Note that the older side of Hamilton’s current campus is known, by those who choose the term, as the light side; the newer side is known as the dark side. These terms, which originated from a power failure that affected just the newer side of campus, should not have stuck, in my opinion, in that they lack intuitive appeal. Nonetheless, much like quarks, Hamilton’s campus can be said to come in three color varieties. There’s also a grey side.
As a broader opinion, the two main sides of Hamilton’s campus, which, at their essence, represent the two distinct colleges that formed the current Hamilton, are such a distinguishing characteristic of the school that I’d be highly disinclined to view this aspect neutrally — Hamilton’s remarkable spatial and atmospheric variety derives from this arrangement.
Hamilton light/dark: In my experience, students view it very much as @crosbylane said very well - as a point of geographic reference for what is a very large campus footprint (“ugh, my room is on light side and all my classes are on dark side”), and pretty much nothing else. I know tour guides talk about it - it’s interesting history and helps shape a tour’s narrative - but that’s all.
I’d suggest that your son not eliminate Williams just yet. It seems to align well with all three of his priorities: math and/or economics, music performance opportunities and access to nature, specifically hiking and skiing.
Williams doesn’t have minors but about 45% of the student body have more than one major. Though admittedly selective, your son’s academic accomplishments plus his commitment to music performance and participation in outdoorsy activities would seem to make him a good fit for Williams culture and environment, which is an important factor in admissions. The insular mountain village environment doesn’t appeal to everyone, but it’s a key element in Williams psyche.
Math, economics, and computer science are all large and well funded departments. Music performance opportunities in the various ensembles and access to personal instruction are widely available even to non-majors.
I wouldn’t characterize Williams’ as negatively “intense”or “grindy” (whatever that means). Intellectually demanding, yes, but not overwhelming. The pressure I think is more individually internal than institutional and the tri-part emphasis: academics, arts&music, sports&outdoorsy activities foster a good life balance.
I always find @merc81’s comments to be well written and informative. Also, the apparent image of mercury against the sun next to his/her username speaks to me being that astronomy is a hobby of mine. That may not be germane to the topic at hand, but it’s interesting nonetheless.
I’d say buildings were indeed part of the subject of his comments, especially appreciating and taking into context, as I do, the poster’s several prior posts sharing his/her opinion on the matter. And I’d say that circuitrider has a pretty good handle on and appreciation of NESCAC history.
With that said, I am hopeful that this thread will remain a positive place for those with ties to one or more NESCAC schools to share updates and perspectives on the many fine institutions that make up the conference.
I wrote the post. It wasn’t about buildings — architecture in a historical and spatial context, yes; buildings, as in, say, HVAC systems, no.
Interested CC viewers who may like in-depth reading on this sub-topic can see Coordinate Colleges for American Women: a Convergence of Interests, 1947-78 (Morice, 2019), in which architectural intent is discussed.
When S24, now at another NESCAC school, applied, it seemed like the Middlebury RD admission rate was around 4-8%, with a majority of the class being filled during the early decision rounds where the admission rate was closer to 35%.
I wish there were more transparency in admission rates and EA,EDI/Ii, RD.
I have heard Williams might be similar. If anybody has additional concrete evidence, please chime in.
Williams fills less of its class in ED than Middlebury. For class of 2028, Williams admitted 249 in ED (per the 2024-25 CDS Q. #C21) and total enrolled class was 547, so 45.5% of the class of 2028 filled in ED. Many schools do report ED data in the CDS, but not all.
I appreciate that along with Amherst, they’ve resisted adding ED2. From what I’ve observed, they do use ED for their institutional priorities, i.e. athletes, FGLI, geographic diversity, and institutional priorities, especially in music. I suspect that my D wouldn’t have been accepted ED b/c she didn’t fit any of these buckets and comes from an overrepresented area.
