I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

　　He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

　　When he spoke, he said simply, without accusation, “You had nothing to say to them.”

　　“You had nothing to say to them，” he repeated. “No wonder they're bored. Why not get to the meat of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior？” We talked. He named my problems and offered solutions. We role－played. He was the bad student, and I was the forceful, yet, warm, teacher.

　　As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

　　Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

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