Vol CXVIII Num. 3Friday, September 21st, 2012

This Week’sMeasure

SPORTSNEWSNew teachers join Milton, pg. 3

New Internship Program, p. 4

OPINION A&EOpening of School, pg. 5

Romney, 47%, pg. 11Splash of Summer, pg.9Hunger Games, pg. 9

Red Sox Special, pg. 10London Olympics, pg. 11

Milton Welcomes New English and History Teachers

Amidst the welcoming of many new members of the Milton community, Ms. Alisa Braithwaite, Ms. Mar-gery Sokoloff, and Dr. Jamie Greene have joined the Milton Academy faculty in the Eng-lish and History Departments.

Ms. Braithwaite, joining the English department, was born and raised in Brook-lyn, New York. Ever since she was in second grade, she knew that she wanted to become a teacher: “I loved English, I loved writing and reading, [and] I just wanted to sit under a tree and read.”

She pursued her passion for education at Barnard Col-lege, where she minored in education and trained as a student teacher. Immediately after graduating, she began teaching in New York City. She earned a PhD in English

literature from Harvard Uni-versity and, though she was hesitant at first, taught at the college level. After teach-ing at MIT for six years, Ms. Braithwaite felt that she was not able to focus enough on teaching. She mentions that her university position “... was much more research driven… I wanted to have my main work be in the classroom and with people, so that’s why I de-cided to return to high school teaching. I feel incredibly for-tunate to be able to do that at Milton.” Ms. Braithwaite was encouraged to teach at Milton by some of her friends from college who attended Milton, including her first year room-mate. “I knew they were not just such amazing people and really intelligent, but also real-ly warm. As soon as I visited [Milton] I got that feeling too.”

Ms. Braithwaite’s ideal classroom focuses on the stu-

dents and is comprised of in-dividuals with a passion for learning. She engages students by “listening to them and lis-tening to their ideas. My goal is for them to see that I am open to them, and they shouldn’t feel afraid to try out a new idea”.

When she is not teaching, Ms. Braithwaite loves yoga, so “if anyone wants to come over and do a downward dog and stretch and relax for a few min-utes, my room is Warren 318!”

Ms. Sokoloff, who also joins the English depart-ment, was born in Washing-ton, D.C. and raised in Los Angeles, California. Her first job after college was at Mil-ton in 1988 and 1989 as part of a teaching internship pro-gram. Following her time at Milton, she received her PhD from Yale and taught there for three years. Over the last seven years, she has taught at

By Hannah Hoffman ‘15 News Writer

Jose Ruiz Shares His Thoughts on the New School Year

The Milton Measure re-cently had the chance to sit down with Mr. Ruiz, the new Dean of Students, on September 11, 2012, to dis-

cuss how his first few weeks at Milton have been going.

Have you been enjoy-ing Milton so far? How have you been settling in?

I have. Right now, it’s try-ing to find a balance between

my schedule that’s basically all filled out, and trying to find time when I can get out into the Student Center and talk to students to get to know people. Things are going well. Everyone has been pretty wel-coming, students and faculty. It’s a lot of names. I struggle with names a little bit. I feel like I am being introduced to folks, and I know the next time I see them I am not go-ing to remember their name. That’s a little bit frustrating, and I’m feeling like I have to apologize. But people have been very patient. Everyone has offered to re-introduce themselves over and over until I get it, so it has been a nice smooth transition into school.

Do you have any goals for this year?

That’s a great question. I think one of my biggest goals is really to acclimate myself with the community, get to know what the culture is, try to identify what the “Milton Experience” is, that students refer to, that faculty refer to, kind of figure out those things for myself. Beyond that, I think on top of getting to

know the culture, it’s getting to know the community—the students. Working with stu-dent leaders, trying to identify some of the concerns, ques-tions people have. Obviously, Mrs. Johnson did a lot of work in her five years that she was here, so trying to figure out what things were left undone. That’s pretty much it. In the second year, I can assess my experience from the first year and then figure out other ways we can improve. I respect the fact that the school has been in existence for a very long time, and it’s been very successful. So for me to come in and think about changes wouldn’t really be fair to the school and the stu-dent body. So I’m really going to make my first year to learn what this place has to offer.

How has Milton been different from other schools you have worked at?

It’s bigger: from a names standpoint, it’s a lot more names. I’m used to a ninth grade class of forty to fifty students, verses 164. Dress code has been different—one [school] was more conserva-tive with a jacket and tie and

the other with a polo or button down shirt, trying to establish formality. Here the dress code is a bit looser, so that’s been different. Those are sort of the “big noticeable.” My job is different, so I feel my schedule is far more structured, meet-ings here and there, that type of thing. I’m still learning.

Are you living on cam-pus? What is your role in the boarder community?

We’re living on Lindberg Street [where other Milton faculty members live]. This past weekend, I shadowed Mr. Heard as the administrator on duty. Friday night I touched on all but two houses. I met with the folks who were on duty, went into the common spaces, chatted it up with students that were around, getting to know them. Basically, within the boarding community, com-munity time is a time I can use to get to know both the adults living in the dorms and the students in the dorms. Prob-ably throughout the week, I’ll pick certain dorms to visit.

By Rebecca Chernick ‘14 News Writer

Continued on page 3Rex Li/TMM

New English teacher Alisa Braithwaite is excited to be at Milton

Rex Li/TMM

New Dean of Students Jose Ruiz

September 21st, 2012 | Page 2 The Milton MeasureEditorial

This year, Milton’s opening week schedule was revamped. In an attempt to streamline the awkward gap days between Labor Day and the official start of classes, the administration moved to alter freshman orientation activities, giving seniors more un-structured time, making every students’ schedule available early online, simplifying the registration process, and micromanaging the hours of textbook buying. To accomplish this organizational feat, the school drew up 16 seperate schedules for different de-mographics of students and teachers and gave each individual a personalized calendar on myMilton.

Despite the hectic planning and good intentions, these changes recieved mixed results. As our opinion page this week attests (see pg. 5), student perspectives on the success or failure of the opening of school varied and were, in some cases, quite strong. Reaction was particularly visible among members of Class I, who, as the most acclimated to the prior schedule and the most affected by the new system, found themselves caught off-guard. On the whole, however, we must give the administra-tion credit for experimenting and trying out new methods. While the opening of school experience -- especially for Class I -- was logistically challenged and occasionally ill-conceived, we prefer to have an administration that is willing to make alterations to es-tablished traditions, rather than one that continues obsolete norms regardless of their present utility.

A good dose of simplicity and feedback from this year’s trial run should remedy most of the worst problems from the new opening of school. Though Chinese military theorist Sun-Tzu en-couraged generals to withhold the entirety of their plans from their troops, the same principle works less well in an academic setting. Instead of sixteen disparate schedules, the school should create one master schedule for students, faculty, and parents, so everyone knows what to expect. On a similar note, communica-tion should be clearer and more direct; many students arrived at school not knowing what to do, and day-student parents were of-ten left in the lurch, dropping their children off at school well before they needed to arrive.

As always, hindsight is 20-20. While the beginning of school was not a seamless transition from summer to fall, it never has been. Ultimately, experimentation is always welcomed, par-ticularly at 200 year-old educational institutions. Certain aspects of the new opening of school worked well, particularly the early accessibility of student schedules. Overall, we consider ourselves fortunate to belong to a school led by a forward-looking, innova-tive administration. We ended last year by noting the necessity of consistent traditions around which to organize our lives-- the beginning of this year reminded us all that changes to those tra-ditions, while not painless, are equally necessary, and can have crucial benefits.

Measures of Change

NewsDaniel Kim ‘13

Gabriella Blake ‘14Rachael Allen ‘14

Rebecca Chernick ‘14Clair Russell ‘14Illadro Sauls ‘15

Hannah Hoffman ‘15Kate Higgins ‘15

Sean Chanicka ‘15

SportsJoshua Ellis ‘13

Joshua Pomper ‘13Haley Dougherty ‘14Abby Lebovitz ‘14

Sophia Tsanotelis ‘13

Photography Alexander King ‘13

Salima Sarsenova ‘14Selina Cheah ‘14

Rex Li ‘14Varun Singh ‘14

Victoria Parker ‘14

A&E Alexander Lee ‘14

Ashley Koo ‘14Faith Pang ‘15Kat Fearey ‘14

Louisa Moore ‘14Nina Wadekar ‘13

OpinionDaphne Chow ‘14Ilve Bayturk ‘14Liam White ‘14 Mark Iraheta ‘15

Monique Williams ‘13Mykayla Sandler ‘14

Raj Davae ‘15Shannon Peters ‘13

Constantine Velmahos ‘15

Managing EditorTucker Hamlin ‘13

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Editors-in-ChiefNelson Barrette ‘13 & Amanda Beaudoin ‘13

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To read us online, visit www.miltonmeasure.org

September 21st, 2012 | Page 3The Milton Measure News

New teachers at Milton

Milton Welcomes New Teachersto the Science Department and College Counseling Office

After the recent teacher retirements, Milton is pleased to welcome several new edu-cators this year. Ms. Sarah Richards, Ms. Heather Zim-mer, Ms. Carol Artacho, all of the Science Department, and Amy Kirkcaldy, a college counselor, express their en-thusiasm in starting their new positions as Milton faculty.

Sarah Richards, a new teacher of biology and chem-istry and assistant coach of the girl’s cross-country team, is currently living in Robbins house. Hailing from Orono, Maine, Ms. Richards earned her undergraduate degree in neuroscience from Bates Col-lege, after which she contin-ued to Yale University where she received a PhD in Neuro-science. After teaching under-graduate students at Yale, Ms. Richards decided to teach at a high school level. She shares, “It was clear that teaching in a boarding school environ-ment was the best choice for me-- I get the best of all worlds! Athletics, mentoring, teaching and doing science!”

Richards is particularly enthusiastic about the DYO program, believing that al-lowing a student to perform his or her own experiment is

essential to learning science. As classes begin, Ms. Rich-ards hopes to see “hard work, an open mind, and a willing-ness to participate and ask questions” from her students.

Like Ms. Richards, Ms. Heather Zimmer will be en-tering Milton this year as a science teacher. Ms. Zim-mer grew up in Cincinnati, Ohio but moved to the United Kingdom, where she gradu-ated from high school. Ms. Zimmer earned her under-graduate degree in chemistry at the Massachusetts Institute of Technology and her Mas-ter’s in Educationfrom UMassAmherst.

After discovering that she did not want to work solely in research labs, Ms. Zimmer took the advice of her peers and chose to teach. “I decided to give it a try until I figured out what I really wanted to do,” says Zimmer. “I really enjoyed it, though, so I am still doing it 16 years later.” Now living in Forbes House, Ms. Zimmer is eager to continue her growth as a professional in Milton’s expanding science department.

Despite her primary focus on science, Ms. Zimmer, a theatre enthusiast, also wishes to find some time “to hang out with the theater depart-ment and help out however is needed.” As classes begin, she

is looking forward to bring-ing her teaching techniques to her new classroom: “My class tends to be a running conver-sation that bounces between everyone in the room as we figure things out together. I provide the structure and get us started, but where we go each day and how we get there tends to vary from class to class.”

While getting to know her students, Ms. Zimmer hopes to avoid those “who refuse to participate in class,” saying, “you came here to learn, so why not have fun while do-ing so?” Together with main-taining an excited environ-ment in the classroom, Ms. Zimmer plans to inspire cu-riosity within her students as they examine “facts, theories, beliefs, and superstitions.”

Another new science teacher joining the Milton com-munity is Ms. Carol Artacho. Born and raised in Madrid, she has lived in New England for the past ten years. She was an undergraduate student at Bryn Mawr College and went on to get her graduate degree at the Neag School of Education at University of Connecticut.

Ms. Artacho has taught at the University of Connecticut and at The Williams School, and after recently teaching physics at The Ethel Walker School, she chose to make a

change and come to Milton. “I was so impressed by the stu-dents and the faculty when I came to visit,” said Ms. Arta-cho. “The commitment of the faculty to a hands-on experi-ence is remarkable, and the students embracing it and be-ing willing to take risks and be creative in their science class was fabulously exciting.”

Ms. Artacho is also ex-cited to participate in activi-ties that extend beyond the classroom, such as Latino Association and GASP. She hopes her students will “en-gage [their] brains, challenge authority, and think for them-selves.” As a teacher, Artacho wishes to inspire her students to harness their scientific pas-sions, saying she “hopes that students see beyond stereo-types of geeks in labcoats, and share the excitement and fascination with the natural world that scientists have.”

Another important addi-tion to Milton’s faculty is Ms. Amy Kirkcaldy, from Bridge-water, MA. After studying at Harvard University, she chose to follow in her parents’ footsteps and pursue teach-ing. Confident in her career choice, Ms. Kirkcaldy says, “I’ve always known a ca-reer in education was ahead for me.” Though currently serving as a college coun-

selor, Kirkcaldy has a diverse background in teaching and has taught English in Spain and Mexico, as well as Span-ish at Duxbury High School.

A proud mother of two young twin boys, Ms. Kirk-caldy was drawn to Milton’s status as “a family-friendly place to work” as well as “Milton’s stellar academic reputation.” Eventually hop-ing to move on campus and live in a dorm, Ms. Kirkcaldy is eager to get to know stu-dents through daily conversa-tions. She hopes to find “hon-esty, both with themselves and with me” in her students, also noting that “there is noth-ing better than seeing a stu-dent who is truly interested in the knowledge you have to share with them as a teacher.”

Ms. Kirkcaldy’s hopes to inspire her students through self-example: “I work hard all the time and take pride in what I do, no matter how small or large the task. Dis-cipline, organization, and ef-fort have taken me farther than I ever thought they would!”

With new members of the community ready to apply their talents in the classroom, Milton in 2012-2013 looks to be filled with new and ex-citing experiences for all.

By Gabriella Blake ‘14News Writer

Rex Li/TMM

Mr. Ian Torney and Ms. Heather Zimmer join Milton

various other schools, includ-ing the University of Miami.

Like Ms. Braithwaite, Ms. Sokoloff always knew that she wanted to be a teacher. “When I was a little kid, my friends and I would play school. It’s re-ally hard for me to remember a time when I wasn’t teaching.”

When Ms. Sokoloff teach-es, she prefers not to stand in front of a class and give a lec-ture; rather, “I really like dis-cussion-based classrooms and providing provocative ques-tions.” The main quality that Ms. Sokoloff looks for in a student is engagement. “Dare to care, because I think it is very easy for students to just not invest and sit back. I think daring to care is courageous, because it means putting your-self out there and admitting that you actually have a stake and an investment in what you are doing. I don’t care if I agree or disagree with a student, I just want a student that cares enough to have an opinion.”

Ms. Sokoloff hopes to in-spire students to “think criti-cally about the world around them, to see the world as their

text, to not just passively ac-cept.” Ms. Sokoloff is excited to be back at Milton after almost 25 years. “It’s neat to be back; I’m really grateful to be here.”

Dr. Greene, a new part time AP Psychology teacher, was also born in Washington, D.C., and raised on the island of St. Croix in the U.S. Virgin Islands. She went to Harvard-Radcliffe College for her un-dergraduate degree and Bos-ton University for her PhD.

She has always loved education; as a child, she was always asking ques-tions and reading anything she could get her hands on.

She worked at Milton Academy in the late 1990’s, when she lived in Forbes House, was a class dean, worked in admissions, and taught in the History and So-cial Sciences Department. She left Milton to become a clinical psychologist and later became the Director of Coun-seling at St. Mark’s School for four years. Because her hus-band works at St. Marks, she still lives on campus there and commutes to Milton every day.

“I absolutely love Milton,

and it feels like home to me. When the opportunity came up for me to teach [at Mil-ton], even if it was only part-time, I jumped at the chance.”

Dr. Greene considers her teaching style to be fairly re-laxed; “I like to laugh a lot with my students”. The main quali-ties Dr. Greene looks for in her students are authentic engage-ment and honesty. “Just tell me if [you] haven’t done the homework rather than sit si-lently, trying to look invisible.”

Dr. Greene believes she will have an easy time inspir-ing her students, “since Psy-chology tends to inspire, no matter who is teaching it! That being said, I hope that my stu-dents feel that I am genuinely engaged in their process of learning, and that I am more interested in being a guide to their process than I am with being ‘right’ or ‘the expert’”.

The Milton Academy community is privileged to welcome these three incred-ible teachers to the community this year; they will no doubt influence all the students with whom they interact.

Continued from page 1

September 21st, 2012 | Page 4 The Milton MeasureNews

Five Teachers Return from Sabbaticals

As students return from summer vacation, we wel-come back five faculty mem-bers from their sabbaticals last spring. Half or full-year sabbaticals are a unique fea-ture of the Milton experience that offer faculty members a chance to take time off from their busy academic schedule.

Contrary to many other schools, teachers are not re-quired to incorporate aca-demic studies into their sabbaticals. “I could have watched Desperate House-wives for an entire semester if I had wanted to!”jokes Eng-lish teacher Douglas Fricke.

For two months of his sab-batical last spring, Mr. Fricke embarked on an ancient pil-grimage called “El Camino

de Santiago” (The Way of St. James). On his route from Le Puy, France to Roncesvalles, Spain, Mr. Fricke walked over 500 miles through the Span-ish Countryside and the Pyr-enees Mountains to reach the Cathedral in Northwestern Spain where St. James is said to have been buried. “[The experience] was very hum-bling,” said Mr. Fricke, who has previously completed the journey over different routes. “These international experi-ences broaden our lives.” Mr. Fricke’s sabbatical gave him a chance to immerse himself in the Spanish culture and “meet other international people.”

Having taught for fifteen years since his last sabbatical, Walter McCloskey, a member of Milton’s English depart-ment, described his semester

off as “long overdue.” He spent a month in France, another in his hometown city of New Or-leans, and some time in Maine. Mr. McCloskey, a member of Milton’s faculty for over twen-ty-five years, says “that frank-ly [he is] relieved to be back,

where there is a structure.” Mr. McCloskey looks forward to being back in the classroom.

Hockey coach and Fitness Concepts teacher Paul Can-nata used his semester-long break to relax and be with his family. The time gave him “the opportunity to do some things [he had] been putting off for

a while.” A trip to Disney world with his two children was one of the highlights of their time spent together. With two young children, he felt it was crucial to spend as much time as possible enjoying their company. After spending a

large amount of the summer with family and friends on Cape Cod, Mr. Cannata says that he is ready to be back at Milton. “Although there is more I would have liked to do during my time off, I took

a large chunk out of my list.” Chris Hales, a member of

the math department and the head of Forbes House, used his time off to further his knowledge as computer pro-gramming teacher by creating two pieces of software used to analyze sports fields. “I have to stay fresh somehow,” said Mr.

Hales. “In my opinion, you’re either moving forwards or fall-ing behind”. The integration of technology into sports creates a perfect fit for the varsity wres-tling and former football and lacrosse coach. “Each year, my students bring something new to the table. The time and the experience have definitely made me a better teacher.” Mr. Hales also appreciated the opportunity his sabbatical af-forded him to spend time with his wife, daughter, and son.

Mr. James Mills of the History and Social Scienc-es Department was the sole member of Milton’s faculty to take a full-year sabbatical last year. Milton is pleased to welcome back all of five of its returning teachers.

By Iladro Sauls ‘15News Writer

UPenn-Milton Internship Program Launches

This year, Milton inau-gurated an internship pro-gram with The University of Pennsylvania, bringing teach-ing fellows Kevin Moy and Matthew Cullen to campus.

The Penn Residency Mas-ter’s in Teaching program (PRMT) at Penn’s Graduate School of Education, a two-year commitment, sends fel-lows to six independent board-ing schools in addition to Milton: Deerfield, Hotchkiss, Lawrenceville, Miss Porter’s, Northfield Mount Hermon, and St. Paul’s. The newly-created program aims to bring “highly talented, high potential teach-ers to school, [to provide] the right level of support and guid-ance, so [they] can blossom into the teachers they could be,” according to Mr. Ball.

A few years ago, a number of boarding school administra-tors wanted to develop more teaching fellow programs, with the intent to “provide a cohort for these teachers,” and “Penn was the [graduate school] that embraced the op-portunity,” says Mr. Ball. As he explains, isolation and lack of experience are some of the many challenges facing new teachers, but by combining the “practical and theoretical,” the program allows the fel-lows to apply their knowledge in a supportive environment. Throughout the year, different schools will host three week-end sessions where the fellows will meet to share, workshop, and discuss their experiences.

In addition to a connection

with the other fellows, interns in the program are paired with mentor teachers whose classes they observe. Similar to the teaching fellows’ week-long session of classes and work-shops this summer, the men-tors, including Ms. Lillis, Mr. Moy’s mentor, took part in a similar program in Philadel-phia. Ms. Lillis explained how the session allowed men-tors to meet and think about “what it means to mentor someone.” As the two year course progresses, the mentors will “integrate [a fellow] into a community without over-loading [him],” and discover “what level of responsibility feels like a good fit,” accord-ing to Ms. Lillis. Not only are the fellows learning, but the mentors are too, for the system really “heightens your aware-ness of you are doing…[and you become] more thought-ful” Ms. Lillis explains.

Mr. Moy, a member of Milton’s class of 2005, is cur-rently working in the science department. He attended Milton Academy for thirteen years, going on to earn his Bachelor of Arts degree in bi-ology and a Bachelor of Music degree from Oberlin College and Conservatory. He first heard of the program through Mr. Edgar and “felt it would be a great fit.” Mr. Moy ap-preciates that the program “emphasizes gaining practical educational experience,” espe-cially considering the fact that he will be involved with dance concerts, jazz combos, and Norris House. Already in this first week, Ms. Lillis and Mr.

Moy have created “authentic, organic teamwork.” Ms. Lil-lis cites a story from one of her classes, where Mr. Moy shared a YouTube video related to their lesson on octopuses.

Mr. Cullen, mentored by Ms. Baker, is working in the English department. Mr. Cul-len graduated with a Bach-elor’s degree in Philosophy and English from Boston Col-lege. After interning at the St. Paul’s School’s Advanced Studies Program during the summer, Mr. Cullen realized how much he enjoyed the “triple threat lifestyle—teach-ing, coaching, and dorm-par-enting.” When he heard of the PRMT program, he “real-ized that being able to teach and work towards a master’s

degree through Penn at the same time was a ground-breaking and unmissable op-portunity.” Mr. Cullen is in-volved with Wolcott House and the Outdoor Program.

Though fellows live off campus, the program still provides “an opportunity for a full range of Milton,” ac-cording to Mr. Ball. Mr. Cul-len feels “this experience is a cornerstone and will, down the road, prepare me for al-most any type of profession in the field of education.”

Being part of the PRMT program is beneficial to the fellows, mentors, and stu-dents. The program is, as Ms. Lillis states, “Miltonian in that it’s design it yourself…for Milton and the interns.” The

students feel this connection too. As one student in Ms. Lil-lis’s “Science in the Modern Age” class says, “I really like having an intern in the class. It helps increase the student-teacher ratio and interactions. Especially since Mr. Moy came to Milton, it gives us an-other great resource, and just generally, someone relatable.”

Ultimately, a key benefit of having these fellows at Mil-ton is their bridging of the gap between students and teach-ers; their presence allows us to see how our teachers pro-gressed from students to edu-cators and reminds us that we are all learning at Milton.

By Rachael Allen ‘14 News Writer

Rex Li/TMM

Kevin Moy ‘05 returns to Milton as a science intern

“Sabbaticals are a unique fea-ture of the Milton experience.”

September 21st, 2012 | Page 5The Milton Measure News/Opinion

Kickoff to 2012 School YearAs the last days of nice

weather slip by, Milton stu-dents are preparing them-selves for the exciting and often grueling school year.

Freshmen are getting to know the rest of their grade, while the Class of 2013 is en-joying its much-anticipated parking spaces in the ACC lot. Beneath the surface, the prospect of college essays reminds seniors of the less-exciting elements of their last year at Milton. Lillie Simourian (I) says she had a “sense of calm entering [her] senior year” and that she feels “more comfortable at Milton than [she has] ever felt,” and is “ready to embrace the opportunities offered at Milton.” This past week, Lil-lie took up field hockey, one of the many opportunities she planned to seize as a senior.

Mr. Beauchemin, the new Class II dean, is “very excited” to get to learn about the junior class which he believes pos-

sesses “a lot of potential.” He hopes to see the juniors “es-tablish an identity and consid-er what their legacy will be at Milton.” Mr. Beauchemin will also bring this enthusiasm to his work as a Class I advisor.

Student-athletes under-went a week of preseason train-ing prior to the start of classes. Anthony Scurto (II), a member of varsity football, says that the

preseason offers a nice transi-tion into the academic year.

According to Jessica Levey (II), a starting defense-man for the Varsity Field Hockey team, that squad has received a lot of “young tal-ent” due to the addition of three freshmen, Madison Mur-phy, Caroline McCammond, and Katherine Holmes, to the team. The athletes, coaches,

and administration members seem excited and spirited heading into their first games and scrimmages of fall 2012.

Foremost among this year’s changes was that stu-dents were able to access their class schedules online prior to the start of school. JP Pane-riello (III) says that he liked this system because he was interested in knowing ahead

of time who would be in his classes as well as who his teachers would be. He also appreciated having more time to analyze his sched-ule and decide if he want-ed to make any changes.

Overall, the reactions to the early release of schedules this year were positive. How-ever, Class Day did not receive such positive feedback. Previ-ously, Class Day was held on the Friday following the first week of classes, while this year it was held during pre-season, before classes began.

According to Cameron Park (II), having Class Day on the Friday after classes

“breaks up the first week, which is always the lon-gest.” She found it was “eas-ier to bond after you have had a week of class together”.

Mr. Beauchemin, on the other hand, said he “thought it was great to have the new ju-niors come in and meet with a group of returning students to

give them some friendly faces.” Aside from some mi-

nor disappointments about Class Day, the school year is off to a great start.

By Claire Russell ‘14 News Writer

Democrats Deliver at ConventionIn soccer, the infamous

penalty shootout is the most common way to break a gru-eling tie. As much a psycho-logical mind game as a test of skill, the shootout forces teams to debate whether going first or second will provide more of an advantage. The team who shoots first has a chance to set the tone, and put pressure on the opponent to convert, yet the second team can step up knowing what is required of them, free to capitalize on oth-ers’ mistake and make the final statement about who is better.

The battle for America’s vote in November’s election followed the same script over the last three weeks. First, the Republican Party gathered in Tampa for their National Con-vention. From August 27th to 30th, speakers praised the char-acter of Mitt Romney and the values of the Republican Par-ty, while the Democratic Party began their National Conven-tion on September 4th. In this vitally important match to de-termine the tone of the elec-tion, Obama was much more effective in convincing vot-ers that his vision is superior.

Unfortunately for the Re-

publicans, two celebrated fig-ures left the American popula-tion skeptical before Romney had even spoken. First, run-ning mate and potential Vice President Paul Ryan delivered a speech littered with falsities and manipulations of the truth. Factcheck.org, a website dedi-cated to truthfully analyzing what politicians say, discusses how Ryan, “faulted Obama for failing to deliver a 2008 cam-paign promise to keep a Wis-consin plant open, [when] it closed less than a month before Obama took office.” Ryan’s flawed research and lack of authenticity concerned view-

ers headed into the conven-tion’s last day. The conclusion was strangely not highlighted by presidential candidate Mitt Romney, as perhaps it should have been, but instead by mys-tery speaker Clint Eastwood. Known for his outlandish behavior, the esteemed ac-tor sat across from an empty chair and began a dialogue as though President Obama were seated there. Eastwood shaped the conversation to demon-ize the current President, even creating implications of pro-fanity. The routine was uncon-ventional and unique, but its bizarreness made a connection with viewers difficult, leaving many more disturbed than per-suaded. Though Romney ac-cepted his nomination for the Republican candidacy with a speech that has been described as “good enough,” the atten-tion was focused on the notable misses of Ryan and Eastwood.

After a lack of conserva-tive execution, the Democrats kicked off their convention with a bang. Immediately, speakers began to send the message that Obama and the Democratic Party would fight for opportunity and the res-toration of the middle class. Milton alumnus Deval Pat-rick delivered an especially perceptive speech as the man who succeeded Mitt Romney

as Governor of Massachu-setts and who is also a close friend of Barack Obama’s. Michelle Obama then spoke of the President’s commit-ment to his country and to his family, using her likable and composed demeanor to con-nect with viewers. Next, Bill Clinton delivered one of the nascent century’s finest po-litical speeches. When Barack Obama delivered his accep-tance speech at the end of the convention, he was building from his endorsements in-stead of fighting distractions from speakers before him.

Going into the conven-tions, the national opinion was deadlocked, with each candi-date receiving support from 48% of the electorate. Current polls indicate Barack Obama is now ahead by 4%. The Con-ventions received huge public-ity as one of the best showcases for the platforms of each par-ty; clearly, American citizens have high expectations for the future of our country. Al-though a lot can change before the first Tuesday of November, Obama and the Democrats had a much better showing at their convention, and have won over voters that will be vital in the upcoming election.

Rex Li/TMM

Athletes prepare for the fall season

http://nymag.com/thecut/2012/09/appreciation-of-the-obama-ladies-dnc-outfits.html

President Obama with his family at the Democratic National Convention

By Liam White ‘14 Opinion Writer

“Preseason offers a nice transition into the academic year.”

September 21st, 2012 | Page 6 The Milton MeasureCenterfold

Freshman of the Week: Macy Handy Age: 14Gender: FemaleZodiac: CancerHometown: East Greenwich, RI

When and why did you decide to come to Milton:After revisit day, and I decided to come here because it is a family tradition and my older brother (Otis ‘12) went here. What do you hope to accomplish in your time at Mil-ton: Long lasting friendships and to become the best person I can be. What is your favorite thing to do outside of school: Play field hockey If you could have 1 wish what would it be: I would wish to go to go on a trip around the world. Senior Crush: Billy Murray

Jenna Lee/TMM

@MARJerthanlife Senior fall is the worst thing that’s happened to me since that time when Blair Waldorf dated Dan Humphries

@delaneyflynn Burning off energy by hosting a rave in my room #da #da #da #na#na #na #naaaaaa

@IkeNgwudo23 I think I’m the only guy in my school who plans his outfits #bestdressed

Milton Measure retweetsTweet @MiltonMeasure to have your tweets published!

@daCOLEworld Mean girls is on!!!!! #plusone

September 21st, 2012 | Page 7The Milton Measure Centerfold

Senior of the Week: Ben BosworthAge: 17Gender: MaleZodiac Sign: Sagittarius Hometown: Dorchester, MA

Favorite memory: I’ve felt incredible pride in my school most when we’ve flocked to athletic events in Milton Ap-parel to support our team. Viewing our love for our school in physical form is incredible to me.

What’s your favorite way to spend a saturday after-noon: This saturday? Doing senior of the week stuff.

Where can I be found: MAXC locker room, except for before 3:00 (I read the sheet, Mr. Reddicks)

Song: Anything by Marvin Gaye

Underclassmen crush: I don’t know what it is but there’s something magical about Vivian Lee (IV)

Facebook

42%

58%

Did you think the changes made to the beginning of school

schedule had a positive effect?

YesNo

55%

45%

Did you think discussing the summer movie was

productive/worthwhile?

YesNo

75%

25%

Would you have prefered more inter-grade activities?

YesNo

89%

11%

Did you enjoy the summer movie?

YesNo

September 21st, 2012 | Page 8 The Milton MeasureOpinion

Romney’s Foreign PolicyThe President of the Unit-

ed States is our Chief Execu-tive Officer, with a tremendous prerogative in the formulation of our foreign policy. No sin-gle individual has more of an impact on America’s presence around the world, and given our global role, there are few individuals who wield more power. Any presidential can-didate should carefully articu-late his foreign policy vision. At a time when our nation is on a “war footing,”as we have been since the terrorist attacks of 9/11, a candidate’s views of our relations with allies and enemies are all the more criti-cal. But during his nomination speech at the Republican Na-tional Convention on August 30th, Mitt Romney failed to even mention his position on the war in Afghanistan.

President Barack Obama and Governor Romney clearly

have fundamental differences in their approaches to domes-tic issues, such as taxes, wel-fare, and entitlements. What is less clear is whether they differ significantly on foreign policy, particularly the war in Afghanistan and the wid-er War on Terror. Governor Romney was clear about his negative views towards Presi-dent Obama’s dealings with our ally Israel, his unsuccess-ful “talks” with Iran, his weak sanctions on Cuba and Iran, and his “flexibility” in dealing with Russia’s leader Vladimir Putin. Nevertheless, he failed to fully define his views on our current war, as well as the specific strategies he would employ if elected president.

I myself would like to learn of Romney’s opinion on the course of America’s counter-terrorism. How will he deal with Al Qaeda, a hy-dra that continues to produce generations of terrorists intent

on killing Americans? Will he continue to use unmanned drones to kill successive terror-ist leaders? Or will he attempt to find a more permanent solu-tion to this problem? Also, giv-en the acknowledged success of “surges” --the deployment of large numbers of troops into nations in which the U.S. has a military presence-- will Rom-ney deploy more troops in Af-ghanistan or bring them home?

Interestingly, while cam-paigning before the election in 2008, then-Senator Obama was highly critical of President Bush’s foreign policy, most notably his use of surges and the use of Guantanamo Bay as a prison for terrorists. After as-suming the presidency, howev-er, Mr. Obama chose to contin-ue many of Bush’s strategies.

Governor Romney needs to go on the record with his plans for prosecuting the War in Afghanistan, dealing with the War on Terror, and sup-

pressing the unfolding crisis in the Middle East, because these issues will define America’s geopolitical position. At this year’s RNC, Governor Rom-ney missed an opportunity to present a bolder vision in the realm of foreign policy. I sus-

pect that his continued silence on the matter will tarnish his campaign and may ultimately cost him the presidency.

By Mykalya Sandler ‘14 Opinion Writer

Summer Movie: Worthwhile or a Waste of Time?

Since 2010, the Self-Governing Association (SGA) has assigned a summer movie for the Milton Upper School to watch. Upon returning to school, students in Classes I-III split up into senior-led groups to discuss the film and its cultural and social signifi-cance. Class IV students dis-cussed the movie in faculty led groups. This year, the summer movie was Freedom Writers, a 2007 film based on the novel The Freedom Writers Diary by Erin Gruwell, the film’s main character. The motives behind the assignment were not purely educational, as the movie does not specifically apply to any class’s curricu-lum. Instead, the movie is in-tended to make us, relatively privileged Milton Academy students, consider another re-ality that is far different from our own. However, does as-signing a movie without a more formal assessment of the issues at hand really have that great of an impact? Of-ten, each student’s own recep-tiveness determines how well the lesson will be absorbed.

The goal of the discussion groups, led by seniors and com-posed of students from Classes I-III, was that each participant would share thoughts and ideas that came to his or her mind while watching the mov-ie. In most groups, however,

the main contributors were se-niors, whose ideas were com-plemented with occasional re-sponses from underclassmen. I found that having seniors in a group of underclassmen detracted from the effective-ness of the activity. Milton is a very kind and embracing en-vironment, but opening up and sharing ideas can seem hard, or even terrifying as a younger member of the community. If the groups were divided by grade and the leader asked for everyone to share some-thing, the resulting discus-sion could become a lot more interesting and productive.

Another obvious prob-lem is that a majority of Mil-ton students cannot relate to a movie of this nature. After all, how much can a day student, from Milton, Mass., who has attended Milton Academy or similar schools for all of his or her life, truly understand about a group of kids in a failing school in Los Angeles, a city fraught with gang violence, just from watching a movie?

Yes, these cultural divides do pose a challenge for many Milton students, but the chal-lenges are exactly why it was assigned to us. We all decipher tough math problems, interpret complex poems, play sports in the afternoon, or perform with a singing group at morning as-semblies, yet some students say they cannot find a way to relate to a movie like Freedom Writers. I think this issue goes

beyond students just not try-ing hard enough. The problem goes much deeper than just this movie. We, as a commu-nity, have lost touch of what it means to lend a helping hand. Though we have community service days where we all go and pet some cute dogs and drive to homeless shelters to serve some sandwiches we’ve reluctantly made, we’ve lost sight of the actual goal: mak-ing a difference. Community service, at Milton, has become

something one does to put on a college app rather than some-thing done out of compassion towards others less fortunate.We as students need to stop and think about what we are doing and why we are doing it. When assigned to watch movies like Freedom Writers or Waiting for Superman, ask yourself “Why am I watch-ing this and what is the mes-sage I should be receiving?” When going out to volunteer at a homeless shelter, stop and

realize that the people you are helping deal with issues like where their meal is go-ing to come from and where they’re going to sleep, while your biggest concern is the line at the panini machine. Most importantly, though, no matter what social class you come from, be grateful that you do have a place to call home every night and have a warm meal waiting for you at lunch; some people don’t.

http://www.slate.com/articles/

Republican Candidate Mitt Romney

http://celebritywonder.ugo.com/wallpaper/Hilary_Swank_in_Freedom_Writers_Wallpaper_1_1280.html

The Summer Movie, Freedom Writers

By Iladro Sauls ‘15 Opinion Writer

September 21st, 2012 | Page 9The Milton Measure Arts and Entertainment

From Breakdancing to BatmanBy Faith Pang ‘15

A&E Writer

Fall Play PreviewBy Louisa Moore ‘14

A&E Writer

Defying Gravity (and Time): Why we still love Wicked ten years later

Right now, I am doing a happy dance. Why, you might ask? Well, I am writing this in the car as I head to the Broad-way show Wicked in New York City. The last time I saw it was when I was eleven years old, and I still have an entire playlist on my iPod devoted to songs from the show. I can recite lines from all the songs, from “Dancing Through Life” to “Loathing” to “Popular” to “For Good” to “Defying Grav-ity.” In fact, I just straight up belted “Just you and I, defy-ing GRAVITY...” at the top of my lungs much to the sur-prise and probably horror of the Spanish exchange students sitting in the front of the car. Not to mention that I cried, as I always do, upon listening to “For Good,” and startled the entire vehicle yet again. Needless to say, I’m pretty darn excited to be headed to see my all-time-favorite show for the second time.

Wicked is essentially a musical retelling of the classic Wizard of Oz story, with a ma-jor twist: The story is told from the perspective of Elphaba, or the Wicked Witch of the West. The show debuted in San Francisco in June of 2003, and has been playing ever since. I would guess that almost 80% of the people at Milton Acad-emy have seen it at least once, maybe even twice. Wicked is a classic: a show that lives

on. The very fact that I can remember the set and dance numbers nearly seven years after I last saw it is a testament to its longevity. Not many shows can claim to still be entertaining audiences of all ages as their ten-year anniver-sary rolls around. The musical has broken every box office record, holding the highest all time weekly grossing show in several blockbuster locations around the country, and Wiki-pedia states that the show has drawn a total of nearly two million viewers worldwide.

The real question is, what makes Wicked work? As a dedicated Broadway fan, I cannot say that all the shows I have seen have haunted me in quite the same way as Wicked does. I would first point to the absolutely brilliant original cast as a tremendous factor in the show’s success. Stacked with sensations like Idina Menzel, Kristen Che-noweth (pre-falling out) and Norbert Leo Butz, the origi-nal cast was mind-blowing. The chemistry of the charac-ters was off the charts. Addi-tionally, the musical numbers are both catchy and poignant. Most importantly, however, is the familiarity of the show.

We, as people, like things that we know and understand, and Wicked certainly fits the bill. When I first saw it as a fifth grader, I fell in love. I don’t think I was able to sit still for a moment, kneeling on

my seat and gasping, “That’s the scarecrow! Oh my gosh, there’s the Wicked Witch!” Wicked successfully takes something we know well and puts it on display from a differ-ent perspective. I don’t mean to preach, but Wicked does what I hope we can someday learn to do: move us and put us in someone else’s shoes.

Wicked exemplifies how point of view really changes everything. Everything has a back-story; every person has a unique perspective that could change yours. Nothing is ever two dimensional, and Wicked illustrates that principle with effortless beauty. There are al-ways layers to every story, al-ways twists in the background. As we enter this year at Milton, let’s remember that. Nothing is only one sided, ever. Remem-ber Glinda the good witch’s side of the story when some-one doesn’t send you their part of the homework, because you never know what’s really go-ing on with them. Think of how misunderstood the Wick-ed Witch was when you get annoyed with the teacher who doesn’t have time for you. (And I’m not implying that teacher’s are wicked. Only some of them. Just kidding. I just mean you don’t know what’s going on in their lives. So don’t judge them.) All I’m saying is, we can learn a little from Wicked as it approach-es its tenth anniversary.

By Olivia Atwood ‘13 A&E Writer

The summer of 2012 was certainly an exciting one for moviegoers. Blockbusters were released one after anoth-er throughout June, July, and August. Highly anticipated flicks included Step Up: Revo-lution, directed by Scott Speer, and The Dark Knight Rises, di-rected by Christopher Nolan.

Step Up: Revolution, the fourth installment in the “Step Up” series, details the story of a young woman, Emily, who travels to Miami in pursuit of her dream to become a profes-sional dancer. Once in the city she meets Sean, the leader of one of the biggest dance crews in the city, and becomes fasci-nated with his art. Instead of creating classic performance art, the dance crew decides to use their talent to protest when a hotshot hotel businessmen signs a contract to turn their part of the city into a grand

hotel, a scheme which would force hundreds of hardworking people to evacuate. Emily and Sean finally convince dance crews from New York to travel down and protest with them. My mind was blown by the stunning and passionate dance scenes set to a soundtrack that complemented them perfectly. As a dancer, I felt the movie inspired my own thoughts about choreography. In addi-tion, Step Up: Revolution was worth seeing on the big screen.

There is only one word to describe The Dark Knight Rises, starring Christian Bale, the third movie in the Batman trilogy: epic. After Batman, in reality the multibillionaire Bruce Wayne, takes the fall for the murder of Harvey Dent, his reputation plummets, and he is hunted as a despised vigi-lante. Yet when Bane, a super villain intent on destroying Gotham, strikes the city and holds many people hostage,

Batman feels obliged to help the city that turned against him. With the aid of Cat-woman (Anne Hathaway), the much-loved superhero saves the day yet again. Packed with fast-paced chases and massive explosions, Batman met all the criteria for a blockbuster ac-tion flick. Yet The Dark Knight Rises did not fall into the trap that many such high-budget thrillers do: it did not rely only on special effects and action to drive its plot. In between scenes of high-tech warfare, the acting was first-rate. While Tom Hardy did not play Bane with the same chilling com-plexity that Heath Ledger cap-tured in the Joker, he neverthe-less delivered ample scares.

Both Step Up: Revolution and Batman: The Dark Knight Rises thoroughly deserved their blockbuster status. I en-courage you to look for them soon on DVD or online.

While many students were trying out for fall sports, others were auditioning for the two fall plays, Shakespeare’s com-edy “Twelfth Night,” and “The Three Musketeers,” based on Alexandre Dumas’ novel of the same name. Within the first week of school, a group of around 40 students was cast in the two plays. With cuts having been made, students are now either studying in the library or out practicing on the fields af-ter school; however, these de-voted actors are now in Kell-ner learning lines, rehearsing stage directions, and having lots of fun. They have a lot to accomplish in a short period of only two months, but with the help of the directors and tech crews, they hope to put on tru-ly memorable performances.

Directed by Mr. Fuller, “Twelfth Night” is a clas-sic Shakespearean comedy. Daisy Walker (II), who plays Olivia, described the show’s craziness: “There’s a cross-dresser, a gay pirate, mistaken marriages, towers…” adding with a smirk, “Everyone’s in love with me. I have a bunch of suitors. Things happen that I shouldn’t give away.”

Corey Schwaitzberg (II) backs up Daisy, saying, “Basi-cally, it’s a dodecagon of love, cross-dressing, and twins.” The group has already found cohesion. Olivia Atwood (I), another member of the cast, says, “finding the humor in ev-ery line can be a little difficult, but we have already had laugh-out-loud moments.” The cast

is confident that the production will become a Milton classic.

“The Three Musketeers,” a comic adaptation of a nine-teenth century French novel, is this year’s freshman play. Directed by Mr. St. Laurence, it is a story about “love, vio-lence, politics, and power… an early version of what we term an action-thriller in a cinemat-ic context,” according to the director. The play has “over sixty characters and multiple interwoven plot lines,” which makes it perfect for a group that includes acting skills of all levels. The freshman play tra-ditionally does not make cuts, allowing everyone who tries out to have his or her moment onstage. The 25 freshmen ac-tors and additional freshman tech crew members have much to do before the November show. Many will play multiple roles to accommodate the sixty characters in the production, and the group may add more roles in the coming months. The tech crew has quite a bit of work as well-– creating a multi-level set that can work with the action of the play. Mr. St. Laurence “expect[s] this play will energize and unite the freshman class and set a tone for the years ahead.”

Look out for the plays this November: “Twelfth Night” opens on November 1st and “The Three Musketeers” two weeks later on the 14th. Actors and spectators alike are excited for Milton productions to start up again so prepare to be daz-zled by two great and entertain-ing performances very soon!

http://www.imaxmelbourne.com.au/

The summer blockbuster, The Dark Knight Rises

September 21st, 2012 | Page 10 The Milton MeasureSports

The Red Sox have had one of their worst seasons in recent history. With a current record of 64-78, the Sox occupy last place in the American League East. This season has undoubt-edly not been what the fans and organization had hoped for.

On August 19th, the Red Sox did the unthinkable, trad-ing away multiple talented players, including Adrian Gonzalez, Carl Crawford, Josh Beckett, and Nick Punto, to the Dodgers in exchange for James Loney, Ivan Dejesus Jr., Jerry Sands, Rubby De La Rosa, and Allen Webster. Instinct says this trade is abysmal due to the departure of multiple big name players. Although Gon-zalez has played well, Beck-ett and Crawford have not.

Beckett, once a Cy Young-caliber starter, is yet again having an unimpres-sive season, with an earned run average above five.

In his two seasons with the Red Sox, Crawford has missed considerable time due to injury and provided only sub-par performances when he was able to play.

This trade is not meant to be a quick fix. The Sox man-agement is not trying to salvage the 2012 season, nor do they expect the team to win next season. This trade was a strate-gic move in what could be re-garded as “rebuilding year.” It saved the organization approx-imately 275 million dollars in luxury taxes, valuable capital that can hopefully be used to

acquire some key free agents. Though the players ac-

quired by the Red Sox are not currently All-Stars, they are all solid prospects. One player among the group stands out: Allen Webster. Webster, who played his last season in AA, could prove to be key to the Sox’s success down the road.

Reconstructing the team begins with the pitch-ing staff. Pitching is pivotal to the success of any team: obtaining any solid pros-pects on the mound would be a smart move for Boston.

For the Dodgers, this trade was a logical one. The Dodgers are having a successful season and are looking for an extra pop in their lineup in prepara-tion for their playoff run. Gon-zalez should be able to gen-erate some extra offense and the Dodgers hope that Beckett will be able retake control of his season, being transplanted in a less offensively talented league. This trade was auda-cious, but may give the Dodg-ers that extra push needed to make a deep run in October.

For the Dodgers, this trade sent a message to the NL: they are in it to win it. With the acquisition of these big time players, the Dodg-ers now show themselves as a force to be reckoned with in the National League. For the Red Sox, this trade is perhaps the beginning of a serious and well-needed transformation throughout the organization.

By Josh Pomper ‘13 Sports Writer

Red Sox Season 2012

Beloved former Boston Red Sox infielder, manager, and broadcaster, Johnny Pes-ky, died on August 13th, 2012 from natural causes at the age of 92. Pesky, nicknamed the “Needle,” was a strong sup-porter of the Red Sox even after his retirement from the game and has served as an icon for both fans and play-ers alike. Over the course of his 10-year playing career in the Major Leagues, Pesky played in 1,270 games, re-corded 1,455 hits, and car-ried a stellar career batting average of .307. His style of play most resembled that of New York Yankee outfielder Ichiro Suzuki: a contact hit-ter and a flawless base runner.

The son of Croatian im-migrants, Pesky was born near Portland, Oregon. He was a versatile young athlete: before his days with the Red Sox, Pesky tried out for the Boston Bruins. He began his career with the Red Sox in 1942; how-ever, after his rookie season, he entered the military to serve

in World War II. He continued his career after the war, rejoin-ing the Sox for the 1946 sea-son, and eventually recorded a total of 8 years with the team.He spent the last 2 years of his career playing for the De-troit Tigers and the Washing-ton Senators (now the Texas Rangers). After his playing ca-reer, Pesky managed a number of minor league teams before becoming the General Man-ager of the Red Sox in 1964.

In the last decade, Pesky received many honors from the Red Sox, such as the re-tiring of his number, “6,” and the naming of the right field foul pole after him: “Pesky’s Pole.” He was given the title “Honorary Instructor” and sat in the dugout during Red Sox games where he accompa-nied the team to their heroic 2004 World Series Champi-onship. However, shortly after, the league limited the number of bench coaches in the dugout to six. Even after Peskey lost his seat on the bench, the Sox continued to honor his legacy and he raised the 2007 World Champion-

ship Banner for the Red Sox at the start of the 2008 season.

This year’s Red Sox sea-son has already been labeled as a lost season, with the poor management of Red Sox Man-ager Bobby Valentine and the tradeing away of Adrian Gonzalez, Carl Crawford, and Josh Beckett to the Los An-geles Dodgers. While, in the midst of these disappointing events, the last thing that the Sox needed was another an-gry outcry from the Red Sox Nation. The team certainly deserved one when only four current players showed up to Pesky’s funeral: David Ortiz, Jarod Saltalamacchia, Clay Buchholz, and Vincente Pa-dilla. Furthermore, the funeral was specially scheduled on an off day for the players to show their respect. Despite this disappointing showing, Johnny Pesky was an excep-tional player and gentleman who deserves recognition, and his legacy will live on forever in Red Sox history.

By Pat Kresaj ‘14 Sports Writer

Sox Nation Mourns Pesky

http://photos.oregonlive.com/photo-essay/2012/08/boston_red_sox_icon_and_portla.html

Red Sox legend Johnny Pesky (1919-2012)

MA Fall Sports PreviewFootballAfter a gut-wrenching loss to Nobles to close the 2011 season, the football squad is back with a vengeance this year. With coach MacDonald at the helm, the team’s line-up is sure to be one of the best prepared in the ISL. The backfield consists of Drew Jacobs (II), the ISL’s third place leading scorer last year, at tailback and Anthony Scurto (II) and John Fadule (II) both at quarterback. The defense will be rock solid this year, led by Matt Morin (II), John Oda-Gallagher (I), and James Oliver (I), so we can be sure the Mustangs will lead the way in the ISL.

Boys’ SoccerThe 2012 boys’ soccer team shows a lot of promise this season under captains Michael Cooke (I) and Chris Cahoon (I). With a big 10-2 win over Dexter already under their belts, the team is entering the season with confidence. Along with many re-turning players, the soccer team also has plenty of young talent. They will take on Lawrence at home on Saturday, a game sure to be a thrilling indication of what the Mustangs can do.

Girls’ SoccerAfter a very successful 2011 season in which they qualified for the New England Championship tournament, this year’s girls’ soccer team looks forward to another winning year. Each player contributes to the team’s outstanding chemistry and flawless on-field teamwork. Returning after receiving All-ISL

honors last year are Chandler Quintin (II) and her older sister Jordan (I) along with captains Sam Curran (I), Jess Li (I), and Sophia Tsanotelis (I).

VolleyballFollowing its 2011 inaugural season, the Milton volleyball team is looking to be a serious con-tender this year. The experience they lacked last year has been remedied by a season of competi-tion and diligent offseason training. On the back of captain Sam Clifford (I), the Mustangs have the heart and grit to become one of the top ISL teams.

Field HockeyWith the loss of three All-ISL players and one ISL Honorable Mention, the 2012 field hockey team has big shoes to fill. Captains Ali Gendron (I) and Ale Gianino (I) maintain the spirit and discipline necessary for a cohesive team, and it seems to be paying off. Watch out for these girls on Saturday as they take on Lawrence at home.

Boy’s and Girl’s Cross CountryUnder Coach Scott Bosworth, the boys team is sure to be one of the strongest in the ISL. Lead-ing the team this year are captains Ben Bosworth (I) and Adam Rochelle (I). On the girl’s side, returning All-ISL runners Maddie Warwick (II) and Lindsay Atkeson (I) lead a squad with great potential.

September 21st, 2012 | Page 11The Milton Measure Sports/Opinion

On Sunday, September 9th, the Patriots won their ninth straight opening game 34-13 over the Tennessee Ti-tans. While the Patriot offense was not consistently in sync, at no point did the Pats lose control of their lead. Quar-terback Tom Brady played a strong game, throwing 4 236 yards and 2 touchdowns, ultimately surpassing John Elway in most career touch-downs with a new total of 302.

Other players to look out for this upcoming season in-clude Brandon Lloyd, who caught five passes for a total of 69 yards, and Rob Gronkows-ki, who received 6 passes for a total of 60 yards and one touchdown. Wes Welker did not play up to the high expec-tations set for him after his suc-cess last season; however, fans hope to see progress from him as the season moves forward.

At many points during the game, the Tom Brady’s prolific passing attack became stag-nant, something Patriots fans have not been accustomed to seeing the last few seasons. The true revelation on the of-fensive side was second year running back Stevan Ridley. Due to fellow running back Shane Vereen’s injury, Rid-ley was given the brunt of the workload. Though plagued

with fumbles last season, he responded wonderfully on Sunday, rushing for 125 yards on 21 carries and a touchdown. Ridley surged through tiny windows and dodged defend-ers with bursts of speed and nimble feet. After his promis-ing week-one performance, we can expect Ridley to be the pri-mary runner in weeks to come.

The Patriots’ defense also showed great improvement due to a well managed draft and hard work during the off-season. In the second quarter, rookie Chandler Jones forced Tennessee quarterback Jake Locker to fumble, which fel-low rookie Dont’a Hightower returned for a touchdown.

After the Pats’s strong per-formance on opening day New Englanders held high hopes for their team. Sadly, fans were disappointed this week by the Patriots’ 20-18 loss to the Arizona Cardinals. More dis-hearteningly, tight end Aaron Hernandez, who has been a key part of the Patriots’s dou-ble tight end passing attack, is anticipated to be out for a month due to an ankle injury.

Despite their recent loss, we can be optimistic about the Patriots in the games to come. The strength that they showed in the September 9th game cannot be minimized, and fans should remain ex-cited for the season ahead.

By Abby Lebovitz ‘14 Sports Writer

Pats Begin Season

After an awe-inspiring women’s gymnastics all-around final, Americans watched in amazement as Gabby Douglas became the first American woman to win a gold medal in both the women’s team gymnastics event and the women’s gym-nastics individual all-around. The individual all-around competition is the premiere gymnastics event and tradi-tionally crowns the world’s best gymnast. Only the fourth American woman to win this competition at the Olympics, 16-year-old Douglas also made history as the first Afri-can-American to ever win the prestigious competition. The most recent American woman to win the all-around before Douglas was Nastia Liukin at the 2008 Beijing Olympics.

“A lot was going through my mind, I was like, ‘Yes, all

the hard work has paid off,’” Gabby told Bloomberg re-porters after winning the in-dividual all-around. “I was speechless. Tears of joy and just waving to the crowd.” Gabby is also known to have a larger personality than those of her Olympic predecessors.

“She’s not afraid to get out there and smile, she likes to wave to the crowd. All of which, by the way, drives her coaches crazy,” reports ESPN, “they wanted her to be in that tunnel vision, that focus, and she’s got this genuine, self-effacing way about her.”

The road to number one was long and taxing for young Douglas. Gabby realized the only way she could achieve her dreams was to learn from the best: Coach Liang Chow, balance beam gold medalist Shawn Johnson’s coach from the 2008 Beijing Olympics. In order to receive top training from Chow, Douglas needed

to move west to Des Moines, Iowa. After two years of beg-ging, her mother finally al-lowed her to leave home and travel the 1000 miles to live with a host family. When her family visited her in 2011, Gaby, demoralized, com-plained about homesickness and wanted to move back home. According to Yahoo.com, she called her mother saying, “Mom, come on, you’re supposed to be on my side on this. You’re supposed to have the baby come home.” Douglas’s mother responded, ‘No, life is not easy. You have to fight and just refuse to quit.” And fight she did; that year, as a part of Team USA, she won a gold medal at the World Cham-pionships in Tokyo, Japan.

Gabby Douglas’ story has not only created an example for aspiring gymnasts and athletes to fight for what they desire, but has also inspired Ameri-cans to achieve their dreams.

By Haley Dougherty ‘14 Sports Writer

America’s Golden Girl

http://straightfromthea.com/2012/08/06/gabrielle-douglas-hair-quote-photos

Gabby Douglas makes her debut on the Olympic stage

Romney and the “47%”

To be honest, I was getting sick of all of the campaign banter. It tends to be overly analytical, redundant, straight-up mean, with a marathon of small mistakes blown up into giant discussion points. It’s also everywhere. EVERY-WHERE. Save the children.

First of all, what’s de-pressing about this presiden-tial campaign is that it does not seem like there will be a win-ner. The 2012 campaign will be determined by who isn’t the loser. Now why does that matter? Consider watching tennis. A great game of tennis is won by precise shots that are well placed using angles or topspin. This precision usually attests to the skill of he who made the shot, not to the in-ability of the receiver to get to it. Now imagine a match that is primarily won on double faults or hit-nets: essentially unforced errors. Which ones are more fun to watch? And so it goes with campaigns.

Because the election is ev-erywhere, I watched the video that Mother Jones magazine released of comments Rom-ney made at a fundraiser. For those of you that managed to miss this, more power to you. Here’s what happened: Romney claimed that 47% of Americans “will vote for the president no matter what,” calling them “victims” and “dependents” who “believe that the government has a re-

sponsibility to care for them.” Romney stated that his job was “not to worry about these people,” on the basis that he “will never convince them they should take responsibil-ity and care for their lives.” The video culminated with his asserting that “what I have to do is to convince the five to ten percent in the center that are independents, that are thoughtful, that look at voting one way or the other depend-ing upon in some cases emo-tion, whether they like the guy or not, what he looks like.”

To a liberal mind, this is Christmas. Where to start? Ahh yes, the “not to worry about these people,” part. Is that a joke? Taking the view-point of sheer numbers, for the man who is vying to lead a na-tion with more than pi hundred million people, not worrying about 47% of those people might be a bit of a fundamen-tal problem. While you’re at it, why not slap struggling Americans in the face by call-ing them “victims” and “de-pendents” and claiming that they don’t take responsibil-ity for their lives? Oh wait.

I could go on in a sassy manner and dissect each and every way Romney insulted Americans and how he should get DC’d for “Acts Prej” to the U.S.A. However, you prob-ably get the point, and to just pull the quotes out of context like that without addressing the larger issue would be to sink as low as the advertise-

ments that are currently be-ing run in every swing state.

Whether you take the same liberal breakdown as I lay out above or whether you go read Mr. Romney’s statement on why he said what he said, in the grand scheme of things it doesn’t really matter. The ef-fect of Romney’s statement for me goes way beyond whether he intended to say what he said. It wasn’t just his fool-ishness in demeaning these Americans or his sheer blunt-ness that struck a nerve. Rom-ney pushed a powerful theory to the forefront of electoral politics: a presidential candi-date can “write-off” half of the population and still get elected.

That is a fundamental problem with democracy. It becomes even more of a prob-lem when the debate is over whether the poor should get help . If politicians represent-ing their interests lose, it isn’t exactly game over for the low-er class-- but it comes pretty close. Abraham Lincoln con-cluded his Gettysburg address saying that “this nation, under God, shall have a new birth of freedom—and that the gov-ernment of the people, by the people, for the people, shall not perish from the earth.” Sounds like a perfect thing, right? A government of the people, by the people and for the people. We have that, yet the “for the people” part hasn’t seemed to work out too well. Blast conflicting opinions!

So what is the solution? I

By Caleb Warren ‘13 Humor Writer

think I’ll go with the classic Milton Academy Wednesday assembly speaker method for ending something: so that’s the problem, it will be your problem soon, you are the fu-ture of the world, you’re get-ting a top-tier education…

you develop a solution for it.Wow. What a massive

cop-out! Come talk to me in Senior Spring when I’ve had time to think out the next ideal form of government. Until then... godspeed!

September 21st, 2012 | Page 12 The Milton MeasureHumor

Milton Academy Urban Dictionary

Seed (noun)A superb human being; someone who is exceptional at practically everything “You know who is a seed at public speaking? Maragos.”

Miz (adjective)Miserable, ugly, or lame; often spoken with intense passion “I was going to apply to the Milton Paper, but then I realized it’s the miz.”

Sick PA (noun)Excellent “Player Appearance,” indicating the way one carries oneself; a person’s swag or style. Most frequently used to describe the class of 2013 during the 2009-2010 school year. “Yo Ms. DeBuhr, sick Yoga PA!”

Class IV Talk (noun)A “monumental” moment of your class four year beginning with a Merriam-Webster Defini-tion of an irrelevant word. “Remember that kid who fainted during his Class IV Talk?”

TMP (noun)see entry: Miz

Salted (adjective)put down, hurt, burned, derived from “insulted” “Dude, TMP just got salted.”

The Panini Machines (pl. noun)An underrated privilege; a section of Forbes Dining Hall where all civilized behavior, polite-ness, and moral principles are lost. Oh, and do NOT push the handles down!!! “Did your sandwich just touch my sandwich?”

The Cave (noun)A dark area of the student center where you will find litter, backpacks, and sophomores trying to make friends.“I know absolutely nobody in the Stu right now, I guess I can watch some tv in the cave with these people I vaguely know.”

Forbes House (noun)The least spirited and quietest dorm on campus, known for a lack of boarder pride. Guest speaker: “I was also a boarder in Forbes House (pause...deafening silence)....”

DSG (noun)Day Student Girl, who typically drives to school in her new range rover, wears a patagonia fleece, hunter boots, and carries a longchamp bag. “Did you see my instagram?”