At this moment, two hundred and something boarding students are traveling to Proctor to pursue the remainder of the winter trimester. They come from far and wide, each with a wholly unique set of life experiences, customs and values. The mission statements of most independent schools insist that the value of diversity is championed by that community. Usually, this prompts a well-intentioned effort to enroll a student population that approaches optimal "diversity" however that is defined. It becomes a quantitative thing. Too often missing in all of this is the human climate that risks truly celebrating diversity the school already enjoys by the simple virtue of enrolling adolescents. I'm suggesting that you want the right environment first.

Organizations have a distressing tendency to act on fears. At schools, the perfectly valid aphorism "Students need structure" can lead to policies that stifle optimal growth by stifling real appreciation of individuality. That's not good, because--as Steve Wilkins says--"We're in the business of raising healthy, happy teenagers."

Under ideal conditions, our challenge is to offer the most--not the least--amount of freedom to young people. We take risks so that they might take appropriate, healthy risks. This is the very nature of decentralized, integrated arts programs....to take bold strokes at being one's self.

So considered, teaching is a two-way relationship in which adults know how to listen to what we're being told.