TMM 4-9-2012

The Self-Governing Associa-tion (SGA) Council has decid-ed to propose an amendment before the student body in an effort to change the process by which amendments are passed the future. The amendment will establish SGA bylaws so that future amendments will not need to be voted on by the entire school. The issue arose when addressing the current Head Monitor election process.

In the current SGA consti-tution, there are no guidelines as to the nature of Head Monitor elections. The rules of the elec-tions have never been formal-ized but rather dictated by Mr. Heard based on past elections. The election usually takes place in two rounds. All can-didates address the school dur-ing round one, the school votes in an online ballot, and the top three males and females move on to round two, where they give a more in-depth speech.

This year, SGA hopes to standardize the election pro-cess. Molly Gilmore (I) ex-plains that she would like to “make the process more con-

Vol CXVII Num. 13Monday, April 9, 2012

%\�*LQD�6WDU¿HOG�µ��Editor-in-Chief

SGA Proposes Bylaw Amendment to Constitution

sistent year to year so that there is no question in how the elections should be run.”

In the wake of last year’s Head Monitor elections, where only one female candidate did not move on to the second round of the elections out of a total of four female candi-

dates, the new rules surround-ing elections will be more VSHFL¿F� DQG� DFFRPPRGDW-ing to all types of situations. Many students felt that elimi-nating only one person from the race was unfair and cruel.

Thus, the new rules that SGA hopes to implement are as

follows: If there are four male or female candidates running, only the top two will move on WR� URXQG� WZR�� ,I� WKHUH� DUH�¿YH�male or female candidates run-ning, three will move on to the second round. If three or less candidates are running, there will not be a second round.

Furthermore, the process for boys and girls can be indepen-dent of one another, depend-ing on the number of boys and girls running respectively.

Looking to change the election process brought the SGA Council to another issue. As it stands in the SGA Con-stitution, “The constitution will EH�UDWL¿HG�E\�WZR�WKLUGV�PDMRU-ity vote of the S.G.A. council DQG�D�PDMRULW\�YRWH�RI�WKH�DVVR-ciation,” or in other words, an DPHQGPHQW�PXVW�¿UVW�UHFHLYH�D��PDMRULW\�YRWH�IURP�WKH�6*$�council and then be presented to the entire school (association).

Once presented to the en-tire school, the amendment must be voted on and receive a PDMRULW\� LQ�RUGHU� WR�EH� LPSOH-mented.SGA hopes to pass by-laws that help alleviate the pro-cess of passing an amendment.

6SHFL¿FDOO\�� E\� UHPRY-ing the requirement that all amendments must be voted on by the entire student body, they seek to streamline the way in which those amend-ments -- especially ones deal-ing with minor or uncontrover-sial changes -- get passed.

When I came to Milton, I was a quiet, intimidated kid, but thanks to four pretty amazing years I’m leaving far more FRQ¿GHQW� LQ� P\VHOI�� 2XW� RI�all the cool stuff I’ve done while at Milton though, be-ing Head Monitor is easily at the top of the list. I’ve loved the opportunity to really meet people from all parts of the Milton community, from new students at orientation to teachers and administrators during weekly meetings. It sounds really corny but it has truly been an honor to repre-sent such a talented student ERG\�� ¿OOHG� ZLWK� SHRSOH� IDU�more impressive than I could ever hope to be. This year has been very memorable for me.

It began with a great display of school spirit. Af-ter orientation, Molly and I focused on encouraging the whole school to attend a Freshmen Girls’ Soccer game--while I missed the game because of a broken arm, apparently it was a suc-

cess. In the fall, we also or-ganized Spirit Week to get everyone pumped for Nobles’ Day (shoutout to Girls’ Var-sity Soccer for not losing). We had a little bit of a mix-up with Gotcha but, ultimate-ly, we got a full game in and hopefully secured its future.

After winter break, we worked to get donuts and cof-fee for students during exam week and then held the most successful food drive in re-cent Milton Academy history, collecting over 3,000 goods. In short, we’ve accomplished a good amount of what we set out to do this year, but that list doesn’t touch on some of my best memories from this year. A lot of those have simply come from hanging out with people who drop by WKH� +HDG� 0RQLWRU¶V� RI¿FH�

I’ll admit there have been times where I’ve been frustrated by things we have been unable to do. I really did want to change the assembly schedule this year; I wanted to get rid of Tuesday class as-semblies because I think they have little potential to morph

into something really worth DWWHQGLQJ��8QIRUWXQDWHO\��MXVW�because a Head Monitor has an idea doesn’t mean it’ll be-come reality, so I’ve worked and will continue to work to get rid of that assembly, at least for upperclassmen. I also didn’t bring donuts to as many Thursday and Fri-day assemblies as I original-ly planned, time constraints and other factors stopped the donut draw from hap-pening every single week.

With my time coming to a close, I’m excited for the next Head Monitors to be elected and Molly and I will work to make the transfer as smooth as possible, encour-aging them to start working seriously in the spring. As I said, it has been the high-light of my Milton experi-ence to serve as Head Moni-tor and I look forward to my ODVW�IHZ�ZHHNV�RQ�WKH�MRE��

%\�7RP�6FKQRRU�µ��Head Monitor

Head Monitor Farewell Columns

Top row left to right: Naavin Karimbux, Matt Sullivan, Caleb Warren. Middle row left to right: Josh Ellis, Ale Gianino, Nick Bland, Nick Pagliuca, Duncan Bowden, Alex Perry. Bot-tom row left to right: Chris Cahoon, Nick Maragos, Jeff Bortman, Jessica Li7HQ�ER\V�DQG�WKUHH�JLUOV�ZLOO�IDFH�RII�QH[W�:HGQHVGD\�IRU�WKH�¿UVW�URXQG�RI�+HDG�0RQLWRU�HOHFWLRQV��6HH�LQVLGH�IRU�LQ�GHSWK�SUR¿OHV�DQG�LQWHUYLHZV�ZLWK�DOO�WKH�FDQGLGDWHV�

I truly feel so lucky to have been elected as this year’s co-Head Monitor. Being at Milton has been amazing and the expe-rience of being Head Monitor has been a transformative one.

My favorite aspect of the position has been how the po-sition allows me to interact with all the different factions within the school community: the students, the faculty, ad-ministrators and of course all of the many other people that make this school run so well.

Some highlights for me this year have included lead-ing interesting discussions around the summer movie Waiting for Superman, sip-ping hot cocoa and waving hand painted orange and blue signs among hundreds of stu-dents at the fall freshmen girls’ soccer game and count-ing up over 3,000 donations for the all-school food drive for the Milton Food Pantry.

In addition to these more concrete events that Tom and I have been able to plan and

organize, we have also been involved in many ongoing conversations, such as those assessing the effectiveness of new student orientation and morning assemblies. In order to enact any real change, stu-dent leaders really must dis-cuss and communicate their thoughts with the class deans, administrators and faculty and come to solutions that every-one can agree on. However, ac-complishing this task is exact-ly as hard as it sounds and thus FRQFUHWH� FKDQJH� LV� GLI¿FXOW�to swing for complex issues.

Hopefully in the next few weeks as Tom and I transition out of our positions and the new Head Monitors take the reins for next year, we will be able to bestow some knowl-edge onto them about what we have learned. I hope that Tom and I have contributed to the success of the school over-all and that the leaders of the class of 2013 will continue our momentum to make next year fantastic. Good luck to the class of 2013 as you all step up to lead the school next year.

%\�0ROO\�*LOPRUH�µ��Head Monitor

Election IssueCANDIDATE PROFILES INSIDE

April 9, 2012 | !e Milton Measure April 9, 2012 | Page 3!e Milton Measure

Nick BlandGoes to Milton AcademyBorn on Janurary 17thMale

Nick Bland Je" Bortman

Jeff BortmanGoes to Milton AcademyBorn on September 22Male

:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�role of the Head Monitor?

I believe that the purpose of SGA is for the student body to have a voice. SGA is the, “Self Governing Association, not the Student Governing Associa-tion,” as Tom said this past week, and this showed me the importance of not Governing your peers, but rather governing yourself, and helping your peers. I ZRXOG�GH¿QH�WKH�UROH�RI�+HDG�0RQLWRU�DV�WKH�DELOLW\�WR�SXW�\RXU�SHUVRQDO�JRDOV�VHFRQG�DQG�WKH�VXFFHVV�RI�\RXU�FODVV�DQG�WKH�UHVW�RI�WKH�VFKRRO�¿UVW��/HDGHUVKLS�FRPHV�LQ�PDQ\�IRUPV�DQG�WKH�¿UVW�LV�E\�H[DPSOH��IRU�LI�RQH�GRHV�QRW�DFW�WKH�ZD\�he wants others to act, his words mean nothing. The role of the Head Monitor is to lead and respect all other students of Milton Academy.

Every year, the Head Monitors bring something new to Milton. What tradi-tions would you like to uphold and what new traditions would you like to establish?

Every Thursday and Friday morning, I love assembly being lead by the Head Monitors. Each year the Head Monitors have brought a new tradition, starting with Nick Jacob and Assel and the fanny pack, then Rob and Kasey with the morning videos and this year with Tom and Molly, with the fanny pack and doughnuts. Others traditions, like speeches at the start of each year and passing down items at the end of the year, are also very memorable. I would like to establish more unity throughout all four classes of the upper school with events to celebrate accomplishments in the community where we can all come together, events like class day, but on a few more occasions throughout the year.

What do you think is the most memorable thing about a Head Monitor from a student's perspective? From the faculty’s perspective?

From a student’s perspective, I feel that the most memorable thing about a Head Monitor is the ability to relate to all other students, whether it be a fresh-man or a senior, and reach out to all Milton Academy students. Each week the Head Monitors lead assembly twice, and being able to come prepared and with energy is important, because the students do not see the hard work that happens, “behind the scenes.” It is important to make good impressions when you have

the chance. From a faculty’s perspective, I feel the most memorable charac-teristic a Head Monitor can have is the ability to set a good example for your peers and also the ability to communicate. Communication plays a huge part in the success of any relationship, and it is important that the leader of the student body can communicate well with teachers and students.

How would you facilitate cohesion between the faculty, the administration, and different grades?

I would facilitate cohesion between all groups of teachers and students in Milton because I am familiar with all of the different aspects of Milton. As student-athlete, I meet students from all different grades, whether it is in a class or through a sport. I have avoided the fact that my dad is the headmaster for one main reason. I do not want people to think of me and see my dad. I would EH�KRQRUHG�WR�EH�WKRXJKW�RI�LQ�WKDW�ZD\��EXW�,�DP�D�VWXGHQW��MXVW�OLNH�HYHU\RQH�else. I do not know what he is thinking, or have any information that all other students don’t. That being said, I have gotten to know the administration and WHDFKHUV�YHU\�ZHOO��EHFDXVH�,�HQMR\�WDONLQJ�ZLWK�WKHP��DV�ZHOO�DV�WKH�IDFW�WKDW�some of them are my neighbors. I have great respect for all of them, and I am not afraid to make calls and send emails to teachers or students I don’t know and I would like to believe that I can be a very good link, not because of my dad, but because of my eagerness to help all faculty and students have a suc-cessful year.

What do you think is the biggest struggle facing our community and what role do you see SGA plays or could play in solving this issue?

The biggest struggle I see in Milton is the lack of unity. My goal is obvi-ously to insure that our class has a great senior year, but also to make sure that ZH�PDNH�RXU�PDUN�RQ�HYHU\RQH�DW�0LOWRQ�RQ�D�SHUVRQDO�OHYHO��QRW�MXVW�WKDW�ZH�were a good class, but every underclassman and teacher can get to see who we UHDOO\�DUH�DV�SHRSOH��QRW�MXVW�LQ�WKH�FRQWH[W�RI��,W�LV�KDUG�WR�EULQJ�WKH�ZKROH�FRPPXQLW\�WRJHWKHU�IRU�DQ\�RFFDVLRQ��EXW�,�IHHO�WKDW�6*$�SOD\V�D�PDMRU�UROH�LQ�the events that do occur, and could bring our grades closer than they already are, creating a more connected student body.

Q & A:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�role of the Head Monitor?

The purpose of SGA is to give the students a voice in the decisions that are usually made on a faculty level. SGA allows the students a fair opportunity to voice their opinions and create changes in order to make their ideal school en-YLURQPHQW��,�ZRXOG�GH¿QH�WKH�UROH�RI�+HDG�0RQLWRU�DV�WKH�FRQQHFWLRQ�EHWZHHQ�the students and the faculty much like a governor to his state. It is important to FRPH�LQ�WR�WKH�MRE�ZLWK�XQLTXH�LGHDV�DQG�SUREOHP�VROYLQJ�DELOLWLHV��7KH�+HDG�Monitor needs to be a role model in the community and one that is able to con-vey his or her opinions in a strong yet effective manner. Finally, the Head Moni-tor must be respected by the faculty if he plans on gaining any support from the teachers he will be working with during his term as Head Monitor.


I would uphold the school-wide traditions of swap-it, gotcha, all of the dances, senior-freshmen transition day/week, and the weekend activities put together by Ms. Reiser and the SGA crew. Furthermore, I would like to create some sort of community building week at the beginning of school to not only unite the seniors with the freshmen, but also unite the entire school through games so that every grade is bonded into one cohesive community. Also, I would look to bring back the fun quad activities in the fall and spring such as the teacher dunk tank and teacher-student basketball and possibly softball tour-QDPHQWV��,�ZRXOG�ZRUN�WRZDUGV�REWDLQLQJ�D�GD\�LQ�WKH�VSULQJ�¿OOHG�ZLWK�WKHVH�teacher-student games to help alleviate stress and bond the community.

What do you think is the most memorable thing about a Head Monitor from a student’s perspective? From the faculty’s perspective?

From a student’s perspective, a memorable Head Monitor is one that is active within the community and makes an effort to listen to every student and

every faculty’s opinion. Furthermore it is a Head Monitor who will stand up for the students and do everything in his power to create a cohesive commu-nity. From a faculty perspective, a memorable Head Monitor would be one that is a great role model for the entire community while maintaining a respectful student-faculty relationship in order to accomplish goals and create a less stress-ful school environment.


Cohesion between faculty and administration is a key attribute of a good Head Monitor. I would always be open and honest with the faculty and gain their trust and their support through my personality and personal drive to get things done. Also, I would implement teacher-student games in order to strengthen the teacher-student and student-student bonds. I believe more school-wide activities are necessary in creating a strong student body.


I believe that our biggest struggle continues to be feelings of mistrust by the administration towards the students. I will work to break these emotions and allow for more transparency in the administration-student relationship. I will be able to do this through the close relationship I intend to make with members of the administration where I will be able to speak freely on behalf of the students and teachers regarding decisions made at the admin level.

How has your perspective of Milton changed over your time here and how can you use this insight to better our community?

Over the past six years I have learned that Milton is a place unlike any other DQG�ERDVWV�IHZ�PDMRU�ÀDZV��+RZHYHU�,�ZLOO�ZRUN�WR�FRUUHFW�WKH�VPDOO�WKLQJV�like interclass bonds and clarity in the explanations of DCs and the school-wide problems by the administration to make sure that no incident seems unclear.

Jeffrey Bortman combines an affable person-ality with a driven sense of commitment and a desire to help others. Well known in his classes for taking several hours of his time to make study guides for his classmates’ use, Jeff works hard in his academic endeavours. This intensity carries into Jeff’s athletic pursuits, in addition to his ac-ademics; “I’m in the gym every weekend push-ing myself to lift more than the previous week,” Borty, as Jeff is affectionately known to his friends, says. Despite this proclivity for athlet-ics, however, Jeff’s academic leadership proves that, in his words, this potential Head Monitor is not “a dumb athlete.” “I’m that kid who al-ways has his homework, no ifs, ands, or buts.”

People all around Jeff take note of how he leads by example, a trait which undoubtedly con-tributed to his teammates’ decision to elect him co-captain of the football team. Jeff’s friend Bob-

bie Shepard (II) is adamant that Jeff “has already been noticed as a leader by the football team” and thinks that “his leadership qualities will transfer well into the Head Monitor position.”

Jeff’s good-naturedness and strong per-sonality make an impression on many who know him. Ryan Rizzo (II) thinks that Jeff “would be a great leader, who would be brave and bold enough to make change, yet thoughtful enough to be a mature role model as a leader of the school.” Coupled with this maturity is Jeff’s persever-ance, best described by his friend Ikemefuna Ngwudo (II), who praises “Borty” as “very pro-ductive” and “very reliable.” Not only “a great person,” Jeff can “overcome any obstacle thrown at him,” Ike explains. In short, to use friend Hen-ry Hays’ (II) words, Jeff is “a natural leader.”

In his personal life, Jeff prizes his friend-ships very highly. “I think friendship is very

important to maintain and recognize,” says Jeff. Jeff ‘s relationship with his grandparents LV�DOVR�D�GH¿QLQJ�IHDWXUH�RI�KLV� OLIH��$FFRUGLQJ�to the candidate, “they act as my motivation for doing well in school,” and he is “often over at their house keeping them company or help-ing out with things my grandpa can no longer do.” This emphasis on personal connections is a clear part of Jeff’s appeal; he cultivates ev-HU\� DVSHFW� RI� KLV� OLIH�� QRW� MXVW� WKRVH� WKDW� WDNH�SODFH� LQ� WKH� FODVVURRP�RU� RQ� WKH� SOD\LQJ�¿HOG�

As Bobbie Shepard argues, “Jeff can re-ally make an impact...on our school as a whole.” With a dynamic personality and a strong work ethic, Jeff Bortman will certainly make an im-pression on the Milton community as the elec-tion process accelerates in the next week.

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Q & A

We all know that Nick “Blando” Bland has an extra special tie to Milton Academy, but that’s not MXVW�EHFDXVH�RI�KLV�GDG�±�LW�DOVR�KDV�WR�GR�ZLWK�KLV�grandmother, class of ’58, who gave him his im-pressive height; she stands at 6’1”and he at 6’4”.

Due, in part, to his height, Nick is an espe-cially talented athlete. His many teammates at-test to his immense leadership and skill both on and off the court. It is no surprise that Coach Reddicks is one of his favorite adults on campus. “People think because I play so many sports that ,�PXVW�EH�DW�OHDVW�VRPHZKDW�ÀH[LEOH��EXW�,�FDQQRW�touch my toes or sit Indian Style,” Nick laughs.

He can, however, piece together impressive mash-ups and recite the plot of his favorite book, Ferdinand, by memory. Despite his competitive, sporty nature, Nick has a special fondness for this

children’s story about a Spanish bull that would rath-HU�HQMR\�WKH�ORFDO�ÀRZHUV�WKDQ�SDUWLFLSDWH�LQ�¿JKWV�against bulls. Nick even spent two weeks living with a family in Spain to perfect his skills in the language.

If you think Nick is strikingly similar to his head-master father, you’re not the only one. Earlier this year, when Nick was taking a casual stroll down Wigg Hall, he came in view of some couple kissing, who, upon seeing him, quickly separated and made for the door. “They thought I was my dad,” Nick states.

While Nick certainly possesses the same friendliness and approachability characteris-tic of Mr. Bland, he is still quite the individual. His favorite food is chicken quesadillas, he’ll sit down to watch The Dark Knight or Friday Night Lights anytime, and if he were strand-ed on a desert island with only one item, Nick

says he would choose to have… a motorboat. Since Nick lives on campus, you may wonder

what he does when he’s not actually at school. Nick ORYHV�VSHQGLQJ�WLPH�ZLWK�IULHQGV�±�KH¶OO�EH�DW�PRVW�of the SAA activities, and if not, likes to spend his days lifting in the weight room and playing sports for fun. On the weekends, his favorite place to go is Newport, Rhode Island with his family.

Nick friends say he is dependable, kind, fun-ny, and an “all around great guy.” A vote for Nick promises activity, excitement, a little Spanish, and the perfect combination of competition, mo-WLYDWLRQ� DQG� MXVW� SODLQ� KDQJLQJ� RXW�� QRW� WR�PHQ-WLRQ�D�SDFL¿VW�EXOO��:KDW�PRUH�FRXOG�\RX�ZDQW"�

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Due to limited space, some of Nick’s responses have been cut. Pleasvisit Miltonmeasure.org for the complete version

April 9, 2012 | Page 4 !e Milton Measure April 9, 2012 | Page 5!e Milton MeasureDuncan Bowden

Duncan BowdenGoes to Milton AcademyBorn on March 11Male

Chris Cahoon

Chris CahoonGoes to Milton AcademyBorn on September 14Male

'XQFDQ�%RZGHQ�HQMR\V�OLVWHQLQJ�WR�FRXQWU\�PXVLF��$W�0LOWRQ��DQ�DI¿QLW\�IRU�FRXQWU\�PXVLF�is somewhat rare and, in some cases, off-putting. The house-music lovers and the rap enthusiasts may shy away; however, Duncan will undoubt-edly have the endorsement of Brooks English (I), most likely the biggest country fan here. But country music isn’t Duncan’s only attribute. A hardworking and focused student, Duncan has been the Full Year SGA representative for 2 years in his grade, and is also a co-founder of Ju-nior Statesmen of America at Milton. Duncan’s leadership qualities go beyond the classroom as well. He is an avid hockey player and an im-portant contributor to the varsity golf team. His commitment and ability to work well with oth-ers shine through in his extracurricular activities.

Though many people associate the ginger, or strawberry blonde, as a reticent or shy individu-DO��'XQFDQ�DFWXDOO\�HQMR\V�PHHWLQJ�QHZ�SHRSOH��However, his reserve allows him to connect with younger members of the community. Duncan’s close friend, Josh Ellis (I) (also running for Head Monitor) remarks: “Duncan is an amazingly well-spoken person and is well educated about the Milton community—both traits that are ex-tremely important for a good student leader.” Duncan’s strength of character makes him a good candidate for a school that requires a leader with determination to be a voice to the administration. Josh recalls an incident that occurred freshmen year, back when Duncan sported classic sweater-vests. The current Head Monitor called Duncan late one night in a panic and asked if he would

be the Milton mascot the next morning. Duncan agreed and suited up for a hot morning as the Mil-ton Mustang. His school spirit and willingness to help out the Milton community characterize him as an energetic member of the student body.

Duncan Bowden’s energy shows through in the way he interacts with others and makes him fun to be around. His commitments to the golf team and his past years of leadership expe-rience make him a contributing member of the Milton community. He is verbally gifted, allow-ing him to act as a useful spokesperson for the student body. And as Brooks English (I) says: “He rocks a bowtie with the best of them.”

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:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�role of head monitor?

I believe the SGA serves as the crucial link between the student body and the faculty and administration. The SGA is central in representing the views of the students in the day-to-day workings of the school. The Head Monitor posi-tion is designed to lead the SGA and to act as the bridge between all the elected RI¿FLDOV�ZKR�PDNH�XS�WKH�6*$�DQG�WKH�DGPLQLVWUDWLRQ��7KH�6*$�UHSUHVHQWV�WKH�VWXGHQWV¶�YLHZV��EXW�LW�LV�WKH�+HDG�0RQLWRU¶V�MRE�WR�HQVXUH�WKRVH�YLHZV�UHDFK�WKH�administration.


I think there are a lot of traditions at Milton that are great and foster the FRPPXQLW\�VSLULW�WKDW�ZH�DOO�HQMR\��6RPH�RI�WKHVH�LQFOXGH�JRWFKD��WKH�.��SHS�UDOO\��DQG�WKLV�\HDU¶V�¿UVW�DQQXDO�IRRG�GULYH��+RZHYHU��,�WKLQN�ZH�FRXOG�GR�PRUH�as a school to sustain the school spirit we see during these events throughout the entirety of the school year. The new traditions I would like to initiate would be in hopes of achieving this goal. I would like to revamp spirit week so that it be-comes more about school spirit and less about dressing up every day for a donut prize, and I would like to see school events during the winter and spring seasons that encourage student unity, and also encourage students to support their peers in either sports games or in any of the different performances that run at the end of each season.


Students, in my opinion, tend to remember Head Monitors for the things they accomplish having to do with assemblies, things such as Nick Jacob’s Fannie-pack Thursdays. However, I think a Head Monitor can say they have succeeded when they are remembered for their the lasting, positive changes they KDYH�OHIW�EHKLQG��WKLQJV�VXFK�DV�FUHDWLQJ�WKH�¿UVW�DQQXDO�IRRG�GULYH��,W�VKRXOG�EH�the goal of every Head Monitor, and it would be mine, to identify areas in which

the school and student body could improve, and then to work to advance those areas. This is how I believe the faculty tend to remember Head Monitors: for the lasting change they bring to the school.


I believe the best way to facilitate cohesion with the adults in the commu-nity and the student body is through open communication. When open lines of communication don’t exist and information is muddled as it is passed down to the students, especially concerning decisions which students are prone to dis-agree with, the student body and the adults begin to split. I would plan to foster this communication through the addition of a monthly “newsletter” that would be written to explain anything controversial and to keep the student body in-formed on information the Head Monitors have that often times does not reach all the students.

What do you think is the biggest struggle facing our community and what role do you see the SGA plays or could play in solving this issue?

I think the biggest issue that we face consistently as a school is that of school spirit. I believe we show bursts of pride in our school throughout the year, but in my two and a half years at Milton I cannot remember an extended period of time where the student body demonstrated great, sustained spirit in the school. Some of my favorite moments at Milton have been when the entire school has come together and rallied around something, such as the Hoops for Haiti fun-draiser or the hockey playoff games last year. These were times when the vast PDMRULW\�RI�WKH�VFKRRO�UDOOLHG�DURXQG�VRPHWKLQJ�DQG�FDPH�WRJHWKHU�LQ�VXSSRUW�of that thing. These are great moments at Milton, and I think the SGA possesses the ability to create events year round to encourage this type of sustained school spirit.

Q & A:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�role of the Head Monitor?

0LOWRQ�LV�D�SODFH�ZKHUH�WKH�VWXGHQWV�KDYH�D�ORW�RI�LQÀXHQFH�RQ�KRZ�WKH�school is run. The SGA is there to provide a voice for the students to communi-cate their ideas to the faculty. The role of the Head Monitor is both to lead the SGA and also to maintain and strengthen the relationship between the adminis-tration and the student body. The Head Monitor not only proposes the students’ ideas to the faculty, but also communicates the ideas of the administration to the students. Essentially, the Head Monitor plays the central role in the communica-tion between the students and the administration.


I would like to uphold our school spirit here at Milton; traditions like Spirit week and Nobles Day really bring our community together and I think it would be great if we could continue support our peers by going to sports games and other events like Dance Concert and A Cappella Night. I would like to establish, if there is enough interest, a day student team to compete against the boarders in the dorm dodgeball and softball games. I would also like to establish a weekly or monthly open forum for students to propose their ideas and concerns about the school. I also want to make sure that we get more panini machines in Forbes so that there isn’t that long of a wait.


I think that from the perspectives of both the students and the faculty the most memorable thing about a Head Monitor is his attitude. I don’t think that a Head Monitor should try to make himself memorable by forcing revolution-ary changes upon the community, but rather he should work hard, be open and friendly, and care about the community.


I think that cohesion in the Milton community can be strengthened by our school spirit; I would encourage everyone, both students and teachers, to attend sports games and other activities like plays and concerts. I also think that the recess competitions are a great way to involve the whole student body - maybe we could even get a few teachers to take part. In terms of cohesion between grades, I would encourage the underclassmen to get involved in groups like HS&R and peer group, both of which are great ways to develop bonds with students in older grades. And then, of course, I think that Gotcha is essential to creating cohesion between grades, and I will do my best to make sure that we can continue this tradition.


I think that a big problem in our community is the amount of DC’s the past few years. I think that the Head Monitors and the SGA should communicate ZLWK�WKH�DGPLQLVWUDWLRQ�WR�DGMXVW�VRPH�RI�WKH�GLVFLSOLQDU\�SROLFLHV�ZH�KDYH��)RU�example, I think that Whereabouts violations should, depending on the severity, be punishable by either a DC or a Deans. I also think that the brown bag policy VKRXOG�EH�HVWDEOLVKHG��EXW�RQO\�IRU�WKH�¿UVW�GRUP�VHDUFK�RI�WKH�\HDU�WR�VHUYH�DV�D�warning for the rest of the year.


I see Milton as a school with determined, vocal students who care about their community. I think that, in order to better our community, the students QHHG�WR�KDYH�DV�PXFK�LQÀXHQFH�RQ�WKH�VFKRRO¶V�PDQDJHPHQW�DV�SRVVLEOH��:KLOH�I think that the students do have a lot of say right now, I often hear people com-plaining about things that the administration does; I would like to do my best to ¿QG�UHDVRQDEOH�VROXWLRQV�WR�WKHVH�SRLQWV�RI�FRQWURYHUV\��

Q & A

A man of few words, Chris Cahoon, at ¿UVW� JODQFH�� PD\� DSSHDU� WR� EH� PRGHVW� DQG�reserved. However, the lucky folks who have become more than mere acquain-tances with the man know that Chris is like D� JROG� PLQH� ±� WKH� PRUH� \RX� GLJ� LQ� DQG� JHW�to know him, the more you are rewarded with his light-hearted humor and radiance.

,�¿UVW�PHW�&KULV�IDOO�RI�RXU�IUHVKPDQ�\HDU�on the Boys’ 3rds Soccer Team. Over the course of the greatest third’s soccer season in Milton history, Chris emerged as not only our leading scorer but also a team leader who led not through words, but rather, his actions.

7R�VD\�&KULV�ZDV�D�WUXFN�RQ�WKH�¿HOG�ZRXOG�be a gross understatement; a more accurate de-scription would be a bulldozer pulverizing little shrubs, like a certain RL goalie, into oblivion.

+H�JDYH�KLV�DOO�RQ� WKH�¿HOG��DQG�KLV�XQSDUDO-leled efforts encouraged others to do the same.

That was freshmen soccer. Now he is prepared to become the leader of a much ELJJHU� WHDP� DQG� GR� PRUH� WKDQ� MXVW� ¿OO�the positions vacated by Tom and Molly.

+LV� FORVH� IULHQGV� DOVR� VHHP� WR� EH� FRQ¿-dent of his characteristics and ability. “Chris is a great guy who doesn’t talk too much, but rather saves his words for the right things. He’s an easy-going and easily approach-able guy who is certainly capable of step-ping into the Head Monitor position as a good face of our school,” asserts Justin La-mere (II), one of Chris’s closest friends.

Ryan Rizzo (II), another close friend, added, “Chris is the voice of reason in ev-ery situation, and I think his keen mind

and good moral instincts will be on full display in a leadership position.”

While Chris Cahoon is, as Justin describes, “not the biggest guy,” his big heart and enthu-siasm more than make up for his size. Armed with his larger-than-life persona, Chris Cahoon is ready to meet the tasks head-on and estab-lish himself as a frontrunner of the election.

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Due to limited space, some of Duncan’s responses have been cut. Pleasevisit Miltonmeasure.org for the complete version

April 9, 2012 | Page 6 !e Milton Measure April 9, 2012 | Page 7!e Milton Measure

Josh EllisGoes to Milton Academy

Born on April 17thMale

Standing at 6 feet and having mastered the art of Irish Step Dancing as a child, Josh Ellis is one of the most recognizable faces around cam-pus, and his glowing personality and large pres-ence can often be felt from the moment he walks into a room. No matter what the situation, if there is one person to lighten your day, it’s Josh.

Josh is an extremely kind and caring person. “He’s a great friend,” Duncan Bowden (II) said, “the type of kid who always has your back.” Josh loves listening to people and hearing what they have to say. “Since I love it when my friends do it for me,” Josh stated, “I try my absolute best to give my peers the attention each one them deserves.”

Josh’s charismatic personality carries be-yond the classroom and student center as he provides a sense of leadership and commitment in the swimming pool and on the baseball dia-

mond. Making varsity as a freshman in both 'LYLQJ� DQG� %DVHEDOO�� -RVK� KDV� EHHQ� D� PDMRU�contributor to not only the success of the teams, but also to the spirit and camaraderie Josh dedi-FDWHV�KLPVHOI� WR� DWKOHWLF� FRPSHWLWLRQ�DQG�¿JKWV�through the common misconception that he is too weak because of his skinny frame. Josh boasts that “In reality, I have a killer six pack.”

However, much of what Josh does and what he stands for is unrecognizable to many of the students of Milton Academy. Along with danc-ing since he was a child, Josh has been extremely dedicated to his involvement in community ser-vice both at school and at his church. Isabel Wise (II), professes “Josh is the most giving person I have ever met.” As well, Josh has spent the past several years volunteering his time in Saint Rock, Haiti with his Church. “Josh’s decision to

devote his time and energy serving a community beyond his own is a quality that I greatly ad-mire,” his advisor, Ms. Jean-Baptiste remarked.

Josh is a strong willed member of the Milton community with nothing too big to get in his way and stand up for. As Isabel put it, “there has never EHHQ�D�WLPH�ZKHQ�-RVK�VDFUL¿FHG�ZKDW�KH�EHOLHYHG�in or what he knew was right in order to protect his social status.” Josh’s personality and devotion has and will continue to bring him success in all aspects of his life including his chance to be the next head monitor, and as Ms. Jean-Baptiste re-iterated, “Josh has an iron will, and if he puts his mind to a task and adds the faith in his soul, there is nothing too big for Josh to accomplish.”

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:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�UROH�of the Head Monitor?

During the school day, every Milton Academy Student sits through academi-cally rigorous classes. With teachers mediating most of the conversations in the classroom, teachers have the dominant voice. Furthermore, their dominant voices migrate into our outside-of-the-classroom lives, with the adults in our community structuring our rules, activities, and schedules. Although their input and impres-sive organization help support our success as individuals, we need our voice to be heard fully in order to ensure our Milton Academy experience is ours—not theirs. The role of the Self-Governing Association is to provide the students with the necessary tools to personalize their Milton Academy experience. Sitting at the helm of the SGA, the co-Head Monitors function as the literal voice of the students. Having weekly meetings with adult leaders in our community, the co-Head Monitors provide the adults with students’ perspectives on certain issues. In short, the co-Head Monitors feed off the ideas and concerns of the Milton Acad-emy student community as a whole, voicing these opinions to adult leaders, and ultimately putting the word “self” in our Self-Governing Association.

Every year, the Head Monitors bring something new to Milton. What traditions would you like to uphold and what new traditions would you like to establish?

Some great Milton Academy traditions I’d love to uphold are Gotcha, the Food Drive, and Hoops for Haiti. These three traditions provide our school with ways in which to have fun, and ways in which to give back to our greater com-munity. I want to bring back a tradition that was once on the Milton Academy campus: color wars. Each student will be randomly assigned either orange or blue as a color, denoting what team he or she is on. Throughout the school year, the Head Monitors, with lots of help from the SGA, will organize different “wars” between the two different teams of students. For example, we could have a recy-cling “war” during the Green Cup Challenge. Not only will this “war” be a fun one, with the winning team getting a prize, but it will also support our sustainable efforts around Milton Academy. By having different “wars” throughout the school year, we can have fun while making an impact. With all the hard work we do

inside the classroom, we need plenty of activities to help alleviate the stress of our everyday lives. What do you think is the most memorable thing about a Head Monitor from a student’s perspective? From the faculty’s perspective?

I’ve been at Milton Academy for the last three years, and the most memorable thing about each Head Monitor from a student’s perspective has been his or her ability to unify the school through different activities. From fundraisers to Got-cha, the Head Monitors, with the help of the members of the SGA, have been able to make school a fun, productive, and charitable environment, an environment that not only betters our school community but also improves the lives of people from our surrounding neighborhoods. From a faculty’s perspective, the most memorable thing would be the Head Monitor’s devotion to bettering the Milton Academy community as a whole.


One of my favorite things to do is saying hello to everyone who passes by me. Some of my friends pester me when I walk with them or sit with them in WKH�6WXGHQW�&HQWHU��WKH\�VD\��³GR�\RX�KDYH�WR�VD\�KL�WR�HYHU\RQH"´�7R�EH�KRQHVW��yes, I do need to say hi to everyone. I’ve found that it’s amazing how quickly one FDQ�EULJKWHQ�DQRWKHU¶V�GD\�E\�VLPSO\�VD\LQJ��³KH\��KRZ�DUH�\RX"´��$�VLPSOH�IRXU�words to get a smile out of another student or teacher passing through the halls, ZK\�GRHVQ¶W�HYHU\RQH�GR�LW"��0\�DSSURDFKDELOLW\�DQG�ZLOOLQJQHVV�WR�OLVWHQ�ZLOO�help me communicate with everyone in the Upper School, even those whom I have never met. Furthermore, by being in close communication with the stu-dents, I will be able to articulate our questions and concerns to the administration and faculty in scheduled weekly meetings. As your Head Monitor, I will make it my duty to ensure that everyone will have an equal voice. I don’t want to be the leader of our student body; rather, I want to be the leader among our student body who helps to guide your thoughts and ideas to the right people.

Q & A

Josh Ellis

Ale GianinoGoes to Milton Academy

Born on January 10thFemaie

:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�role of head monitor?

The average student at Milton may become involved with how individual grades are run and the presentation of the upper school as a whole through the SGA. The SGA is an outlet for any student to voice his/her own opinion on cer-tain matters and events of the school, as well as come up with his/her own ideas to improve Milton. But most importantly, the SGA connects and works with the faculty, creating an understanding between the demands of both students and IDFXOW\��7KH�MRE�RI�+HDG�0RQLWRU�SODFHV�WZR�VWXGHQWV�DV�WKH�³OHDG�YRLFHV´�ZKHQ�communicating with the faculty and the rest of the student body. They start and lead discussions about school issues, create methods to improve Milton, and plan several school events.


Past Head Monitors have tried events pertaining to causes outside of Milton. This year, the Head Monitors initiated a Food Drive. Two years ago, the Head Monitors introduced the Green Cup Challenge, which this year ran again by the Sustainability Board. As Head Monitor, I would really like to bring these causes back and raise more awareness to them. We could even try other comparable challenges, like the National School Recycling Challenge. Inside the school, I’d like to bring more students to home games in support of our sports teams, simi-ODU�WR�WKH�)UHVKPDQ�JLUOV�VRFFHU�JDPH�ZKHUH�WKH�PDMRULW\�RI�WKH�VFKRRO�VKRZHG�up. Other events like Gotcha and Spirit Week I’d uphold as well.


A memorable Head Monitor creates new school events that everyone can be involved in - students and faculty. Their ability to raise awareness for these events may also cause them to be memorable. But the Head Monitors can also

create small, weekly traditions for assemblies that become memorable as well. For the faculty, memorable Head Monitors are communicative and reasonable, as well as responsible to their duties for the upper school.

What do you think is the biggest struggle facing our community and what role do you see the SGA plays or could play in solving this issue?

Cohesion with the faculty and administration can come through open dis-cussions at SGA meetings. Encouraging other students who do not hold leader-ship positions to come to meetings will create a better sense of the entire opin-ions of the school. To create more cohesion between classes from the start of the \HDU��WKH�MXQLRUV�DQG�VHQLRUV�VKRXOG�EH�DEOH�WR�PLQJOH�ZLWK�RWKHU�JUDGHV�RQ�&ODVV�'D\��ZKHUHDV�XVXDOO\�MXVW�WKH�VHQLRUV�DQG�IUHVKPDQ�VSHQG�WLPH�WRJHWKHU��,W¶V�great that the Juniors and Sophomores have their own time to work together as a class, but allowing them to be with other grades for a day would create more unity. As a student, I feel it sometimes hard to know what happens between the SGA and the administration. Many students may not understand how the two work together and what they can accomplish. This lack of understanding poten-tially causes negative vibes to circulate throughout the student body, creating a larger split. Possibly, more communication of what happens at SGA meetings FDQ�¿[�WKH�SUREOHPV�EHWZHHQ�WKH�DGPLQLVWUDWLRQ�DQG�WKH�ZLGHU�VWXGHQW�ERG\�


:KHQ�,�¿UVW�FDPH�WR�0LOWRQ��,�GLG�QRW�XQGHUVWDQG�WKH�LPSRUWDQFH�RI�WKH�student government and the voice of the student body. Witnessing past Head 0RQLWRUV�DQG�RWKHU�FODVV�UHSUHVHQWDWLYHV��,�QRZ�UHDOL]H�WKH�LPSDFW�WKHLU�MREV�have on the school as a whole. With this understanding, I’d encourage others to become involved with our school through the student government. Not neces-sarily always running for leadership positions, but becoming interested and JLYLQJ�RSLQLRQV��7KH�LGHDV�RQH�PD\�KDYH�FDQ�DFWXDOO\�KDYH�DQ�LQÀXHQFH�

Q & A

Ale Gianino

Time and time again, Ale Gianino has demon-strated her devotion to everything she does. She amazes all of us during morning assemblies with her solo performances for Octet or the Seductions, her ISL Honorable Mention for Field Hockey, and her place as next year’s Field Hockey captain.

“She never complains about any of her commitments because she loves them all and is passionate and determined to see them be successful,” commented Sam Curran, a close friend of Ale’s since freshman year.

Ale is exactly the genuinely kind and caring per-son that she appears to be. Mr. Dan Beauchemin, Ale’s DGYLVRU��DWWHVWHG�WR�$OH¶V�VHOÀHVV�QDWXUH�E\�SURYLGLQJ�a personal account of a memorable story about her:

“When I inherited my group of advisees, I invited them to spend the day with me at the MSDC Buddy Walk. Ale (and one other advi-see) made time to come and spend the day with

us - the wall, face-painting, music. She didn’t know me or the people I was walking with, but she still went out of her way to meet me and par-ticipate - something that I will always remember.”

However, Ale is not one that will simply smile for the public and brush off the enor-mous responsibilities of the Head Monitor po-sition. When asked to describe Ale, Sam com-mented, “Whatever issues there are or will be, Ale will work her hardest to change things and speak to people until the problem is solved.”

Mr. Beauchemin also commented on Ale’s character and work ethic, describing her as “a very talented, dynamic, driven young lady who is both approachable and humble.” He continued by ex-plaining that “she is respected because she does work hard for all of the opportunities that come her way.”

When asked why she is running for Head Mon-LWRU�� $OH� FRQ¿GHQWO\� UHVSRQGHG�� ³,¶P� QRW� DIUDLG�

to lead a group or speak my own ideas. I like to give my own opinions and create new ideas, which I think are key qualities for a Head Monitor.”

Ale also has tremendous courage. She recently displayed such audacity when she auditioned for $PHULFDQ�,GRO��6KH�PDGH�LW�WKURXJK�WKH�¿UVW��SUH-OLPLQDU\�URXQGV�EHIRUH�VKH�¿QDOO\�JRW�WR�PHHW�WKH�MXGJHV�ZKHUH��XQIRUWXQDWHO\��VKH�ZDV�FXW��:KLOH�LW�was a disappointing experience, like all great leaders, she was able to take the experience and the critiques she received to improve. “Looking back, I think I grew from it more than I give credit to myself.”

Whether it’s dazzling an audience with her vo-FDO�SHUIRUPDQFHV��GRPLQDWLQJ�D�¿HOG�KRFNH\�JDPH��RU�MXVW�EHLQJ�D�JUHDW�IULHQG��$OH�QHYHU�VHHPV�WR�GLV-appoint in anything that she puts her heart to. I have not doubt that Ale’s passion and dedication will make for an amazing school year if she is elected.

E\�&KDUOHV�:DQJ�µ��Due to limited space, some of Josh’s responses have been cut. Please

visit Miltonmeasure.org for the complete version

April 9, 2012 | Page 8 !e Milton Measure April 9, 2012 | Page 9!e Milton MeasureNaavin Karimbux

Naavin KarimbuxGoes to Milton AcademyBorn on September 9thMale

While his face is often hidden behind locks of long black hair (inspired by Kurt Co-bain and Kate Upton), Naavin Karimbaux is notoriously known around campus as one of Milton’s most intriguing and controversial students. Whether throwing a disc to his fel-low teammates, revealing his questionable yet VWUDQJHO\�HQMR\DEOH�WDVWH�LQ�PXVLF��RU�VWDQGLQJ�up to authority in the name of student rights, Naavin is not a candidate we can ignore.

With a reputation for bold decision mak-ing, Naavin has already sparked discussion among many about what his bid for Head Monitor this year means for the school. While some would shed concern over his possible irresponsibility, others would cite his power-ful personality and uncompromising ideals as winning traits. Despite the discord, one thing remains uncontested: Naavin will impact the

school. :KHQ�1DDYLQ�UHÀHFWV�RQ�KLV�PHPRULHV�DW�

Milton, he likes to point out his time as half year rep for Class III and his “Clip of the Week” program that he hoped to use to spice up Thursday morning assembly. “The pro-gram was hugely successful,” Naavin states, “until a student sent me a video from Amer-ica’s Got Talent which involved a lady de-VWUR\LQJ�KRXVHKROG�REMHFWV��VXFK�DV�VL[�SDFNV�of soda, with her breasts. I aired the clip and was shut down. Later, in private, a teacher verbally assaulted me over the clip, accusing me of misogyny. I allowed the teacher to rant at me for about 10 minutes before I revealed that the student who sent me the clip was a girl. SWAG.”

For many who know Naavin closely, they feel this ability to stand up to the administra-

tion and rile up the Milton community is ex-actly what the Academy needs. A friend Mike McGee (Class II) shares, “Naavin is a trouble-maker, which is exactly what this school needs to make changes. If elected, he will certainly stir up the system for the better.”

,Q� KLV� IUHH� WLPH�� 1DDYLQ� HQMR\V� GULYLQJ�DURXQG�%RVWRQ�DQG�³KDWLQJ�RQ�WKH�PDMRULW\�RI�the population;” he also reveals that he hates John Deere and is a rigid atheist with a twist of Rastafarian, further examples of the com-pilation of attributes that make up Naavin’s personality. His diverse interests and opin-ions make him one of the most interesting candidates for head monitor this year, one who would not fail to make next year unfor-gettable.

%\�/RXLV�0F:LOOLDPV�µ��

:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�the role of the Head Monitor?

SGA was created by the children for the children. I want to be head monitor to represent the children. I want to stress that I am doing this for the children.


Firstly, I would like to do away with the Green Cup Challenge. I would like to limit the art department to one announcement a month at Wednes-day assemblies. I would like to maintain the doughnuts at assembly tradi-tion. Really, I want to hear the traditions that the children want, and I want to implement those.


,�WKLQN�IRU�D�VWXGHQW�WKHUH�DUH�YHU\�VSHFL¿F�DVSHFWV�DERXW�D�KHDG�PRQLWRU�that are memorable, such as the monitor’s backpack, and how they orga-nize Gotcha. I believe that the most important component of a head moni-tor for students is representing the overall desires of the student body (not MXVW�RQH�VPDOO�JURXS��EXW�WDNLQJ�HYHU\RQH¶V�SHUVSHFWLYH�LQWR�DFFRXQW��)RU�the faculty, I believe that the most memorable component of a head moni-WRU�LV�¿UVW�LPSUHVVLRQ��KRZ�WKH\�VSHDN��WKHLU�H\H�FRORU��DQG�WKHLU�VRFNV��

How would you facilitate cohesion between the faculty, the administra-

tion, and different grades? What I am interested in doing is representing what the students want to

the administration, and doing my best to get that with minimum compro-mises. The faculty are cool, so representing them to the students is also important; I do not believe that cohesion between grades is as important because each grade is different, and I believe that that should be celebrated rather than diminished. Essentially, I am most interested in the cohesion of the children.


I believe that the biggest struggle in our community is the divide be-tween the children and the administration; too often have I seen lack of communication and decisions that are misunderstood between the admin-LVWUDWLRQ�DQG�FKLOGUHQ��WR�¿[�WKLV�,�ZLOO�EH�D�PHWDSKRULFDO�EULGJH�RI�LQIRU-mation from the children to the administration and vice versa, represent-ing what each side wants to the other and making decisions based on that information.


I have been at Milton Academy for 12 years. I have been with the teachers, with the administration, with friends and enemies alike, for 12 years; but, more than anything, I have learned when all others desert you, WKH�FKLOGUHQ�ZLOO�DOZD\V�EH�WKHUH��7KDW�LV�ZKDW�,�DP�¿JKWLQJ�IRU��WKH�FKLO-dren.

Q & A

Sometimes, it is in a Student’s Best Interest to be Suspended Milton’s Discipline System is Too Harsh Some Community Service Should be Required of All Students

!ere Should be Di"erent Assembly Expectations for Day Sudents and Boarders

Students Should Be Required to Attend Daily Morning Assembly’s Freshman Should Have Free Periods Instead of Study Halls

The task of selecting Head Monitor is never easy. A great Head Monitor must be charismatic yet humble, spontaneous yet organized, funny yet serious, ambitious yet realistic. On top of these qualities, the Head Monitors are given only a year to perform their duties. No matter how talented they may be, the Head Monitors face the hard limit of one year, and this constriction inhibits progress and makes harder their ability to incite change.

Our freshman year, Head Monitors Sam Rosen ‘09 and Sarah Diamond ‘09 were legendary. They brought humor, wit, and a goofy, gaudy sense of style to the podium every Thursday and Friday morning. And, when we look back to our time spent at Mil-ton, we remember their awkward and warm presence. Their chemistry was unmistak-able, and they were truly approachable.

%XW�FDQ�D�+HDG�0RQLWRU�FKDQJH�WKH�VFKRRO"��$�\HDU�FDQ�EH�WRR�VKRUW�WR�PDNH�D�ODVW-LQJ�LPSDFW��(YHQ�SUHVLGHQWV�KDYH�WURXEOH�LQYRNLQJ�FKDQJH�LQ�WKHLU�IRXU�\HDUV�LQ�RI¿FH��Sarah and Sam were great leaders; that much cannot be contested. Yet, their tangible accomplishments were nothing too impressive. Perhaps they were impressive in how much was accomplished under the circumstances, but, removing the context they were not substantive in the least.

The Head Monitors are the leaders of the student body. Though this position entails IUHTXHQW�LQWHUDFWLRQ�DQG�HQJDJHPHQW�ZLWK�WKH�IDFXOW\�RI�WKH�VFKRRO��LW�LV�FKLHÀ\��DQG�FRU-rectly, most concerned with maintaining the temperament of the students. This is not to say that Head Monitors’ weekly meetings do no service to the students. Simply, a Head Monitor should be focused on the more direct way of keeping his fellow students happy. While changes to the hand-book and heavily organized school events both have their places, the small scale interactions between the Head Monitors and the student body, and the interactions amongst members of the student body, are far more memorable and LQÀXHQWLDO��

Perhaps it is not always in the school’s interest that a Head Monitor try to change things. Sometimes all the school needs is for its leaders to reinforce the positive attri-butes of student life. Instead of focusing their energies on altering the school on a large VFDOH��RXU�OHDGHUV�FRXOG�¿QG�D�JUHDWHU�FDOOLQJ�LQ�PDLQWDLQLQJ�DQG�LPSURYLQJ�WKH�FXU-rent state of affairs by introducing smaller changes. However whimsical, the donuts at assembly provide an example of this kind of change. It is a simple concept--awarding GRQXWV�UDQGRPO\�DIWHU�DQ�DUGXRXV�ZHHN�DW�0LOWRQ��EXW�WKH�FRVW�WR�EHQH¿W�UDWLR�LV�PXFK�larger in comparison to a large scale change like cutting out assemblies. While we would certainly appreciate one less assembly per week, the logistics of such a change are not simple. Buying donuts to build excitement and energy late in the week is simple.

While ambition can never hurt a Head Monitor candidate, we would argue that this is a poor indicator of their future effectiveness. A Head Monitor must succeed in making the student body content on a weekly basis, and to do this he must be far more focused on the small scale and must be in tune with the changing mood of the class. Humor and cheerfulness--as they can prove particularly useful during dreary morning assemblies--are, in fact, more important qualities than activism and desperation to create change.

Head Monitors can undoubtedly impact Milton on a large scale, but we need to realize that the some of the most memorable Head Monitors did not affect big change. Rather, it is the everyday actions and demeanor of a Head Monitor that makes him or her memorable. Head Monitors set the tone for the community, and a good one will PDNH�DOO�VWXGHQWV�PRUH�XQL¿HG�DQG�KDSS\��7DNH�WKH�WLPH�WR�WKLQN�DERXW�WKH�FDQGLGDWH�who you feel not only has great ideas, although those are important too, but also who will set a positive tone for the community.

Editorial & Academia

Effective Leadership is Day to Day

NewsRachael Allen ‘14Ashley Bae ‘12

Gabriella Blake ‘14Danielle Cahoon ‘13

Neil Chandra ‘14Rebecca Chernick ‘14

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SportsSam Barrett-Cotter ‘13Charles Blasberg ‘14

Joshua Ellis ‘13Sophia Tsanotelis ‘13Joshua Pomper ‘13

Ari Spilo ‘13James Wang ‘12

OpinionNicole Acheampong ‘13

Ilve Bayturk ‘14Daphne Chow ‘145DM�'DYDH�µ��

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Liam White ‘14

A&E Olivia Atwood ‘13Alexander Lee ‘13Louisa Moore ‘14

Regan Simeone ‘12Kat Fearey ‘14Ashley Koo ‘14Faith Pang ‘15

0DQDJLQJ�(GLWRUVWatson Leffel ‘12Henry Arndt ‘12

&RS\�(GLWRU6LGGKDUWK�5DMX�µ��

6HQLRU�(GLWRUVSeth August ‘12

Nathan Daniel ‘12Matthew Lebovitz ‘12Stewart Pollock ‘12

*

Amanda Beaudoin ‘13 and Daniel Kim ‘13, News/Feature EditorsKatherine Ballinger ‘12 and Nelson Barrette ‘13, Opinion Editors

Louis McWilliams ‘12 and Catherine Kulke, A&E EditorJesse Pagliuca ‘12 and Tucker Hamlin ‘13, Sports Editors

McKean Tompkins ‘12 and Andy Zhang ‘12, Photo Editors/LQGVD\�$WNHVRQ�µ��+DHMXQ�&KR�µ��6L\X�/X�µ��/D\RXW�(GLWRUV

Brandon Daly ‘12 and Christian Castillo ‘12 Humor WritersJeremy Mittleman ‘13 Webmaster

*Larry Pollans, Faculty Advisor

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Photography Michaela Carey ‘12Alexander King ‘13

Jenna Lee ‘14Grace Li ‘13

Victoria Parker ‘14

April 9, 2012 | Page 10 !e Milton Measure April 9, 2012 | Page 11!e Milton Measure Nick Maragos

Nick MaragosGoes to Milton AcademyBorn on Male

Upon arriving to Milton as a new sopho-more, Nick Maragos quickly made a name for himself with his witty humor and legendary hair. Since then, he has established himself as an open and outgoing leader on campus.

Always willing to embrace new experi-ences, Nick most recently stole the spotlight in the Winter Dance Concert. “I looked pret-ty ridiculous, but I still had so much fun,” KH� UHÀHFWV�� ³2YHUDOO�� WKH� H[SHULHQFH� ZDV�a bit embarrassing, but I really loved it.”

Not surprisingly, Nick is no stranger to performance. When asked to recall a fact not many people know about him, Nick reveals, “I was on PBS television in el-ementary school.” Moreover, even Nick’s closest friends would be surprised to learn WKDW�KH�GDQFHG� ,ULVK� VWHS� IURP�¿UVW� WR� WKLUG�grade. “I like to keep [the dancing] on the

down low, though,” he adds reservedly. Nowadays, Nick’s pastimes are slight-

ly more mainstream. “In my spare time, I like to make friendship bracelets or go bird watching,” he says. “Just kidding.” Nick spends his weekends in Boston, attend-ing sports games, concerts, and restaurants. +H� DOVR� HQMR\V� VSHQGLQJ� WLPH� RXWGRRUV�for a game of soccer or street basketball.

Nick’s easygoing personality makes him an approachable upperclassman, and has earned him friends in unlikely places. “Dur-ing my sophomore year, people thought I was an exchange student,” he reveals. Sure-ly, if Nick can bridge international bound-aries, uniting the Milton community as head monitor will hardly prove a challenge.

While he may be mellow socially, Nick assures the community that his ami-

ability is matched by dedication. “I can be very friendly and entertaining, yet I’m se-rious when it comes time to work.” In this sense, Nick is the ideal leader, balancing his fun-loving nature with responsibility. Furthermore, Nick expresses a strong com-PLWPHQW�WR�VHUYLFH��³,�UHDOO\�HQMR\�DVVLVWLQJ�people…anyone who knows me well knows that I go out of my way to serve others, be-FDXVH�,�¿QG�DOO�NLQGV�RI�SHRSOH�LQWHUHVWLQJ�´

Nick’s exuberance, open-minded attitude, and attention to contribution make him an essential part of the Milton community, and a competitive candidate for Head Monitor.

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SGA’s purpose is to give students a say in what goes on at Milton and to create a better environment for students, faculty, and administrators. The role of the Head Monitor is to act as intermediary who listens to the requests of the students and faculty and conveys their ideas to the administration. In ad-dition to running SGA meetings and sitting on all DC’s, the Head Moni-tor must also convey the administrations’ thoughts to students and faculty.


Milton is full of great traditions, and I’d like to add several new ones. I’ve been brainstorming for days and come up with several potential traditions. I thought of possibly starting what I call, “Fahgettaboud Assembly Friday’s” where several times a year each class won’t attend assembly but will instead have walk-in check-in. I also plan to continue Molly’s and Tom’s tradition of handing RXW�GRQXWV�GXULQJ�DVVHPEOLHV��2K�DQG�MXVW�IRU�\RXU�LQIRUPDWLRQ��,¶OO�KDYH�D�VXJ-JHVWLRQ�ER[�RXWVLGH�P\�RI¿FH�IRU�VWXGHQWV�WR�OHDYH�FOHYHU�LGHDV�DQG�FRPPHQWV�


I believe that in both a student’s and faculty member’s perspective, en-thusiasm is the most memorable quality in a Head Monitor. If your Head 0RQLWRU� HQMR\V�ZKDW� KH� GRHV�� KH�ZLOO� VHW� WKH� WRQH� IRU� WKH� UHVW� RI� WKH� VFKRRO��and the student population will follow his example. Having a Head Moni-tor who easy to approach is very important, and I hope that students will GH¿QLWHO\� WHOO�PH� DERXW� WKHLU� WKRXJKWV��7KHUH� DUH� DOVR� VHYHUDO� RWKHU� WUDLWV� WKDW�a great Head Monitor must have. He must have a good sense of humor yet still be informative during assemblies, and he must also be an excellent lis-

tener and must be willing to go out of his way to help his fellow classmates.


To maintain cohesion between faculty, students, and administrators, all three groups need to communicate, and as Head Monitor, I’d make sure to talk to students and pass along their ideas to the administration and fac-ulty. I believe events are what connect upper and underclassmen, so I’ll encourage students to attend games, plays, concerts, and other events.


,�ZRXOGQ¶W� QHFHVVDULO\� VD\� WKDW�0LOWRQ� KDV� D�PDMRU� VWUXJJOH�� EHFDXVH�0LO-ton has such a strong, supportive community that avoids many struggles, yet ,� WKLQN�ZH� VKRXOG� GH¿QLWHO\� SD\�PRUH� DWWHQWLRQ� WR�PDLQWDLQLQJ� WKH� FRPPXQDO�environment. Unlike most schools, Milton really does try to create a great envi-URQPHQW�IRU�HYHU\RQH��DQG�,�IHHO�6*$�DQG�,�ZLOO�¿QG�ZD\V�WR�LPSURYH�0LOWRQ��


,�UHPHPEHU�ZHOO�GXULQJ�P\�¿UVW�YLVLW�DW�0LOWRQ�EHLQJ�DPD]HG�DW�KRZ�IULHQGO\�DQG�ZHOFRPLQJ�WKH�VWXGHQWV�ZHUH��,¶OO�GH¿QLWHO\�SXVK�IRU�VXSSRUWLYH�HQYLURQPHQW�that welcomes new students and visitors. The administration really trusts in us VWXGHQWV�WR�PDNH�JRRG�GHFLVLRQV�DQG�WR�UHSUHVHQW�WKH�VFKRRO�ZHOO��VR�,¶OO�GH¿QLWHO\�try to convey what they are thinking to the students. Milton is a school where ev-eryone is valued and respected for who they are, and I plan on emphasizing that theme. As head monoter, I’ll always be positive and recognize where and when improvements must be made. Overall I’ll make sure to serve our community well.

Q & A

Jessica Li

Jessica LiGoes to Milton Academy

Born on January 25thFemale

As you see her walking to the ACC with KHU� FRQ¿GHQW� \HW� PRGHVW� VZDJJHU�� \RX� FDQ¶W�help but notice Jessica Li’s cheerful smile. You might recognize Jessica as the varsity soccer goalie and star softball player, but she is also a loyal friend and a devoted student.

Jessica is level-headed, well-rounded, and hardworking. Mary Brown (II), a friend of Jes-sica’s since freshmen year, expressed affection-ately, “she’s so simple and down to earth.” Her dorm-mate Menaka Sachdev (II) revealed that Jessica “has her priorities straight.” She knows how to show dedication and loyalty to her friends, schoolwork, and varsity soccer and softball teams.

Jessica’s work ethic sets a great example for her friends and classmates. Brittany Lee �,,��-HVVLFD¶V�URRPPDWH�IRU�WKH�PDMRULW\�RI�KHU�Milton career, admits that “because she [Jess] works hard, I work hard.” To Brittany, Jessi-ca is not only a good friend, but a role model.

Those who don’t know Jessica may think of

her as quiet and perhaps, as Mary put it, pos-sessing the characteristics of a Panda: cud-dly and shy. But Jessica says that she is rather a good listener and is only quiet in comparison with her friends, as she glanced over at dorm-mates Emily Jacob (II), Alexa Katz (II), and Menaka. Menaka later animatedly proclaimed that Jessica “can be weird and funny at times.”

The many embarrassing moments of Jessi-ca’s softball career that she and Menaka recount-ed nostalgically, ironically exemplify Jessica’s skill, her infectious dedication, and her audac-LW\�RQ� WKH�SOD\LQJ�¿HOG�� 'XULQJ�KHU�)UHVKPHQ�year on the softball spring break trip to Myrtle Beach, Jessica, running full speed with her eyes focused intently on the ball, collided with fel-low teammate, Alex Jaeger (’10). In this mo-ment Jessica experienced the rewards of her ut-ter fearlessness as she successfully caught the ball after colliding head-on with her teammate. Whatever challenges are thrown her way, Jes-

sica will be there to catch them for the team.However, Jessica does have one “deadly”

fear: ostriches. On a middle school safari in 7H[DV�� -HVVLFD�� VHHLQJ� DQ� RVWULFK� IRU� WKH� ¿UVW�WLPH�� MXPSHG�RXW�RI�KHU�VHDW� LQ�WKH�FDU�DQG�KLG�RQ� WKH�ÀRRU�� :LWK�DPD]HPHQW� LQ�KHU� WRQH�DQG�fear in her eyes, Jessica presented her biggest trepidation. “Think about if you woke up with an ostrich in your face.” “Wouldn’t you be IUHDNHG� RXW"´� � +RSHIXOO\� VKH� GRHVQ¶W� PLVWDNH�Mr. Ball for an ostrich walking down the hall.

Whether she is spending time with her grand-parents at home, playing soccer with her friends, RU� MXVW� UHOD[LQJ� LQ�0LOOHW�+RXVH�� -HVVLFD� LV� GH-voted, faithful, funny, and kind and wishes to continue expressing compassion and helping those around her. As Javon Ryan (II) said, “Jess /L�LV�MXVW�DZHVRPH��MXVW�KHU�SUHVHQFH�DORQH�´�

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:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�UROH�of the HeadMonitor?

The SGA should ensure that the student body, administration, and faculty work together smoothly and that all bodies are as content as possible. Basically, its mem-bers should focus on making Milton a better place to be at. They ultimately serve the students and should listen to their ideas or concerns, taking action when neces-sary. The Head Monitors’ roles involve both working behind-the-scenes and pub-licly conveying ideas to the community. A Head Monitor should be accessible and approachable to all students.


I would uphold traditions supported by the students such as Gotcha, donuts/fanny packs, spirit week, and the food drive. I would support events such as huge turnouts at freshman team games and more white outs at winter games. Addition-ally, I think a powder-puff football game at the end of the fall season would suc-cessfully bring the community together. I would like to use class assembly time PRUH�HIIHFWLYHO\�E\� UHVWDUWLQJ�FOLSV�RI� WKH�ZHHN��RU�ZH� VKRXOG� MXVW�KDYH� UROOLQJ�check-in more often.


I believe that the students and faculty seek the same qualities in a Head Monitor EHFDXVH��XOWLPDWHO\��VWXGHQW�ERG\�KDSSLQHVV�GH¿QHV�WKH�VFKRRO��$�+HDG�0RQLWRU�LV�memorable if he or she makes the students as a whole excited about activities, cre-ating spirit without forcing it. Only someone who genuinely wants to help out and get to know both students and faculty can successfully lead the school.


First, I would maintain good relationships with each group and listen to con-cerns from all sides. Between different grades, I would promote more opportunities for upperclassmen to hang out with underclassmen and vice versa by increasing the availability of HS&R, study hall proctoring and peer tutoring as well as interaction EHWZHHQ�YDUVLW\��MY��DQG�IUHVKPHQ�VSRUWV�WHDPV��6WXGHQWV�PXVW�PDLQWDLQ�WKH�WUXVW�RI�the faculty and administration in order to achieve cohesion, reducing the “us ver-sus them” mentality. Similarly, the administration must be as transparent and fair as possible in all dealings with the student body. Therefore, I would make myself available to talk about issues with both sides.


The biggest struggle is general student unhappiness, most likely because peo-ple get tired of the same routine every day. However, I believe that small things can brighten people’s days such as not having to wait in line for the Panini machine. For example, donuts have received highly positive student feedback. The SGA should work to break students’ unchanging routines by both resolving simple issues and hosting bigger events.


Over time, I have realized that the stress of Milton wears most people down. Therefore, I want to supply temporary relief from the academic pressure. Regard-less of the event’s scale, I will put my full effort into making everything as fun as possible. I believe the school is willing to work with the students to make changes, and I want to make sure issues the student body feels strongly about are acted upon.

Q & A

April 9, 2012 | Page 12 !e Milton Measure April 9, 2012 | Page 13!e Milton Measure

Alex PerryGoes to Milton AcademyBorn on February 20thFemale

Alex PerryNick Pagliuca

Nick PagliucaGoes to Milton AcademyBorn on June 15thMale


I think the purpose of SGA is to voice the concerns and ideas of the student body and work to make these ideas happen. I think the Head Monitors have to work hard and push the administration and the students to help achieve the goals they set. The Head Monitors also have to be able to communicate the goals of the administration to the students so that the whole community is on the same page.


,�WKLQN�LW¶V�GH¿QLWHO\�LPSRUWDQW�WR�NHHS�*RWFKD�JRLQJ�DQG�0ROO\�DQG�7RP�GLG�D�JUHDW�MRE�RI�WKDW�ZKHQ�LW�ZDV�DOPRVW�FDQFHOHG��7KH�IRRG�GULYH�ZDV�D�ELJ�VXFFHVV�so that should continue, and maybe we could possibly add a winter clothing drive EHIRUH�'HFHPEHU�EUHDN�WKDW�FRXOG�EHQH¿W�WKH�0LOWRQ�FRPPXQLW\�DV�ZHOO��,�ZRXOG�OLNH�WR�EULQJ�LQ�D�FOLS�RI�WKH�ZHHN�DW�MRLQW�DVVHPEOLHV�EHFDXVH�KDYLQJ�WKH�ZKROH�community see one video would be something everyone would have in common. $GGLWLRQDOO\��D�WUDGLWLRQ�WKDW�,�EHOLHYH�LV�GH¿QLWHO\�LQVWUXPHQWDO�WR�XSKROG�LV�FRQ-tinuing the senior prank where they put cloth over the trees in front of the stu. It really freaked me out.


)URP�D�VWXGHQW�SHUVSHFWLYH�WKH�¿UVW�WKLQJ�WKDW�FRPHV�WR�PLQG�ZKHQ�WKLQNLQJ�RI�WKH�+HDG�0RQLWRUV�LV�WKH�MRLQW�DVVHPEO\�WKH\�UXQ��,�WKLQN�WKH�IDFXOW\�KDYH�D�different view because they see a lot more of the behind the scenes work that goes

into planning events like Gotcha and the food drive.


It is very important to have a good relationship with the faculty and admin-istration and to be able to understand the administrations concerns to be able to communicate those concerns to the student body. I would also help relay the students’ ideas to the administration by making sure to get diverse perspectives from all corners of the school.


I don’t think there is any huge struggle facing our community but the big-gest one I can think of is that there seems to be fewer relationships between upperclassmen and underclassmen. This could be changed if there were more all-school activities in orientation or even throughout the year.


Milton was a very welcoming place coming in as a new sophomore but it VHHPV�OLNH�RULHQWDWLRQ�GRHV�QRW�UHDOO\�DOORZ�QHZ�VRSKRPRUHV�DQG�MXQLRUV�WR�JHW�WR�NQRZ�UHWXUQLQJ�VRSKRPRUHV�DQG�MXQLRUV�DV�ZHOO��$QRWKHU�LQVLJKW�LQWR�WKH�FRP-munity that I gained was how connected the boarding community is, and I feel like there could be more done to try to connect the day students into this group as well.

Q & A

When walking anywhere with Nicho-las (Nick) Pagliuca, it is impossible to be on time simply because he must stop every few seconds to engage in conver-sation with the next person he comes across. Nick is a friend to everyone.

According to Jacob Greenberg (II), with-LQ�KLV�¿UVW�IHZ�PRQWKV�DW�0LOWRQ�$FDGHP\��Nick not only knew every one’s name, but also began shouting peoples’ names across the Student Center. Apparently this act has become Nick’s pastime and he falls into a “short-lived state of depression” when he loses his voice and is unable to do so.

Although his impressive basketball skills, height, and loud voice may be intim-idating to the average Milton student, after MXVW�D�IHZ�PLQXWHV�RI�FRQYHUVDWLRQ�ZLWK�1LFN�Pagliuca, all feel comfortable. Nick does not dwell on pointless small talk but rather DVNV�SHRSOH�KH�MXVW�PHW�WR�ZHLJK�LQ�RQ�VRPH�

philosophical debate he had been consider-ing. This often launches into a long discus-VLRQ�RI�(LQVWHLQ¶V�GH¿QLWLRQ�RI�LQVDQLW\�DQG��before long, Nick has made a new friend.

Many students and faculty recog-nize Nick as one of Milton’s star basket-ball players; however, he is much more WKDQ� WKDW�� +H� KDV� D� QHDUO\� LQ¿QLWH� QXP-ber of interests all of which he attempts to pursue, leaving very little time left in his day. For example, a little known fact about Nick Pagliuca is that he likes to make paper airplanes and pursued this passion in starting a paper airplane com-petition through the Engineering Club.

Nick embodies the saying, “work hard; play hard” in everything that he does. He applies himself to his schoolwork, athletics, DQG�DOO�RWKHU�KREELHV��EXW�VWLOO�¿QGV�WKH�WLPH�and energy to get to know the student body.

Even with all the work Nick does, his

sense of humor never falters. When Mr. Tyler entered his chemistry class with blue hair, Nick did not miss a beat in playing the 90’s song “I’m Blue (Da Ba Dee) by Eiffel 65.

This kind of humor is what makes Nick such a likable guy. According to Ashley Bae (I), “Nick is a guy’s guy, but he is also a girl’s JX\��KH�JHWV�DORQJ�ZLWK�MXVW�DERXW�HYHU\RQH�´�

This combination of determination and intense friendliness makes Nick ready for the demanding position of Head Monitor. In fact, Nick Pagliuca has al-ready proved he can learn from his mis-takes. As he himself stated, “I used to go to Nobles, until I came to my senses.”

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I believe that the SGA is meant to be a group of people representing the student body so that the student’s opinions can be more easily heard and considered. The SGA is an important part of our community because it lets students be more involved in the disciplinary and administrative aspects of the school and that, in turn, gives students more of a say in ways to better our school or deal with problems that must be solved. The Head Monitor leads SGA in order to help make the school as best as it possibly can be.


Helping the lower, middle, and upper schools become more connected is something that I believe needs to be focused on. The pep rally and ice cream afternoon in the fall are both events that give the school community a chance WR� LQWHUDFW��:KLOH� WKHVH� HYHQWV� VHHP� IXQ�EXW� LQVLJQL¿FDQW� WR�XV� LQ� WKH�KLJK�school, the middle schoolers and lower schoolers love to be able to see the upper school students and have the opportunity to communicate with them. The buddy system that already exists between the 6th grade and the kinder-garten provides a fun way for middle school students to be role models for the kindergarten students. I’d like to start another buddy system between the 6th grade class and a volunteer group of sophomores. As the sophomores go through the high school and soon prepare to leave for college, the sixth grad-ers go through the middle school and prepare to move up to the high school. This buddy system that could be created between the sixth graders and sopho-PRUHV�ZRXOG�KHOS�RXU�VFKRRO�WR�EHFRPH�PRUH�XQL¿HG�DQG�OHW�HYHU\�VWXGHQW�DW�Milton to feel more comfortable on campus.


From a student’s perspective, the most memorable thing about a Head Monitor is how they are able to conduct themselves in front of the school during assemblies and events. There are many things that happen behind the scenes, but other than helping to keep the school running smoothly, the Head Monitors have to be able to relate well to other students and speak well in front of crowds. From a faculty member’s perspective, the most memorable thing about a Head Monitor is how successful they are in caring for the stu-dents and the school overall as well as helping the school to function more HI¿FLHQWO\��7KH\�DOVR�QHHG�WR�EH�DEOH�WR�FRQYH\�WKH�VWXGHQW�ERG\¶V�RSLQLRQ�WR�the faculty, while also understanding the opinion of the faculty themselves.


While the faculty and students are connected, it seems as though the ma-MRULW\�RI�VWXGHQWV�IHHO�WKDW�WKH�FRQQHFWLRQ�EHWZHHQ�WKH�DGPLQLVWUDWLRQ�DQG�WKH�VWXGHQWV� LV� ODFNLQJ�WKH�VWURQJ�ERQG�WKDW� LW� UHDOO\�QHHGV��,� WKLQN�WKDW�D�PDMRU�thing that needs to be changed is communication. For instance, one thing that people still seem to not fully understand is the sanctuary policy. The only reason I understand it is because, after being on SGA for the past two years, I have to. Going through DC training has helped me to understand the full dis-ciplinary process. Even though the SGA conducts a DC explanation assembly for freshmen and all other new students at the beginning of the year, the new people are still in the stage of being “new” and therefore, still worried about EHLQJ� DW�0LOWRQ� LQ� WKH�¿UVW� SODFH��7KH\�� XQGHUVWDQGDEO\�� FDQ¶W� IXOO\� WDNH� LQ�DOO�RI�WKH�LQIRUPDWLRQ�SUHVHQWHG��%\�EULHÀ\�UHIUHVKLQJ�HYHU\RQH�LQ�WKH�XSSHU�school about the sanctuary policy every year at individual class assemblies and posting that section of the school handbook on the class conferences, it would clear up confusion and help everyone to be on the same page.

Q & A

When we envision leaders, many think of VRPH� GLVWDQW� ¿JXUHV� ZKR� WRZHU� RYHU� RWKHUV� DQG�give orders. Instead, at Milton, we try to elect leaders who will listen to the opinions of the student body and represent them while inter-acting with the administration. We want lead-ers who can lead by example, energize the stu-dents, and help organize various school activities.

Alex Perry is a perfect example of that kind of a leader. Ever since sophomore year, she has served the Class of 2013 as class representative with vigor and energy. She makes otherwise dreary Tuesday and Thursday morning assemblies interesting and wakes us all up from our slumber with her enthu-VLDVP� WKDW� VHHPV� WR� MXVW� UDGLDWH� IURP�KHU�ZRUGV��

:KHQ�DVNHG�DERXW�KLV�¿UVW�LPSUHVVLRQ�RI�KHU��Daniel Jagaselvan (II) recalls, “She was pretty cool and friendly I guess. Oh she played video games

with us, which was very cool.” For anyone who has not experienced it, walking into a computer lab with a bunch of teenage boys sitting in front of computer screens yelling at each other can be a very LQWLPLGDWLQJ�VLJKW��+RZHYHU��ZLWK�KHU�RYHUÀRZLQJ�will to make friends, she bravely walked into lab and has been good friends with them ever since.

Her determination and work ethic as a leader showed clearly most recently through her contribu-tion to the Class II Retreat, formerly known as JLW. As part of the cabin assignment committee, she worked very hard to “make sure everyone would have a great time. “ Ms. Angstrom, one of the class deans, recalls how “Alex was the main person who might have actually ended up doing it all.” Her ZRUN�GLG�QRW�MXVW�HQG�WKHUH��DV�VKH�ZDV�DOVR�SDUW�RI�the Snacks committee with Allison Ward and Nunu Lawoyin, and took the initiative to buy all the

snacks for the Retreat even before school resumed. One of her strongest characteristics, one may

argue, is her ability to gather and respond to the voice of the students. Although many leaders prom-ise to listen to the student body, it is rare for them to be able to gather such input from the student body.. However, with her infectious enthusiasm and ap-proachability, Alex patiently collects feedback from the students before making any class-wide decision, constantly using surveys and ballots to help even the laziest of us to voice our opinions.

For some students, a candidate’s campaigns PD\�VHHP�OLNH�MXVW�IDOVH�SURPLVHV�WR�VZLQJ�WKH�YRW-ers in her favor. However, Alex has shown through her hard work and enthusiasm over the past two years that she can in fact uphold her promises.

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Due to limited space, some of Alex’s responses have been cut. Pleasevisit Miltonmeasure.org for the complete version

April 9, 2012 | Page 14 !e Milton Measure April 9, 2012 | Page 15!e Milton Measure Caleb Warren

Caleb WarrenGoes to Milton AcademyBorn on February 28Male

Frequently sporting striking sweater/NKDNL�RXW¿WV��&DOHE�:DUUHQ�ZDONV�WKURXJK�Warren Hall like it was named after him. Okay, that’s a common misconcep-tion about him, but the point is that Ca-leb has deep roots to Milton Academy, KDYLQJ� MRLQHG� WKH� VFKRRO� LQ� �WK� JUDGH�

He is a good friend, always willing to listen and give his opinion on any-thing, all while maintaining grades that whisper “genius” to an onlooker. His casual demeanor makes him approach-able and fun to be with; he always seems to have a witty response to everything.

In our freshman honors geometry class with Mr. Pratt, I was frequently in the un-fortunate position of wondering why Caleb would make such a ridiculous statement

before realizing that he had actually uncov-ered a sliver of brilliance overlooked by the rest of the class. These moments of bril-liance are what make Caleb so successful at everything he does, from leadership roles that he will need as Head Monitor to the everyday relationships that he maintains.

Caleb says that his predecessors have D� ORW� RI� LQVSLUDWLRQ� WR� RIIHU�� 6SHFL¿FDOO\�he cites Nick and Assel’s fanny pack Fri-day, Kasey and Robert’s introduction to the green cup challenge, but especially Tom and Molly’s food drive and donut UDIÀH��$OO�RI� WKHVH��KH�VD\V��DUH� WUDGLWLRQV�that would continue if he were elected.

One thing which Caleb hopes to add to the community involves the alumni. He sees former Milton students as “an un-

tapped resource” who could help upper-classmen who are seeking internships and VXPPHU�MREV�� +H�DOVR�IHHOV�WKDW�DGPLQLV-trative DC’s, where students are sometimes not represented by any other students, are something he would work to avoid.

When I asked Caleb for something unique about him, he told me “I don’t know how to smile for photos, which makes for some unfortunate Christmas cards.” Well, since the Head Monitor position re-quires work, and stunning smiles are only a bonus, Caleb seems ready to embrace the challenge of leadership at Milton.

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Matt Sullivan

Matt SullivanGoes to Milton AcademyBorn on March 13Male

:KDW�GR�\RX�WKLQN�LV�WKH�SXUSRVH�RI�WKH�6*$�DQG�KRZ�ZRXOG�\RX�GH¿QH�WKH�UROH�RI�the Head Monitor?

To the best of my understanding, every student is technically a part of SGA. By VLJQLQJ�WKH�ERRN�LQ�WKHLU�¿UVW�\HDU��VWXGHQWV�FRPPLW�WR�EH�D�SDUW�RI�WKH�0LOWRQ�FRP-munity and win the right to vote in elections, run for positions and so on. I think the purpose of the SGA is for students to have the option (should they seize it) to change or add to Milton as a whole. Whether this change/addition is policy, tradition, op-portunities or better school spirit, the SGA and elected positions allow students to propose and introduce new and or better ways of doing things. I emphasize addition and introduction because I feel strongly that the SGA and the Head Monitors are not solely in place so students can change existing policies and improve the way WKH�VFKRRO�LV�UXQ��$OWKRXJK�WKLV�LV�D�NH\�FRPSRQHQW�DQG�SHUKDSV�WKH�¿UVW�VWHS�DIWHU�being elected, I think the role of Head Monitor extends beyond policy change and improving relationships between students, the faculty and the administration. The Head Monitors must bring something new to the school, a new idea or new traditions. Essentially, along with changing Milton by modifying it, the Head Monitors should change Milton by adding to it. So I suppose to answer the question in short, I think that the role of Head Monitor is to lead the school through the daily responsibilities of Headmonitorship (Assemblies, DC’s—hopefully not daily—and SGA meetings) EXW�DOVR�WR�EULQJ�DERXW�WKH�WZR�W\SHV�RI�FKDQJH�RI�PRGL¿FDWLRQ�DQG�DGGLWLRQ�LQ�WKH�Milton community.


In my time at Milton all three sets of Headmonitors have added memorable tradi-tions to the school: Nick and Assel spiced up assemblies with the fanny pack, Kasey and Robert brought the Green Cup Challenge to Milton and Tom and Molly intro-duced Donuts, the Food drive and colossal spirit for one freshman soccer game. Each of these traditions are memorable, fun, and will continue if I’m elected. In terms of new traditions I hope to establish, I hope that the ideas and additions I bring to Milton will become tradition in the way that they will offer opportunities that can will en-

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What do you think is the most memorable thing about a Head Monitor from a stu-dent’s perspective? From the faculty’s perspective?

From a student’s perspective, I think the most memorable thing about a Head Monitor is to what extent they have improved and added to the quality of daily life at Milton, and by what new traditions they have started up. Thinking from the faculty’s perspective, I think the most memorable aspects of the Head Monitors are what they have accomplished. Because the faculty have had the chance to observe Milton over a greater timespan than the average 4 years of a student, the faculty have a better scope on how the Head Monitors have changed and added to Milton for the better.


I think cohesion between the faculty and students already perfect. For the ma-MRULW\�RI�VWXGHQWV�DW�0LOWRQ��WKH\�ORYH�WKHLU�WHDFKHUV�DQG�¿QG�WKHP�TXLWH�HDV\�WR�WDON�to and bond with. As for cohesion between the faculty and the administration, that’s UHDOO\�0U��%DOO¶V�MRE��:KHUH�FRKHVLRQ�LV�QHHGHG�LV�EHWZHHQ�VWXGHQWV�DQG�WKH�DGPLQ-istration and students between grades. In terms of students and the administration, I think more communication would be prudent. Students have a hard time empathizing with the administration when the administration is vague. There have been at least three administrative DC’s this year. That means three DC’s when students were not represented by other students. One of them took place on the day that break began and another took place the day after break began, with the administration citing the reason for an administrative DC as an inability to round up enough people in such a short amount of time. As Head Monitor, I will be willing to stay that Thursday after-QRRQ�RI�EUHDN�WR�UHSUHVHQW�D�VWXGHQW�EHFDXVH�WKDW�LV�ZKDW�WKH�MRE�DVNV�IRU��,Q�FRKHVLRQ�between the grades, I think the solution lies in more intergrade activity and possibly the addition of Brown’s system of student advisors—incoming freshman can opt for D�MXQLRU�RU�VHQLRU�WR�VKRZ�WKHP�WKH�URSHV�DQG�DQVZHU�DQ\�TXHVWLRQV�WKURXJKRXW�WKHLU�¿UVW�\HDU�

Q & A

You can say many things about Matt Sul-livan. He is from Maine, he lives in Norris House, but overall, he’s Crazy! After talk-ing to many people about Matt, that one statement has come up in every single con-versation but most people cannot explain why. The best explanation came from Matt’s dorm mate Eric Davis (I) who said “Sully is crazy, not because he is a lunatic, but EHFDXVH�KH�LV�DOZD\V�MXPSLQJ�DURXQG��DQG�if you need something, he is there for you.”

When asked about his illustrious status of being crazy, Matt said that his determi-nation and his perseverance have been con-fused for insanity. He proclaims that all he is trying to do is achieve a positive end result in his endeavors. Throughout his Milton career, he has fought for what he believes in and will not let anyone stand in his way.

Matt’s class four talk, although a self-described “train wreck,” provides unique

insight into Matt’s personality. He spoke on the misconceptions associated with his home state, Maine. The entire speech boiled down to, “not everyone in Maine is HLWKHU�D�OREVWHUPDQ�RU�OXPEHU�MDFN�´�:KLOH�this statement is still up for debate, Matt’s sense of determination is not. Knowing ridicule would ensue (it did), he did not back down but rather stood up for his home state and did not budge off his position.

In addition to being determined, Matt is, according to Adam Basri (II), “an out-going guy and very friendly.” He does not hesitate to help his friends in need. “He is the one, that when you are an hour away, you can call to order you food, and he does not even ask to be paid back.”

According to Mr. Darling, head of Nor-ris House, Sully “is respectful to faculty” but maintains the ability “to speak his mind and stand up for his classmates.” Mr Dar-

ling added, “He is not afraid to disagree with rules and is willing to argue his point against people with differing opinions.”

Because of his misinterpreted actions, Sully has in the past been seen as argu-mentative. However his actions can easily be attributed to his passion and his strong will. As Head Monitor he will undoubt-edly stand up for every one’s best interest.

After unsuccessfully running for lead-ership positions in the past, now, with his accrued experience and humorous attitude, Sully is ready to take Milton by storm. When asked about the prospects of Matt being Head Monitor, Eddie Richardson (I) simply stated, “he will be like no Head Monitor we have ever seen before.”

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The purpose, I feel, of Head Monitor is to create a venue that students feel comfortable conferring with, regarding their opinions on various matters, rang-ing from fundraising propositions, to beginning of the year book talks, to DC’s. Similarly, it’s the Head Monitors’ responsibility to deliver the student body’s consensus in a clear, complete, thorough, and convincing manner in order to HYRNH�EHQH¿FLDO�FKDQJH�ZLWKLQ�WKH�DGPLQLVWUDWLRQ��,�ZRXOG�LGHQWLI\�WKH�UROH�RI�head monitor as a representation of the student body within the administration.


Obviously I would like to uphold the basic: Gotcha!. However, I think it ZRXOG�DOVR�EH�EHQH¿FLDO�WR��WKURXJKRXW�WKH�\HDU��KDYH�D�GD\�RII�IURP�VFKRRO�DQG�do a school wide trip into Boston. The students would be organized into small JURXSV��FRQVLVWLQJ�RI�)UHVKPHQ�WKURXJK�VHQLRUV��DOORZLQJ�VLQFHUH�DQG�HQMR\DEOH�conversations to form and the classes to become closer. The activity they would GR�ZRXOG�EH�HQMR\DEOH�WR�DOO�ZKLOH�VLPXOWDQHRXVO\�EH�VXSSRUWLQJ�FRQYHUVDWLRQV�


From a student perspective I feel the most memorable aspects are the changes WKDW�DUH�EHQH¿FLDO�WR�PH�DV�D�VWXGHQW�WKDW¶V�SDUW�RI�WKH�VWXGHQW�ERG\��$OVR��DQRWKHU�large portion of my interactions with Head Monitors is during their speeches and during assemblies, so most of what is remembered about the Head Monitors stems from the humor and intrigue that the Head Monitor display with their ac-tions or words while either addressing the entirety of the school or simply and as-

sembly. My opinion on what is most memorable from a faculty’s perspective are the situations that the Head Monitors place themselves into, in order to promote an event that students aren’t exactly infatuated with, an example being when Tom and Molly dressed up as Mustard and Ketchup in order to promote Milton’s food drive.


7KURXJK� HQMR\DEOH� HYHQWV� RU� JHW�WRJHWKHUV� WKDW� VXSSRUW� MXELODQW� FRQYHUVD-tions. Also, I would try to form small groups that would do activities together that force the classes, within that group, to collaborate, simultaneously bonding. I envision something like the Junior Class Scavenger Hunt except for the entire FRPPXQLW\��$OVR��,�IHHO�LW�ZRXOG�EH�EHQH¿FLDO�IRU�WKH�JURXSV�WR��DW�WLPHV��H[LVW�without adults in order for the kids to truly be themselves with fellow peers.


7KURXJK� HQMR\DEOH� HYHQWV� RU� JHW�WRJHWKHUV� WKDW� VXSSRUW� MXELODQW� FRQYHUVD-tions. Also, I would try to form small groups that would do activities together that force the classes, within that group, to collaborate, simultaneously bonding. I envision something like the Junior Class Scavenger Hunt except for the entire FRPPXQLW\��$OVR��,�IHHO�LW�ZRXOG�EH�EHQH¿FLDO�IRU�WKH�JURXSV�WR��DW�WLPHV��H[LVW�without adults in order for the kids to truly be themselves with fellow peers.

Q & A

Due to limited space, some of Caleb’s responses have been cut. Pleasevisit miltonmeasure.org for the complete version

April 9, 2012 | Page 16 !e Milton MeasureBack Page

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“Now it’s not that I’m a racist but…”

“So I was going through my grandparents bathroom and you can expect KRZ�VXUSULVHG�,�ZDV�WR�¿QG�D�JLDQW«´

“Back when I was a child soldier for Joseph Kony…”

³(YHU\�QRZ�DQG�DJDLQ�,�MXVW�VLW�QDNHG�LQ�P\�URRP�SRQGHULQJ�OLIH��<RX�PD\�be thinking…”

“When you’re on hallucinogenic mushrooms…”

“I’ve often wondered what it feels like to be water boarded…”

“If you visit my MySpace page one thing is clear…”

“I like taking pictures of myself in panda suits. Some might say…”

“As E Money once said…”

“In the words of Joseph Stalin…”

“Over the past 3 years, I have really come to appreciate all that the old sci-ence building has to offer…”

“A wise man, Jerry Sandusky, once said…”

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TMM 4-9-2012

Documents

Transcript of TMM 4-9-2012