The air was thinner than anything they had known before. Stone paths stretched upward into the clouds. History stood quietly all around them. For a group of Randolph-Macon Academy (R-MA) students, Peru was not just a destination; it was a turning point.
This January Term, cadets traveled far beyond campus to experience learning in its most vivid form. Guided by faculty members Aida Campos-Nava and Michael Myers, students stepped into Peru’s cities, villages, and ancient landmarks, discovering that some of the most powerful lessons happen when you leave the classroom behind.
From the very beginning, the trip asked students to be present, to observe, to listen, and to engage with a world both unfamiliar and deeply human. It was an experience designed not for comfort, but for growth.
Discovering Peru, One Place at a Time
The journey began in Lima, where students were introduced to Peru’s political, cultural, and religious roots. Walking tours through the historic city center included visits to the Government Palace, Archbishop’s Palace, City Hall, Lima Cathedral, and Plaza Mayor. At the Larco Herrera Museum and San Francisco Monastery, students examined how pre-Columbian civilizations and colonial influence continue to shape modern Peru.
For Francis Banek-Gabelle, one detail stood out. Lima, he noted, is “the only capital city in South America that sits directly on the Pacific Ocean.” It was a simple observation, but one that helped connect geography to culture in a tangible way. Another R-MA student shared that Lima was their favorite stop because of the ocean and shopping places, a reminder that each cadet connected to the experience differently.
From the coast, the group traveled inland to the Sacred Valley. There, the landscape itself became a teacher. Towering mountains, winding roads, and ancient stonework revealed the ingenuity of Incan civilization. At Ollantaytambo and Aguascalientes, students saw how advanced engineering and thoughtful design allowed communities to thrive centuries ago.
One especially memorable moment came during a visit with artist Fabio Seminario and his wife. Students painted their own tiles while learning how art preserves culture and personal history. Francis reflected, “I was able to paint and make a tile with him and his wife, who were both very kind people. I even got to have a one-on-one conversation with him about how he started.” The lesson wasn’t just about art; it was about storytelling and connection.
Serving With Intention
In Calca, students took part in a hands-on community service project, working side by side with local residents. It was a moment that shifted the tone of the trip from observation to participation.
Ben DeLuca shared that this was his favorite experience because “it felt like we were being helpful.” Faculty leaders watched as students learned to communicate across language barriers, adapt to new environments, and work as a team with purpose. For a preparatory school in Virginia that emphasizes leadership and service, this moment reflected the heart of R-MA’s mission.
Standing in History at Machu Picchu
For many students, Machu Picchu was the moment everything came together. “I had always seen Machu Picchu in pictures and movies,” Francis said, “but none of that compared to seeing it in person.” Another student simply called it his favorite place because of “the views,” while Etienne Guishard described it as the highlight of the entire trip.
Standing among the ruins, students weren’t just learning about history; they were standing inside it. Faculty emphasized how seeing Machu Picchu firsthand transformed abstract lessons into something real, emotional, and unforgettable.
Growing Together Through Challenge
The trip wasn’t always easy. “The hiking was treacherous,” Etienne admitted, capturing the physical challenge many students faced. Others encountered unfamiliar foods, long days of walking, and moments that pushed them beyond their routines.
Yet those challenges brought students closer. “There were people I didn’t really talk to before the trip,” Francis shared, “and traveling together allowed me to see them in a different light.” Amelia Cook reflected simply, “It showed me that I’m very fortunate.” On his part, Etienne Guishard noted that the experience helped him better understand “the lower end of things” and how others live around the world.
R-MA Provides Learning That Stays With You
J-Term trips like Peru are about more than travel. As Francis explained, they matter because “they give students the opportunity to visit places they may have only seen on TV and truly immerse themselves in a new environment.”
For students at our private boarding school, Peru was a reminder that learning doesn’t stop at the edge of a classroom. It happens in shared meals, long hikes, acts of service, and moments of wonder. Experiences like these define what it means to be part of R-MA: learning that stretches minds, builds character, and stays with students long after they return home.
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