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us, staying out of the curriculum meetings was more productive, and allowed the faculty to become creative and discover what worked best for students. Trevor's MiniTerm program emerged largely due to this experimentalism, along with the realization that giving students a break from their normal curriculum would recharge and power them through the rest of the school year. T revor has grown from revor has grown from many roots, but each fed many roots, but each fed from the same sources of from the same sources of metaphorical nutrients. metaphorical nutrients. A comment I hear often from my contemporary alums is, "It can't be the same now." Of course not; nothing ever stays the same in New York City or elsewhere. roughout its existence, Trevor has continually expanded in grade level and enrollment. is year's graduating class will be the largest in the school's history and is more than three times the size of my 1984 graduating class. at factor alone creates a different environment. At the same time the curriculum and pedagogy upon which the institution stands have evolved and innovated over nearly a century. However, there is more that connects today's experience to the history of these schools that came before than differentiates it. A t Trevor today, you'll t Trevor today, you'll s many principles s many principles and programs that have and programs that have persisted for decades: from persisted for decades: from inquiry-based, student- inquiry-based, student- centered learning, to vast arts centered learning, to vast arts programming, programming, Cuisenaire Cuisenaire rods, and Choreolab rods, and Choreolab. A long- standing philosophy of education runs through Trevor and all of the institutions that comprise it. As a current parent of two students, I see these foundational threads every school day, but I also see the steady push to enhance and innovate the curriculum, and the changes that come with this purposeful experimentalism. is, too, is a key element that connects us with the past: a constant effort to improve and grow for the better. Like everything, there are ebbs and flows through time, but the very nature of the educational philosophy that permeates this institution continues to drive the school forward— learning from its past and being creative in order to continually improve the education of current and future students. As another long-tenured Lower School teacher, Eric Soloff, recently shared in a Trevor video: "Trevor's never been a place that just plugs into something. It's more like, let's see what ideas are out there, let's innovate and find out what works for us. at's pure Trevor." In the near post-pandemic future, I hope we have many reasons to meet in person. I encourage you to consider the many ways you can participate in this effort. n Numerous fellow alums have returned to TDS and now fill many different roles within the faculty and staff. n e Alumni Council steers the direction of the Alumni Association, and I welcome anyone who wishes to help in this manner to contact me. n Diversity, Equity, and Inclusion (DEI) efforts are consistently cited by fellow alums as forefront in their minds. ere will be many opportunities to participate in DEI events and help shape the school's efforts for the current student body. n Share your working experience with both current students and fellow alumni in the future. ere are many avenues to do this: from taking an hour to meet with current students in a class, to sponsoring seniors with their Bridge projects. In the near future, we hope to have annual networking events centered around shared alumni experiences and interests. Your participation makes Trevor better, and I think you will find that you will gain something from the experience on an individual level as well. Sometimes in surprising ways. Case in point: My family is a product of my spouse's and my involvement with our college alumni group shortly after we graduated. at's a true story. I can't guarantee you'll find your life partner (if you haven't already) while engaging with the Trevor alumni community, but you'll certainly make connections and reconnections, which can yield many positive returns. Some call that karma. Perhaps it's networking. But whatever it is, I'm looking forward to our collective future. n Page 33, top: Mason Stark photo; Page 33, bottom left: Entrance to the 90th Street building; Page 33, bottom right: Entrance to the 89th Street Building; Page 33, right column, from top to bottom and left to right: A student using an Atari 800, one of the earliest home computers created; Students using laptops; e Chorus singing the National Anthem at Shea Stadium in 2001; Students singing the National Anthem at Citi Field in 2018; Students collect food for the Yorkville Common Pantry in the Church of the Heavenly Rest; In 2018, students assemble food donations for the Yorkville Common Pantry in the auditorium of the West Campus; An early Day School MiniTerm musical performance; In 2020, students perform in e Lion King, that year's MiniTerm musical; Page 34, left column, top to bottom: In 2005, ird graders on the Hudson River; An early Fall Fesitval scene; Mirko Cavar, Lower School Physical Education Teacher, cavorts with his students; An exercise from a Senior Field Trip, which reinforces the importance of collaboration; Page 34, middle column, top: e cover of the 1987 Walden Yearbook; Page 34, middle column, bottom: Students fondly remember their daily entrance to e Day School; Page 34, right column: Eric Lindow in 1983, when he was Assistant Headmaster; p 35: Eric Soloff, Grade 2 Head Teacher, with his students in 1978. 3 5 T R E V O R D AY S C H O O L n W I N T E R 2 0 2 1 – 2 0 2 2

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