A thriving learning environment depends both on trust between teachers and students and also on a genuine respect for individual differences. Although it is tempting to imagine that young people in modern society tend to accept each other’s differences as natural, if not inconsequential, students at schools such as CHS learn early on that they cannot learn effectively in the absence of true multiculturalism. Every time students face something unfamiliar, they become stretched and therefore more educated. This is an optimal paradigm for cognitive growth: to experience one’s early years with the safety/security of an known identity, to maintain that identity during a series of developmental stages, and to encounter numerous social and cultural influences along the way. It is in this particular regard that intellect and imagination can most harmoniously coexist.

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