The primary objective and intent of our schools is to awaken intelligence in the educator and the student. This has to be kept in the forefront of all activities in the school —academic or otherwise—both at the time of design and at the time of implementation of such activities. Although we do not have a blueprint of how to awaken this intelligence, we do know that one of the important factors required is an attentive state of mind. We also know that this attentive state of mind cannot be forced, ordered or planned. It can come into being under certain conditons—when fear is absent, when there is the joy of discovery, when the mind has a quality of quietness and is not preoccupied with achieving an objective or end. Educational trips that form a part of the school curriculum are very valuable as they provide the students the opportunity of learning through travel, especially to places that they may not otherwise get to visit. Apart from this, the trips also provide relief from the drudgery that academic study sometimes becomes, an opportunity for close interaction with peers that students enjoy so much, and a chance for the teacher to observe and interact with the student in a structure different from and more informal than the classroomMore important, however, these trips emphasize the attentive mind, enabling a sense of discovery and a quality of quietness. And this emphasis need not come in the way of such trips being ‘fun’, as they are meant to be.