Quad

When I first heard that the topic for this issue was builders and building, I thought immediately of all the ways we talk about building in schools— building skills, building understanding, building relationships. Over the past few years, we have also spoken a lot about the actual buildings in which we build knowledge and connection. What does a state-of-the-art math/science/arts building look like?

Increasingly, I also wonder how schools should be building skills for the future. What will students need to know and be able to do in the coming decades? Undoubtedly the disruptive forces we are currently witnessing—artificial intelligence, climate change, political polarization, geopolitical strife, shifting demographics—will fuel a changed world. In keeping with generations past, I want Milton students of today to be uniquely qualified to lead in this shifting landscape.

So, what does that mean for schools? Are the traditional disciplines appropriate? What should we be asking students to produce? What does this mean for teachers? The questions are seemingly endless.

Alixe Callen ’88

Milton has always been a school ahead of the curve, ready to contend with the challenges of the day. Today is no different. We are prepared to build the school of the future. Thankfully, Milton’s historic strengths offer perfect building blocks on which to expand. Communication skills—both written and spoken—have always been valued at Milton. Current Events and Public Speaking (CE/PS) has been a requirement since before I arrived at Milton as a student. Every one of us has learned how to structure a strong essay free of grammatical errors. We have also learned the power of language. Despite the prevalence of so-called large language models, the ability to connect and communicate will continue to be valued.

Great schools, by their nature, play a vital role in building the future by building students’ confidence, sense of identity, independence, resilience, talents, and passions. Milton, as a K–12 school, has a front-row view of the beautiful, complicated, and inspiring development that occurs from early childhood to young adulthood.

Milton’s educators—whether they’re introducing our kindergartners to the very fundamentals of learning or challenging our seniors to dig deeper into advanced inquiry—treasure their role in building up the young people in our care. It’s a tremendous privilege to witness and take part in the remarkable transformations that happen in adolescents, and we take seriously our duty to provide the tools and skills they need along the way. The same little kids we see nervously take the stage for the first time in the Lower School blossom into self-assured young adults who testify before lawmakers on Beacon Hill and win national debate championships. The same novice players who pick up their first racquet or ball in Middle School grow into captains leading entire varsity teams. The same students who struggle to conquer megablunders in English become confident and successful writers.

We also see the power in building as a community. I often remind Milton employees—faculty, staff, administrators, coaches—that every adult at our school is an educator. Our work revolves around students, and we are all invested in their growth. When a program or an initiative is successful, it’s because of the contributions of many. When something isn’t working, we invite creative and thoughtful ideas, and we often make progress through debate and developing a shared understanding. We’re strong as individuals, but we’re stronger together. Personally, I have always appreciated Milton’s focus on developing a sense of agency in its students. Milton alums are well aware that human ingenuity has been the catalyst for all societal growth.

Further, we possess a deep understanding that we have the ingenuity, the skills, and the responsibility to instigate change, to build a better society, to lead.

Indeed, the alums featured in this issue all possess that sense of agency: the belief that they are capable of building something. Whether that’s building high-quality affordable housing—homes that bolster their residents’ pride and allow families to thrive—in one of the country’s most expensive regions; building businesses around the best ideas, rather than exploitive profits; or designing spaces for the future of learning, Milton graduates are unafraid to create. They refuse to be intimidated by big problems, and when there is no ready path to an established solution, they clear the way.

I hope that as you read these stories you’re reminded of the tools you’ve been given—or you’ve developed yourself—throughout your life. I hope they help you reflect on all the ways you’ve grown. I hope they inspire you to keep building.