46 Watch Hill Drive
Scituate, MA 02066
The two key things I took from Inly to high school were definitely leadership and discussion skills. We had class meetings every week at Inly, and we all took turns mediating the meetings. I ended up leading a lot of meetings and then leading other projects as well. All of our meetings involved a lot of discussion…about our school work and projects but also about current events…we’d discuss what was going on in the world and also what was going on in the middle school, within our own community.
The environment and culture of Inly were highly accepting, and allowed me to go through my rather extreme tomboy phase. Tearing around the playground at recess, climbing on things, and playing football was perfectly all right, by Inly standards. Because I didn’t encounter any pressure to change, I got to develop at my own rate, and started looking like a girl again when I felt like it, as opposed to when social norms instructed me to. I think self-motivated changes like this one are far more significant than any kind of reluctant conformation.
Because it’s all so individual at Inly, I was able to excel in math while my friends excelled in English. When I entered high school, I was already two years ahead in math and was able to take AP calculus. I really wanted to focus and go further in math and science in middle school and they let me...but in high school I was also in AP English, which is interesting because I’m dyslexic. It was pretty hard for me with reading and English when I was younger, but the teachers at Inly were so supportive and really believed in me.
The hands-on approach at Inly readied me for high school and college by teaching me to be an active participant in my own education and to take responsibility for my learning. Early learning at Inly inspired me to become an archaeologist and pursue a joint degree and double major at NYU. Inly prepared me well for the independent work of graduate school and academic grant seeking.