovering a work of literature; it may pale in comparison with the gratification that comes from finalizing a piece of writing. But Milton English teachers,
“although” explains the link explicitly. “If you join the sentences with a semicolon
The bottom line? Punctuation matters. “If you listen to someone read aloud without
in a program that has long boasted strong
instead of a comma and one of those coordi
regard to the punctuation, you will have
writers, spend time on the fundamentals of
nating or subordinating conjunctions, you’re
trouble understanding a passage, but listening
grammar and style, including punctuation
now saying to the reader, ‘There is a logical
to a reader who understands punctuation
and the teaching of megablunders: eight critical
link between these two sentences, but I’m not
for communicating meaning is easy,” says
writing mistakes to avoid. These are the
going to tell you what it is. You have to figure
Katherine.
technical aspects of writing and reading that
it out, and I have chosen not to tell you. There
help convey meaning and scaffold creativity.
is a reason why I want you to do the work,’”
as the serial comma, the English department is
Caroline says. “What power you have, what
in full support.
“When we speak to one another, we depend on pauses and changes of tone to understand
control. You make sure that your reader
the logic and, just as importantly, the emotion of
gets exactly what you wanted them to get out
As for the Oxford comma, otherwise known
Eric has just one question: “Can we call it the Milton comma?”
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Steven Bertozzi Named New Middle School Principal When people learn that Steven Bertozzi is a middle school educator,
up; it was a place where I could learn, play sports, do art, and just
their response — perhaps recalling their own experiences or the
discover what I liked to do,” he says. “Middle school is about character,
challenges of raising a child through the middle grades — often falls
and as the adults in the community, we get to set the tone for who
somewhere between awe and sympathy.
these young people are going to be.”
But for Steven, who became the principal of Milton’s Middle School in
Steven began the 2019–2020 school year as interim principal, and
December, the magic and messiness of tween and early teen years affords
strong support from students, faculty, and families soon made it clear
an opportunity to support students as they navigate the important
he was the right person for the job, Head of School Todd B. Bland says.
transition from childhood to young adulthood. “I think one part of the challenge of being a middle school principal
“Steven is a dedicated educator who has proven to be an effective leader. His passion for teaching our Middle School students — helping
or teacher is that you just want everyone to know how amazing this age
them to grow intellectually, socially, and emotionally — shines in his
group is, how resilient they are, how curious they are,” he says. “The
work,” Todd says. “I am thrilled to work with Steven as he transitions to
rest of the world doesn’t always see promise in this age group, so it’s our
a role in which he can develop and implement a long-term vision for our
responsibility to continually remind kids how special they are when the
Middle School.”
rest of the world treats them like they’re not.” Middle school is an exciting time for students to become more
Steven has more than a decade of experience working at independent schools, including teaching and serving as a grade dean at Hawken
independent, discover their interests, and explore aspects of their
School, in Lyndhurst, Ohio, and as a department chair at Hyde School
identities. Steven’s dedication to middle school education comes from
in Woodstock, Connecticut. Prior to becoming principal, Steven was a
inspiring teachers who helped guide him through those years.
Grade 7 social studies teacher and coach at Milton and a leader of
“They had such an impact on my life and took such an interest in me and my growth as a learner and as a person. I loved school growing
student cultural clubs and affinity groups. He has also been a member of the Middle School’s leadership team for the Office of Multiculturalism and Community Development (OMCD), helping the division in its strategic diversity, equity, and inclusion (DEI) work. DEI initiatives are central to Steven’s focus in the Middle School. He plans to expand faculty professional development and to work with the faculty and the OMCD to identify specific action steps going forward. He has been impressed with student leadership in DEI work: Students join and lead discussions about social identities like race, gender, and socioeconomic class, and the student diversity leadership group conducts workshops on important topics such as body image. Additional priorities include strengthening the academic program with interdisciplinary and service-learning opportunities. “The students are recognizing the resources we have at our fingertips, both in the city of Boston and from families and community members,” he says. “It’s amazing how often our kids ask for community service work.” Steven is also excited to continue working with the principals of the Upper and Lower Schools to align curriculum throughout the School. It’s important for students and teachers to thrive within their own divisions, but also to recognize that Milton is a K–12 community, he says. What makes Milton’s Middle School such a special place is the level of support students receive from their teachers, advisors, coaches, and counselors. “In all the different ways we interact with them, we know our kids well,” he says. “We take the time to meet with them, look at patterns, discuss their growth. We celebrate who they are beyond just learners. We celebrate their individuality and what they bring to our community. We celebrate leadership in all its forms in the Middle School. We see the value in the whole child.”
Last year, more than 1,100 alumni, parents, faculty, staff, students, and friends gave back to Milton, supporting all that makes Milton exceptional. What can we accomplish together in 2020? Mark your calendar, tune in on social media, and make your gift to the Milton Fund.
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Get Excited for Giving Day: April 16, 2020
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sports
For Facilities Team, Athletics Work Is 24/7
Ernie Ostine’s first day of work for Milton’s facilities
seventeen hard-surface tennis courts, an ice rink, an
department was on a snowy day in February 1978. It’s a story
outdoor track, and a dedicated dual mat wrestling area.
that Steve Zannino, associate director for grounds, events,
longest, is the foreman of the eight-member grounds crew.
look good to not show up, Ernie walked to campus through
Tending the turf and grass fields is a main focus during
the heavy snow from his home in Dorchester. He was stuck
the fall and spring sports seasons. The baseball fields
on campus for the next five days during what became
require the most maintenance. Milton has wells to water
known as the Blizzard of ’78. Forty-one years later, Ernie
the grass, so lack of rain is not a big concern, but a lot
is the longest-serving member of Milton’s stellar facilities
of care is still needed to keep the fields in good shape. They
team, a dedicated group that keeps the campus humming.
are aerated, seeded, and covered with a “top dressing”
A big responsibility is the upkeep and care of the campus
54
Manny Taveres, who has been at Milton the second-
and fleet management, likes to tell. Worried that it would not
in a process that is repeated at least three times throughout
spaces and surfaces where Milton’s student athletes
the year. The mowing is constant — the crew maintains
practice and compete. The athletic facilities comprise four
35 acres of grass. Lines need to be painted, areas need to
buildings and outdoor spaces that include eight grass
be raked, and sports equipment needs to be moved
fields, one turf field, six wood courts, seven squash courts,
around or stored.
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The Berylson Turf Field was installed during the summer of 2018. Steve was instrumental in making decisions to ensure that the field met athletic department expectations — especially for field hockey, because it’s the best surface for that game. Turf is also a great surface during inclement weather for all teams. “The designer and installer were great,” Steve says. “They did a nice job blending it in with how the rest of the school looks.” The project also finished on time and on budget. Facilities crew members Andre King and Pete Henderson have taken a particular interest in the upkeep of the field, which requires a special machine to “lift up the flattened grass and groom the surface,” Steve says. “Some believe these fields are maintenance free; actually we must carefully care for and inspect the surface regularly.” During the winter season, most of the crew’s focus is on
Steve says. Its demise unfortunately occurred in the middle
the indoor spaces. The squash and basketball courts are
of the night during the 2018–2019 hockey season, and the
swept and washed regularly, but most of the labor goes into
facilities crew had to scramble to get the melting, messy ice
the ice rink, which is not a year-round rink. In the warmer
out of the building and start the process of making new ice
months, the rink space is used for indoor tennis courts.
with a temporary chiller. They were able to get the rink up
In October, the facilities team starts the process of turning
and running in six days.
those courts into a rink — a huge physical undertaking. First they install the heavy boards and glass. Then the coolant
The new state-of-the-art system consists of a huge cooling tower and five compressors (called ice cubes) instead of
glycol flows through the rink’s underground pipes, and the
two. The installation, which took careful work over many
crew lays down thin coats of water with a handheld hose,
months, is located in a tight space behind the back walls
a process that can take hours. After a certain number of
of the rink. Additional new pipes extend out to Apthorp
coatings, an outside contractor paints the lines and the ice
Chapel and the squash courts.
white. This is followed by more layers of water before the ice is resurfaced by a Zamboni for almost two days to make it just right. One of this year’s biggest projects was installing a new chiller system after the old one “lived its life after 22 years,”
“The new system runs a lot more efficiently,” Steve says of this project, which also finished on time and on budget. “It captures the heat from the equipment, which runs through new pipes to heat the Fitzgibbons Convocation Center, the chapel, and the squash courts. It will also provide airconditioning to all three buildings in the warmer months.” For Steve and his team, every day is different and the to-do list is never-ending. Even when classes are not in session, sports activities continue. Events such as the Flood Marr hockey tournament are held over vacation breaks and various sports camps use Milton’s athletic spaces during breaks and in the summer. Whether the crew is dealing with a melted ice rink or snow removal so that fans can get to a game, upkeep of the facilities is a year-round endeavor. Liz Matson
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“The launch of the Dare campaign was a new beginning for Milton and a promise to
Dare, the most ambitious campaign in
our people. We set out to ensure that Milton is an environment where the most
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class notes
1944 Bill Childs shared that just weeks
State. Since retirement, he has
about our long-term future.
Ned Crosby and David Ehrlich
from his 93rd birthday, he finds
lived in Hopkinton, Massachusetts,
Andre sends his very best to
“rejoined” forces in Minneapolis
that all of his close friends from
in his parents’ weekend house
old friends and classmates.
the Class of 1944 are gone. He is
(c. 1800), which he has renovated
fortunate to remain in fair health,
for comfort. His focus is now on
but cannot travel alone. If any
conservation issues in his town
1954
on Minnesota’s political history
classmates would like to corres
and region. He enjoys subsistence
▼ Jean Childs shared that “Our
in the splendor of the glorious
pond, his email address is
farming, which keeps him healthy.
side of the street didn’t stay
state capitol.
chwilliam@aol.com. Bill is in a
He has traveled extensively and
for the Saturday dinner during
retirement community and he
enjoys studying and collecting
Reunion, so we missed the
Diana Moore says that her
enjoys his life there very much.
maps and books on the history
official photo.” Pictured here:
husband, Charlie, has started
of cartography. Two happy
Liz Biddle Barrett, Sally Sprout
making tables from cedar.
1951
marriages (his first wife died of
Lovett, Jean Worthington Childs,
She enjoys painting beach
cancer) have given him great
and Constance Trowbridge.
scenes on top of “said tables,”
Andre J. Navez spent his profes
pleasure. The state of much of the
in June as an offshoot of David’s Yale class. They sat through a wondrous presentation
and they are both on the
sional life as a foreign service
world — including especially the
craft circuit. She writes, “Lots
officer with postings in Laos,
current U.S. administration, the
of work and enjoyment. We
Congo (twice), Chad, Belgium,
irresponsible treatment of natural
are both feeling our 83 and
Ethiopia, and Djibouti, with
resources, and obvious over
86 years, however, but trotting
NASA and the Department of
population — makes him worry
onward.”
SPRING 2020
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cl a s s no t e s, con t.
1966
1955 Katharine (Tinka) Gratwick Baker
fellow and lecturer on diplomacy.
▶ Four members of the Class of
is a founder and president of the
He remains active as the chair
1966 got together last summer at
board of directors of Northampton
of a global business development
Harry Norweb’s house in Marion,
Neighbors, a new “village” that
firm and an iconoclastic public
Massachusetts. Pictured (L to R):
supports aging in place for seniors
speaker on contemporary foreign
Guild Tucker, Ted Southworth,
by providing volunteer support
affairs. He divides his time
Harry Norweb, and Chuck
and social activity for people over
between Washington, D.C.,
Hunnewell.
55. After less than two years of
and Rhode Island. Details at
operation they have more than 800
chasfreeman.net.
1971 Tap Francis lives in Marion,
members, which she says “shows Tim Brooks ’63 and his wife,
the village movement has hit a
Elise (Lisa) Forbes Tripp just
Martha, are continuing their
sweet spot for us old folks.” Tinka
produced a 35-minute profes
Massachusetts, again, after
retirement travels. Their latest
encourages you to look for one in
sional documentary with first-
40 years in Colorado, California,
journey was a camping
your community, saying it offers a
time activists who help immigrant
Texas, Washington, and most
great alternative to institutional
families at the Texas border,
recently, the Big Island in Hawaii.
and hiking trip to Labrador and Newfoundland.
living for seniors.
fight voter suppression in North
He hopes to run into old friends
Carolina, and mobilize youth
who are in the area!
1956
for gun control. She describes the film as inspiring, recognizing
Sylvie Peron writes that after
Rupert Hitzig writes that he’s
good citizens without mention
15 years at the helm of Altitudes
happy and healthy after all these
of the current administration!
magazine, building the brand
years. “A great ride for 60 years
More at activizedfilm.org.
1962
business-aviation publication.
TV shows, documentaries. Still working, still flirting, and still
Jim Kaplan got a terrific reception
start this back-to-school season
married to a wonderful partner . . .
when his column on turning 75,
on a high note, aged 66!”
years. Have made a lot of movies,
immensely grateful for my wife,
Tap Francis ’71 lives in Marion, Massachusetts, again, after 40 years in Colorado, California, Texas, Washington, and Hawaii, and hopes to run into old friends in the area.
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M I LT O N M A G A Z I N E
from scratch, she just joined, as co-editor, Ultimate Jet, another
with great friends from my Milton
Sylvie says, “I’m quite excited to
“Passing Time With the Eternal
Karen, my two grandchildren, and
Footman,” appeared in the
my sons, one of whom survived
Vineyard Gazette.
1972
a long bout with a “broken heart,”
Meg Matthews Herman writes
but now lives a full life as a
that by the time you read this,
husband and daddy with his NEW
1963
she and her husband, Bruce, will
HEART. Rupert is thankful for
Tim Brooks shared that he and
have celebrated 46 years of
his son’s doctors and to his son’s
his wife, Martha, are contin-
marriage! They have two children,
donor, and sends his love to all
uing their retirement travels.
Ben and Sarah, who are happily
the Milties who have made his
Their latest journey was a
settled with their own families
life richer.
camping and hiking trip to
and professions, and like typical
Labrador and Newfoundland.
grandparents, they “shamelessly
1960
Between travels and their
boast about our five wonderful,
four grandchildren, they are
unique, amazing, smart, adorable
Chas Freeman has re-upped for
having a wonderful time. “If
grandchildren.” Meg retired a few
another year at Brown’s Watson
any classmates are coming
years ago, and says it is a privilege
Institute, where he is a senior
through Delaware, let us know.”
to have more time to babysit, help
milton.edu
/MiltonAcademy1798
@Milton_Academy @miltonacademy
Alice Outwater ’77 Alice Outwater ’77 ’s book Wild at Heart:
America’s Turbulent Relationship with Nature, from Exploitation to Redemption was published by St. Martin’s Press in April 2019 and was listed for the Pulitzer Prize in General Nonfiction. Alice researched the natural history of the United States through the lens of human interaction with nature and wildness, beginning with the relationships of indigenous peoples and the land. Wild at Heart explores humans’ physical, spiritual, and economic relationships with nature, from before the time Europeans landed on the continent through agricultural and industrial movements detrimental to today’s conservationist and environmentalist efforts. “Our relationship with nature is influenced by economic systems and spiritual beliefs; there are no universal standards, and actions that are unthinkable
1977
in one culture or era are unremarkable in known to Darwin, dogs, and philosophers
another,” Alice writes. “But the deeper truth
friends and neighbors, and fully
Eve Zimmerman is a professor
enjoy their “wee farm with
of Japanese literature at Wellesley
alike is that all living beings are inextricably
horses, barn cats, friendly dogs,
College. She writes, “Studying
part of nature. And nature is beyond our
and an unruly mob of chickens.
English with Kay Herzog at
control. That also means that human nature is
We love where we live, and every
Milton instilled in me a love of
beyond our control. We are wild at heart. There
time we pull into our driveway,
reading, which I’m able to put
is wildness everywhere, and within us all.”
we exclaim, ‘Who are the lucky
to good use in my new job as
people who get to live HERE?’”
director of Wellesley’s Newhouse
Thanks to her husband’s work
Center for the Humanities.”
as an artist and a professor, they enjoy a steady stream of merry guests, and encourage Milton
1978
friends to visit. “It’s a good life
Scott Johnston is pleased to report
and we like to share it.”
that his debut novel, Campusland, just hit #15 on Amazon, beating
▼ Meg (third from right) with her
out Stephen King and the Very
family in Italy this past summer.
Hungry Caterpillar (“Yes, it’s still a best seller,” says Scott). He describes his book as a fun read about college culture run amok.
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cl a s s no t e s, con t.
1980
Carolyn Grant ’80 and her husband, Jerry, live in Chicago, where they listen to Cubs home games from their back porch.
Carolyn Grant and her husband,
Polly Duke has been teaching
programs in Martinique, Quebec,
Jerry, celebrated several gradua
French and Francophone studies
France, Spain, Costa Rica, and
tions. Their son Sean graduated
for 32 years at Andover, Columbia
China. Her older son, William, is
from George Washington
University, and now Friends
now 24 and engaged to his
University and joined Warner
Academy, on the North Shore of
girlfriend from Williams College.
Media in New York City, while
Long Island. She is president of the
They are pursuing their master’s
their son Duncan graduated from
Metropolitan New York Chapter
degrees at Yale. Her younger son,
Walter Payton College Prep and
of the American Association
Peter ’17, loved his years at Milton!
is attending Syracuse University.
of Teachers of French and partici-
He is a jazz pianist and trombonist,
Carolyn and Jerry live in Chicago,
pates in many conferences on
theater enthusiast, and lover of big
where they listen to Cubs home
pedagogy and culture. She also
cities. He is a junior at Williams
games from their back porch. Rebecca Williams, Ph.D.,
has been department chair at
College and plans to go to London
Friends Academy since 2001 and
this spring to play music. Polly has
has created exchange and travel
been married for 32 years to Ben
recently completed a 23-year career as a clinical psychologist and associate professor in San Diego and happily moved across the country to beautiful Savannah, Georgia. She has written two popular books on mindfulness, The Mindfulness Workbook for Addiction and, most recently, The Gift of Recovery: 52 Mindful Ways to Live Joyfully Beyond Addiction. For anyone who would like to get in touch, Rebecca’s website is mindfulnessworkbook.com.
Rebecca Williams, Ph.D., ’80 has written two popular books on mindfulness, the most recent being The Gift of Recovery: 52 Mindful Ways to Live Joyfully Beyond Addiction.
1981 ▶ Ashlee Robertson married
Peter McClary on June 23, 2018. In the family photo are nine Milton graduates. Top to bottom: Chris Robertson ’83 , Phil Robertson ’82, Meg Robertson ’87, Michael Robertson ’53 , Andy Robertson ’88, Swing Robertson ’81, Cate Robertson ’17, Claire Robertson ’13 , and the bride.
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Duke, an attorney at Covington &
happy to see them and share our
Burling, LLC, and a photography
midwestern hospitality. All are
to the last, that it’s one you’ll likely
enthusiast and gardener. She
happily married with kids, and all
read in a single, delicious sitting.”
never slacks, from the first page
still plays the banjo and guitar
are excelling in their careers.
Published by HMH Books, Wild
and sings, and is a member of the
Really proud to have best friends
Game’s film rights were bought
Westbury Quaker Meeting. She
for 40 years!”
by Chernin Entertainment.
1983
Cambridge to work at JM Forbes
Adrienne Brodeur is the author of
& Co., a trust company. With
1982
the memoir Wild Game: My Mother,
both sons in college, she and her
Her Lover, and Me, published in
husband, P.K. Simonds, continue
JB Pritzker writes, “Karl Austen,
October 2019. The New York Times
to spend significant time on
Phil Robertson, and Fred Bisbee
Book Review describes it as
writes, “Thank you, Milton, for helping me to become a lifelong learner and educator.”
flew from California, Thailand,
“Exquisite and harrowing . . . The
Beth Colt has moved to
the Cape managing real estate investments including the Woods
and Vermont, respectively, to
book is so gorgeously written
Hole Inn. They look forward to
attend my inauguration as 43rd
and deeply insightful, and with
continuing to connect with Milton
governor of Illinois. I was so
a line of narrative tension that
grads in both locations.
Polly Duke ’81 still plays the banjo and guitar and sings, and thanks Milton for helping her become a lifelong learner and educator.
1984 ▼ Jennifer Jewell has been a
winning public radio program
Hands: 75 Extraordinary Women
public radio producer since
and podcast on natural history
Working in the World of Plants,
2007, and currently focuses on
and the human impulse to garden.
which centers on women trans
Cultivating Place, an award-
Her first book, The Earth in Her
forming horticulture around the world, is due out in early 2020 from Timber Press. She lives and gardens in interior Northern California with her two daughters, Delaney Jewell Simchuk (College of William & Mary, Class of 2021) and Flannery Jewell Simchuk (University of Puget Sound, Class of 2023). Jennifer will be traveling all over the Northeast (and the country) in 2020 talking about the book
Beth Colt ’83 and her husband continue to spend significant time on the Cape managing real estate investments, including the Woods Hole Inn.
and would love to connect with classmates in their home cities (and gardens!). She invites friends to check out the Cultivating Place website for dates and locations. She’s also active on Instagram at @cultivating_place.
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boa r d of trustee s Robert Azeke ’87
Harold W. Janeway ’54,
John D. McEvoy ’82, P ’19, ’20, ’25
Patrick Tsang ’90
New York, New York
P ’79, ’81, ’87, G ’12, ’14
Milton, Massachusetts
Hong Kong
Bradley M. Bloom P ’06, ’08
Webster, New Hampshire
Emeritus Emeritus Wellesley, Massachusetts
Claire D. Hughes Johnson ’90
Wendy C. Nicholson ’86
Erick Tseng ’97
Vice President
San Francisco, California
New York, New York Kimberly Steimle Vaughan ’92
Treasurer Charles A. Cheever ’86
Menlo Park, California
Caterina Papoulias-Sakellaris
Peter Kagan ’86
Milton, Massachusetts
P ’17, ’19
Concord, Massachusetts Douglas Crocker II ’58
New York, New York
Luis M. Viceira P ’16, ’19 Belmont, Massachusetts
H. Marshall Schwarz ’54, P ’84
Delray Beach, Florida Jason Dillow ’97
Boston, Massachusetts
Elizabeth B. Katz ’04
Emeritus
Dorothy Altman Weber ’60, P ’04
Boston, Massachusetts
Lakeville, Connecticut
Boston, Massachusetts
William A. Knowlton P ’23
Gabe Sunshine P ’22, ’24
Edward E. Wendell Jr. ’58,
Boston, Massachusetts
Boston, Massachusetts
New York, New York Elisabeth B. Donohue ’83 President New York, New York
Yunli Lou ’87
Dune D. Thorne ’94
Shanghai, China
Lincoln, Massachusetts
Randall C. Dunn ’83 Chicago, Illinois
P ’94, ’98, ’01 Milton, Massachusetts Sylvia P. Westphal P ’18, ’21, ’25, ’27
Stuart I. Mathews P ’13, ’17
Boston, Massachusetts
Vice President and Secretary James M. Fitzgibbons ’52,
Waban, Massachusetts
P ’87, ’90, ’93
Ronnell L. Wilson ’93 Jersey City, New Jersey
Emeritus Kevin K. Yip ’83, P ’16
Chestnut Hill, Massachusetts
Hong Kong Eleanor Haller-Jorden ’75, P ’09 Wädenswil, Switzerland Franklin W. Hobbs IV ’65, P ’98 Emeritus New York, New York
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M I LT O N M A G A Z I N E
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/MiltonAcademy1798
@Milton_Academy @miltonacademy
1986
1991
Alex Merrill is happy to report
women-focused capsule clothing
that his new publishing house,
brand centered on the economic
Anne McManus Hurlbut writes
that she is working in communi
Apollo Publishers, is growing
empowerment of women through
cations at Nobles as a writer/
and now has more than 25 titles.
education and opportunity.
content manager. “Turns out this
The first big hit title was The
With a range of exclusively ethical,
is a fabulous place,” she says.
World Beneath, by Richard Smith,
certified organic, sustainable,
with stunning photography
and thoughtfully designed
of little-known sea life. Apollo
clothing, Loskey is fully com
1992
is actively looking for books
mitted to minimizing waste,
Abria Smith released a single in
to publish on the oceans, weather,
respecting the environment, and
September. Listen at distrokid.
cooking, and art . . . and, of course,
supporting women. ▼
com/hyperfollow/abriasmith/
for Farah Pandith’s next book.
we-shall-rise.
Alex writes, “I hope everyone bought her last one!”
1993
Jennifer Stromsten sends cheers
Dave Killen accepted a new
from western Massachusetts,
position at Ellis Realty Advisors
where she is working in rural
(commercial sales and leasing).
economic development, and
He lives in Minot, Massachusetts.
Alex Merrill ’86’s new publishing house, Apollo Publishers, now has more than 25 titles.
describes herself as “too involved in local politics.” She and her husband, Dave, have a senior at Smith College and a senior at
1989
Northfield Mount Hermon. She
▼ Anil Thomas and James
describes “a busy spring with two
Williams recently caught up and
graduations and our 30th Brown
had a nice sail in Westchester.
reunion, but we’re going to do it all!” She invites Milton friends to look them up if they’re ever in Greenfield. They’ll let you in on some local secrets — watering holes, swimming holes, or hole-inthe-wall music venues.
Jennifer Stromsten ’86 invites Milton friends to look her up if they’re ever in Greenfield, Massachusetts.
1987 Alison Fitzgerald Kodjak and Cassie Robbins joined Lori Dandridge Cunningham at a
private shopping event support ing the New York launch of Lori’s new clothing brand, Loskey. Founded in 2017, Loskey is a sustainable, fair trade, and
SPRING 2020
63
1994 Patrick Radden Keefe’s book
independent school in Boca
responding to email on Fridays.
Say Nothing, which chronicles
Raton, Florida. He and his wife,
I trust you’ll forgive (or perhaps
the history of the Troubles in
Katherine, have two daughters,
enjoy) any delays.”
Northern Ireland, was listed as
Emilia, 5, and Maya, 2.
one of the 10 Best Books of 2019 by the New York Times and as
2003
one of the best books of the year
2001
by Maureen Corrigan, book critic
Alda Balthrop-Lewis spent July
for NPR’s Fresh Air.
through October of 2019 on a
new platform for professionals
book forthcoming from Cambridge
seeking an integrated solution
University Press in 2020,
for financial strategies, tax prep,
David Snider spent the summer
launching Harness Wealth, a
1996
Thoreau’s Religion: Walden Woods,
and estate planning that combines
Craig Cetrulo is in his fourth
Social Justice, and the Politics of
digital insights and best-in-class
year as dean of faculty at Saint
Asceticism. Alda writes, “During
advisors. David lives in Greenwich
Andrew’s School, a JK–12
this time, I am reading and
Village with his wife, Whitney,
REUNION WEEKEND JUNE 12 & 13, 2020
Celebrating class years ending in 5 and 0. Join the celebration! Alumni of all graduation years — stay connected year-round through Milton’s new alumni network, miltonacademynetwork.com.
Register today at www.milton.edu/reunion.
and enjoys hanging occasionally
produced his first show at the
with Ben Steiner and Lucas
Rialto: the award-winning epic
Wittmann.
The Inheritance. He’s also become a certified mediator and is engaged to the brilliant Martha Gimbel,
2005
an economist who (phew) is not
Jason Yeager recently released
bored by the arts. He remains
his fifth album, New Songs of
close with many Milton friends,
Resistance, on Outside in Music.
frequently ringing in the new
Combining Latin jazz, chamber
year with a Mustang posse, and
music, and political protest songs,
his brother Alec ’09 is getting
the album is available on Amazon,
his MFA in dramatic writing from Carnegie Mellon; Lee couldn’t
David Snider ’03 launched Harness Wealth, a new platform to help professionals identify financial opportunities.
be prouder. ◀ Julie Ellison Palmedo and her
husband, Randy, welcomed their second son, Theodore “Teddy” George Palmedo, on September 18, 2019. Big brother Robby is thrilled with the new arrival.
2006 Bailey Carroll married Jon
Wakelin, a St. Paul’s graduate, on August 3, 2019. ▼ The photo of the couple with
iTunes, and most other digital
Milton alumni: Back row:
music platforms. Earlier this
Annie Jean-Baptiste, Ian Halpern,
year, Jason made his Carnegie
Jim Frantz, Jon Wakelin (groom),
Hall debut in a solo recital of
Bailey Carroll, Katherine Marr,
classical, jazz, and original pieces.
Jeff Marr ’04 , Jefferson Shaw.
Lee Seymour ’05 continues to work in the theater industry, covering Broadway for Forbes magazine, and recently produced his first show at the Rialto: the award-winning epic The Inheritance.
Jason lives in New York with his fiancée, Julie Benko, and their cat, Thelonious Monk. Lee Seymour writes that 15 years
later, he is relieved to report that things are turning out just fine. He continues to work in the theater industry, covering Broadway for Forbes magazine, and recently
SPRING 2020
65
cl a s s no t e s, con t.
2007 Alexandra Desaulniers is thrilled
have demonstrated professional,
to return to New England and
personal, and civic commitment to
the ISL. This past fall, after eight
improving the quality of life within
years in Washington, D.C.,
our region. Irene is cofounder
working for nonprofits and higher
of Mei Mei, an award-winning
education, Alexandra accepted
restaurant and catering business
a position as assistant director
serving Chinese-American
of alumni engagement and
cuisine. Irene is passionate about
annual giving at The Governor’s
carefully sourced ingredients
Academy. She is looking forward
and open book management, and
to reconnecting with Milton
she serves on the boards of
alumni in the Boston and New
many community organizations
England area.
in Boston, including Lovin’ Spoonfuls and Project Bread.
◀ Trevor Prophet married Emily
Seeley on August 3. The newly weds live in Bothell, Washington,
2012
and welcome future get-togethers
Jessica Carlson (Millet House)
with Milton alumni in the Seattle
is costarring in The Man in the
area. Pictured (L to R): Julian Fu,
Woods, an independent feature
Chandler Sherman, Trevor
film, alongside Sam Waterston,
Prophet, Emily Seeley, and
Marin Ireland, Jane Alexander,
Elizabeth Whitman.
and Odessa Young. On a snowy night in 1963 in Pennsylvania, a boarding school student goes
2008
missing in the woods. Her friends,
Chelsey Locarno married Michael
along with a bohemian poetry
Puopolo in Boston on September
teacher, a disgraced quarterback,
28, 2019. Marissa Simmons was a
a shunned ex-cop, and the
bridesmaid. Alyson Friedensohn,
headmaster’s wife, agree to search
Maggie Bouscaren, Maddy Hobbs,
for her. As they do, they confront
Nick Hunnewell, Lauren Hawkins
the lies, ghost stories, and
’07, Maddie Winrow ’06, and
demonization that the idyllic
Charlie Cabot ’09 were in
school was built on.
attendance. ▶ Merilin Castillo graduated
Photos in class notes marginalia by: John Phelan (CC BY 3.0); Sarafraser, Paul Lemke (Dreamstime); LunaseeStudios, Vereshchagin Dmitry (Shutterstock); and Rostislav_Sedlacek, DenisTangneyJr, marchmeena29, TarpMagnus (iStock).
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Irene Li was recognized by the
from Columbia Law School and
Greater Boston Chamber of
passed the bar exam in the fall.
Commerce and City Awake as
She is pictured here being sworn
one of Ten Outstanding Young
in as a lawyer in Massachusetts
Leaders for 2019. The awards
on November 18. She is currently
celebrate the contributions
working at Ropes & Gray, and will
of current and emerging young
begin a clerkship with a federal
greater Boston leaders who
judge this summer.
@Milton_Academy @miltonacademy
In Memoriam Class of 1937 Sidney Smith Walker Rob O’Gara and Isabel Wise ’13
Class of 1939
were married at Newagen Seaside
Ann C. Campbell
Inn on Southport Island, Maine, on July 6, 2019, which is also
Class of 1942
Rob’s birthday. Rob and Isabel
John Carey
met and started dating while both were at Milton. Milton
Class of 1943
graduates played important roles
Anne Felton Spencer
in the wedding, including the father of the bride (Rick Wise ’82),
Class of 1946
best man (Jon Franco), maid
Sophie Finkenstaedt Danforth
of honor (Catie Wise ’17), and a
▲ Back row (L to R): Rick Wise ’82 ,
number of bridesmaids and
Josh Ellis ’13 , Rob O’Gara,
Class of 1948
groomsmen (Henry Arndt, Julia
Jon Franco, Henry Arndt,
John Dacre Bennett
McKown ’13 , Nina Wadekar ’13 ,
James Wang, Ted Stikeleather
Benjamin Eustis Jeffries
James Wang.) Isabel continues
’82 , Lauren Stikeleather ’16
as a management consultant
Front row (L to R): Nina Wadekar
Class of 1949
at Accenture, where she has been
’13 , Julia McKown ’13 , Isabel
Paul Revere Jr.
employed since graduating
Wise O’Gara ’13 , Catie Wise ’17,
from Cornell. Rob, a professional
Susan Wise ’86
the Springfield Thunderbirds,
Class of 1950 Rodney Cushing Brown
hockey player, is currently with the minor-league AHL affiliate
2013
Class of 1955
of the Florida Panthers, after
▼ Duncan Sewall became engaged
Paul R. Toulmin
playing in the Boston Bruins and
at Colby College to his girlfriend
New York Rangers organizations
from senior year!
upon graduating from Yale.
Class of 1957 Stephen Todd Anderson
While at Yale, Rob was a member of the NCAA national champion
Class of 1967
ship team.
William Hobbs Faculty and Staff Jane Eastburn Paul Healey
To notify us of a death, please contact the Development and Alumni Relations Office at alumni@milton.edu or 617-898-2447.
SPRING 2020
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post script
RANDALL DUNN ’83
“And I am the same Wall. The Truth is so . . . ” I was a day student, and going back
from Milton, and we all grew up in different
Milton and my Dorchester neighborhood
parts of the country and the world. My Milton
was becoming increasingly distracting and
years were the beginning of my understanding
difficult. I tried to be fully immersed in both
of the phenomenal impact the right learning
worlds, but it wasn’t working. When I wasn’t
environment and the best teachers can have on
commuting on the T, in school, or at play
a student. Because of that, I became a teacher,
or basketball practice, I was hanging out
and then a division head, and ultimately a head
with my neighborhood friends, who didn’t
of school. (A shout-out and inexorable gratitude
understand or accept my excuses of “I
to Ed Foley, former head of school at Derby
can’t — I have to do homework.”
Academy in Hingham, Massachusetts — and
Ellie and Dick Griffin, two of the most
also my ninth-grade basketball coach and
selfless and caring people I’ve ever met, saw
mentor — for taking a chance and hiring me as
what was happening to me, recognized my
his upper school director in 1994, launching
academic shortcomings, and somehow still
my career as a school administrator.:-))
made me feel like I had extraordinary potential. Along with my teachers, coaches, and advisor, I played Tom Snout, the tinker, in my Class IV
understatement. My closest friends today are
and forth between the disparate worlds of
The Griffins and Mr. Foley, along with so many others at Milton, inspired me, gave
they scrutinized my schedule, kept a close eye
me hope and confidence, opened doors that I
on my homework, and made it clear I wasn’t
didn’t even know existed, and challenged
play, A Midsummer Night’s Dream. And for
going to be able to slip through any cracks at
me in ways I couldn’t have imagined in eighth
the past 40 years, to the dismay of my children,
Milton. They invited me to start spending
grade at the Grover Cleveland.
I still enthusiastically recite all my lines
the night with them at their home on campus
whenever someone mentions the play. “In
at least once a week. That led to my staying
I’m the same Randall Dunn I was in high school. I’m older, but I still feel like that
this same interlude it doth befall that I, one
additional nights with friends in Wolcott
involved, enthusiastic, and sometimes
Snout by name, present a wall . . . ”
House (eventually becoming a full-time
completely overwhelmed teenager. (As Snout
boarder), developing stronger work habits,
said, “And I am the same wall. The truth
and, ultimately, making significant academic
is so . . . ”) The only difference now is that I am
It was my first role in a play, and it was an eye-opening introduction to the stage, my fellow thespians and classmates, and
improvement. The Griffins (along with
acutely aware of how many people at Milton
Milton Academy. I came to Milton from the
Mrs. Husbands, the Class IV play director,
supported me, helped me build my foundation,
Boston public schools at the urging of my
and my Milton friends, teachers, and coaches)
and expanded my horizons. And every single
school guidance counselor, Mrs. Husbands,
changed the trajectory of my life.
day, I am so, so grateful.
and under the sponsorship of A Better Chance.
When I was a teenager, it felt like life was
I’m sure I don’t need to explain to anyone
happening to me. I was enthusiastic, but
Randall Dunn (below, #23) is the head of school at
that Milton was a very different world than
pretty darn self-absorbed. As opportunities
the Latin School of Chicago in Chicago, Illinois.
the Grover Cleveland in Dorchester. In
presented themselves at Milton, I took
addition to the Class IV play, I joined the
advantage of them, and I had a blast. I loved
freshman basketball team — another first. My
Milton. But I was also overwhelmed. And
schedule of rehearsals and practices was
I realize now, though I didn’t fully grasp it
tweaked so that I could do both. My social,
then, how many adults spent considerable
athletic, and extracurricular life soared
time and effort (often behind the scenes) on
throughout my freshman year at Milton, and
my behalf to make sure that I was able to
I was fully engaged with all my new Milton
be successful at Milton and beyond.
friends and experiences. But I was struggling academically.
68
M I LT O N M A G A Z I N E
To say that Milton expanded my oppor tunities in life would be a tremendous
david greenway ’54’s work as a foreign correspondent for Time magazine took him to far corners of the globe, reporting from Bangkok, Hong Kong, and Saigon during times of political unrest. From Time, he moved to the Washington Post under Ben Bradlee, reporting from the Vietnam War, then opening the Post’s first Jerusalem bureau. “Who could ask for anything more?” David asks. He credits Milton faculty member A.O. Smith with opening up a new world for him through literature; he was determined to have a career that included travel. Now retired, David enjoys sailing, hiking, and bicycling, and he still keeps up with friends from Milton and Forbes House. David has included Milton as a beneficiary in his will, and he looks at today’s School with appreciation. His advice to its students is simple: “Take advantage of everything Milton gave you, and try to give something back — not just to Milton, but to society.”
For more information on supporting Milton through a planned gift, contact Mary Moran Perry, Director of Planned Giving 170 Centre Street, Milton, MA 02186 617-898-2376 or mary_perry@milton.edu
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Mosope Bakare ’21, Chiemerie Akunyili ’21, and Mia Adriko ’21 perform in School Girls; Or, the African Mean Girls Play