Winsor School Admission Magazine 2023 by Good Design

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K C A P K C A B REVEAL

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A Real School Day

Softball Sisters CULTURAL COMFORT FOOD

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The Winsor School

Life of a Lower Poetry, Science & Spanish (with a side of snacks and socializing!) Gyanna DaSilva is just at the start of her Winsor journey. As a Class I (f ifth grade) student, a normal day looks something like this: 9:10 am 7:30 am

Good Morning!

I wake up without an alarm. Because my siblings go to a different school, they leave before 8. I usually sleep in on Wednesdays because it’s a late start.

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Homeroom

I live in Dorchester, so I get driven to school. Fortunately, there is no traffic, so I am there before homeroom. Right now we are doing presentations about women we are inspired by. I shared about a woman who sells things online. That’s my goal— I want to be an entrepreneur.

9:45 am

10:15 am

Library & Technology Skills

Break

My favorite thing in this class this year was a project I did about the main reasons for pollution. It’s mostly big corporations and their headquarters buildings. If we end class early, I like to do a puzzle in the library with friends.

We go to the cafeteria. There’s a lot of varieties of fruit, oatmeal, hot chocolate, cereal. The Rice Krispies don’t have a lot of flavor, but I like them with chocolate milk.

School Student 11:30 am ILLUSTRATIONS©SHUT

Lunch

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I always have someone to sit with who I like. My favorite meals are pasta or chicken tenders. It’s never the same. There are lots of things you can choose from.

LKA

12:00 pm

English

We’ve been focusing on poems. My most recent one was on the earth. It’s a pretty deep poem. I was talking about all the things the earth gives us and how some people pollute and they harm the earth. It’s sad, but it’s the truth.

1:05 pm

Community Time

That’s a common time when you can relax, do homework, be on your laptop. I get most of my homework done here.

1:35 pm

Spanish 10:25 am

Science

We’re learning about invertebrates and vertebrates. Sometimes we dissect stuff. We have turtles that we each get a turn to feed.

Sometimes we sing a song or two. We also play a game to help us remember the numbers in Spanish. Sometimes we take tests, but they’re focused on feedback and understanding what we know.

2:40 pm

Heading to Grandma’s

I am picked up and I go to my grandma’s house to spend the afternoon. I do homework that’s left over and hang out with four of my cousins.

4:00 pm

Home Again

When my mom gets out of work, we head home to be with my siblings. If I have any homework that I didn’t do at my grandmother’s house, I finish that and I help my mom make dinner. Then I usually watch a couple of shows and go to bed.

The Winsor School

a day in the life

Winsor means opportunity. For Grayson Dolins, her f irst year— in Class V (ninth grade)—included a class with real biology research, popping off campus for a midday coffee with friends, and sailing on the Charles in the afternoon. Here is a glimpse into her day:

Sailing

Science, Spanish, Starbucks, and

9:00 am

Biology

Right now we are in the middle of our big research project. I am checking the effects of caffeine on daphnia, which are like sand fleas. It is super cool to be working hands-on, and also having the aspect of working with animals on a microscopic scale. We have tables all throughout the classroom that function like white boards, so we’ll draw diagrams and take notes on the tables.

10:15 am

Spanish

7:00 am

Wake Up!

The first of three continuous alarms goes off to make sure I get out of bed. I get dressed, come downstairs, and then grab breakfast to eat in the car.

We usually break off into partners or groups of three to do more in-depth practice, practicing new vocabulary. It’s freshmen through juniors, so you get to meet people of different ages. Our teacher makes it really fun. She’s even brought in Spanish food for us for various holidays!

Lunch

11:30 am

1:25 pm

Break Time for Starbucks!

I have a free [period] with my friends who love their coffee, so that’s a pretty routine trip. We usually order on the mobile app and then we’ll walk down to pick it up.

3:00 pm

12:55 pm

It’s breakfast day. I love lemon vanilla French toast, turkey sausage, and fruit. Breakfast day is one of everyone’s favorites.

Algebra 2 Advanced

We usually spend the first 10 minutes of class reviewing and answering any questions from the homework the night before. It’s another really collaborative class—we all get along really well, so it’s really fun.

Sailing

We take the bus to the MIT boathouse. We have some really experienced people on our team, but also people who this is their first time ever sailing, so it’s a fun mix of grades and skill levels. How often I fall in depends on the day. One week I fell in four times on Monday and zero times on Friday. It really varies on how windy it is or what activity we are doing.

6:30 pm

Home

If I’ve fallen in the river while sailing, I’ll come home and shower right away. If I have time after dinner and homework, I’ll chill, watch some TV, sometimes with my sister, sometimes just in my room, and then go to bed around 10:30.

The Winsor School

K C A P K C BA r u o Y n i s t ’ a

What we carry with us says a lot about who we are and what we like to do. Elizabeth Fitzpatrick ’25 is a tennis-playing, ballet-dancing big sister and reader. Take a peek in her backpack.

Granola bar

A Good Girl’s Guide to Murder by Holly Jackson

Tennis uniform

Ms. Ramos, the Upper School Head, gave it to me, which was very nice because I forgot breakfast this morning. All the teachers keep snacks around.

This is from Winsor’s Virginia Wing Library. I have almost an hour commute in the morning, so I like to check out some books to have something to read on the ride. This was recommended by a friend. It’s pretty good so far.

2 Wallet I always keep a couple of dollars in it so I can get lunch off campus. I think I am going to get some Bruegger’s today. It’s two minutes from here. I like a plain bagel with extra onion and chive cream cheese. I also have my student ID and my student T card. I live in Wellesley and I take the Winsor bus to school and the T back home. I love Winsor’s location, which is very different from where I was coming from. I love that everything is so central and we can go off campus.

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4 Donald Duk by Frank Chin In sophomore year, we take United States Literature and we’re in our Chinese American unit. This is about a boy balancing life between two cultures.

5 Ballet slippers I just finished up my audition for the dance team, sort of a fun ’70s funk, jazz piece. It went very well. Winsor has a reputation for being a great school, but I wanted not only a place where I could be an academic, but also a place where I could dance. I do ballet outside of school five days a week at Boston Ballet, so it’s a big part of my life, and I wanted a place where I could incorporate that into my day.

I play doubles, and it’s so much fun. Winsor’s schedule is really flexible. For this semester I have an extra free period during the day to do some homework that I might not have time to do otherwise, which lets me balance school and sports and ballet.

Mock trial case packet

Accordion folder

I’m part of the mock trial club, so I have my affidavit here. This year’s case is super interesting. It is about a stunt pilot who crashed and his daughter sued the plane manufacturing company. We compete against a bunch of local schools. Law is something I’d like to do. I like getting to do some activities that involve a lot of different people from different grades. It’s good for public speaking and all that, but also just kind of fun. I played Lieutenant Colonel Martha Dohll, the student’s flight instructor. I sat upright and said, “Yes, ma’am. Yes, sir.” There’s a lot of acting, adopting the character. It’s really fun.

There is a place for every class. I am currently taking Geometry; French 3, which is one of my favorite classes; U.S. History, which kind of goes hand in hand with U.S. Literature, and Chemistry. I really just liked the idea of going to a girls’ school for a girls’ education. I’m the oldest of four girls, so it’s always been a part of my life to be the leader of the girls. I really wanted a school that would support that and encourage me to try a mock trial, to try the tennis team, even if it’s something new, even if it’s something I’ve never done before. I am encouraged and given the space to do that, especially as a young woman.

8 Squishy unicorn I got this from the Class II (my younger sister’s class) Greek Symposium. They dressed up in togas and had a bunch of booths. One of my sister’s friends focused on the Olympics and how they came to be and what they were. This was one of the prizes.

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The Winsor School

Learning to The phrase we say is Winsor raises

“generous minded women,” and I firmly believe that to be true.

Caroline Bae ’24

on sports, school,

and finding her voice

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Lead When Caroline Bae visited Winsor as a rising sixth grader, what she noticed first was something unusual: students did not always raise their hands when they wanted to contribute something in class. “I remember going to a history or English class and being amazed,” she says. “It’s just sort of like this nonverbal communication. It’s kind of hard to put into words, but even if you do enter the conversation at the same time, you just say, ‘Oh, I’m sorry, go ahead and I’ll go after you.’ I remember it being a super tight-knit community that I wanted to be a part of.” It was a little thing, but it drew her to Winsor. Six years later, she can see how this and other unique aspects of the school have made her into a leader in field hockey, a student unafraid to give the wrong answer, and even a world-class debater. While never really shy, Caroline says the community of girls has allowed her to find her voice in a more powerful way. “Even in my coed elementary school, it was distracting to have boys there,” she says. “I remember sort of being afraid to speak up a little bit just because I didn’t want to be made fun of. No third grader wants to get the answer wrong.”

Winsor framed things differently. “A frequent phrase was, ‘There are no stupid questions.’ I remember just raising my hand, not even with a fully formed idea, but something I wanted to contribute, that I thought was an interesting point. We really value coming and not knowing everything, because everyone doesn’t know things. You take little bits and pieces from everyone in the classroom, and then you come away with a more nuanced understanding of everything.” Part of Caroline’s journey has been finding a new sport. A former competitive swimmer, she was exposed to a variety of options while she was in Winsor’s Lower School. She fell in love with the camaraderie of field hockey, where she is now captain of the varsity squad. A highlight was clinching the league championship against a rival they lost to twice earlier in the season. “I think being the underdogs helped us,” Caroline recalls. “I remember that feeling like, ‘Wow, we did it.’ Everyone was screaming.” Her success in speech and debate has seen her competing on even bigger fields. Last year she finished as the top

at Winsor

American speaker at the International Independent Schools’ Public Speaking Competition, qualifying her to compete at the world championship in Durban, South Africa. There she made the grand finals—the top three in the world—for her interpretive reading piece. “They actually recorded it, so I’m on YouTube,” Caroline says. “It was cringey to watch it back, but it was incredible.” Even more than the win, Caroline loved connecting with smart, interesting people from around the world. “It was an incredible experience just to talk with them even informally like, ‘Oh, what does a typical day in your life look like in India?’” she says.

All of these experiences have shaped what Caroline is looking for in her next school. Her tagline for the college search is “collaboration over competition,” something she says she found at Winsor. “I know I can always approach my classmates for help,” she says. She is also hoping for continued robust support from faculty. “I really want a place that’s going to have faculty looking not only at the interest of the school or their personal academic interests, but also students’ interests,” Caroline says. “I think that’s something that Winsor does amazingly well.” One example is the regular English conferences every student has with their teachers. “It is not only a place to learn academically, but you also get to know your teachers a little bit more,” Caroline says. “I would say that close relationship is something that I’m definitely wanting in college.” Finally, she wants a place that values her strong voice—and her open ears. “I used to have this notion that a leader had to be the loudest person in the room, or they had to be the person always raising their hand in class. Winsor has taught me that a leader can also be the person who listens, has good body language, makes eye contact, and is able to empathize with other people. The phrase we say is Winsor raises ‘generous-minded women,’ and I firmly believe that to be true. I feel that what was buried underneath my shell a bit has been cultivated throughout my time at Winsor.”

The Winsor School

Crash Course Band

! O k n Roc s It all started with a teacher saying, “Play me a song. Blow me away.” The setting was Felicia Brady-Lopez’s Advanced Rock On class. Mina Feldman ’25, Aimy Huynh ’24, Talya Le ’24, Niko Matsuzaka ’24, Beatrix Picotte ’24, Sofie Robinson ’24, and Pru Sullivan ’24 walked in as seven individuals. They hung out with different groups. Some were acquaintances, but not really friends. Several had extensive music backgrounds but lacked confidence or felt depleted. The idea that something magical was about to bloom seemed far-fetched.

PRU My dad is a drummer and he plays the guitar. He really wanted me to play, but I was super self-conscious about it. I thought, “I’m not good enough. I have to be absolutely perfect. I can’t miss a note, I can’t screw up a chord.”

AIMY My mom’s a singer in the Boston area—Vietnamese singing—so I would sing at shows. But I feel like I was really burnt out from all those performances. It was always, “You have another show this week.” And I would just be like, “I don’t like music anymore.”

AIMY Niko and I are vocalists. And I’m pretty sure I was on piano and she was on xylophone. [laughter]

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MINA The collaboration definitely transformed the way I was playing. Having the other kids to play with really gave me motivation not only to practice, but also to be super excited and passionate about it.

PRU With Rock On, we created an environment where it’s OK to mess up sometimes. And the important part is that you keep going.

BACKGROUND©SHUTTERSTOCK.COM/YONGCHAROEN_KITTIYAPORN

Rock On shook things up. The first assignment was to play something on an instrument that wasn’t their own.

The students started to feel themselves changing.

By the spring, the group gelled as an actual band—called Crash Course— playing everything at their concert from Chuck Berry’s “Johnny B. Goode” to “R U Mine?” by Arctic Monkeys. Their teacher was impressed enough that she submitted a recording pitting the group against student groups from across the nation.

SOFIE We kind of all forgot about it. Then over the summer, [Ms. Brady-Lopez] sent us an email.

AIMY I remember. It was like, “You won. Yes, you.” [laughter] As school started again in the fall, all seven were in the course again, but also together more often outside of class, preparing for their big gig. They went to see Ms. Brady-Lopez’s own band perform at The Burren in Somerville’s Davis Square.

AIMY That was definitely a peak moment for us. That was when I really felt, “Oh, this is not just my bandmates. It’s a group of friends that I enjoy hanging out with as well.”

In November, the students flew with Ms. Brady-Lopez chaperoning to Washington, DC, to open for the keynote speaker at the National Association for Music Educators conference. They played well, but also built powerful bonds.

AIMY We had so much fun, just goofing off.

MINA I didn’t know any of these people before. Now we are super tight and we really care about each other. Ms. Brady-Lopez could see the group had something special and helped them get their first paid gig, performing at The Burren. They added original pieces to their covers.

SOFIE We made $500 and something.

PRU It was $83 each.

SOFIE We try to play songs that everybody would have a part in. We tend to go towards older music. But we also do a little bit of newer stuff.

Now fast friends, the group continues to book more shows and build confidence. They credit Ms. Brady-Lopez, along with the technology and instruments at Winsor, for helping them rekindle this passion.

MINA [Ms. Brady-Lopez] believes in us so much and just supports us unconditionally. I definitely don’t think that we’d be here without her support.

AIMY Rock On single handedly saved my love for music. It made me enjoy performing again.

AIMY One of us will have an idea or a lyric, and then we’ll pop into the chat. I’ll go to Mina, and I’ll be like, “Can you just play something on the guitar?” And then from there it just happens.

scan to watch crash course perform

The Winsor School 11

l l a b t Sof Sisters

k c o n K s o r t s a C The k r a P e h t f o t u It O

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er discovered This sister duo from Dorchest ic and new opportunities both academ n of Boston. athletic right in their hometowce at Winsor. Learn how they found their pla You aren’t twins but are both in eleventh grade. How did that happen? GRIS: I came in Class II, which is sixth grade, and Gwen came freshman year. We were both in Steppingstone, which is an organization that helps Boston Public School (BPS) kids apply to independent schools and exam schools. GWEN: We’re 11 months apart (I’m older), so we’re Irish twins. I did a freshman year at Boston Latin Academy. Then I applied to Winsor as a re-class, so I repeated my freshman year at Winsor when I got here. It’s actually kind of fun because Gris and I can talk about what’s going on in our classes together.

How did Winsor get you into softball? GRIS: I got a bunch of opportunities when I came to Winsor. I got personalized time with teachers, and there were a bunch of clubs, like our Latinx affinity group. It also had actual sports teams, which we didn’t have when I went to BPS. I played basketball, soccer, and softball in the Lower School, so I got to try everything. I’ve always been into sports, but I couldn’t really play at a higher level until I came to Winsor and there were offerings that were accessible to me. Now I am a pitcher and infielder. GWEN: This was my first serious sport. A lot of these girls have been playing since they were 5 years old, so we were kind of late to the game. I’m a catcher.

How is it playing with your sister? GWEN: Being in competition with Gris has motivated me to train harder and be better. We practice together all the time. When Gris lands a new pitch, that’s really rewarding to me because we were working on it together. It has taught me to have that same relationship with my other teammates— that family and sisterhood kind of mentality.

How do sports at Winsor help with academics? GRIS: Winsor is a very academically demanding school. We have this course called Global Studies, where you are assigned a region—I took Latin America and Gwen took Russia—and you have this research paper due at the end of the semester. Softball has always been a really good stress reliever for me. It is nice to have time not thinking about how many pages I have left to write while playing a sport that I love.

How do sports help you connect with your classmates? GRIS: Sports are very connecting in their own way, because you don’t have to think about finances or race when you’re up at bat—you’re just supporting whoever is in the same jersey as you. That’s kind of a nice aspect of softball. GWEN: I think Winsor does a very good job at creating this homey environment between all grades and all people, integrating students from different backgrounds. Just being able to relate even if it’s about the schoolwork we have, that’s a uniting factor.

What do you think comes after Winsor? GRIS: We’re talking to college coaches. I think we both can agree that our main focus is academics, but we’re definitely hoping to play softball in college. Gwen and I have a couple of schools in common, but our dream schools are different. GWEN: I’m thinking about going into law and Gris is interested in psychology. That’s our main focus. I think it would be weird to separate, and I would definitely prefer to be closer to her, but I don’t know if we’re going to end up at the same place.

What do you wish you knew before Winsor? GWEN: Always try and always believe that you can. My biggest thing about not wanting to apply is the fear of rejection. When I started believing that I could go to a school like Winsor was when I got accepted. I knew I belonged here, just as much as anyone else does. GRIS: There will be a space for you here. Always. There are so many ways to connect with the people at Winsor. It’s easy to feel worried, but I definitely did find my footing at Winsor. I found my place.

The Winsor School 13

Classes to Know About Education is why we are here and we love our classes. Here are some student favorites: UPPER SCHOOL

U.S. Literature

“We read one of my now-favorite books of all time, The Great Gatsby by F. Scott Fitzgerald. I LOVED both the experience of reading the book and then coming to class to analyze each individual chapter. We meticulously took each character apart and figured out how each piece fit together in the book, from the glasses on Owl Eyes to the green light across the bay. The high level at which Winsor English classes analyze text is on full display.” —ALEENA BACORRO ’25

LOWER SCHOOL

Physical Education

“Exercising and playing games with friends. Especially Capture the Flag!” —MIA DONG ’29

UPPER SCHOOL

Algebra 2 Advanced

“All of the teachers at Winsor are very supportive and willing to meet with you to better yourself in class. We also have a math lab that is open every day. —FRANCES MCALEER ’26

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LOWER SCHOOL

History

“I love the way that we learn. We are using maps, charts, readings, and in-class discussions to learn all about the history of the Silk Road. We are always challenged but given outlines on what our assignments should look like to help us stay on track.” —LIV BLECHER ’28

UPPER SCHOOL

Neuropsychology “It’s so amazing that we have the opportunity to take such a complex subject as an elective. As someone who is really interested in the field, I think it’s incredible to be able to start learning about it as early as junior year. The class starts with a focus on the chemistry of the brain and expands to a broader discussion of learning, memory, and psychology. Both aspects of the class are so well integrated and the subject is so fascinating to learn about!” —DIYA DRONAVADHYALA ’24

UPPER SCHOOL

Ceramics: Intro to Wheel Throwing “It is a great way to relax and let go in the middle of the day. It has a very chill and laid-back environment; you can listen to music while you throw, interact with the people and friends in your class, or just be present with yourself. It’s a super fun and cool way to express yourself and grow your artistic skills.” —ORI FEINGOLD ’26

LOWER SCHOOL

Coding

“We learn how to code and make projects with an Arduino board and also code art pieces and games using Processing.”

—LILLIAN FENG ’29

LOWER SCHOOL

Chinese

“I love the immersive experience in Chinese class. Our teacher always thinks outside the box and finds new ways for us to learn. We have dialogue projects, games, and discussions so we’re never bored!” —SOPHIA CHENG ’28

The Winsor School 15

This watercolor was created by Chloe Chao ’23.

A ‘FULLFrom Mouse Brains to a Morehead

Raina Sohur ’23 Where are you headed after Winsor? I will be a Morehead-Cain Scholar at the University of North Carolina at Chapel Hill.

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L ‘FU L-

What makes the Morehead-Cain Scholarship special? It’s a full ride—room, board, tuition, books, everything, all costs, and they also pay for four summer experiences that range from professional internships to backpacking. Plus there is a network of alumni, connecting me in fields that I might want to go into. There are 2,000 applicants and about 75 become scholars.

be curious + be open

-CIRCLE’ You served as a head ambassador at Winsor, leading group interviews with applicants. How did that prepare you for the Morehead-Cain interview process?

Leader

DONUT & BRAIN©SHUTTERSTOCK.COM/ IHORBILIAVSKYI & ANN1911

It felt like a full-circle moment. Leading group interviews taught me to be more present. Key to the process was curiosity. That was something that Winsor gave me that has been distinguishing. My main piece of advice to applicants would be to be curious and be open. Especially when you’re really nervous, you might just be focusing on yourself and thinking, Oh, what am I going to say to this next question? How am I going to look if I say this versus this? What I notice the most is not how candidates answer the questions, but how they interact with the other candidates. For example, it makes me feel so much better if a candidate can turn to another one and say, “Oh, you have a dog? What’s your dog’s name?” That curiosity and that acknowledgment that they’re thinking about the world beyond themselves and are able to engage with the people around them, I think that’s something that really differentiates.

What experience from Winsor set you apart?

I like to tell people that I cut brains, and it’s true. I have done a science internship through a Harvard-affiliated lab. We’re looking at hypothalamic circuitry, which regulates body temperature, circadian rhythm, and metabolism. It could be really awesome if we could use that circuitry to send people into hibernation, to send humans into orbit for a long time. It also could be hugely important for regulating metabolism in patients with diabetes or who are otherwise struggling to regulate their weight or cardiovascular health. I spend a lot of time using this really old-fashioned machine called a microtome. My mentor, Dr. Natalia Machado, will give me a full mouse brain and I slice the brain tissue into pieces and put them on slides so we can look at areas of interest.

How did things you learned at Winsor help you? Asking questions was a huge part. And knowing when to ask for help. That came in super handy when I was around all these people who I felt were just in a different stratosphere. Every time I encountered a problem, I was able to ask myself, OK, what steps can I take to figure this out on my own? And when is the time to ask for help? That’s a skill that Winsor really endows you with.

What makes leadership at Winsor different?

There’s leadership that is more subtle that I think Winsor students have a really good handle on. I remember during senior fall when everyone was really stressed out about college applications, people took leadership and said, “OK, why don’t we have a cookie baking contest?” Eleni, who’s Greek, brought in these Greek butter cookies that were so yummy. Caroline brought in these peppermint brownies that were really good. I brought my mom’s ginger molasses cookies that were really good. Chef Heather, from the cafeteria—one day we just found a whole tray of donuts in the homeroom, and a note saying, “I heard it’s early decision week. Here are donuts for the wait.” It’s that kind of leadership that I think makes Winsor so special. People are concerned about not just their leadership as it would appear on some piece of paper, but rather leadership that has a meaningful impact on others, and that is less quantifiable.

TRADITIONS THAT TI E

US TOGETHER

HTS

UNDER THE LIG

• Also known as “UTL,” it’s like a half-dozen traditions rolled into one.

• One highlight is the pep rally—dancing, singing, cheering with several hundred of your best friends.

• Get your clothes ready for “Red Day” when everyone dresses in Winsor’s color.

• Spirit week includes a bunch of super creative themed dress-up days.

• Everyone comes out to cheer on sports teams.

Start practicing now! A favorite chant is R-E-D-H-O-T

RING DAY • Seniors each pick a junior to present with her rings. • The day includes a “prom-posal” style poster made by each senior for the junior with whom they are paired.

• The “lamp of learning” embossed on the ring faces in until graduation.

• After Commencement it faces out,

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reflecting the way Winsor grads share their knowledge with the world. (Corny, but true!)

SENIOR HOMEROOM MURALS

• Seniors have their own special space.

• At a retreat before senior year begins, each group decides on a theme and paints a mural in their homeroom.

Check out what the current senior class has done when you come to campus for a tour!

• The class of 2023 decorated theirs to look like an arcade.

ION MUSIC TRADIT

• Our songs connect us to each other and generations of Winsor alumnae.

• “Lamp of Learning” has been around since 1902.

• We share “Jerusalem,” based on a poem by William Blake, with several other girls’ schools. (Our version includes emphasis on certain parts that make it unique!)

• The powerful spiritual “Lift Ev’ry Voice and Sing” has been part of Winsor events since 1998.

• They’ve been a thing since 1931.

• Sophomores make a banner for the seniors. TAPE©SHUTTERSTOCK.COM/THE SIMPLE SURFACE

• The finished product is unveiled at an all-school assembly.

DEATH BY CHOCOLATE

DAY

• They sometimes reflect the era— with older banners featuring characters from Toy Story and The Muppets.

• Picture a buffet full of chocolate delicacies.

• According to one student, “It’s like a teenage girl’s dream come true.”

• Get ready for a chocolate

BANNERS

fondue fountain, fancy cakes, and chocolate-dipped fruit.

The Winsor School 21

“I absolutely love what I do. Food—it just brings people together and does so much for the world.”

Food =

Belonging Winsor Dining Cooks Up Culture Heather Pierce knows that food is comfort. At Easter her family’s table is piled with ham, kielbasa, and pierogies representing her mother’s Polish heritage and shortbread from her father’s Scottish and English background. As Winsor’s Culinary Director, she looks to serve foods that are familiar to all Winsor students. At least twice each week, the menu features food from a specific ethnic tradition. “A lot of the students will email me or they’ll just come up and ask, ‘Can you try this type of cuisine? This is my heritage. This is my background.

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In my first year we ‘traveled’ to about 34 different countries,” she says. She also looks for connections to the curriculum (for example, Pi Day and Mole Day connect to math), and to local or international holidays (Red Sox Opening Day!). Chef Heather communicates with students on a white board outside the

kitchen. Girls write requests (“Bacon bites” is written, circled in red one day.) and Chef Heather replies in neat black print. Some promise to fulfill their wishes (“We will have dolma very soon! For our Eid celebration.”) and others share the reality of running a big kitchen (“Shellfish allergies make it hard to do shrimp and oysters are way too expensive.”).

ILLUSTRATION & FOOD©SHUTTERSTOCK.COM/IRINASTRELNIKOVA, NEMER-T, SHUTTERSTOCK.AI, POJANA JERMSAWAT, OLAF SPEIER, MAHI RYAN, NELEA33

Sample a little of what Winsor offers! Sri Lankan

Haitian

“The day when my country got represented was like the

my peers trying

“It’s exciting to see the food that I eat every day.”

proudest day of my life.

~ ANAÏSE SAINT FLEUR ’29

I was like, Oh, my God. I was freaking out.”

Featuring:

> Makawoni au Graten: Macaroni Au Gratin > Diri ak Pwa: Haitian Rice & Beans > Steamed Peas > Gateau Ayisen Zoranj: Orange Cake 2

~ ANYA WEERPANA ’25

Featuring:

> Lanka Lamprais: Beef & Rice cooked in Banana Leaf 1

> Parippu:

Curried Red Lentil Dhal > Kiribath: Coconut Rice > Sambola: Sri Lankan Carrot Salad

Iranian

“It was National Greek Yogurt day. I thought, ‘Well, I know in Iran they use yogurt to marinate chicken.’ They absolutely loved it. I didn’t even know we had a student with an Iranian background, and she was like,

‘Oh my gosh, can we do this again?’” 1

~ CHEF HEATHER PIERCE

Featuring:

> Chicken Isfahani: Yogurt Marinated Chicken 3 > Khoresh-e-Kui-e Tar: Braised Butternut Squash & Pomegranate

Jewish

> Chelow: Saffron Steamed Rice > Khoresh-e Shalgham-o geshniz-e Khoramshahr: Braised Cilantro Turnip

“At the Hanukkah party I heard kids say

they felt seen.

And for me, that’s huge. It’s huge, and it just means a lot that their culture felt represented.” ~ CHEF HEATHER PIERCE

Featuring: (Menu Development by Winsor’s Jewish Affinity Group)

> Beef Brisket > Vegan Seitan Roast > Potato Latkes 4 > Roasted Carrot Tzimmes > Donuts

Holi: A Hindu Spring Celebration “The butter chicken was really nice.” ~ LILY TUCKER ’26

Featuring: (a SASA Affinity Group Inspired Menu):

> Murgh Makhani:

Butter Chicken 5

> Paneer Makhani:

Butter Paneer > Kesar Chawal: Saffron & Spice Basmati Rice > Aloo Gobi: Cauliflower & Potatoes > Vegan Tofu Makhani

Pi Day

“It always falls during our March break, so I try to pick up some other numbers in the Pi sequence and plug them in to get a good alternative date to celebrate. We’ll have apple pie, blueberry pie, sweet potato pie, lemon meringue pie. We have two big buffets set up, and we let the kids have a piece or two of

whatever they want.”

Wacky even try it yourself at home! Learn about what we do—and t science is experimenting. One of the most fun things abou We do lots of that at Winsor.

Check out how that works.

Bases and Acids: Opposites tell us something about how the world works. We know from experimenting as toddlers that a hot pan is different from cold ice. We see early on that day is different from night. The chemical world has opposites, too. One example is bases and acids. Acids are compounds that donate a hydrogen ion (H+) to another compound (called a base). We may not be able to see that, but we can test with an indicator to see which things fall into which category.

What is an indicator? At the heart of measuring equipment, sensors, and even your own perception is a lucky material coincidence. Some materials change conductivity with temperature, some change shape when hit with light, and some stretch with force, for instance. pH indicators happen to change color when they’re exposed to acids or bases, and we regularly use them in the lab to reveal the pH of whatever we’re studying.

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Be Safe: Never taste your experiments, protect your eyes and body (we love goggles and gloves), and keep an adult at hand.

What you Need: cabbage * Red Sealable plastic bag * Water *

If you join us in the lab,

What to Do:

1. Tear apart the cabbage leaves. 2. Put them into a sealable plastic bag. 3. Add a little water (like a half-filled coffee cup), and squeeze the air out.

4. Squish the bag to crush the leaves, and the water will start to turn blue as anthocyanin, our indicator, seeps out of the leaves. 5. Discard the leaves.

Congrats!

What can you test? Almost anything! Here are some ideas: Coffee Lemon juice Sea water Baking powder Tomato juice

* * * * *

Our Environmental Scientist says: Increased ocean acidity is an important consequence of greenhouse gases in the atmosphere. When CO2 dissolves into water, it can react to form carbonic acid. Acidic oceans make it difficult for shelled life and coral reefs to form or stay together. Acidification poses major risks to the ocean’s ecosystems.

Our Chemists say: While acids might be associated with a burning sensation, their activity is quite different from the combustion reaction of fire. Instead, acids tend to release super reactive, charged atoms of hydrogen (H+). They’re so reactive that many substances that come into contact will degrade, undergoing the chemical process of rearranging atoms to form a new substance.

Our Astronomer says: BTW,

You now have a blue liquid that turns pink in acids (or stays blue when not in contact with an acid). Now, add drops of your indicator to things like vinegar, juice, and whatever else you’re curious about.

you might find students using similar, but even more exciting, methods to perform titrations in chemistry, to conduct independent research on living organisms for bio class, and to address issues of climate change in AP Environmental Science.

Hydrogen is the most common element in the universe, and it’s the smallest. Larger elements are mostly formed in the nuclear reactions of stars.

that reaction tells you something about the cabbage. Can you guess what it is?

The Winsor School 25

Can You Guess What This Is?

These photos were all taken on Winsor’s beautiful campus. See if you can spot them on your own tour of the school!

Rotate the page for the answers!

6 5

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1. Sheet music stand on piano in choral room. • 2. Tambourine in the music room. • 3. Juice dispenser in Peter Hall dining room. • 4. The Winsor wildcat. • 5. Clock in Virginia Wing Library reading room. • 6. Sofa in Elfer’s Lounge of the Lubin-O’Donnell Center. • 7. Jaguar bookend in Virginia Wing Library reading room. • 8. Plaque in Virginia Wing Library reading room. • 9. Puzzle on first floor of the Virginia Wing Library. • 10. Adirondack chair in the courtyard. • 11. Circuit board in the Condon-Hynes Innovation Lab. • 12. Horseshoe crab shell in the science wing. • 13. Shark aerial sculpture in the Lubin-O’Donnell Center. • 14. Bell across from the squash courts. • 15. Giant flower near the circulation desk of the Virginia Wing Library. • 16. Sound mixing panel in the Condon-Hynes Innovation Lab.

The Winsor School 27

13 10 9 8

Check Out Our Check Outs! Some of the most popular titles at the Virginia Wing Library Winsor is a community of book lovers. Here is a sampling of the ones we like best:

> The Rebellious Life of Mrs. Rosa Parks by Jeanne Theoharis (YA adaptation)

> Salt to the Sea by Ruta Sepetys > I Am Not Your Perfect Mexican Daughter by Erika L. Sanchez

> Heartstopper by Alice Oseman > One of Us Is Lying by Karen M. McManus > The Summer I Turned Pretty by Jenny Han

The Hate U Give by Angie Thomas “The Hate U Give is a modern retelling of racism in America. As a biracial African American woman, I really connected with the main character and her experience. I have never read about a protagonist that identifies the same as me, and The Hate U Give has opened my world to a more diverse range of books.”

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—ANGELIKI AGAPE VOLANDES ’28

Tomboy by Liz Prince “I really liked the book Tomboy because it shows that you don’t need to fit the norm to be authentically you. It also shows how you can define yourself as something, even if you don’t necessarily fit the definition of it that most people use.” —LOGAN CHARNER-LAIRD ’28

These Violent Delights by Chloe Gong “These Violent Delights, a retelling of the famous story of Romeo and Juliet, is the perfect blend of action, adventure, shocking plot twists, and most of all, romance. This book has opened my mind to the enchanting world of historical fiction and has taught me that sometimes, life is about the adventure, not the ending.” —LILAC NGUYEN ’28

The Poet X by Elizabeth Acevedo “When I re-read The Poet X by Elizabeth Acevedo, I receive a constant reminder that no matter what part of our identity makes people judge us, our voice must make us heard. The way the main character, Xiomara, relays her emotions makes her feel like a close sister, making me long to give her a hug when everything seems to be going wrong.” —BAILEY HALL ’28

The Winsor School 29

n i r o s n i W t u lA l Abo

s d r o 6W MOI ORD ME W X I S D BY INSPIRE

Community, Inclusivity, Friendship, Trust, Curiosity, Determination.

Always say yes to Winsor brownies. —LARA DO ROSARIO ’26

“In the springtime, I love to hang out in the courtyard with friends and enjoy all the nature in bloom.”

—ARIA WANG ’26

“I chose to attend Winsor because of its community, trust, and flexibility.”

Live, laugh, love the Winsor family. —SONIA DAIZADEH ’26

“My Winsor journey has been a memorable experience, filled with fun activities and engaging classes.”

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Empowered and inspired, limitless potential unleashed. —ALLY KENNEDY ’23

“As a student athlete, I love to encourage school spirit.”

Winsor shaped me into a leader.

Friends and teachers: your biggest cheerleaders.

—LILAH GLAZER ’29

“At Winsor I do field hockey, swimming, and lacrosse. Being on a team gives me an opportunity to connect with people from other classes, but also to get outside and move around.”

—BELLA HOLT ’27

“I entered in Class II (sixth grade), and I live in downtown Boston. I’m a massive theater kid and usually do swimming in the winter.”

The place to try new things. —ANYA WEERAPANA ’25

“Although I wasn’t fully set on going to a private school when I applied, Winsor’s opportunities appealed to me so much that I ended up going here.”

Inclusive, supportive, everyone will help you. —RIANNE CHEN ’30

“I love science and tech class, because they are so hands-on, and everyone at Winsor is super nice and supportive.”

Connected community bursting with loving people. —MIA DONG ’29

“I entered in Class I (fifth grade), and from the start all of us connected so easily, like a magnet.”

The Winsor School 31

Reflection ON MY WINSOR CAMPUS TOUR Date of my Winsor tour My tour guide’s name 3 things I liked about the community 1. 2. 3. 3 things I liked about the programs 1. 2. 3.

Questions I still have (to ask a student on PeerPal)

cklist

ion Che My Winsor Applicat Overall Impression

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n minary Applicatio ▫ Submitted my Preli form on Ravenna nna interview on Rave ▫ Booked my group or SSAT exam ▫ Scheduled my ISEE to d English teachers ▫ Asked my math an form n tio da en a recomm fill out the Ravenn e form udent Questionnair ▫ Completed my St a plication in Ravenn ▫ Submitted my ap by January 15

3 things I liked about the campus and facilities 1. 2. 3.

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Not sure how to get started? Call us at 617-735-9503 or email us at admission@winsor.edu.

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