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the Tidal Basin. Although students will, inevitably, google their way from place to place, it's important that they receive an initial practical overview of the city. After checking into our hotel and connecting with our guides, we began our itinerary, and saw a great deal in a few days. The first night's dinner in Georgetown is always popular because students get to choose their own restaurants and hang out for an hour away from their chaperones. We then saw a number of memorials by night: up the steps of the Lincoln Memorial, past the platoon of men of the Korean War Memorial, down the path of the Vietnam War Memorial, and along the Reflecting Pool to the World War II Memorial. The second day also featured a great deal of walking to see the King Memorial, the FDR Memorial, and the Jefferson Memorial. At each site, our guides provided a brief lesson with time for discussion about what we have seen. On the morning of the third day, students debated an issue that they collectively selected before the trip. This last June, they debated local, state, and federal responses to homelessness. The debates were passionate, thoughtful, and complex, and we gained a greater understanding of the multiple causes of this chronic issue and possible options to address it. In the afternoon, we visited the National Museum of African American History and Culture, as well as the United States Holocaust Memorial Museum. Two years ago, we saw Shear Madness at the Kennedy Center (seemingly along with every other middle school group in the city). Last June, we opted to watch the Nationals defeat the Cubs, 2–0, where students found that cruising the stadium was just as much fun as watching the game. On our last morning, we toured Arlington National Cemetery and watched the changing of the guard at the Tomb of the Unknown Soldier. This precise and timeless ritual conveyed to our students the nation's respect for those who gave "the last full measure of devotion" so that we might travel freely from one city to another and from one generation to another as inheritors of and as participants in this great experiment in democracy. n The Perfect Ending by Tess M. '29 Before summer break began, the 8th-grade class took a four- day field trip to Washington, D.C. There, we not only explored the nation's capital and were immersed in experiences that connected to what we had learned in history class, but we also had the opportunity to spend time with our friends before becoming Upper Schoolers. Each day that we were in D.C., we visited a variety of museums, including the United States Holocaust Memorial Museum and the National Museum of African American History and Culture. In addition to visiting museums, we experienced the monuments and ventured both inside and outside the Capitol building. While visiting each important landmark in the city, we saw genuine artifacts from the Civil Rights Movement, paintings of famous government officials, and heard the firsthand account of a Holocaust survivor; these were all topics we learned about throughout the school year. We did not just visit historical places; we also had fun experiences, such as attending a Nationals' baseball game and exploring Georgetown. This trip was the perfect ending to middle school: a memorable combination of learning and good times with friends. TREVOR DAY SCHOOL / 27 INSIDE TREVOR TREVOR TRANSLATES FEATURE AR TICLES ALUMNI

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