My Principal
Identifieur interne : 000A23 ( Istex/Corpus ); précédent : 000A22; suivant : 000A24My Principal
Auteurs : Miriam S. CoxSource :
- NASSP Bulletin [ 0192-6365 ] ; 1953-12.
English descriptors
- Entity :
- pers : Anne Sullivan, Divine Comedy, Helen Kellers, Paradise Lost, Peterson.
- place : Compton, Houston.
- Teeft :
- Beclouded, Best teacher, Brief anonymous note, Casualness, Common sense, Compton, Compton compton, Constructive force, Creative potentiality, Deeper satisfaction, Degreevision, Degreevision beclouded, Delicate touch requisite, Discipline difficulty, Discipline problem, Dquo, Droning, Dynamic leadership, Ear undiscriminating, Fascinating weekly meeting, First semester, First time, Good teacher, Good teaching, Gracious woman, Great book, Happy summer, Helen keller, High pupil, Innuendo, Innuendo redolent, Intangible something, Keller, Last year, Less blind, Less deaf, Less dumb, Life better person, Little thing, Lively unit, Many fine teacher, Many way, Merest suggestion, National high school poetry anthology, Nothing militant, Office houston peterson, Other teacher, Penetrating insight, Populir, Populir indoor, Proper degree, Proper niche, Protective league, Proverbial gentle rain, Rayed, Redolent, Remarkable woman, Requisite, Revaluated, Right thing, Satisfying reality, School problem, Sophomore english class, Speech uncertain, Such satisfying fruition, Sure touch, Teacher next, Turbulent day, Typewritten, Undiscriminating, Unerring faculty, Union high school, Unruly hair, Untangled, Various state contest, Vital point, Wearisome situation.
Url:
DOI: 10.1177/019263655303719821
Links to Exploration step
ISTEX:EB3C3033B82419D56A072F5B5C7551422527B1BCLe document en format XML
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<publisher-name>Sage Publications</publisher-name>
<publisher-loc>Sage CA: Thousand Oaks, CA</publisher-loc>
</publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1177/019263655303719821</article-id><article-id pub-id-type="publisher-id">10.1177_019263655303719821</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>My Principal</article-title></title-group>
<contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Cox</surname><given-names>Miriam S.</given-names></name><aff>Compton Union High School, Compton, California</aff></contrib></contrib-group>
<pub-date pub-type="ppub"><month>12</month><year>1953</year></pub-date><volume>37</volume><issue>198</issue><fpage>121</fpage><lpage>122</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Journal Article</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>121 My Principal SAGE Publications, Inc.1953DOI: 10.1177/019263655303719821 Miriam S. Cox Compton Union High School, Compton, California ,1~E all squirmed uneasily and wearily in our seats. The meeting in the high-school auditorium had been droning on too long, too inconclusively. The members of the Citizens' Protective League who were in charge of the evening lacked dynamic leadership; gradually into their talks had crept innuendoes redolent of that currently populir indoor sport-criticism of the schools; the topic under discussion, though primarily a community rather than a school problem, was acquiring a biased slant; though anyone in the audience was free to express his viewpoint, the issues became increasingly muddled. Then the principal of our school stood up and began to talk. Within seconds she had untangled the straggling threads of that discussion with the dispatch of a mother combing a child's unruly hair. She attacked squarely every vital point, clarified it, tucked it neatly into its proper niche. There was nothing militant about her; she was simply a gracious woman who had put herself competently in command of a wearisome situation. When she sat down, we knew the meeting was over at last-and that it hadn't been a waste of time after all. "She said just exactly the right things, didn't she?" the teacher next to me whispered admiringly. "As always," I replied. This unerring faculty for catching the pulse of a situation and then knowing exactly what therapeutic measures-if any-are needed is characteristic of this remarkable woman. I learned this the first semester I came to teach sophomore English in her school. Having been away from high-school teaching for a number of years, I seemed to have lost the delicate touch requisite to handling bulging classrooms of bubbling teenagers. Discipline problems mounted in my classes, my despair rising in close proportion. For the first time in my career I began to wonder if I were really a good teacher; my pride was f rayed at all edges and had gaping holes in the middle. Then it was that she stopped me in the hall one day and said just one little life-giving sentence: "Mrs. Cox, I'm hearing many fine things about your teach- ing !" Gratitude flooded over me like the proverbial gentle rain from heaven! I knew beyond all doubt that she also had heard about my discipline difficulties; yet she chose to tell me, with precisely the proper degree of casualness, that the 130122 good teaching I had somehow managed to sandwich into those turbulent days had come to her attention. I know it seems trite to say that things changed after that, but they actually did! She had said the right thing at the right time; she had given me the intangible something that I needed to cope with my problem. We teachers feel her quiet, sure touch in so many ways. Last year by the merest suggestion she managed to fire me with zeal for organizing a "Miniature Great Books Club" to stimulate and challenge the high I.Q. pupils in our school. The club became a most satisfying reality. During our fascinating weekly meetings we studied the world's great epics-"Iliad," "Odyssey," "Aeneid," "Divine Comedy," "Song of Roland," "The Cid," "Nibelungenlied," "Beowulf," "Paradise Lost," and, finally, "Hiawatha." My principal was generous in her praise of my efforts, but we both knew that it was she who had planted and nurtured the seed that came to such satisfying fruition. Her eagerness to spark the creative potentialities of our pupils crystallized into lively units on the writing of verse in our sophomore English classes. When our boys and girls began to achieve recognition in the National High School Poetry Anthologies and in various state contests, I think no one experienced deeper satisfaction than our kindly principal, whose penetrating insight had once again set constructive forces into motion. z I like everything about her-her dignity, suffused with warmth; her firmness, tempered with understanding; her idealism, coupled with common sense. Perhaps most of all, I like her because-quite unconsciously-she makes me' want to be an increasingly better person and teacher. To me she has become that "someone in your life to help keep you at your best." A year ago I tried to put some of these feelings into words, writing her a series of brief anonymous notes in which I told her how deeply I (and other teachers) admire and love her. On the last day of school when I stopped by her office to wish her a happy summer she smiled and said quietly, "Thank you for' your notes." I was startled: my notes had been typewritten and unsigned. Then I smiled too; I should have realized I couldn't fool her. Houston Peterson once wrote, "We are all Helen Kellers to some degree- vision beclouded, ears undiscriminating, speech uncertain and untrue. We have all needed at one time or another, to have truth spelled out slowly for us, to have our capabilities redefined and revaluated and the limitations of our sensations and perceptions suggested. It is no mean epitaph for any teacher to have it said of him that 'He rendered all whom he taught less deaf, less dumb, less blind.' " Measured by this yardstick, our principal is the best teacher I have ever had. She has truly been an "Anne Sullivan" for me; because of her I have been rendered "less deaf, less dumb, less blind." 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