• Why an all-male school in the 21st century?
    In brief, all-male schools provide a stimulating and safe learning environment that:

    • Encourages full participation by boys in all activities (arts, athletics, and community service).
    • Promotes self-expression and a respect for the many different paths to manhood.
    • Provides an atmosphere in which to explore sensitive gender and sex-related issues.

    Educational programs tailored to meet the developmental needs of boys where:

    • Boys can gain confidence in their ability to learn without being compared to girls who mature more quickly and tend to enjoy more success in school.
    • Books and curricular materials that excite boys can be integrated into all aspects of the school's program.
    • Boys have opportunities to be taught and coached by faculty (including a significant number of males) that have been hired because they want to work with boys.
    • Boys can grow at their own pace and can "be boys" for as long as they need, protected from society's pressure to get involved with girls before they are ready.

    An environment free of cross-gender distractions in which:

    • Boys need not waste energy posturing or trying to live up to the gender stereotypes so prevalent in the media and society at large.
    • Focus on academic tasks and achievement in extra-curricular activities can be paramount.
    • Frank and direct communication foster development and growth. 

    A setting in which boys develop strong bonds of friendship and camaraderie with peers and teachers so that:

    • The impact of positive male role models can have its fullest effect.
    • A distinctive esprit de corps enriches the lives of boys.


    At the MLCPA, we believe that there are ways to engage boys that are not being offered in traditional schools. Our school is designed for boys to learn more about the world, more about themselves, and more about what it means to be a man.

    To accomplish this, MLCPA:

    • Creates an atmosphere of engagement, mentoring and ownership so that boys will learn to do, act, impact and lead. 
    • Gives boys activities to engage and focus: music, industrial arts, sports, speech/debate, and community service; in these activities boys will see their impact in something larger than themselves giving them a sense of ownership and value. 
    • Fosters a boy's confidence and solid sense of self through appropriate risk-taking, challenging tasks and a supportive environment, which in turn becomes the basis for healthy competition and empathy. 
    • Provides boys with powerful and thoughtful role models, who are themselves engaged and congruent, so boys will learn to understand themselves and their interconnectedness with other people and the world. 
    • Addresses and embraces a variety of learning styles and provide an environment in which each boy will reach his potential. Uses project-based learning to create a community where learning is a positive experience.
    • Gives boys space and encouragement to express themselves.
    • Provides clear, thoughtful and consistent boundaries—boundaries boys themselves help to create.