Talk About You Download File >>>>> https://urluso.com/2tl5L9 Many native speakers feel that there's a difference between \"talk to\" and \"talk with\": the former is used when talking down (parent to child, supervisor to employee, etc.) and the latter when talking up (student to teacher, etc.) or when talking to peers (friends). A few of the native speaker users here expressed this opinion in answers to a question here about two weeks ago. You should have said \"I would like to talk with you about this paper if you have some free time this week or next\". Would like is more polite and less imperious than I need to, and the final conditional clause puts your relationship into the proper perspective: you're asking your superior (your immediate boss) for his or her time, so it has to be at your boss's convenience. I need to sounds too urgent and is more like a command than a request. But responding to this invitation to talk about yourself in the context of a job interview can feel stressful and complicated. You might be thinking: Um, what do you want to know Should I give you the biopic synopsis of my workplace drama complete with ideal casting They are both accepted forms of ending a conversation.\"Talk to you later\" is open-ended as to when you will speak together again. There might be or might not be a set time when this would happen and could mean later today, week or later this month etc. There might be or might not be some unfinished business to return to. It may imply the next time you meet or never. Thus it is less positive that you will talk again. It is a very informal but definite form of goodbye.\"Talk to you soon\", can indicate that you hope or wish to speak with the other person sooner, rather than later. There might be or might not be a set time when this would happen although it is a shorter time period than \"Talk to you later\" like a day or so. There also might be or might not be some unfinished business to return to. \"Talk to you soon\" usually implies that you know the person at least fairly well and that chances of a repeat conversation exist. It is more positive than \"Talk to you later\" as it implies that I have to stop this conversation now (usually for a good reason) but we will pick it up again some other time in the near future. It also implies that the person does not want the conversation to be a one-off and will therefore make an effort to further communicate in the near future. Try asking permission (e.g., \"Hi. Is it okay if I talk to you\" or \"Excuse me, do you mind if I ask you something\") and make sure you have a fully formed question or comment in mind (e.g., \"Are you having a good time\" or \"How do you like being back in the office\"). If you can't sense where their interests lie, try asking about subjects you're interested in (e.g., \"Hey, do you think this shirt looks funny\" or \"Have you been to any good, new restaurants in this area lately). You may have vented some frustration with a few exclamations (even expletives). You probably also talked yourself through the toughest parts, maybe even reminded yourself of your progress when you felt like giving up. In the end, you succeeded, and talking to yourself may have helped. Tip: On devices running Android 8.0 and up, you can also talk to the Google Assistant when your device is locked by saying \"Hey Google.\" Learn how to control what information displays on your lock screen. No matter what, it might've been confusing the first time around. When Kristyn Brandi, an OB/GYN and family planning doctor, learned about periods as a teen, she had tons of questions: \"Why does it happen What if it doesn't happen in the normal way And what is the normal way\" Research has shown that people who are more inclined towards thinking optimistically, are also more inclined towards positive self-talk and utilize more active coping strategies when faced with stressful situations and challenges (Iwanaga, Yokoyama, and Seiwa, 2004). Approaching life with a positive self-talk approach can help to boost your self-confidence. Individuals who score highly for optimism and positive self-esteem are more likely to achieve their goals, score good grades and recover quickly from surgery (Lyubormisky, 2008). Regular positive self-talk can help you to feel more confident in the face of achieving your goals, as you instill yourself with the belief that the things you want are achievable, and when problems do arise, you find workarounds. People who utilize positive self-talk are also extremely capable of picking up on the positive traits of those around them. Download 3 Free Self Compassion Exercises (PDF)These detailed, science-based exercises will equip you to help others create a kinder and more nurturing relationship with themselves. The research seems to support the idea that positive self-talk can indeed help with disorders like anxiety and depression. This is mainly because negative self-talk has been widely linked with disorders such as depression, anxiety, low self-esteem, aggression, and post-traumatic stress disorder (Leung and Poon, 2001, Owens and Chard, 2001). In a nutshell, yes. As touched on briefly, one of the benefits of positive self-talk is that it can help you approach challenges and stressful situations with a more open and optimistic mindset (Iwanaga, Yokoyama, and Seiwa, 2004). Before you can begin to use positive self-talk, you first need to identify how often and what type of negative thinking/self-talk you engage in. Once you understand this, you can make a start on retraining your thoughts. Positive affirmations are a great way to switch up our self-talk chatter. Before a situation even arises that might incite negative self-talk, practice saying positive affirmations in the mirror to encourage your positive approach to yourself. Once you have a better understanding of how prominent your negative self-talk might be, and the categories you use when indulging in self-talk, you can spend some more time working on developing your positive self-talk instead. To really move negative to positive self-talk, you need to think over why you had the thoughts in the first place and answer honestly about how true these thoughts are. A few questions to use for this final part of the exercise: Working with students to increase their positive self-talk is a great opportunity to set them up with strong resilience and a mindset that sees them persisting in achieving their goals. Below are three exercises that are simple and easy to do with students, either individually or with groups. Visual cues for positive self-talk can be a great way to help encourage young people to incorporate them more into their everyday life. A mood board is a great visual representation to remind young people of the positive affirmations and self-talk they should use. Once complete, students can keep the boards in a visual place in the home as a daily reminder. You could even ask them to pick three positive affirmations they like to repeat daily in front of their boards, to help inspire positive self-talk. This activity has a very simple premise. It encourages young people to think more deeply about the negative self-talk they engage in, and whether they would use it when referring to a friend, or if a friend would use it to refer to them. Ask students to keep these phrases written down, either on their phone or in a notebook, that they keep with them. When they start to use negative self-talk, remind them to refer to this exercise and the positive self-talk phrases they created instead. This worksheet is a fantastic tool for those who are new to journaling and want to make sure they find the real value in doing it. It incorporates five tables of prompts to encourage you to think positively about different aspects of your day. These prompts include: This worksheet focuses more on the idea that when we use too much negative self-talk, we actually hold ourselves back from reaching for and achieving our goals. It can also prevent us from trying new things and allowing ourselves to undertake the activities we think we might enjoy. The worksheet then includes some space for participants to write out their own individual scenarios or situations they may have been avoiding due to self-talk, and to repeat the worst-case versus best case thinking. In particular, by programming our inner voice to speak to us positively, we can become more effective at mastering our environments and weathering storms that may arise as we go about our day-to-day lives. Don't wait to talk just because you're not sure what to say. You can keep it simple. You can start just by saying, \"Got a minute I need to talk.\" Then say what's on your mind. For example, \"I've been feeling down a lot lately. I think I should talk to you about it.\" The person you're talking to might ask you to tell them more. Sometimes, that's all it takes to get started talking. If you are having a sad or bad mood that lasts more than a week or two, let your parent know. Ask them to set up a health visit to check for depression. Your doctor can ask you a few questions or have you fill out a questionnaire that has questions about depression. Sometimes it might be helpful to talk with a therapist, especially if you have had these feelings for a long time. Your parent can set this up for you. The information you share with your therapist will be kept between the two of you, unless your therapist is worried about your safety. Even when you see a therapist, parents can still help in lots of ways. Talk with your parents about what you want their help with. Here are some of the things they can do. You might think of other things that aren't on this list. But this list can give you and your parent some ideas. These things may seem simple, but they add up. They start to change the way you think and feel. They can lift your mood, and help you think better about yourself. They can help you and your parent feel close. Everything you try and do to help yourself feel better counts. It's worth the time you spend doing it. 59ce067264 https://www.thecousteaux.com/group/cousteaux-group/discussion/f53e3b9c-cd38-43e9-8cc8-00db80bdc0fd

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No One Lives Under The Lighthouse Click Here ->>> https://urluso.com/2tl3Dc The game features graphics reminiscent of PS1-era horror games or CD-ROM era PC games from the turn of the century, and is described as a slow burn experience. Players take the role of a lighthouse keeper taken to a small island to maintain the lighthouse there, after the previous keeper disappeared. It will be at least a week until an assistant keeper can be found, so you'll be on your own until then. Don't lose your mind from the loneliness. And don't try to open the door leading to the lighthouse basement. No one lives under the lighthouse.No One Lives Under The Lighthouse contains examples of: Ambiguous Situation: Exactly what was going on is left open to interpretation. This is doubly so for the Director's Cut, which significantly expands on and complicates the background details of the scenario. Anti-Frustration Features: If you fail an action sequence repeatedly you'll be given the option to skip it. Decoy Protagonist: The prologue has you playing as a lighthouse keeper already on the island. It ends with the message \"Previous Keeper Disappeared\" and has you take control of a new lighthouse keeper just arriving on the island, who will be your main character for most of the rest of the game. Maybe Magic, Maybe Mundane: The original version of the game made it pretty clear an encounter with an eldritch being was occuring. The Director's Cut muddies up considerably, leaving it ambiguous whether the game was happening literally (with the lighthouse keeper struggling against eldritch horrors dwelling in the ruins of an ancient insectoid civilization beneath the lighthouse), or whether the whole thing was just the rowboat man secretly killing all the lighthouse keepers he took to the island as a twisted way of coping with his son's accidental death in the lighthouse basement. Monster Delay: The first half of the game is all about sharing a tiny island with an unknown presence that seems to hate you in a very passive-aggressive way. On the few occasions in which the monster outright attacks you openly, the camera shows the monster's point of view, so you don't actually see what it looks like as you run away from it. You never actually get a clear look at the monster until the second half of the game. Perspective Flip: The Director's Cut climaxes in a duel between the lighthouse keeper and the monster deep underneath the lighthouse. If you defeat the monster as the lighthouse keeper using the shotgun, the game ends with many questions unresolved. If you try to escape the fight by jumping down the hole to the very bottom of the labyrinthine abyss beneath the lighthouse, you end up playing as the monster, stalking the lighthouse keeper on the island and culminating in the same duel, only this time played from the monster's perspective. Shotguns Are Just Better: A shotgun and a couple of shells can be found inside the locked chest in the lighthouse keeper's house. It's your sole means of defense against the island's other inhabitant. Unlocking the chest requires you to find all four medallions overall the various days you stay on the island. Shout-Out: If you carry the cross around for long enough, you will eventually hear a computerized voice say \"Mortis\". Skull for a Head: In the Director's Cut, the monster is completely redesigned and now has a human skull for a head, with a bifurcated lower jaw. Took a Level in Badass: In the original game, the monster could be taken out with a single shotgun blast, ending the game. In the Director's Cut, the monster is fought in a full boss battle, and takes 8 point blank shotgun blasts to bring down. Vicious Cycle: Fairly clear in the original game. A lighthouse keeper who goes into the basement falls down a hole and is captured and transformed into a half-insect servant by some eldritch being living there. The servant-creature then stalks and harasses the new lighthouse keeper, eventually chasing them into the basement so they can fall down the hole and be turned into a new servant. The cycle is broken either by you as the lighthouse keeper killing the insect-like creature, or you as the insect-like creature killing the new lighthouse keeper rather than let them be turned into the next servant. Either case ends the cycle and causes the lighthouse to collapse. The Director's Cut makes things somewhat more ambiguous due to the major changes it makes to the 2nd half of the game. Was Once a Man: In the original game, the creature is heavily implied to be the previous lighthouse keeper, transformed into a insect-like humanoid servant by the eldritch being living under the lighthouse. 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Furthermore, an NVIDIA GeForce 510 is recommended in order to run No one lives under the lighthouse Director's cut with the highest settings. The minimum memory requirement for No one lives under the lighthouse Director's cut is 4 GB of RAM installed in your computer. In terms of game file size, you will need at least 400 MB of free disk space available. To play No one lives under the lighthouse Director's cut you will need a minimum CPU equivalent to an Intel Core 2 Duo E8400. Whereas, an Intel Core i5-4400E is recommended in order to run it. Looking for an upgrade Try our easy to use No one lives under the lighthouse set up guides to find the best, cheapest cards. Filter for No one lives under the lighthouse graphics card comparison and CPU compare. We'll help you find the best deal for the right gear to run the game. 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Check our full compare laptops chart for the right systems or these best deals we've picked out below. A retro horror game, in which you arrive at the old lighthouse on a small island near the coast of the United States. After the previous keeper has gone missing, you need to take over his duties and watch after the light. In the flashbacks we see that the lighthouse and the house of the father are dirty and in disorder because of his grief and drunkness. This might therefore poin to the need to clean the outside to give order to our inner chaos. The Tarot card of the Emperor symbolize stability but also compassion. I believe that the father and the son were the keepers of the lighthouse and that the son was killed and because of the loss and lonelyness the father became alcoholic and out of his mind. He would therefore go in a homicidal delirium by bringing new keepers to attend the lighthouse to then proceed to haunt and kill them. Trapped in a delusional dream looking for repentance, he endlessly relived the death of his son. Finally, he would accept the burden of the loss, bury his son and end his self-inflicted isolation. No one lives under the lighthouse is an adventure game with a detective storyline. You are the new assistant of the lighthouse and the story starts with you getting a message that the previous keeper has gone missing. It is full of puzzles and logic problems, which will make you think. No one lives under the lighthouse Crack, No one lives under the lighthouse Free Download, No one lives under the lighthouse REPACK, No one lives under the lighthouse Torrent, No one lives under the lighthouse Torrent Download Most people can understand why a person who is desperate might end up in the headlines. They have a harder time explaining why someone who has virtually everything at his disposal would do the same, particularly when the incremental gains in happiness are so small. 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These files can be retrieved from the library and played by the MediaElement. The video picking dependency service used in the sample application is very similar to one defined in Picking a Photo from the Picture Library, except that the picker returns a filename rather than a Stream object. The shared code project defines an interface named IVideoPicker, that defines a single method named GetVideoFileAsync. Each platform then implements this interface in a VideoPicker class. As of March 2023, BeReal has been installed over 73.5 million times worldwide. 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Wondering why videos won't play on your iPhone Chances are that your device doesn't support the file format of the video you want to watch. Your iPhone works only with .m4v, .mp4, and .mov file formats for videos. But if you've just downloaded a movie from the web, it's likely saved in either .avi or .mkv. The built-in apps like Photos and Files just won't play such a video. Now, you don't need to worry that videos won't play on your iPhone. With Documents, you can watch videos in numerous formats and even play .avi and .mkv on your iPhone. The app also has a built-in browser so you can download your favorite movies from the web. Most of the time, books download as MP3 files (or sometimes WMA or AAC files) that can play on your computer, tablet, phone, iPod, or MP3 player. There are free audio converter software programs you can use if you need the audiobook to be in a different file format. There are lots of other websites that offer free audiobooks that you can download through torrent websites. However, you should know that while that method of sharing books (or anything, like music and movies) may seem completely fine, it's normally illegal in most countries and is typically considered an unsafe method for sharing files since it's a common way to transmit malware. Apart from the above option to view hidden files on the SD card, you can manually look for hidden segments as well. For instance, if there is an MP4 video that you can't find on your SD card, then you can look for files with M4S extension in the search bar. You can just connect your SD card to your computer and use Recoverit Data Recovery to scan it. The application can help you get back your photos, videos, audios, documents, zipped files, and almost all kinds of data types. You can even preview your files before recovering them to a secure location. Just install Recoverit Data Recovery on your computer and follow these steps to recover lost/deleted data from your SD card. Lastly, if nothing else would seem to work and fix the files not showing on the SD card issue, then you can format it. Although it would remove the saved data from your SD card, you can later use Recoverit Data Recovery to get your deleted files back. As of April 2nd, 2018 Build, the fun.txt file has been put back into the game files with new dialogue. Setting the values 0-10 as well as 666 will give the player dialogue from Fun Girl. After all the dialogue has been read, the game will crash. Here, along with information from Headmaster Tape #2, Fun Girl is implied to be Ichiko Saikou's twin sister from another timeline. It is unknown if Fun Girl is a canonical character within Yandere Simulator's lore. As of the July 18th, 2019 Build, she can be found in-game by attempting to give Raibaru Fumetsu's hairstyle or the Protective persona to a student via the JSON file. When the player starts up the game after doing this, Fun Girl will appear and prevent the player from doing so. After this, the game will crash. 59ce067264 https://www.oursmallkingdom.com/forum/general-discussions/download-kaicer-v2-apk

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Acme Plastics offers a wide selection of acrylic extruded clear rods in many length, diameter and color options. Like its extruded counterpart, cast acrylic rods are lightweight and available in a variety of colors and thicknesses. Cast acrylic rods offer greater thermal stability, greater optical clarity, better chemical resistance and superior machining characteristics than extruded acrylic rods. Cast acrylic is a popular choice for aquarium, engraving and laser applications due to these characteristics. Acme Plastics offers a wide selection of acrylic cast clear rods in many length, diameter and color options. When using these UV enhanced materials, take care to preserve their longevity by treating them with care. Ammonia, window cleaners, and other harsh cleaners can cause damage and may result in crazing. Acrylic rods are made up of a robust material requiring minimal maintenance. Should any adhesive or sticky substance come in contact with the surface, use ONLY products intended specifically for acrylic care and cleaning. Acrylic is produced in two basic versions, cast and extruded. Cast acrylic is produced by mixing the acrylic liquid ingredients in molds, whereas extruded acrylic is produced by continuously pushing acrylic mass through a form, while the chemical process takes place. Cast acrylic is homogeneous and extruded acrylic is heterogeneous. Cast acrylic is usually regarded as better quality than extruded acrylic, although extruded acrylic is less costly. Our plastic rod colors are beautiful and rich. The color is uniform and completely through the rod no matter what the diameter. The plastic rods or pieces of the rods can be used in decorating and in artistic designs. You are limited only by your imagination. Unpolished rod also quoted on request. Deadshot Polymers supplies cast acrylic rod, acetal (Delrin) rod, micarta rod (phenolic), and europoly rod for duck calls and other game calls to call makers across the globe. We are a wholesales polymer distribution company headquartered in both Minnesota and Texas. If you're not happy, we're not happy. That's where our \"Love It or Send It Back\" policy comes in. If you're dissatisfied with your Ballard purchase for any reason, you can return it within 90 days of the ship date for an exchange or full refund* (excluding Shipping & Processing fees). Acrylic rod is available in a range of sizes and diameters in both clear and coloured finishes. Round and square plastic rods are lightweight with high impact strength and suitable for both indoor and outdoor use. Order Perspex rods cut to size. I used these brackets to hang my acrylic rod about halfway between the top of the window molding and the bottom of the the crown molding. See my post on how high to hang curtains for more tips on the best height to hang your own acrylic rods. I had our acrylic rods for over five years before we moved from this house and can happily report that they held up really well. There was a barely noticeable sag between the brackets a few years after I got my rods so I simply rotated the rod in the brackets 180 degrees and that totally took care of it. Also, there was no yellowing of the acrylic during that five years. I would absolutely buy the same acrylic rods again! Kris, I adore your office! Love the space, bright and dark, bold and chic-all at the same time. Thanks for the DIY sources for the rods- Yours are the least expensive ones I have found. Great help!!! xo Nancy I love this look, you did a lovely job. I am doing almost exactly the same thing you did, and I am wondering if you had any issues with scratching on the acrylic rod when you threaded it through the brackets Or scratches from the curtain rings during regular use I also ditched the end brackets when I changed the hardware and had Kipp polish the ends of the acrylic for me. I think it looks really nice and helps you notice the rod and hardware more. Although I still like the end caps in some settings, I prefer the simplicity of the polished ends in my living room. Acrylic is an extremely durable material that is 10x times stronger than glass. Because of its resistance to high pressure and impact. As well as its incredible resistance to weather and temperature, acrylic is a great alternative to glass. Acrylic rods have a degree of flexibility to them, allowing them to be shatter resistant. However, they will not bend freely. Acrylic rods have great impact strength while also being lightweight. 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A technique has been developed in which an acrylic mold of the region to be treated is suspended in a demountable aluminum box, which is then filled to a suitable level with dental stone to form a casting that supports the mold and that can be removed intact. First, the box is aligned on a mill table and a ball mill is used to drill three parallel holes in the acrylic mold, with precisely known locations and depths and as widely separated as possible. The spherical air cavities that result from plugging these holes with ball-milled acrylic rods become reference markers in subsequent computed tomography (CT) scans. After optimum CT-coordinate locations have been planned for 125I seeds in catheters, they are transformed to mill coordinates using a matrix developed from the known marker coordinates in the two systems. Catheter holes are then drilled with the mold in the reassembled casting and box. The method has been used to treat both recurrent maxillary cancer and recurrent orbital rhabdomyosarcoma. Measurements of fluctuations in the neutron yield are made on the tokamak fusion test reactor (TFTR) with plastic scintillators. Light from the scintillators is coupled through acrylic rods or fiber-optic cables to photomultipliers operated in current mode. Discrimination against hard x rays is accomplished through comparison with the signal from a ZnS(6Li) scintillator. These measurements are useful in studies of deuterium pellet deposition, of the acceleration of beam ions during major radial compression, and of MHD instabilities. Techniques for measuring the neutral beam density profile and Qequivdt using neutron fluctuation measurements during pellet injection also have been proposed. Lee et al Figure S2.tiff. Materials and procedures for making silicone molds. (A) Acrylic rods with 1 mm tips, (B) base plates with fences, alignment rods, acrylic rods, and (C) mold after addition of silicone rubber compound. Lee et al Figure S3.tiff. Procedures for preparing UTHSCSA multimodality tumor measurement phantom using silicone molds. (A) Nylon thread was attached to silicone mold and the molds were adhered with silicone grease. (B) Milk mixture was degassed using house vacuum. (C) After casting test objects in the mold, test objects were mounted in an acrylic container. (D) The top of the container was sealed with surface membrane. (E) Background material was poured into the container. (F) The assembled phantom was placed in rotator and rotated to prevent gravitational sedimentation of tissue mimicking materials. 59ce067264 https://www.vjminchufanclub-family.com/forum/welcome-to-the-forum/download-file-the-house-of-da-vinci-rus-rar

Watch Bleach - 005 LINK ===== https://urluss.com/2tl0Ui Viewers get to see the main human characters and the Shinigami again right after the Soul Society Arc, but this time they are not on opposing sides. For anyone that is hungry for more Bleach content before the anime is updated, the Bount Arc may be worth watching. From Renji suddenly showing up to Ichigo's school in 60's clothes to Kon slipping a boo-boo cushion on Ichigo's seat, this arc is full of gags. Anyone who watches this arc is guaranteed to laugh a few times. Sawatari's doll is able to disappear into the sky, and its scales are too hard for Mayuri's sword to cut. However, Mayuri is able to defeat the Bount by using his Bankai in a battle that is reminiscent of a Kaiju movie. This fight is definitely worth a watch. However, one thing that Bleach excelled in time and time again was the quality of its fights. Here are some of the best battles in the series that are a joy to watch due to their amazing cinematics and mind-blowing powers that were on full display. Keeping this in mind, here are the best fights to ever play out in Bleach. Fans want to support the creators of the series by watching the series officially, but if the situation persists, there is no other way than to turn to not-so-official sources. What are your thoughts on Disney Plus current situation Let us know your opinion in the comment section. There are lots of different folding and tying techniques that you can use for bleach dying. You can use traditional tie-dye patterns like the spiral design, or shibori-inspired techniques. Each method will give you a different pattern or design on your finished item. Sandwich the folded fabric between two square pieces of wood or cardboard. Use rubber bands to secure the bundle. The wood and rubber bands will compress the fabric and block the bleach from penetrating the interior of the fabric bundle. Submerge the folded fabric in a plastic bucket filled with a 1:1 bleach and water solution. Some fabrics will start changing color immediately, while some will take up to 15 minutes to change color. Remember that the colors will look much lighter once the fabric is washed and dried. Learn how to create bleach tie-dye designs and patterns with 5 awesome folding techniques. The shibori-inspired accordion folding technique is shown below. Be sure to read the whole post for the other bleach tie-dye techniques. Plastic bleach bottles and gallon milk containers are generally manufactured with non-durable plastic that promotes biodegradability and is undesirable for long term water storage. Water stored in non-durable plastic containers may become toxic over time from breakdown products from the plastic container walls. Some emergencies may warrant obtaining water from sources outside the home. The hazards of using water, including ice and snow, of unknown quality needs to be carefully weighed against the obvious life-sustaining need for drinking water. Even crystal clear, mountain stream water can be contaminated with disease-causing parasites such as giardia. Sterilization or disinfection can reduce the microbiological hazard of water of unknown quality, but there is no safe method for reducing the chemical hazard (e.g., toxic chemicals and radioactive materials) of water of unknown quality. If water is cloudy, chemical disinfection must be supplemented by some kind of filtration or heat sterilization (20 to 30 minutes of boiling) to assure complete destruction of disease-causing organisms. (Note: If water is cloudy and/or from an unsafe origin, 16 drops of chlorine bleach is recommended.) Since liquid chlorine bleach loses strength over time, only fresh bleach should be used for water disinfection. For bleach that is 1 to 2 years old, the dosage should be doubled. Bleach older than two years should not be used unless absolutely necessary because of uncertainty as to how much the active ingredients have deteriorated. To hand wash, pretreat stains and clean visible soils, rinse to remove loose soil and fully soak each garment for 5 minutes in a solution of 1/4 cup bleach added to 1 gallon of cool water. Rinse and perform a regular wash following the laundry use directions. Yes, now you can! Check your bottle and make sure it was recently purchased and the label includes a germ kill claim. This product is used differently than our regular bleach products listed above, and you can learn more about it here. 59ce067264 https://www.wildivyphotography.org/forum/general-discussions/in-from-the-cold-season-1

Tom Jones I'll Never Let You Go Download File === https://blltly.com/2tl02o 6.45pm: Now it's Joelle Moses. I like Joelle Moses. She looks nice, she dresses nicely and she has a perfectly acceptable singing voice. However, that's it. That's literally all there is to say about her, and that's why she'll never win The Voice. If she had more character - maybe if she came out as a reformed happyslapper or got a tattoo of the word 'BUMS' on her face, there'd be more to say about her. Until then, I'm stuck. Q: Basically what we would like to begin with--Mrs. Williams, unless you have some questions to start--is for you to tell us about your family background. Include your birthplace, parents, siblings, early education, interests, and influences, anything else you would like to say. (Streamed audio file of interview for this question using RealPlayer) A: My early life. I'm a native Virginian born in the state capital, oldest of three children. My father was an educator, ended up being a high school principal in Henry County and then later was the equivalent of--I know we don't use this names anymore--the truant officer out of the School Board Office; also worked with lunch programs, and one of those many people who work at the School Board office that you can't tell what they do all the time. And my mother was a homemaker. And my early education I was raised and bred in Henry County and all my education came here until I went off to college. Graduated from Elbridge Way High School that is non-existent. It's an elementary school where your children probably go. And where your wife was principal, and I graduated on the stage and what is now the library. That was my graduation, and it also included the auditorium. And there were 25 in my graduating class. Q: You're speaking of Elbridge Way High School. A: Yes, Elbridge Way High School. And then I got my Master's, undergraduate work, too over at JMU, which was called Madison College back in the old days. Before that, Harrisonburg State Teachers' College, and you said early. Is that as far as you want me to go now Q: No, you can take where you'd like to take it. A: What do you want to know now The rest of it. Q: Well, no I've got other questions. A: I don't know what you really want to know. So... Q: No, I think that sounds good. How about siblings, brothers and sisters A: I have two sisters. I'm the oldest. No boys. Q: Were they also teachers or. . . . . . . . .. A: No, wouldn't be caught dead teachers. But teaching runs in my family 'cause my grandmother was a teacher and my father was a teacher and I'm a teacher and none of my children are planning to be teachers. They said it's too hard work. Q: Yeah, probably right. Were there any special events or circumstances that influenced your decision to go into education A: Yeah, a teacher. Q: Let me hear about it. A: Mrs. Myrtle Odell in Ridge--I don't know if you know her; you probably don't know Mrs. Myrtle. Q: I do. A: And she was my high school math teacher. I did not do well in math. I was not a good math student. In fact, I probably disliked math, but I loved Mrs. Myrtle. And she also directed all the plays--I was in the one-act plays and the senior play and all--and Mrs. Myrtle just led me right down the garden path, bless her heart. And I said if I could just be like Mrs. Myrtle, I'd be okay. Q: Do you feel like you have now A: No, she's a far better teacher than I'll ever be. But really and truly, she was the one. And then it was another teacher in the school who said to me when I was trying to decide on where to go to college, \"Why don't you go up to Madison That's where I went.\" And without even checking it out, I went. Q: Do you remember who that was A: Yes, Mary Virginia Dinsmore. She's Mary Virginia Kyle now. Lives in Martinsville--y'all would know her. She's still living; she's an old, retired teacher. Yeah, teachers had a big influence on my life. Q: That's great! A: Very much so. My parents never suggested what I might want to do for a living, but they did tell me when I went to college--nobody ever talked about if you go to college, that was never the word used in our house, when you go to college, which by the way I used with mine and it does work. Q: I remember talking to you before and one of the things that I remember is you started your first job at a very, very early age than it was, in fact. A: Yeah, I went through college in three years. Not because I was smart, but because I went to summer school, and when I started teaching, I was just barely 20. Q: Where was your first job A: At Ridgeway Elementary, believe it or not. I taught 3rd grade, but I wasn't certified to teach 3rd grade. I was certified--the certification then was 4th through 7th. And then I had an endorsement in high school English/Social Studies. And so, I wasn't certified to teach 3rd grade, but the 3rd grade teacher became pregnant. I had married in college and just had a baby, and you couldn't find teachers in those days so the superintendent asked me would I come. And when I taught that first year in the 3rd grade, I always thought I should have quit teaching then. My dad was the principal. My mother was the school secretary and my little sister was in my class--I didn't have a chance! Oh yeah, I didn't have a chance. Q: Give us a reference. A: That's just the way it worked out. Huh Q: What year or what decade if you like A: What year did I start teaching No, I'm serious. I'm 61 years old. You want that on the record Put that in the archives. That makes me a real old one. No, I just had a birthday. I'm proud to be alive. 1954, now don't hold me to dates for sure, but I think that's when I started teaching: 1954. Q: That's the year before I was born, if that makes you feel any better. A: Well, doesn't make me feel worse. I don't really care. Q: How many years did you spend as a teacher before you became a principal before you went to Ridgeway Elementary School. A: Okay, I knew you were going to ask me some of that. I guess I knew that, and I try to think. I can't remember dates, and I've done so many different things and been so many places I can't remember, but I do remember this: I started teaching at Ridgeway, and I taught that one year in elementary and then I decided elementary wasn't for me. So I went over to Drewry Mason, now Drewry Mason High School. It was probably the third year it was open. Something like that. Q: That puts it at about 1953. A: When the school open. Yeah, yeah, something like that. Well, but I'm still in teaching. And I went over to the high school and taught English for a long time, then gradually got into Social Studies. And then I stayed there for awhile and decided maybe I missed the elementary school, so I went back to Ridgeway. See, I like everywhere I teach. That's the problem, everywhere I go I like it and I want to stay, but I want to see what's on the other side of the fence. So I went back to Ridgeway, and I taught 6th, 7th grade for the rest of the time. I got my Master's ten years to the date after I got my Bachelors if that'll help you any. So ten years, let's say I taught ten years then, eleven years because the first years I got my Master's, I wasn't invited to do anything. Then after that, I was invited. Q: That really leads me to my next question. You, of course, decided to go into administration. I was wondering what was your motivation A: See, I got my Master's in administration. In those days at Madison College, it was a Master's, administration and supervision. You didn't get one or the other. So also that's an interesting story. All through there, I was the only girl in the class. Q: At Madison. A: Oh yeah, women did not go into administration. There wasn't a single woman administrator in Henry County. Q: What made you want to be an administrator A: Because not a single woman in Henry County has been one. It's just that simple. I'm very much a women's libber when it comes to some things. I still like for you to pull out my chair, but very much in some things. So I was with all men, some who told me that I wouldn't ever make it in administration. Some who told me, one guy especially--I'd love to know where he ended up being a principal. What he wanted was...he was one of these hot-shot principals up in the Valley somewhere that knew everything God ever put on earth. And we had some class one time, and he told me after the first class that because I was a woman, I'd never make an \"A\" in that class. Course, I did. And if...thanks to him, I did. And I made sure he knew it. But I went into it simply.... I was probably influenced by my father some 'cause he was an administrator. Could be. But I just thought it'd be nice. Q: Haven't heard you mention money. So money didn't come into it A: Money has never been an object. If it were, I wouldn't be in teaching. Q: I just wondered. A: I've never thought about money; any job I ever took for salary came after we talked about the job. Q: When you became an administrator, you've already mentioned your formal training, do you think that you were prepared I assume your first job was as a principal A: My first job was as an assistant principal at Fieldale Primary School. If you know the old Fieldale area, there's the other school where the Y is and everything. I forget who's principal up there now, where Eddie Levi used to be. Q: Danny Cannaday. A: Alright, see I've lost track. Now the lower school down under the hill, the one they don't use anymore, there's one across the road and down the hill and in a hollowed out place. It is the old, original building for Fieldale, as I understand it. So what they had done was they had made it Grades 1 - 3, and then at the upper school that used to be Fieldale High School before they built the new one, which is the old one now--you with me Q: Um-hum. A: Okay, just checking because I realize y'all not raised in Henry County. But so anyway, Eddie Rakes was principal of the upper school, well he was principal of both schools, and for awhile he held both jobs. He would run across the road and come down and visit down in the hollow. And so then Mr. Reeves, who was the superintendent, asked me would I go as assistant principal--he did not trust me as a principal, oh yeah, because women couldn't be--and I was the assistant principal in the lower school under Eddie Rakes. But I never saw Eddie. I mean, I just ran the school by myself really, and then the next year, Mr. Reeves decided that I hadn't done anything really bad and maybe I should just be principal down there by myself. So I was principal down there for, I don't know, several years. And it's a good training because I felt good about being down there, and I'll tell you why. The superintendent lived in the community, and everything that went on, he knew about it. So after being assistant principal, for him to give me a principalship, I felt like at least the community accepted me. Q: Were you prepared on your first job as an administrator Do you think that the preparations that you spent formally prepared you to be an administrator A: Some things I did. A lot of it is just simply maturing, giving the person time to grow up. I don't think anyone should ever be an administrator that has not been a classroom teacher. I'll go on record saying that. I've never understood anybody who got to be one without being a classroom teacher. I think there's a whole lot that you bring that has nothing to do with what you learned at Tech, that has to do with being in the classroom and understanding people and children and so forth. So a lot of it was common sense. I made some mistakes along the way--you learn from those. Yeah, I enjoyed my classes in that it simply broadened my mind. Now I can't zero in and say, \"This class really helped me here.\" I don't see that at all. Do y'all feel the same way Q: Tape's on. A: The tape's on! We got him--yes! Q: I think Dr. Culp's class is excellent. A: Except for this one class that they say is just wonderful! I hope you're laughing--these boys don't need to fail! Q: What administrative positions have you held And tell us a little bit about what they were like. A: Okay. Oh, I'd love to tell you about one. Q: Keep it chronologically if you can. A: I can. I will. It's hard; it's rally hard. Okay, I was at Fieldale Primary then I was at.... I was principal at Fieldale Primary then Mr. Reeves came around one day and asked me to become the Elementary Supervisor for the County because whoever it was was retiring. And I didn't want to. I really liked Fieldale. In fact, of all the places I've ever worked, that was probably the nicest. It was a small, closed community. Really nice people who would bring me goodies. I really liked it. Well, I pondered it, and he had to have an answer. And so, well I had never done this. I had never.... After all, that's what I got my Master's in, right, to do that, too. So I thought, well, I'll go see what it's like. So I went up there, and I was the supervisor for the upper grades at first. And a lady named Edlie Daniels was the supervisor for the lower grades. And then they had people for the upper grades. Now remember this was in the days before integration. So you must... I know... I've... Q: I'm just watching for the sake of the tape, so please don't think anything. A: Okay. Okay. So we only worked in white schools. And they had this guy name Mr. Randolph, who was black who just died last year, who was the supervisor for all the black schools, but no white person ever went in a black school. Nobody came in this school except Mr. Reeves. He was the only white person since he was the superintendent. So, we only went to white schools. And then while I was a supervisor, it was when we integrated schools which was undoubtedly the most uncomfortable time of my life. I was the one, they decided--the superintendent decided while I was an elementary supervisor--that the way we were going to integrate Henry County Schools.... First place, whenever integration occurred, Henry County didn't do it. We dragged our feet for another ten years or so with the Supreme Court threatening us and everything else to hurry up and do it. So the superintendent got this brilliant idea. And the brilliant idea was that we were going to go over Henry County, and we were going to find white children who were underachievers. And we were going to bring them into Carver High School, this very school, going to bring them into Carver High School for a year, and we're going to have a hundred of them down in a separate section down on the bottom floor over there. And we were going to teach them reading, writing, arithmetic or whatever to bring them up to whatever levels they were going to come up to. And that would give black kids a chance to see white kids and white kids a chance to see black kids, and then if that worked and we didn't kill each other, then we're going to integrate Henry County Schools. The superintendent said to me it was my job to go over Henry County and pick all these white kids that would go over to this black school. I just about committed suicide, alright When it was all said and done, the phone calls that I got, the names that I was called, the things that I was told that I was.... Nothing will ever hurt me again. Ever again. Nothing will ever hurt me again like that did. It was really rough. I had to do it--it was my job. Okay, so we came up here and then he said to me, although I was elementary supervisor--remember this was back in the old days when you--he said, \"Look, you just go up there and head that up.\" So I was Elementary Supervisor of Henry County, but I really lived at Carver High School for a year. And now that I have done that, I wouldn't give a million dollars for the experience because I got to live among a black culture. And how many white people today can say that And it was wonderful. The worst that's happened to integration is that they've lost their culture, and they had the most beautiful culture, black people. And we would have assemblies, and we'd all go. And the first time I ever heard them sing \"We Shall Overcome\"--I had never heard the song--I thought it was the most beautiful song I had ever heard. It was really neat. So I learned the words, and we all joined hands and we all sang out. I wouldn't give anything for the year up here. Q: Did you feel, I want to say well-treated but that's not the word, did you feel accepted among that community when you were there Did you feel like they welcomed you and were glad that you were there, or did you feel like a .... A: No, no, no, no, I was a minority. You mean here, this community Q: In Carver. A: The community in Carver When I was in Carver, the only community that I came in contact with--you have to remember they kept us isolated for the most part, and we only went together for lunch, for assemblies, and then the rest of the time we were down in our little shelter. And the only people that I ran into--and I hate that this is on tape, but I'm going to say it anyway since I'm going to call names--were low-class white people who showed up periodically to cuss me out because their children were here. And it was always really, really, really, really low class white people who dared tell me that I was a nigger-lover, etc., etc. when they were sitting there smelling so badly I could hardly sit at the table with them. You know, things like that really bothered me, but I look back on it and understand. People were very fearful about this, I understand that. Well okay, so I digressed. I'm sorry. That was one of the.... I wouldn't give anything for having gone through that period of history. I mean anything for it. And there are people in Henry County today who probably still hate my guts because I sent their child off here although the program ended up being very, very good. The kids ended up liking it and mingling with the black kids, so it worked fine for us if the grown-ups had stayed out of it. But then we went ahead and we integrated. Okay. Well, then after we integrated, I was an elementary supervisor. What else did I do Oh, yeah, one Dr., I meant Mr. Riggs came in and asked me why didn't I just be Director of Instruction. So I hadn't ever been that, so I became Director of Instruction. But I didn't get to do anything. I had no authority that went with it whatsoever. In fact, he was sort of an autocrat. I loved him; I would have done anything for him, but I didn't get to make many decisions. Okay. And so I didn't like that job because I didn't have to think. And then we got a new Superintendent, and his name was Dr. Paul Jones. And Paul and I grew up together. We played basketball together. Used to be the boys played the second game and the girls played the j.v. game. And so we saw each other the first time in our basketball uniforms. And Paul became the Superintendent, and I decided I wanted out. I wanted out--I was miserable in the School Board Office. I see no value to it. I still see no value to it. I'm sorry. I see no value to it. He begged me to stay on, and I said, \"Forget it.\" So I wanted to go back to teaching. Well, yep, the School Board Office and no children. And I went into the business for children and there no children. Only people I ever got to see when I was a supervisor were bad teachers. I had to always go and visit bad teachers. And I'm tellin' you the truth, and I don't care what they say and what program you take, there's not much you can do with a bad teacher but let'em go. And that's why you guys who now get to be principals, y'all got to, I insist that you take care of that three year thing and let them go. Don't pat them on the back and say try again the fourth year when they got it. Please, you know you don't have to do any paperwork for the first three years and after that, you can't get rid of them. See what it is, you get attached to people, and you like people, and you hate to let'em go because you're nice people. But it's not doing them a service--they're miserable for the rest of their lives. Well, anyway. So I thought I got to look at bad teachers... that was a little freebie I threw. Then after that, what did I do Okay, so I asked Dr. Jones to please let me go back and be an elementary principal 'cause I really like that. Well, Joe Devault was coming over to Drewry Mason, so he said okay, you can have Rich Acres. Irene Martin, you remember Irene Martin Q: Yeah, she use to be. . . . . . . . . . . A: Told me one time and I laughed, but I think she was right, she said I was the only person that Mr. Reeves always did everything I asked him to let me do. And he did. I look back on... he didn't do it for everybody but he did it for me, and I appreciate that. Well, Dr. Jones did, too. So I went to Rich Acres, and I loved Rich Acres. Loved still... I just loved it. Still got good friends over there. It was a great little community school, and we did wonderful things and I.... Ever since I was at Magna Vista kids would come up and say, \"Remember when you were at Rich Acres, we did so and so,\" but they had really happy experiences. So we all did. And then they decided to open up Bassett Middle School. Well, I hadn't ever been principal over a middle school before. So I, this is ridiculous my life, I asked Paul what about me going up there to the middle school And he didn't tell me women couldn't be principals of middle schools, but he believed it. He said, \"You don't want to do that.\" Of course, he was right--I didn't want to do it. But he said, \"You go up, and you do the middle school.\" And I said.... He said, \"You go on up and do it, but it's hard work and you'll be up there awhile.\" And I said, \"Uh-huh huh, I still want to go.\" So I went. Well, I must tell this, they had just moved, just opened up Bassett High School. I got to reconstruct this. Q: The new high school. A: The new high school, new Bassett High School. And the old Bassett High School was going to be the middle school like they all are. They don't think middle school kids deserve new buildings, so anyway- which is another pet thing of mind because these buildings--well, never mind. So anyway, so Louis Morgan was the principal at the old Bassett. So he moved down to the new high school. And Mr. Dr. Jones didn't tell me when I could go to Bassett Middle School. He kept saying, \"You're not going till I tell you can go.\" And I don't know what the hold up is, whether it was getting another principal for Rich Acres or whatever. But he did not tell me I could go to Bassett to the Middle School until the second week of July. So the second week of July, I went up to Bassett Middle School and I walked in the front door. And what I had to work with and I was going to open up a school with something like eight hundred children. That number comes to mind, eight or nine hundred, I mean it was jammed. Okay, eight hundred, let's say eight hundred children. I was going to open up that school with, that have never been in that school before. In the middle of the hall where all of the workers from the three or four schools that were going to come to this middle school, just thrown in there in boxes. Me and the custodian, and I had to open up a school middle of August. Okay, didn't know who the teachers were, hadn't decided who was going to move up there. No cafeteria personnel whatsoever, no manager, no secretaries, no office furniture, no nothing, and I had had no experience running a middle school in my whole life. Had no idea what one was. It was neat, and we'd never had one before. Oh, and by the way in the paper where they said the middle school was Dr. Poore's concept. Sorry, Paul Jones--I was up there first. Okay, it was not Dr. Poore's. It was not his idea--it was Paul Jones' idea, because he, at least he was up on going around and finding out what's going on. So anyway, so I moved in there and I called Dr. Jones and I told him there were a few little things I really needed, and he said whatever you need go hire. So I had to hire a cafeteria manager, a lady who had never been manager of a cafeteria before. She got a staff together I found two secretaries, I begged, borrowed and stole office equipment. They'd left some behind and so, and I read some books on the middle school. And I called some people I knew at some other school districts and talked about how middle schools were supposed to do and got a list of teachers and tried to find them all rooms, tried to figure out how it was going to go. You know the bell schedules, the whole works. Not having anything at all to work with. And finally, we opened up along with everybody else. And I always considered that one of my greatest miracles that's ever been accomplished, that we opened up that school. And the only thing that bothered me is that when they moved to the new Bassett High School, they had left behind--y'all will appreciate this--15--you'll especially appreciate this-- 15 hard core dudes that should be under a jail house somewhere. And they had decided they were going to start off the new high school clean and leave all those dudes behind that were like 8th graders for the, I meant like, were...yeah, 'cause we did 6th, 7th, 8th. Like 8th graders for the fifth time. So they were old as I was. I couldn't believe they did that to us. I couldn't believe this. I found out later that Dr. Jones did not know this occurred. Well, it took me awhile to catch on. Well, I just thought they were slow learners. Well, they were slow alright. But we put them out in a trailer that was attached to the school, and we tried to teach.... Of course, they tried to burn down the trailer during the year. And the teachers smelled things, other times found out they were burning rat's feet. And little things like that, and we gradually got rid of most of them, but was always.... That bothers me to this day that they did that to me. I understand why he did it. I don't understand why he did it to me, but nevertheless. I was there for three years and it was the three hardest years I have ever spent in my whole life. By the end of the third year I understood what the middle school was. We had.... Oh, I had taken teachers on trips. Dr. Jones had gave me permission to go. We went to all the best middle schools in the state of Virginia and North Carolina. I mean, we toured a lot. And I picked up a lot of great ideas. But, after three years, that was enough plus I had a young child. I had a baby that was a year old. That was another thing. I just had a baby when I went up to Bassett Middle School. But anyway, so then I was there three years and then I said help, help, help, you're right--I really don't need to be here anymore. And I never saw my son anymore. Never saw John, never saw him. 'Cause I was there night and day, and so I said I just got to get out of this. And so I asked Dr. Jones would he let me go back to teaching that that was what I really, really, truly wanted to do. And I wanted to teach History, and he said where and I said Drewry Mason High School and he said there are no vacancy. So I sit there and I said well I just don't know what I'm gone do. And he said well.... You know, I got up and went home and he called me the next day and said I got a job teaching at Drewry Mason and I thanked him and I found out later he moved a teacher from Drewry Mason to Fieldale. Which I really appreciate it. And so I went over there and been there ever since. Now I'm down to the new Magna Vista. Q: A lot of the things that you talked about with regard to administrative positions are related to community and the building, and what I'd like you to do now is I want you to talk about the unique aspects of the communities that you serviced and the buildings that you worked in and how it influenced the jobs that you had to do along with the teachers who worked there. A: Which one do you want me to talk about first Q: Pick whichever one you feel most comfortable with. A: Well, let's talk about communities. I said--I don't really know what you're going after here, but.... See, back in the old days, back forty years ago or so, Henry County was a rural place. There were just little towns. Fieldale was a mill town, and Ridgeway was just a little railroad track town, I guess is what you'd call it. And people there have such, they were really tied to the school. See, that's another thing. Talk about philosophies. My philosophy is that elementary schools should never be large. There's no reason to have a large elementary school. A principal ought to be able to call every child by name. I don't care what anybody says. Q: Okay, give me some numbers for large. What's large A: I don't know. Idealistic, I'd like to have one grade of each. I'd like to have really, teeny, tiny schools, but I know that's impractical, and I know nowadays we can't do that. But see, that's what made them run so well. And they did! The principal knew every single person, you could call every child by name. When I was at Fieldale, I knew all the children. I knew all their parents. They all lived in town. The little school was in town. They'd be going to the post office--they'd drop by the office on the way home. Why not For a minute or so and say \"hi.\" They didn't want anything. Parents didn't come threatening like they do now. Nowadays they come, they have a purpose for coming. Or they don't come at all. Probably just don't come at all. But they were very friendly. So when you wanted to do things--and this was true at Rich Acres in the old days, not now--but in the old days before we got all the housing developments and everything and it was still the Rich Acres area. You know where I'm talking about Was just a small, little town. It's not really a town, it's really country, but the houses were all in a little town around the school. And you'd ask those parents to do anything, and they'd be right there. Let me give you an example at Rich Acres. We decided--the music teacher decided that she wanted to have a, kinda like y'all used to do when you had the --help me! Q: The plays, the musicals.... A: The musicals, big word, forgive me! We'd have the musicals and so forth, and we didn't do one that elaborate, but she decided she wanted to do something with the little, teeny tinies. We set up sewing machines all down the hall towards the cafeteria and in the cafeteria, and ladies brought their little portable sewing machines, and they sewed for two months before we had this thing. Had the best time, and they would eat lunch with us, and they would help her with the directing and all. You just don't see that anymore. You just don't see it anymore. One reason: Mama went to work. That's one big reason: Mama went to work. Of course, that's why you got all your other problems--mama went to work. That's my other big thing.... Women need to stay at home to the children or .... Okay, so that's the sense of community really helps you. It makes a job so easy. If you feel like you're liked, if you feel like the community wants you there, they're there non-threatening, they pop in to say \"what can we do to help you\" and so forth, they become friends. It just makes teaching so easy. The children mama and teacher talking together, they see mama and teacher together at the ball games and so on. You just didn't have the discipline problems either. But see, that's the old days, and I didn't even know they were good until they were gone. Isn't that sad And what else do you want to talk about You want any more community Q: No, well, if you.... What I was looking for.... A: When I got to Bassett, it was entirely different. When we got to the middle school, what they had done was destroy the community. See, they came from Sanville, they came from--I can't remember names of places now--but, you know, all the little hollows and valleys up in the Bassett way. They came from all the way at the Patrick County line, they were out there. The people who lived in town were entirely different from the people who came from the country. They didn't speak to each other, they didn't know each other, they still don't know each other, they don't want to know each other. And except for a few parents who will always come and help you out (mainly they want to watch and make sure you're doing what they think you ought to be doing), except for a few of those, you never saw anybody else unless you were having to drag them in there with problems. And so I never thought we had a community, never thought we had a community with Bassett Middle School. Now maybe it's different today because they've been there a long time. You remember I was there the first three years, and we were bringing in all these communities. The only thing that brought us together was football. We had a great football team, and everybody did come for the games. We did have a good time then, but other than that, there was never the sense of community in that it was too big. It was just too.... I think middle schools are too big. They shouldn't be as big as high schools. Q: Give me a number. What's a good size middle school A: I don't know ... If I knew, I'd be head of the Education Department for Bill Clinton. I don't know what a middle school is, but I think you ought .... Again, it's money the reason you can't do it. I don't think you ought to have more than two or three classes of each kind. But I still want 'em to have all the stuff you have. You understand, so you can't have it. Q: It's hard to do. A: Hard to do. But I think the children lose something. Q: I'd like to change direction a bit if I can. I'd like you to describe yourself as a principal. What I want you to include in it--now this is how you see yourself or how you think other people see you--I want you to include your management philosophy or your relationship with your superiors, teachers especially, and other subordinates, and children. Now I'd like you to tell me what kind of a principal you think that you were. A: I had a lot of thoughts that I can look back on now. Well, I knew it at the time, but I wasn't willing to change. The strongest thing was relationship with kids, but that's the way it's always been. I like kids. I like 'em when they were little, I like 'em when they're large, I like 'em most any size. I like kids. They, I don't think, ever felt threatened and so forth, and we had a good time. But on the other hand, if you got sent down to the office, we weren't friendly any more. I mean, it wasn't--I'm not going to tell you I was buddy buddy because I wasn't, but I think the relationship on the whole was a good relationship with children. With teachers I had a tendency to be too easy sometimes. I had a...I felt sorry for people sometimes. That's the reason I'm so, now if I had it to do over again, I'd get rid of people sometimes I didn't. See, I know some people I let slip through with the three-year thing because I knew their husband or their wives and I knew their children and I knew they were having financial problems, and so I let stuff like that get in the way of it, and you can't do that. It's not good for them. I've seen a couple of them that got tenure, and for the rest of their lives, they've been teaching unhappily. And the children they teach are unhappy. So who did I do a favor And the answer is, I didn't do anybody a favor. So some teachers liked me, some didn't. I didn't really care as long as they were a good teacher and were good to the kids. I had no use for a teacher that was wasting the child's time. Had no use for one whatsoever. And the more I was principal, the easier it was to tell somebody that. That you're wasting.... I came to the conclusion though, I would try to help poor teachers, and Lord only knows that we got some. In fact, we got--it was the second year we were at the middle school, and we got this little guy in who claimed he was a librarian. And we found out at the end of the year, bless his heart, he had never filed a book, he had never kept records, he had never done anything. And we had to bring all these people in on the County to reconstruct what that little boy had done all year long. But I should have caught that earlier. He was nice. He looked good! It looked tidy when you went in there, and the little lady he had for an aide, she didn't know anything either, so she thought he was doing it right! And I just kind of trusted that.... I learned not to trust that type of thing. Custodians and cafeteria people, got along with everybody I ever worked with except one guy who came and worked for--if I were to name him, I bet y'all wouldn't know him, I'm not going to--and he's one of those people that go from job to job, and he's never happy anywhere he is. And he came and he worked, and I'm just going to tell you what he finally did to me. He did lots and lots of things to me, and I would try to tell him but he couldn't take correction. And finally, we had somebody coming from the State Department of Education down at the middle school, and they were in Health and P.E. And of course, it was a bright, sunny day, and all the P.E. had these little programs worked out where they were going to be out on the football field and doing this and that and the other. And right in the middle of it, he decided (it was probably about this time of the year) that he was going to mow the grass; he was going to mow the football field. So here's the guy from the State Department sitting there watching the P.E. program, and he makes all the teachers and all the kids sit down while he mowed the football field with the State man sitting there. And I went out and told him he couldn't do that, and he got off the tractor and said, \"No woman has ever told me what to do.\" And he quit. And that took care of that, and then we got somebody else. But we did not get along. But I'm inclined to think a lot of that was his fault. I mean, I know it is. I knew him when he was younger, and it's a lot of that. In general, I got along. I hurt some feelings along the way. I said some things I shouldn't have along the way. Did some things right and did some things wrong. Q: That actually is my next question. I'd like to know what mistakes you made as a new principal that if you had to do all over again, you wouldn't do again. A: Well, if I knew all that, I could sell it! Let's see... Q: Well, we might intend to do that! A: You might intend to sell it! Alright, mistakes I made.... See, it's been so long. You realize you're asking a dinosaur person to .... I mean, I was a dinosaur in my first school! Let's see.... You know, I worked so hard to try to be successful because I was the first woman to do it in the County in modern day times. Now I know women did the one-room schools and all, but I was the first modern-day woman and all. I tried so hard to be a super principal that I just about overshot the mark. I spent 24 hours a day in those school houses. That was probably one mistake I made--I didn't go home. I know what my biggest fault is. I.... It's really hard for me to delegate authority. I don't trust anybody. I mean no one. If it has to be done, I just soon do it and I don't want to work on committee either 'cause I think committees are a waste of time. Isn't that awful I'd just a soon do it. And so, I worked twice as hard to do a great deal of the work because I'm not a team player. I'm sorry, I'm not a team player. And I know that's a big word in modern day times, but I'm not a team player. I'd make a good dictator. Benevolent but good. Okay.... Q: Why A: I didn't answer that .... I'm trying to be honest. Q: Well, no, I've tried to word the questions so that there's an open end to this process, so feel free to go where you want and if you're wandering off, I'll bring you back. A: Oh, I could tell you tales that'd make you hair stand on end. Go ahead. Q: You'd be grey! Do you.... I'd just like you to tell me, and I think you have already some of them, what were the biggest problems you faced as a principal I mean, you've already mentioned the fact that being a woman was not exactly the easiest part of it, but there might have been others. A: But I was accepted by the community as a woman. No one ever said to me, to my face, \"You shouldn't be there because you're a woman.\" No one ever said that to my face, which I really appreciated. After awhile, I kinda forgot about I was a woman. So it was okay. Q: Hope your husband didn't mind. A: Oh, he didn't mind. He just raised the kids while I stayed at school. What's the question Q: What was the biggest problems that you faced as a principal And really what I'm leaning towards, and this is a leading question here, ... A: Alright. Q: ...is that I'm sure that the biggest problems faced in the day that you were are going to be very, very different. And I am going to ask you another question... A: It wasn't drugs and all that stuff. Q: What do you think that the biggest problems are faced by a principal today in comparison A: It wasn't all that stuff. It was those little trite things you hear people say like got in a little fight with somebody else. We had some race problems. When we first integrated, see, when I went back when I was a principal the second time after we integrated, yes, same as we have today. And you would have angry parents who would come up who were as prejudiced as the children--in fact, that's where the children got it from to begin with. We had those problems. We had head lice. Well, we did. You'd take a pencil. I was taught when I was a--I never will forget this- when I was doing my student teaching, I taught on the wrong side of the tracks at Harrisonburg in the seventh grade. And I was teaching a math lesson, which tickles me to death 'cause I can't even balance my checkbook, but I was teaching math and I was going around the room. And I thought I really was doing a good lesson, and I'd get to a child and I'd stoop down beside him and put my arm around him. Or they had those kinda big seats--not like we have today--and you could slide in and sit with someone and so on. And the supervising teacher called me out in the hall, and I thought, Man, I have really blown this. And she says, \"Martha, don't ever sit beside a child in a classroom. Don't you know they have head lice\" Okay. So I learned that you don't sit beside 'em 'cause \"I'm a sit-beside child-hugger\" with children, and that didn't stop me. I just moved from that side of the tracks to the other. Head lice was a big deal. Little fights on the playground. See nothing big, nothing big. Momma and daddy actually lived together you had parents. Both of them would actually come to school you got to see fathers. See I don't remember many problems, until I went to the middle school. Now I can tell you about those rascals that should have been in the under jail house. Harden criminals if I ever saw em. Q: Is a good next question If I could wave your magic wand and wipe away twenty years and your forty not sixty-one and would go and be a principal today A: Probally not. I'd rather teach. Q: What were the most rewarding aspects of being a principal A: I got to run a school. I got to be the boss. You don't get to be principal unless you want to be the boss. I like being the boss. Still like it. Q: How about the drawbacks What were the major drawbacks A: Time. A large amount of time, like forever. There are times of the year, y'all know this, that are really bad. Back in the days when I had no help from anyone, getting the school year ready all by myself was hard. You really had to work at it. And when I went up to the middle school, not understanding scheduling or anything and having to schedule in all this that and the other, I never will forget it. I had all these children and all these classes to schedule and all these specialists coming, and so I went in a--didn't have computers, by the way, no computers--so you go on the chalkboard. You do it all on the chalkboard. I don't know if you've ever seen this done or not, but you do the whole work on the chalkboard. Have it down, finally have it, would you believe the band people showed up from the high school They couldn't teach band but this one period. They hadn't told me about this, and it's two days before school started. They had it scheduled at the high school, that was the period, but who told me Nobody. Had to redo the whole schedule for the band. It was exciting! But see the challenge was can you get it done. And the answer is yes. We opened at the same time as everybody else. I laugh about it now, but I'll tell ya'. I woulda cried, but I didn't have time. And I wouldn't have told Dr. Helms because I begged him to let me go. So I couldn't complain. I didn't complain. I never complained. I just did it. Q: You actually answered three important questions at a time. A: Oh, good! Q: This is a question that I'm dying to hear your answer to. I'd like you to describe the ideal principal, and you can choose any level. A: Oh, you gotta be kidding! Q: No, ma'am, I'd like you to take the traits that you consider would go into making a person a good principal. A: Oh, I don't know. Oh, alright! Maybe I'll shock you! Okay, I think I'd put Number 1 they need to be a morally sound person because if you're not morally a good person, then anything you do isn't gonna be worth a hoot. And I think that's just got to do with.... I'm not talking about do you do this, do you do that. You know what I mean by moral. Just what I call a good, decent person. You gotta be that first. Not somebody who wants to be a principal so they can sock it to everybody else type person. They've got to be assertive. Very much so. They've got to be a person who is respected by the community, respected by the faculty, respected by the students. They've got to be a person who is visible. That's a biggie. A lot of principals don't realize that and stay holed up in the office. I don't care how many assistants you've got, you've got to be visible or the kids have no respect for you at all. Zilch. If you don't believe it, go ask 'em. They've got to be knowledgeable. Certainly. I mean, some things are just .... They've got to be all those things. Polite and friendly and a respecter of people. Not only...do you see what...they've got to respect other people. They've got to be a person in today's society, okay I think very much so, who can relate to all different cultures. That's asking a whole lot, but you make yourself find out those things. And you find out where these children are coming from when they say these things or these comments or whatever. Sometimes it helps to have children. Not always, but.... Some of the best principals I knew, they had no children, but on the other hand, maybe you can kinda forgive kids sometimes when you see your own doing the same thing. They've go to be a .... They've got to show leadership. You know, these are awfully trite words that you use. Okay, the biggie after you've done.... Morally I put first, and a hard worker and industrious and all that and open to new ideas. Oh man, have they gotta be open to new ideas! Not only that, but have sense enough to go find out where the new ideas are if they can't think of original ones. To go and know what's going on in the world and not be scared to try things. That's where it pays to be assertive 'cause if you want to start some new program, and the School Board tells you no, you have to find out a way to make them say yes. Or you'll never do it. You can't be timid. I can just give you trait after trait. But I think the one that I haven't even named yet that...you could do all these things and still be an average principal, but if you have no vision, just hang it up. If you have no vision of what the ideal school ought to be or things you might want to do or how life might be and how you can educate all children.... If you have no vision and not willing to follow up on that, just go off and be a superintendent in a box factory. I could name others. Who have I named, God Is that who I described Q: Sounded like to me, to be honest with you. A: The great father The great white father! Or black father, whichever! Or Oriental! I don't want to leave out anybody...or Hispanic! Okay. Q: Looking at schools today, you know you haven't retired from teaching very long ago so you really are acquainted with the modern schools, what curriculum changes--and really I'll just leave it open--let's say, which changes do we need to make in public schools today to better suit what we're... 'Cause obviously, we're not.... A: You talkin' elementary, high school... Q: You can take it anywhere you'd like to. One leads into the other, as far as I'm concerned. A: See, I'm of the old school.... Let me ask you a question. Have you seen the, or heard about the new history books that are out now that don't cover anything Have you heard about that Q: Uh... A: Alright, they got the new history books that are out now, and I don't know what companies are putting them out where, but it's been, I been reading about it all along. They're not covering much of anything of the first part of our history. They barely mention George Washington. They barely mention Thomas Jefferson. They barely mention blah, blah, blah because they want to give kids more of where it's at now. I think that's a big mistake. I was a history teacher. Big mistake. Realizing that we got a lot more history to teach now than we ever did, but what they're working on is an watered down virgin of American History. I think we're making a step backwards if it takes two years to teach it, let's teach it in a two-year course college do that. High schools could do it, too. I think the block schelduling is a step forward. I really do. I never did understand how I was supposed to teach. Well, that's another thing--this is something we've done wrong. We used to teach for an hour in high school. I'm really random, then we went to fifty-five minutes. Then we went to fifty minutes and when I was at Magna Vista, we were forty-eight minutes. I defy anybody to teach anything in forty-eight minutes. To even open up the book and everybody get the right page in forty-eight minutes. It is the most ridiculus type of teaching I have ever seen in my whole life. So, so while we're doing that, and then why are we talking about having a longer school day, when we're not using the school day we got. I mean, we're wasting a lot of time. I'm just telling you. I'm rambling. I would reconstruct schools entirely. Q: The buildings or.... A: The best teaching I ever did in my life. Let me run back to elementary. Now, Tom, you can relate to this. I taught 7th grade over in that old room you have where you taught math, okay Over in the shop building. The white building In that old building that was to the side of the school, okay. I taught 7th grade, the best job of teaching I ever did in my life. And when I stand in before of St. Peter, I will... he will say it's true was when I taught 7th grade in that room, and I taught everything self-contained was the best job of teaching I've ever done in my life. I had 30 kids for all day, every day, for 180 days. I could arrange, I could do block schelduling, I could do art for a whole afternoon, I could do music, I could do PE, and for teachers who tell you today that they can't teach music or they can't teach PE, they're using the wrong word. They're saying I don't want to teach it, I don't want to teach it. When I went to college, we learned to teach it all. What I didn't know, by gollee, I learned how to do . I mean it's called common sense, and you could schedule your day. And you know yourself that when you take a class in a classroom, there are some days when you can do a quiet activity, there are some days when you can only hold them so long and you've got to get off and do something else. Well, if we got tired and frustrated, we could always break into a song for a few minutes. You know what I'm saying. If we went out on the playground and I did PE, too, right. Hey, I took classes and learned how to teach tumbling and all that because I've never taught that before. So I learned how to do that, and we did all that. And this thing of pecking a day and dividing it up into little tiny sections is ridiculous. Did the soccer teams do that Did he take the guys out on the field and say I'm going to teach y'all for 48 minutes And then you let 'em go, or do they sit under the tree until he was done Think about it. When I was teaching on that log, you were sitting on the other end. The biggest thing is we chop the day up terribly bad. The other thing is we brought in all these speciailists who aren't really specialists. They're not specialists. The other thing we've ruined is the gifted/talented program. We have no gifted/talented program. I could do a book on the gifted/ talented program. We have no gifted/talented program in the state of Virginia. We just have a law saying we have to have it and we do. Q: Let's take the question in another direction. A: Okay. Q: What is your outlook on the future of education A: What do you mean what is my outlook Q: I guess I mean do you look upon public education as becoming better, worse, staying as it is, always being there, never being there. What do you for see public education being in the... A: Well, Stan, it always goes in cycles. That's nothing new, never has been anything new, never will be anything new. This block scheduling is just a step getting back away from the little piece work we've been doing. Q: So you don't think public education is in trouble A: Oh, yeah, I think we're in serious trouble. We are not teaching. I had no time.... Look my biggest complaint as a teacher was, I had no time to teach. I had no time to teach--the bell would always ring before I was up. You could attest to that, you're right next door. I never had time to teach in my whole life. I had a lot more time when we were self contained. I'm convinced 1st graders, 2nd graders, 3rd graders, learn best when they're in a room with one teacher all day. Now granted that teacher has to be a good teacher, but there is your three- year thing of getting rid of them. Right. So I see, I kind of like the idea of going to private schools. Why not A public school scared to compete with private schools. Well, just make your school better and everybody will go back to private school than public school. They don't want to go to private school anyway--it costs money. So just make your school better. What's that going to do. We'll never do it, I guess, what it'll do is force the public school to get off there duff and do something. Q: The questions really you've answered two and three at a time, and that's terrific. I'm going to go back to the job being a principal. Describe a principal's job in relationship to the students. What's his major duties in relationship to the students A: His major duty is to make sure that the whole atmosphere is one that's best for that child to learn in; provide everything he needs to learn and I don't know any other way to put it. From the building to the lighting to the cleanliness to the right teacher for that child for him to be placed in the right environment... that's his job. To put that child in that educational setting that's best for him so he can learn everything that child's capable of learning. Now of course, that's Dreamland, but that is your job. Q: Okay, so ideally speaking, is a principal supposed to be a better instructional leader or a better manager A: Ah, that's like which comes first, the chicken or the egg! I mean, how can you be one without being the other and be a good principal Q: Well, I think the way I'm thinking in terms of his... A: Which is more Q: ...being more inspiring, being in the classroom as a manager... A: You've gotta be both! Q: Okay. A: If you do one and don't.... Why just manage The kids don't even know who the principal is. Who's the principal (mumbles) I dunno. All they know is the custodian. Everybody knows he's Bill. By the way, one of the main jobs of the principal is to pick the best custodian and the best maid because they are your PR person in the hall when parents show up. I'm telling y'all that now. Q: That's why we have Sherman Forest. A: (at same time) I'm telling ya'! Huh Q: That's why we have Sherman Forest. A: That's what I'm telling ya'! They are your PR person out in the community, too because they live in the community and they go out and talk about everything that goes on in the school. But going back to this question, you've got to be a great manager and you've got to be a great instructional leader and that's why I said you had to teach. That's like me teaching you how to drive a car when I've never driven one. That'd be silly, wouldn't it I can't see where that.... And I can't see where one's more important than the other. Q: I think that's a fair answer. If you had it to do all over again, would you choose education as a career A: Sure. Q: That was a very quick answer. A: It was a very quick answer. I've never considered anything else and never would. In fact, I'm still teaching. Q: Okay. A: I'm doing some stuff over at the college. And so, the developmental classes. I like it. Q: So you left education to retire into education A: Say again Q: You left education and retired into an education.... A: Yeah, I'll probably be an educator until I die. Until I can't walk anymore. Q: Would you recommend education as a career for young people today A: I have done it many times. Q: Can you recommend it equally for men and women A: I have done it many times. Q: Do you think that salary is a drawback for a male over a female A: Well, aren't you sexist Q: I'm giving my opinion. A: You realize they used to do that--give men more because they were heads of the household. Q: Really teaching is considered a low-paying job, so is really being a principal in comparison to other jobs. A: But it's not a low-paying job compared to working at American Furniture. So it depends on...it's all relative, is it not Q: Spoken as a true Henry County... A: I'm not a true Henry County--I wasn't born here. Don't you have a roof over your head Don't you live in a fairly decent house How many meals have the four of you missed Five children, you've got there, see How many meals have y'all missed You know, if you're talking about driving a Mercedes or this that and the other, fine. If you're talking about you and your wife both have to work, name one occupation where the wife doesn't work. Pick up on one. See, the whole secret to the whole thing about a job, and I can speak from experience, if you hate your job, I don't care if you're making a million dollars a year, it's not worth a dime of it. It's not worth it. If you're unhappy in what you're doing, you need to change and do something else. But it's not based on money. And teachers don't get starvation wages. Granted, you get middle-class wages, that's what you get. It's a middle-class, white blue collar job. So, I kinda like it. Q: What changes or what suggestions would you give to colleges to better prepare people to become administrators or principals today Or are they doing a fine job A: Well, I haven't been around schools too long, I mean college in a long time, but when I was involved in it, most of them had been so far away from having ever been one that they could hardly spell the word \"principal.\" Uh, had no idea how schools had changed since they last taught, and you gotta remember that if you're teaching on the college level, you probably, by the time you have a class, they've probably been out of the classroom for a good long time. And schools change every five years. So I think on your faculty there somewhere you need a couple of guys that are pretty recent who can at least relate to the practical side of it. I mean, some things are just so nice in the books and so nice written on paper and wouldn't work a day in a school. And you know that. And what's so bad about it is they don't know that. Those that stay involved and go out in the schools, and I know I had some good professors who spent a lot of time working on committees and working on evaluation of schools and took part of their life to stay in contact with the high school or elementary, they were the best teachers by far. Q: Only a few more questions. A: Okay. Q: What advice would you give to anybody aspiring to be a principal today And you've really kind of answered the question. A: What advice would I give 'em Q: What advice...if someone came up.... A: Alright, to be a principal To be a principal Okay.... Q: If someone came up to you and said, \"I'm thinking about being a principal, what advice do you have for me\" A: My first question would be, \"Why do you want to be one\" And I think if most people were honest, the reason they want to be a principal, if you're a man, is to make more money. To a large extent. That's the only way you're going to make more money, let's face it. It's the only way you're gonna...You've got to get into administration, or you will not make any more money. So then money's tied with that principalship job that a lot of fellas go into, more than women, 'cause women -- see I'm getting sexist too -- but women aren't as threatened by the lower salary maybe as the man is. The man feels like he's got to club the lion and bring it home or something, but anyway.... So a lot of --no-- nearly all good men teachers who become administrators do so because of money. And it's a daggone shame because it gets good teachers out of the classroom. I'm for a master teacher program, by the way. I'll just tell y'all now. Where you get your incentives by doing a good job teaching, and I realize, I'm not talking about merit pay or special--I guess I am to a certain extent, but it would keep good--we really need to keep good male teachers. We just don't have good...most of them are a bunch of wimps. I'm sorry, guys. Y'all asked me--I told you. And you need these guys who are coming along now, who have no father in the home--what is it, 50% of them, more than that some places--they need a real live male so they can see what one looks like. And how you're supposed to act and how you're supposed to do. Well, all you guys go out and become principals, then who gets those jobs And then what happens And then you go in your office and you shut the door and you never see him again. And you just keep the floor shiny. I mean, you know, what have you done with your life Now if you want to answer me that the reason you want to be a principal is because you want to make a change, you want to see if you can have a better school than anybody else, you want to see if you can help people--I guess that's the big thing--if you're saying all that, then it's the right answer. The trouble is that most people won't give you an honest answer. So I'm just telling you. And then you go off and become a superintendent and then you don't do anything for the rest of your life! Q: Okay. A: You promise me...! Q: I want to follow up on that though. How would you judge an outstanding teacher What criteria would you use A: Well, if I knew the answer to that then I would give that to the State Department because they've been trying to come up with this. I'll tell you now, nothing we're using now works, does it You know what the best judge is, and I don't know what you could do about it. The best judge is these kids you taught, talk to them ten years down the road and see if they remember you as a good teacher. They'll be real honest ten years down the road. Q: It's hard to do though, isn't it A: Huh Q: It's a hard question. A: Oh, yeah, it's a hard thing to do. You asked me, and that's when you find out if you were a good teacher or not. Q: Well, now that you've had time during the last hour or so to reflect upon your career, I'd like you to tell me what you consider to be your strengths and your weaknesses as a principal. A: I thought we did that. Q: We did, but I'd like to redirect. A: Redirect You've been watching Marcia Clark! Good grief! Q: First of all, I'd like to point out I don't know who that is, but.... A: Okay. Gollee. I don't know if I have any.... Oh, Lord.... Q: Well, the reason I'm asking this again is you probably haven't ever sat down and thought about this in the terms that we've asked today all at once. And it.... A: Let me say this. Let me say this. I was a good principal. I may find out when I die that I was the worst one they ever had, okay, but I think still right now that I was a good principal. I don't hang my head about any of it. But, boy, did I make some mistakes! But I lived with them and went on as best I could. I told you I have a soft spot for some people, and I'm not sure if that's good or bad. I'm just repeating.... I'm just real sorry I let some people slip through the cracks. I don't think I helped every child. I know I didn't when the school got too big. When it was smaller, yes, I did a lot. Mostly what I tried to do was make sure we got good teachers, but that was sort of out of my hands, too, in that--I don't know how it is now--but in those days, you didn't get a chance, they just gave you people. And you just tried to get rid of them if you could. Good points: I was down to earth. I taught a lot. I haven't told y'all this. I taught every single year I was a principal. I believe in that. I didn't tell y'all this. I taught every single year I was a principal. There's never been a year of my life I haven't taught. I taught every year I was in the School Board Office. I taught every single year. Give you some examples. I believe that's the only way to stay in touch. When I was at Rich Acres, there was a teacher who was on the verge of a nervous breakdown and she had all these really slow kids. I said, \"Look, give me a reading group every day.\" Every day I took a reading group. That was my job. I did this at the middle school. I did this everywhere. I did this when I was a principal at Fieldale Primary. I taught Mary Lou Skinner. She was in my gifted class. We didn't have gifted in those days--we didn't know to call it gifted. But bright kids, I taught them reading every day because I wanted to stay in touch. That was my job. I just left the office, and I went and taught during that period of time. When I was at elementary and high school--finally, they promoted me to be a high school supervisor, if that's a promotion--and when I was in the School Board Office, I taught at Irisburg Elementary one year. I taught science and health for the whole year. I had to go down every morning for the first two hours and teach. That's because we had a shortage of teachers, and I did that. I loved it! I got to know everybody in Irisburg. Best cooking in the County, by the way, if you ever get in Administration, if Ms. Tate's still down there, go down there and eat her rolls. So I knew where all the good food.... Bassett High School had good food, too, in those days. I taught at Campbell Court. I taught a class in reading bright children one year. I taught...I don't know. You just go on and on and on. I have never in a single year that I have ever worked not taught some at the same time. Just took time and did it. Q: That's unique. Don't have the time myself. A: Well, it was...listen. It was needed. I took the time. That's why I stayed 24 hours a day. Your school's too big. You don't have time to do it--you're right. Even at the middle school I taught. Wasn't easy, but that's the way.... And sometimes I took the worst kids. When people would complain, I said, \"Give 'em to me!\" The County wanted to try a new reading program one time. I said, \"Hey, I'll go down. I'll pick a school. Let me pick an elementary school, and I'll just go teach a program for a year. And I'll tell you what I think of it. So I went down there, and I taught it for a year. And I liked it. And after I left, they didn't use it anymore. Q: Well, as Johnny Cruthchen used to say, we've come to the last question. A: Oh, good! Oh, good! Oh, I like words like \"finally.\" Q: Yeah, you might not even have an answer to it. A: Alright. Q: The question is basically, I've tried to cover a lot of different aspects of what Tom and I felt were important, and we've asked a lot of questions about a lot of different areas. Is there anything that I haven't covered or is there anything that I haven't asked that you'd like to comment on in closing A: Yes. The fact that, and you already know this, but the fact that the biggest problem in schools today, in fact in the United States, is broken homes. The fact that you guys have to deal with an element that I never had to deal with. Very seldom were there not two parents in the home. Now you're almost surprised if there are. And it has changed society tremendously. And the schools have got to--all ills of society, the school has to solve them, which is another pet peeve really because you can't do it all, you know that. But somehow we've go to make up for lack of family in a school. And the bigger our school, the less family they are. And so what do we do We just make our schools larger and larger and larger, and these children have no sense of belonging to anything--home, school, or anything--so they don't mind setting a bomb off or doing this because it's not theirs. I really do think the answer is going back to smaller community schools, and I know there is a lot to be said for the other. But I just believe, I think you'd find your problems cut in half if you could go back and become a family. Q: Fair enough. A: And when you give your money, donate all your millions, you can just do that. That's why these private schools landed on here. They're not large--check them out. They're not large. And they keep them small on purpose. Think about it. Q: I've often. We just want to go on record as appreciating your time. We've enjoyed it. A: I've enjoyed it. Back to \"W\" Interviews Index of Interviews Protocol Home 59ce067264 https://www.recoverybusinessassociation.org/forum/general-discussions/handbook-of-numerical-analysis-volume-iv-fini

Tom Jones I'll Never Let You Go Download File === https://blltly.com/2tl02o 6.45pm: Now it's Joelle Moses. I like Joelle Moses. She looks nice, she dresses nicely and she has a perfectly acceptable singing voice. However, that's it. That's literally all there is to say about her, and that's why she'll never win The Voice. If she had more character - maybe if she came out as a reformed happyslapper or got a tattoo of the word 'BUMS' on her face, there'd be more to say about her. Until then, I'm stuck. Q: Basically what we would like to begin with--Mrs. Williams, unless you have some questions to start--is for you to tell us about your family background. Include your birthplace, parents, siblings, early education, interests, and influences, anything else you would like to say. (Streamed audio file of interview for this question using RealPlayer) A: My early life. I'm a native Virginian born in the state capital, oldest of three children. My father was an educator, ended up being a high school principal in Henry County and then later was the equivalent of--I know we don't use this names anymore--the truant officer out of the School Board Office; also worked with lunch programs, and one of those many people who work at the School Board office that you can't tell what they do all the time. And my mother was a homemaker. And my early education I was raised and bred in Henry County and all my education came here until I went off to college. Graduated from Elbridge Way High School that is non-existent. It's an elementary school where your children probably go. And where your wife was principal, and I graduated on the stage and what is now the library. That was my graduation, and it also included the auditorium. And there were 25 in my graduating class. Q: You're speaking of Elbridge Way High School. A: Yes, Elbridge Way High School. And then I got my Master's, undergraduate work, too over at JMU, which was called Madison College back in the old days. Before that, Harrisonburg State Teachers' College, and you said early. Is that as far as you want me to go now Q: No, you can take where you'd like to take it. A: What do you want to know now The rest of it. Q: Well, no I've got other questions. A: I don't know what you really want to know. So... Q: No, I think that sounds good. How about siblings, brothers and sisters A: I have two sisters. I'm the oldest. No boys. Q: Were they also teachers or. . . . . . . . .. A: No, wouldn't be caught dead teachers. But teaching runs in my family 'cause my grandmother was a teacher and my father was a teacher and I'm a teacher and none of my children are planning to be teachers. They said it's too hard work. Q: Yeah, probably right. Were there any special events or circumstances that influenced your decision to go into education A: Yeah, a teacher. Q: Let me hear about it. A: Mrs. Myrtle Odell in Ridge--I don't know if you know her; you probably don't know Mrs. Myrtle. Q: I do. A: And she was my high school math teacher. I did not do well in math. I was not a good math student. In fact, I probably disliked math, but I loved Mrs. Myrtle. And she also directed all the plays--I was in the one-act plays and the senior play and all--and Mrs. Myrtle just led me right down the garden path, bless her heart. And I said if I could just be like Mrs. Myrtle, I'd be okay. Q: Do you feel like you have now A: No, she's a far better teacher than I'll ever be. But really and truly, she was the one. And then it was another teacher in the school who said to me when I was trying to decide on where to go to college, \"Why don't you go up to Madison That's where I went.\" And without even checking it out, I went. Q: Do you remember who that was A: Yes, Mary Virginia Dinsmore. She's Mary Virginia Kyle now. Lives in Martinsville--y'all would know her. She's still living; she's an old, retired teacher. Yeah, teachers had a big influence on my life. Q: That's great! A: Very much so. My parents never suggested what I might want to do for a living, but they did tell me when I went to college--nobody ever talked about if you go to college, that was never the word used in our house, when you go to college, which by the way I used with mine and it does work. Q: I remember talking to you before and one of the things that I remember is you started your first job at a very, very early age than it was, in fact. A: Yeah, I went through college in three years. Not because I was smart, but because I went to summer school, and when I started teaching, I was just barely 20. Q: Where was your first job A: At Ridgeway Elementary, believe it or not. I taught 3rd grade, but I wasn't certified to teach 3rd grade. I was certified--the certification then was 4th through 7th. And then I had an endorsement in high school English/Social Studies. And so, I wasn't certified to teach 3rd grade, but the 3rd grade teacher became pregnant. I had married in college and just had a baby, and you couldn't find teachers in those days so the superintendent asked me would I come. And when I taught that first year in the 3rd grade, I always thought I should have quit teaching then. My dad was the principal. My mother was the school secretary and my little sister was in my class--I didn't have a chance! Oh yeah, I didn't have a chance. Q: Give us a reference. A: That's just the way it worked out. Huh Q: What year or what decade if you like A: What year did I start teaching No, I'm serious. I'm 61 years old. You want that on the record Put that in the archives. That makes me a real old one. No, I just had a birthday. I'm proud to be alive. 1954, now don't hold me to dates for sure, but I think that's when I started teaching: 1954. Q: That's the year before I was born, if that makes you feel any better. A: Well, doesn't make me feel worse. I don't really care. Q: How many years did you spend as a teacher before you became a principal before you went to Ridgeway Elementary School. A: Okay, I knew you were going to ask me some of that. I guess I knew that, and I try to think. I can't remember dates, and I've done so many different things and been so many places I can't remember, but I do remember this: I started teaching at Ridgeway, and I taught that one year in elementary and then I decided elementary wasn't for me. So I went over to Drewry Mason, now Drewry Mason High School. It was probably the third year it was open. Something like that. Q: That puts it at about 1953. A: When the school open. Yeah, yeah, something like that. Well, but I'm still in teaching. And I went over to the high school and taught English for a long time, then gradually got into Social Studies. And then I stayed there for awhile and decided maybe I missed the elementary school, so I went back to Ridgeway. See, I like everywhere I teach. That's the problem, everywhere I go I like it and I want to stay, but I want to see what's on the other side of the fence. So I went back to Ridgeway, and I taught 6th, 7th grade for the rest of the time. I got my Master's ten years to the date after I got my Bachelors if that'll help you any. So ten years, let's say I taught ten years then, eleven years because the first years I got my Master's, I wasn't invited to do anything. Then after that, I was invited. Q: That really leads me to my next question. You, of course, decided to go into administration. I was wondering what was your motivation A: See, I got my Master's in administration. In those days at Madison College, it was a Master's, administration and supervision. You didn't get one or the other. So also that's an interesting story. All through there, I was the only girl in the class. Q: At Madison. A: Oh yeah, women did not go into administration. There wasn't a single woman administrator in Henry County. Q: What made you want to be an administrator A: Because not a single woman in Henry County has been one. It's just that simple. I'm very much a women's libber when it comes to some things. I still like for you to pull out my chair, but very much in some things. So I was with all men, some who told me that I wouldn't ever make it in administration. Some who told me, one guy especially--I'd love to know where he ended up being a principal. What he wanted was...he was one of these hot-shot principals up in the Valley somewhere that knew everything God ever put on earth. And we had some class one time, and he told me after the first class that because I was a woman, I'd never make an \"A\" in that class. Course, I did. And if...thanks to him, I did. And I made sure he knew it. But I went into it simply.... I was probably influenced by my father some 'cause he was an administrator. Could be. But I just thought it'd be nice. Q: Haven't heard you mention money. So money didn't come into it A: Money has never been an object. If it were, I wouldn't be in teaching. Q: I just wondered. A: I've never thought about money; any job I ever took for salary came after we talked about the job. Q: When you became an administrator, you've already mentioned your formal training, do you think that you were prepared I assume your first job was as a principal A: My first job was as an assistant principal at Fieldale Primary School. If you know the old Fieldale area, there's the other school where the Y is and everything. I forget who's principal up there now, where Eddie Levi used to be. Q: Danny Cannaday. A: Alright, see I've lost track. Now the lower school down under the hill, the one they don't use anymore, there's one across the road and down the hill and in a hollowed out place. It is the old, original building for Fieldale, as I understand it. So what they had done was they had made it Grades 1 - 3, and then at the upper school that used to be Fieldale High School before they built the new one, which is the old one now--you with me Q: Um-hum. A: Okay, just checking because I realize y'all not raised in Henry County. But so anyway, Eddie Rakes was principal of the upper school, well he was principal of both schools, and for awhile he held both jobs. He would run across the road and come down and visit down in the hollow. And so then Mr. Reeves, who was the superintendent, asked me would I go as assistant principal--he did not trust me as a principal, oh yeah, because women couldn't be--and I was the assistant principal in the lower school under Eddie Rakes. But I never saw Eddie. I mean, I just ran the school by myself really, and then the next year, Mr. Reeves decided that I hadn't done anything really bad and maybe I should just be principal down there by myself. So I was principal down there for, I don't know, several years. And it's a good training because I felt good about being down there, and I'll tell you why. The superintendent lived in the community, and everything that went on, he knew about it. So after being assistant principal, for him to give me a principalship, I felt like at least the community accepted me. Q: Were you prepared on your first job as an administrator Do you think that the preparations that you spent formally prepared you to be an administrator A: Some things I did. A lot of it is just simply maturing, giving the person time to grow up. I don't think anyone should ever be an administrator that has not been a classroom teacher. I'll go on record saying that. I've never understood anybody who got to be one without being a classroom teacher. I think there's a whole lot that you bring that has nothing to do with what you learned at Tech, that has to do with being in the classroom and understanding people and children and so forth. So a lot of it was common sense. I made some mistakes along the way--you learn from those. Yeah, I enjoyed my classes in that it simply broadened my mind. Now I can't zero in and say, \"This class really helped me here.\" I don't see that at all. Do y'all feel the same way Q: Tape's on. A: The tape's on! We got him--yes! Q: I think Dr. Culp's class is excellent. A: Except for this one class that they say is just wonderful! I hope you're laughing--these boys don't need to fail! Q: What administrative positions have you held And tell us a little bit about what they were like. A: Okay. Oh, I'd love to tell you about one. Q: Keep it chronologically if you can. A: I can. I will. It's hard; it's rally hard. Okay, I was at Fieldale Primary then I was at.... I was principal at Fieldale Primary then Mr. Reeves came around one day and asked me to become the Elementary Supervisor for the County because whoever it was was retiring. And I didn't want to. I really liked Fieldale. In fact, of all the places I've ever worked, that was probably the nicest. It was a small, closed community. Really nice people who would bring me goodies. I really liked it. Well, I pondered it, and he had to have an answer. And so, well I had never done this. I had never.... After all, that's what I got my Master's in, right, to do that, too. So I thought, well, I'll go see what it's like. So I went up there, and I was the supervisor for the upper grades at first. And a lady named Edlie Daniels was the supervisor for the lower grades. And then they had people for the upper grades. Now remember this was in the days before integration. So you must... I know... I've... Q: I'm just watching for the sake of the tape, so please don't think anything. A: Okay. Okay. So we only worked in white schools. And they had this guy name Mr. Randolph, who was black who just died last year, who was the supervisor for all the black schools, but no white person ever went in a black school. Nobody came in this school except Mr. Reeves. He was the only white person since he was the superintendent. So, we only went to white schools. And then while I was a supervisor, it was when we integrated schools which was undoubtedly the most uncomfortable time of my life. I was the one, they decided--the superintendent decided while I was an elementary supervisor--that the way we were going to integrate Henry County Schools.... First place, whenever integration occurred, Henry County didn't do it. We dragged our feet for another ten years or so with the Supreme Court threatening us and everything else to hurry up and do it. So the superintendent got this brilliant idea. And the brilliant idea was that we were going to go over Henry County, and we were going to find white children who were underachievers. And we were going to bring them into Carver High School, this very school, going to bring them into Carver High School for a year, and we're going to have a hundred of them down in a separate section down on the bottom floor over there. And we were going to teach them reading, writing, arithmetic or whatever to bring them up to whatever levels they were going to come up to. And that would give black kids a chance to see white kids and white kids a chance to see black kids, and then if that worked and we didn't kill each other, then we're going to integrate Henry County Schools. The superintendent said to me it was my job to go over Henry County and pick all these white kids that would go over to this black school. I just about committed suicide, alright When it was all said and done, the phone calls that I got, the names that I was called, the things that I was told that I was.... Nothing will ever hurt me again. Ever again. Nothing will ever hurt me again like that did. It was really rough. I had to do it--it was my job. Okay, so we came up here and then he said to me, although I was elementary supervisor--remember this was back in the old days when you--he said, \"Look, you just go up there and head that up.\" So I was Elementary Supervisor of Henry County, but I really lived at Carver High School for a year. And now that I have done that, I wouldn't give a million dollars for the experience because I got to live among a black culture. And how many white people today can say that And it was wonderful. The worst that's happened to integration is that they've lost their culture, and they had the most beautiful culture, black people. And we would have assemblies, and we'd all go. And the first time I ever heard them sing \"We Shall Overcome\"--I had never heard the song--I thought it was the most beautiful song I had ever heard. It was really neat. So I learned the words, and we all joined hands and we all sang out. I wouldn't give anything for the year up here. Q: Did you feel, I want to say well-treated but that's not the word, did you feel accepted among that community when you were there Did you feel like they welcomed you and were glad that you were there, or did you feel like a .... A: No, no, no, no, I was a minority. You mean here, this community Q: In Carver. A: The community in Carver When I was in Carver, the only community that I came in contact with--you have to remember they kept us isolated for the most part, and we only went together for lunch, for assemblies, and then the rest of the time we were down in our little shelter. And the only people that I ran into--and I hate that this is on tape, but I'm going to say it anyway since I'm going to call names--were low-class white people who showed up periodically to cuss me out because their children were here. And it was always really, really, really, really low class white people who dared tell me that I was a nigger-lover, etc., etc. when they were sitting there smelling so badly I could hardly sit at the table with them. You know, things like that really bothered me, but I look back on it and understand. People were very fearful about this, I understand that. Well okay, so I digressed. I'm sorry. That was one of the.... I wouldn't give anything for having gone through that period of history. I mean anything for it. And there are people in Henry County today who probably still hate my guts because I sent their child off here although the program ended up being very, very good. The kids ended up liking it and mingling with the black kids, so it worked fine for us if the grown-ups had stayed out of it. But then we went ahead and we integrated. Okay. Well, then after we integrated, I was an elementary supervisor. What else did I do Oh, yeah, one Dr., I meant Mr. Riggs came in and asked me why didn't I just be Director of Instruction. So I hadn't ever been that, so I became Director of Instruction. But I didn't get to do anything. I had no authority that went with it whatsoever. In fact, he was sort of an autocrat. I loved him; I would have done anything for him, but I didn't get to make many decisions. Okay. And so I didn't like that job because I didn't have to think. And then we got a new Superintendent, and his name was Dr. Paul Jones. And Paul and I grew up together. We played basketball together. Used to be the boys played the second game and the girls played the j.v. game. And so we saw each other the first time in our basketball uniforms. And Paul became the Superintendent, and I decided I wanted out. I wanted out--I was miserable in the School Board Office. I see no value to it. I still see no value to it. I'm sorry. I see no value to it. He begged me to stay on, and I said, \"Forget it.\" So I wanted to go back to teaching. Well, yep, the School Board Office and no children. And I went into the business for children and there no children. Only people I ever got to see when I was a supervisor were bad teachers. I had to always go and visit bad teachers. And I'm tellin' you the truth, and I don't care what they say and what program you take, there's not much you can do with a bad teacher but let'em go. And that's why you guys who now get to be principals, y'all got to, I insist that you take care of that three year thing and let them go. Don't pat them on the back and say try again the fourth year when they got it. Please, you know you don't have to do any paperwork for the first three years and after that, you can't get rid of them. See what it is, you get attached to people, and you like people, and you hate to let'em go because you're nice people. But it's not doing them a service--they're miserable for the rest of their lives. Well, anyway. So I thought I got to look at bad teachers... that was a little freebie I threw. Then after that, what did I do Okay, so I asked Dr. Jones to please let me go back and be an elementary principal 'cause I really like that. Well, Joe Devault was coming over to Drewry Mason, so he said okay, you can have Rich Acres. Irene Martin, you remember Irene Martin Q: Yeah, she use to be. . . . . . . . . . . A: Told me one time and I laughed, but I think she was right, she said I was the only person that Mr. Reeves always did everything I asked him to let me do. And he did. I look back on... he didn't do it for everybody but he did it for me, and I appreciate that. Well, Dr. Jones did, too. So I went to Rich Acres, and I loved Rich Acres. Loved still... I just loved it. Still got good friends over there. It was a great little community school, and we did wonderful things and I.... Ever since I was at Magna Vista kids would come up and say, \"Remember when you were at Rich Acres, we did so and so,\" but they had really happy experiences. So we all did. And then they decided to open up Bassett Middle School. Well, I hadn't ever been principal over a middle school before. So I, this is ridiculous my life, I asked Paul what about me going up there to the middle school And he didn't tell me women couldn't be principals of middle schools, but he believed it. He said, \"You don't want to do that.\" Of course, he was right--I didn't want to do it. But he said, \"You go up, and you do the middle school.\" And I said.... He said, \"You go on up and do it, but it's hard work and you'll be up there awhile.\" And I said, \"Uh-huh huh, I still want to go.\" So I went. Well, I must tell this, they had just moved, just opened up Bassett High School. I got to reconstruct this. Q: The new high school. A: The new high school, new Bassett High School. And the old Bassett High School was going to be the middle school like they all are. They don't think middle school kids deserve new buildings, so anyway- which is another pet thing of mind because these buildings--well, never mind. So anyway, so Louis Morgan was the principal at the old Bassett. So he moved down to the new high school. And Mr. Dr. Jones didn't tell me when I could go to Bassett Middle School. He kept saying, \"You're not going till I tell you can go.\" And I don't know what the hold up is, whether it was getting another principal for Rich Acres or whatever. But he did not tell me I could go to Bassett to the Middle School until the second week of July. So the second week of July, I went up to Bassett Middle School and I walked in the front door. And what I had to work with and I was going to open up a school with something like eight hundred children. That number comes to mind, eight or nine hundred, I mean it was jammed. Okay, eight hundred, let's say eight hundred children. I was going to open up that school with, that have never been in that school before. In the middle of the hall where all of the workers from the three or four schools that were going to come to this middle school, just thrown in there in boxes. Me and the custodian, and I had to open up a school middle of August. Okay, didn't know who the teachers were, hadn't decided who was going to move up there. No cafeteria personnel whatsoever, no manager, no secretaries, no office furniture, no nothing, and I had had no experience running a middle school in my whole life. Had no idea what one was. It was neat, and we'd never had one before. Oh, and by the way in the paper where they said the middle school was Dr. Poore's concept. Sorry, Paul Jones--I was up there first. Okay, it was not Dr. Poore's. It was not his idea--it was Paul Jones' idea, because he, at least he was up on going around and finding out what's going on. So anyway, so I moved in there and I called Dr. Jones and I told him there were a few little things I really needed, and he said whatever you need go hire. So I had to hire a cafeteria manager, a lady who had never been manager of a cafeteria before. She got a staff together I found two secretaries, I begged, borrowed and stole office equipment. They'd left some behind and so, and I read some books on the middle school. And I called some people I knew at some other school districts and talked about how middle schools were supposed to do and got a list of teachers and tried to find them all rooms, tried to figure out how it was going to go. You know the bell schedules, the whole works. Not having anything at all to work with. And finally, we opened up along with everybody else. And I always considered that one of my greatest miracles that's ever been accomplished, that we opened up that school. And the only thing that bothered me is that when they moved to the new Bassett High School, they had left behind--y'all will appreciate this--15--you'll especially appreciate this-- 15 hard core dudes that should be under a jail house somewhere. And they had decided they were going to start off the new high school clean and leave all those dudes behind that were like 8th graders for the, I meant like, were...yeah, 'cause we did 6th, 7th, 8th. Like 8th graders for the fifth time. So they were old as I was. I couldn't believe they did that to us. I couldn't believe this. I found out later that Dr. Jones did not know this occurred. Well, it took me awhile to catch on. Well, I just thought they were slow learners. Well, they were slow alright. But we put them out in a trailer that was attached to the school, and we tried to teach.... Of course, they tried to burn down the trailer during the year. And the teachers smelled things, other times found out they were burning rat's feet. And little things like that, and we gradually got rid of most of them, but was always.... That bothers me to this day that they did that to me. I understand why he did it. I don't understand why he did it to me, but nevertheless. I was there for three years and it was the three hardest years I have ever spent in my whole life. By the end of the third year I understood what the middle school was. We had.... Oh, I had taken teachers on trips. Dr. Jones had gave me permission to go. We went to all the best middle schools in the state of Virginia and North Carolina. I mean, we toured a lot. And I picked up a lot of great ideas. But, after three years, that was enough plus I had a young child. I had a baby that was a year old. That was another thing. I just had a baby when I went up to Bassett Middle School. But anyway, so then I was there three years and then I said help, help, help, you're right--I really don't need to be here anymore. And I never saw my son anymore. Never saw John, never saw him. 'Cause I was there night and day, and so I said I just got to get out of this. And so I asked Dr. Jones would he let me go back to teaching that that was what I really, really, truly wanted to do. And I wanted to teach History, and he said where and I said Drewry Mason High School and he said there are no vacancy. So I sit there and I said well I just don't know what I'm gone do. And he said well.... You know, I got up and went home and he called me the next day and said I got a job teaching at Drewry Mason and I thanked him and I found out later he moved a teacher from Drewry Mason to Fieldale. Which I really appreciate it. And so I went over there and been there ever since. Now I'm down to the new Magna Vista. Q: A lot of the things that you talked about with regard to administrative positions are related to community and the building, and what I'd like you to do now is I want you to talk about the unique aspects of the communities that you serviced and the buildings that you worked in and how it influenced the jobs that you had to do along with the teachers who worked there. A: Which one do you want me to talk about first Q: Pick whichever one you feel most comfortable with. A: Well, let's talk about communities. I said--I don't really know what you're going after here, but.... See, back in the old days, back forty years ago or so, Henry County was a rural place. There were just little towns. Fieldale was a mill town, and Ridgeway was just a little railroad track town, I guess is what you'd call it. And people there have such, they were really tied to the school. See, that's another thing. Talk about philosophies. My philosophy is that elementary schools should never be large. There's no reason to have a large elementary school. A principal ought to be able to call every child by name. I don't care what anybody says. Q: Okay, give me some numbers for large. What's large A: I don't know. Idealistic, I'd like to have one grade of each. I'd like to have really, teeny, tiny schools, but I know that's impractical, and I know nowadays we can't do that. But see, that's what made them run so well. And they did! The principal knew every single person, you could call every child by name. When I was at Fieldale, I knew all the children. I knew all their parents. They all lived in town. The little school was in town. They'd be going to the post office--they'd drop by the office on the way home. Why not For a minute or so and say \"hi.\" They didn't want anything. Parents didn't come threatening like they do now. Nowadays they come, they have a purpose for coming. Or they don't come at all. Probably just don't come at all. But they were very friendly. So when you wanted to do things--and this was true at Rich Acres in the old days, not now--but in the old days before we got all the housing developments and everything and it was still the Rich Acres area. You know where I'm talking about Was just a small, little town. It's not really a town, it's really country, but the houses were all in a little town around the school. And you'd ask those parents to do anything, and they'd be right there. Let me give you an example at Rich Acres. We decided--the music teacher decided that she wanted to have a, kinda like y'all used to do when you had the --help me! Q: The plays, the musicals.... A: The musicals, big word, forgive me! We'd have the musicals and so forth, and we didn't do one that elaborate, but she decided she wanted to do something with the little, teeny tinies. We set up sewing machines all down the hall towards the cafeteria and in the cafeteria, and ladies brought their little portable sewing machines, and they sewed for two months before we had this thing. Had the best time, and they would eat lunch with us, and they would help her with the directing and all. You just don't see that anymore. You just don't see it anymore. One reason: Mama went to work. That's one big reason: Mama went to work. Of course, that's why you got all your other problems--mama went to work. That's my other big thing.... Women need to stay at home to the children or .... Okay, so that's the sense of community really helps you. It makes a job so easy. If you feel like you're liked, if you feel like the community wants you there, they're there non-threatening, they pop in to say \"what can we do to help you\" and so forth, they become friends. It just makes teaching so easy. The children mama and teacher talking together, they see mama and teacher together at the ball games and so on. You just didn't have the discipline problems either. But see, that's the old days, and I didn't even know they were good until they were gone. Isn't that sad And what else do you want to talk about You want any more community Q: No, well, if you.... What I was looking for.... A: When I got to Bassett, it was entirely different. When we got to the middle school, what they had done was destroy the community. See, they came from Sanville, they came from--I can't remember names of places now--but, you know, all the little hollows and valleys up in the Bassett way. They came from all the way at the Patrick County line, they were out there. The people who lived in town were entirely different from the people who came from the country. They didn't speak to each other, they didn't know each other, they still don't know each other, they don't want to know each other. And except for a few parents who will always come and help you out (mainly they want to watch and make sure you're doing what they think you ought to be doing), except for a few of those, you never saw anybody else unless you were having to drag them in there with problems. And so I never thought we had a community, never thought we had a community with Bassett Middle School. Now maybe it's different today because they've been there a long time. You remember I was there the first three years, and we were bringing in all these communities. The only thing that brought us together was football. We had a great football team, and everybody did come for the games. We did have a good time then, but other than that, there was never the sense of community in that it was too big. It was just too.... I think middle schools are too big. They shouldn't be as big as high schools. Q: Give me a number. What's a good size middle school A: I don't know ... If I knew, I'd be head of the Education Department for Bill Clinton. I don't know what a middle school is, but I think you ought .... Again, it's money the reason you can't do it. I don't think you ought to have more than two or three classes of each kind. But I still want 'em to have all the stuff you have. You understand, so you can't have it. Q: It's hard to do. A: Hard to do. But I think the children lose something. Q: I'd like to change direction a bit if I can. I'd like you to describe yourself as a principal. What I want you to include in it--now this is how you see yourself or how you think other people see you--I want you to include your management philosophy or your relationship with your superiors, teachers especially, and other subordinates, and children. Now I'd like you to tell me what kind of a principal you think that you were. A: I had a lot of thoughts that I can look back on now. Well, I knew it at the time, but I wasn't willing to change. The strongest thing was relationship with kids, but that's the way it's always been. I like kids. I like 'em when they were little, I like 'em when they're large, I like 'em most any size. I like kids. They, I don't think, ever felt threatened and so forth, and we had a good time. But on the other hand, if you got sent down to the office, we weren't friendly any more. I mean, it wasn't--I'm not going to tell you I was buddy buddy because I wasn't, but I think the relationship on the whole was a good relationship with children. With teachers I had a tendency to be too easy sometimes. I had a...I felt sorry for people sometimes. That's the reason I'm so, now if I had it to do over again, I'd get rid of people sometimes I didn't. See, I know some people I let slip through with the three-year thing because I knew their husband or their wives and I knew their children and I knew they were having financial problems, and so I let stuff like that get in the way of it, and you can't do that. It's not good for them. I've seen a couple of them that got tenure, and for the rest of their lives, they've been teaching unhappily. And the children they teach are unhappy. So who did I do a favor And the answer is, I didn't do anybody a favor. So some teachers liked me, some didn't. I didn't really care as long as they were a good teacher and were good to the kids. I had no use for a teacher that was wasting the child's time. Had no use for one whatsoever. And the more I was principal, the easier it was to tell somebody that. That you're wasting.... I came to the conclusion though, I would try to help poor teachers, and Lord only knows that we got some. In fact, we got--it was the second year we were at the middle school, and we got this little guy in who claimed he was a librarian. And we found out at the end of the year, bless his heart, he had never filed a book, he had never kept records, he had never done anything. And we had to bring all these people in on the County to reconstruct what that little boy had done all year long. But I should have caught that earlier. He was nice. He looked good! It looked tidy when you went in there, and the little lady he had for an aide, she didn't know anything either, so she thought he was doing it right! And I just kind of trusted that.... I learned not to trust that type of thing. Custodians and cafeteria people, got along with everybody I ever worked with except one guy who came and worked for--if I were to name him, I bet y'all wouldn't know him, I'm not going to--and he's one of those people that go from job to job, and he's never happy anywhere he is. And he came and he worked, and I'm just going to tell you what he finally did to me. He did lots and lots of things to me, and I would try to tell him but he couldn't take correction. And finally, we had somebody coming from the State Department of Education down at the middle school, and they were in Health and P.E. And of course, it was a bright, sunny day, and all the P.E. had these little programs worked out where they were going to be out on the football field and doing this and that and the other. And right in the middle of it, he decided (it was probably about this time of the year) that he was going to mow the grass; he was going to mow the football field. So here's the guy from the State Department sitting there watching the P.E. program, and he makes all the teachers and all the kids sit down while he mowed the football field with the State man sitting there. And I went out and told him he couldn't do that, and he got off the tractor and said, \"No woman has ever told me what to do.\" And he quit. And that took care of that, and then we got somebody else. But we did not get along. But I'm inclined to think a lot of that was his fault. I mean, I know it is. I knew him when he was younger, and it's a lot of that. In general, I got along. I hurt some feelings along the way. I said some things I shouldn't have along the way. Did some things right and did some things wrong. Q: That actually is my next question. I'd like to know what mistakes you made as a new principal that if you had to do all over again, you wouldn't do again. A: Well, if I knew all that, I could sell it! Let's see... Q: Well, we might intend to do that! A: You might intend to sell it! Alright, mistakes I made.... See, it's been so long. You realize you're asking a dinosaur person to .... I mean, I was a dinosaur in my first school! Let's see.... You know, I worked so hard to try to be successful because I was the first woman to do it in the County in modern day times. Now I know women did the one-room schools and all, but I was the first modern-day woman and all. I tried so hard to be a super principal that I just about overshot the mark. I spent 24 hours a day in those school houses. That was probably one mistake I made--I didn't go home. I know what my biggest fault is. I.... It's really hard for me to delegate authority. I don't trust anybody. I mean no one. If it has to be done, I just soon do it and I don't want to work on committee either 'cause I think committees are a waste of time. Isn't that awful I'd just a soon do it. And so, I worked twice as hard to do a great deal of the work because I'm not a team player. I'm sorry, I'm not a team player. And I know that's a big word in modern day times, but I'm not a team player. I'd make a good dictator. Benevolent but good. Okay.... Q: Why A: I didn't answer that .... I'm trying to be honest. Q: Well, no, I've tried to word the questions so that there's an open end to this process, so feel free to go where you want and if you're wandering off, I'll bring you back. A: Oh, I could tell you tales that'd make you hair stand on end. Go ahead. Q: You'd be grey! Do you.... I'd just like you to tell me, and I think you have already some of them, what were the biggest problems you faced as a principal I mean, you've already mentioned the fact that being a woman was not exactly the easiest part of it, but there might have been others. A: But I was accepted by the community as a woman. No one ever said to me, to my face, \"You shouldn't be there because you're a woman.\" No one ever said that to my face, which I really appreciated. After awhile, I kinda forgot about I was a woman. So it was okay. Q: Hope your husband didn't mind. A: Oh, he didn't mind. He just raised the kids while I stayed at school. What's the question Q: What was the biggest problems that you faced as a principal And really what I'm leaning towards, and this is a leading question here, ... A: Alright. Q: ...is that I'm sure that the biggest problems faced in the day that you were are going to be very, very different. And I am going to ask you another question... A: It wasn't drugs and all that stuff. Q: What do you think that the biggest problems are faced by a principal today in comparison A: It wasn't all that stuff. It was those little trite things you hear people say like got in a little fight with somebody else. We had some race problems. When we first integrated, see, when I went back when I was a principal the second time after we integrated, yes, same as we have today. And you would have angry parents who would come up who were as prejudiced as the children--in fact, that's where the children got it from to begin with. We had those problems. We had head lice. Well, we did. You'd take a pencil. I was taught when I was a--I never will forget this- when I was doing my student teaching, I taught on the wrong side of the tracks at Harrisonburg in the seventh grade. And I was teaching a math lesson, which tickles me to death 'cause I can't even balance my checkbook, but I was teaching math and I was going around the room. And I thought I really was doing a good lesson, and I'd get to a child and I'd stoop down beside him and put my arm around him. Or they had those kinda big seats--not like we have today--and you could slide in and sit with someone and so on. And the supervising teacher called me out in the hall, and I thought, Man, I have really blown this. And she says, \"Martha, don't ever sit beside a child in a classroom. Don't you know they have head lice\" Okay. So I learned that you don't sit beside 'em 'cause \"I'm a sit-beside child-hugger\" with children, and that didn't stop me. I just moved from that side of the tracks to the other. Head lice was a big deal. Little fights on the playground. See nothing big, nothing big. Momma and daddy actually lived together you had parents. Both of them would actually come to school you got to see fathers. See I don't remember many problems, until I went to the middle school. Now I can tell you about those rascals that should have been in the under jail house. Harden criminals if I ever saw em. Q: Is a good next question If I could wave your magic wand and wipe away twenty years and your forty not sixty-one and would go and be a principal today A: Probally not. I'd rather teach. Q: What were the most rewarding aspects of being a principal A: I got to run a school. I got to be the boss. You don't get to be principal unless you want to be the boss. I like being the boss. Still like it. Q: How about the drawbacks What were the major drawbacks A: Time. A large amount of time, like forever. There are times of the year, y'all know this, that are really bad. Back in the days when I had no help from anyone, getting the school year ready all by myself was hard. You really had to work at it. And when I went up to the middle school, not understanding scheduling or anything and having to schedule in all this that and the other, I never will forget it. I had all these children and all these classes to schedule and all these specialists coming, and so I went in a--didn't have computers, by the way, no computers--so you go on the chalkboard. You do it all on the chalkboard. I don't know if you've ever seen this done or not, but you do the whole work on the chalkboard. Have it down, finally have it, would you believe the band people showed up from the high school They couldn't teach band but this one period. They hadn't told me about this, and it's two days before school started. They had it scheduled at the high school, that was the period, but who told me Nobody. Had to redo the whole schedule for the band. It was exciting! But see the challenge was can you get it done. And the answer is yes. We opened at the same time as everybody else. I laugh about it now, but I'll tell ya'. I woulda cried, but I didn't have time. And I wouldn't have told Dr. Helms because I begged him to let me go. So I couldn't complain. I didn't complain. I never complained. I just did it. Q: You actually answered three important questions at a time. A: Oh, good! Q: This is a question that I'm dying to hear your answer to. I'd like you to describe the ideal principal, and you can choose any level. A: Oh, you gotta be kidding! Q: No, ma'am, I'd like you to take the traits that you consider would go into making a person a good principal. A: Oh, I don't know. Oh, alright! Maybe I'll shock you! Okay, I think I'd put Number 1 they need to be a morally sound person because if you're not morally a good person, then anything you do isn't gonna be worth a hoot. And I think that's just got to do with.... I'm not talking about do you do this, do you do that. You know what I mean by moral. Just what I call a good, decent person. You gotta be that first. Not somebody who wants to be a principal so they can sock it to everybody else type person. They've got to be assertive. Very much so. They've got to be a person who is respected by the community, respected by the faculty, respected by the students. They've got to be a person who is visible. That's a biggie. A lot of principals don't realize that and stay holed up in the office. I don't care how many assistants you've got, you've got to be visible or the kids have no respect for you at all. Zilch. If you don't believe it, go ask 'em. They've got to be knowledgeable. Certainly. I mean, some things are just .... They've got to be all those things. Polite and friendly and a respecter of people. Not only...do you see what...they've got to respect other people. They've got to be a person in today's society, okay I think very much so, who can relate to all different cultures. That's asking a whole lot, but you make yourself find out those things. And you find out where these children are coming from when they say these things or these comments or whatever. Sometimes it helps to have children. Not always, but.... Some of the best principals I knew, they had no children, but on the other hand, maybe you can kinda forgive kids sometimes when you see your own doing the same thing. They've go to be a .... They've got to show leadership. You know, these are awfully trite words that you use. Okay, the biggie after you've done.... Morally I put first, and a hard worker and industrious and all that and open to new ideas. Oh man, have they gotta be open to new ideas! Not only that, but have sense enough to go find out where the new ideas are if they can't think of original ones. To go and know what's going on in the world and not be scared to try things. That's where it pays to be assertive 'cause if you want to start some new program, and the School Board tells you no, you have to find out a way to make them say yes. Or you'll never do it. You can't be timid. I can just give you trait after trait. But I think the one that I haven't even named yet that...you could do all these things and still be an average principal, but if you have no vision, just hang it up. If you have no vision of what the ideal school ought to be or things you might want to do or how life might be and how you can educate all children.... If you have no vision and not willing to follow up on that, just go off and be a superintendent in a box factory. I could name others. Who have I named, God Is that who I described Q: Sounded like to me, to be honest with you. A: The great father The great white father! Or black father, whichever! Or Oriental! I don't want to leave out anybody...or Hispanic! Okay. Q: Looking at schools today, you know you haven't retired from teaching very long ago so you really are acquainted with the modern schools, what curriculum changes--and really I'll just leave it open--let's say, which changes do we need to make in public schools today to better suit what we're... 'Cause obviously, we're not.... A: You talkin' elementary, high school... Q: You can take it anywhere you'd like to. One leads into the other, as far as I'm concerned. A: See, I'm of the old school.... Let me ask you a question. Have you seen the, or heard about the new history books that are out now that don't cover anything Have you heard about that Q: Uh... A: Alright, they got the new history books that are out now, and I don't know what companies are putting them out where, but it's been, I been reading about it all along. They're not covering much of anything of the first part of our history. They barely mention George Washington. They barely mention Thomas Jefferson. They barely mention blah, blah, blah because they want to give kids more of where it's at now. I think that's a big mistake. I was a history teacher. Big mistake. Realizing that we got a lot more history to teach now than we ever did, but what they're working on is an watered down virgin of American History. I think we're making a step backwards if it takes two years to teach it, let's teach it in a two-year course college do that. High schools could do it, too. I think the block schelduling is a step forward. I really do. I never did understand how I was supposed to teach. Well, that's another thing--this is something we've done wrong. We used to teach for an hour in high school. I'm really random, then we went to fifty-five minutes. Then we went to fifty minutes and when I was at Magna Vista, we were forty-eight minutes. I defy anybody to teach anything in forty-eight minutes. To even open up the book and everybody get the right page in forty-eight minutes. It is the most ridiculus type of teaching I have ever seen in my whole life. So, so while we're doing that, and then why are we talking about having a longer school day, when we're not using the school day we got. I mean, we're wasting a lot of time. I'm just telling you. I'm rambling. I would reconstruct schools entirely. Q: The buildings or.... A: The best teaching I ever did in my life. Let me run back to elementary. Now, Tom, you can relate to this. I taught 7th grade over in that old room you have where you taught math, okay Over in the shop building. The white building In that old building that was to the side of the school, okay. I taught 7th grade, the best job of teaching I ever did in my life. And when I stand in before of St. Peter, I will... he will say it's true was when I taught 7th grade in that room, and I taught everything self-contained was the best job of teaching I've ever done in my life. I had 30 kids for all day, every day, for 180 days. I could arrange, I could do block schelduling, I could do art for a whole afternoon, I could do music, I could do PE, and for teachers who tell you today that they can't teach music or they can't teach PE, they're using the wrong word. They're saying I don't want to teach it, I don't want to teach it. When I went to college, we learned to teach it all. What I didn't know, by gollee, I learned how to do . I mean it's called common sense, and you could schedule your day. And you know yourself that when you take a class in a classroom, there are some days when you can do a quiet activity, there are some days when you can only hold them so long and you've got to get off and do something else. Well, if we got tired and frustrated, we could always break into a song for a few minutes. You know what I'm saying. If we went out on the playground and I did PE, too, right. Hey, I took classes and learned how to teach tumbling and all that because I've never taught that before. So I learned how to do that, and we did all that. And this thing of pecking a day and dividing it up into little tiny sections is ridiculous. Did the soccer teams do that Did he take the guys out on the field and say I'm going to teach y'all for 48 minutes And then you let 'em go, or do they sit under the tree until he was done Think about it. When I was teaching on that log, you were sitting on the other end. The biggest thing is we chop the day up terribly bad. The other thing is we brought in all these speciailists who aren't really specialists. They're not specialists. The other thing we've ruined is the gifted/talented program. We have no gifted/talented program. I could do a book on the gifted/ talented program. We have no gifted/talented program in the state of Virginia. We just have a law saying we have to have it and we do. Q: Let's take the question in another direction. A: Okay. Q: What is your outlook on the future of education A: What do you mean what is my outlook Q: I guess I mean do you look upon public education as becoming better, worse, staying as it is, always being there, never being there. What do you for see public education being in the... A: Well, Stan, it always goes in cycles. That's nothing new, never has been anything new, never will be anything new. This block scheduling is just a step getting back away from the little piece work we've been doing. Q: So you don't think public education is in trouble A: Oh, yeah, I think we're in serious trouble. We are not teaching. I had no time.... Look my biggest complaint as a teacher was, I had no time to teach. I had no time to teach--the bell would always ring before I was up. You could attest to that, you're right next door. I never had time to teach in my whole life. I had a lot more time when we were self contained. I'm convinced 1st graders, 2nd graders, 3rd graders, learn best when they're in a room with one teacher all day. Now granted that teacher has to be a good teacher, but there is your three- year thing of getting rid of them. Right. So I see, I kind of like the idea of going to private schools. Why not A public school scared to compete with private schools. Well, just make your school better and everybody will go back to private school than public school. They don't want to go to private school anyway--it costs money. So just make your school better. What's that going to do. We'll never do it, I guess, what it'll do is force the public school to get off there duff and do something. Q: The questions really you've answered two and three at a time, and that's terrific. I'm going to go back to the job being a principal. Describe a principal's job in relationship to the students. What's his major duties in relationship to the students A: His major duty is to make sure that the whole atmosphere is one that's best for that child to learn in; provide everything he needs to learn and I don't know any other way to put it. From the building to the lighting to the cleanliness to the right teacher for that child for him to be placed in the right environment... that's his job. To put that child in that educational setting that's best for him so he can learn everything that child's capable of learning. Now of course, that's Dreamland, but that is your job. Q: Okay, so ideally speaking, is a principal supposed to be a better instructional leader or a better manager A: Ah, that's like which comes first, the chicken or the egg! I mean, how can you be one without being the other and be a good principal Q: Well, I think the way I'm thinking in terms of his... A: Which is more Q: ...being more inspiring, being in the classroom as a manager... A: You've gotta be both! Q: Okay. A: If you do one and don't.... Why just manage The kids don't even know who the principal is. Who's the principal (mumbles) I dunno. All they know is the custodian. Everybody knows he's Bill. By the way, one of the main jobs of the principal is to pick the best custodian and the best maid because they are your PR person in the hall when parents show up. I'm telling y'all that now. Q: That's why we have Sherman Forest. A: (at same time) I'm telling ya'! Huh Q: That's why we have Sherman Forest. A: That's what I'm telling ya'! They are your PR person out in the community, too because they live in the community and they go out and talk about everything that goes on in the school. But going back to this question, you've got to be a great manager and you've got to be a great instructional leader and that's why I said you had to teach. That's like me teaching you how to drive a car when I've never driven one. That'd be silly, wouldn't it I can't see where that.... And I can't see where one's more important than the other. Q: I think that's a fair answer. If you had it to do all over again, would you choose education as a career A: Sure. Q: That was a very quick answer. A: It was a very quick answer. I've never considered anything else and never would. In fact, I'm still teaching. Q: Okay. A: I'm doing some stuff over at the college. And so, the developmental classes. I like it. Q: So you left education to retire into education A: Say again Q: You left education and retired into an education.... A: Yeah, I'll probably be an educator until I die. Until I can't walk anymore. Q: Would you recommend education as a career for young people today A: I have done it many times. Q: Can you recommend it equally for men and women A: I have done it many times. Q: Do you think that salary is a drawback for a male over a female A: Well, aren't you sexist Q: I'm giving my opinion. A: You realize they used to do that--give men more because they were heads of the household. Q: Really teaching is considered a low-paying job, so is really being a principal in comparison to other jobs. A: But it's not a low-paying job compared to working at American Furniture. So it depends on...it's all relative, is it not Q: Spoken as a true Henry County... A: I'm not a true Henry County--I wasn't born here. Don't you have a roof over your head Don't you live in a fairly decent house How many meals have the four of you missed Five children, you've got there, see How many meals have y'all missed You know, if you're talking about driving a Mercedes or this that and the other, fine. If you're talking about you and your wife both have to work, name one occupation where the wife doesn't work. Pick up on one. See, the whole secret to the whole thing about a job, and I can speak from experience, if you hate your job, I don't care if you're making a million dollars a year, it's not worth a dime of it. It's not worth it. If you're unhappy in what you're doing, you need to change and do something else. But it's not based on money. And teachers don't get starvation wages. Granted, you get middle-class wages, that's what you get. It's a middle-class, white blue collar job. So, I kinda like it. Q: What changes or what suggestions would you give to colleges to better prepare people to become administrators or principals today Or are they doing a fine job A: Well, I haven't been around schools too long, I mean college in a long time, but when I was involved in it, most of them had been so far away from having ever been one that they could hardly spell the word \"principal.\" Uh, had no idea how schools had changed since they last taught, and you gotta remember that if you're teaching on the college level, you probably, by the time you have a class, they've probably been out of the classroom for a good long time. And schools change every five years. So I think on your faculty there somewhere you need a couple of guys that are pretty recent who can at least relate to the practical side of it. I mean, some things are just so nice in the books and so nice written on paper and wouldn't work a day in a school. And you know that. And what's so bad about it is they don't know that. Those that stay involved and go out in the schools, and I know I had some good professors who spent a lot of time working on committees and working on evaluation of schools and took part of their life to stay in contact with the high school or elementary, they were the best teachers by far. Q: Only a few more questions. A: Okay. Q: What advice would you give to anybody aspiring to be a principal today And you've really kind of answered the question. A: What advice would I give 'em Q: What advice...if someone came up.... A: Alright, to be a principal To be a principal Okay.... Q: If someone came up to you and said, \"I'm thinking about being a principal, what advice do you have for me\" A: My first question would be, \"Why do you want to be one\" And I think if most people were honest, the reason they want to be a principal, if you're a man, is to make more money. To a large extent. That's the only way you're going to make more money, let's face it. It's the only way you're gonna...You've got to get into administration, or you will not make any more money. So then money's tied with that principalship job that a lot of fellas go into, more than women, 'cause women -- see I'm getting sexist too -- but women aren't as threatened by the lower salary maybe as the man is. The man feels like he's got to club the lion and bring it home or something, but anyway.... So a lot of --no-- nearly all good men teachers who become administrators do so because of money. And it's a daggone shame because it gets good teachers out of the classroom. I'm for a master teacher program, by the way. I'll just tell y'all now. Where you get your incentives by doing a good job teaching, and I realize, I'm not talking about merit pay or special--I guess I am to a certain extent, but it would keep good--we really need to keep good male teachers. We just don't have good...most of them are a bunch of wimps. I'm sorry, guys. Y'all asked me--I told you. And you need these guys who are coming along now, who have no father in the home--what is it, 50% of them, more than that some places--they need a real live male so they can see what one looks like. And how you're supposed to act and how you're supposed to do. Well, all you guys go out and become principals, then who gets those jobs And then what happens And then you go in your office and you shut the door and you never see him again. And you just keep the floor shiny. I mean, you know, what have you done with your life Now if you want to answer me that the reason you want to be a principal is because you want to make a change, you want to see if you can have a better school than anybody else, you want to see if you can help people--I guess that's the big thing--if you're saying all that, then it's the right answer. The trouble is that most people won't give you an honest answer. So I'm just telling you. And then you go off and become a superintendent and then you don't do anything for the rest of your life! Q: Okay. A: You promise me...! Q: I want to follow up on that though. How would you judge an outstanding teacher What criteria would you use A: Well, if I knew the answer to that then I would give that to the State Department because they've been trying to come up with this. I'll tell you now, nothing we're using now works, does it You know what the best judge is, and I don't know what you could do about it. The best judge is these kids you taught, talk to them ten years down the road and see if they remember you as a good teacher. They'll be real honest ten years down the road. Q: It's hard to do though, isn't it A: Huh Q: It's a hard question. A: Oh, yeah, it's a hard thing to do. You asked me, and that's when you find out if you were a good teacher or not. Q: Well, now that you've had time during the last hour or so to reflect upon your career, I'd like you to tell me what you consider to be your strengths and your weaknesses as a principal. A: I thought we did that. Q: We did, but I'd like to redirect. A: Redirect You've been watching Marcia Clark! Good grief! Q: First of all, I'd like to point out I don't know who that is, but.... A: Okay. Gollee. I don't know if I have any.... Oh, Lord.... Q: Well, the reason I'm asking this again is you probably haven't ever sat down and thought about this in the terms that we've asked today all at once. And it.... A: Let me say this. Let me say this. I was a good principal. I may find out when I die that I was the worst one they ever had, okay, but I think still right now that I was a good principal. I don't hang my head about any of it. But, boy, did I make some mistakes! But I lived with them and went on as best I could. I told you I have a soft spot for some people, and I'm not sure if that's good or bad. I'm just repeating.... I'm just real sorry I let some people slip through the cracks. I don't think I helped every child. I know I didn't when the school got too big. When it was smaller, yes, I did a lot. Mostly what I tried to do was make sure we got good teachers, but that was sort of out of my hands, too, in that--I don't know how it is now--but in those days, you didn't get a chance, they just gave you people. And you just tried to get rid of them if you could. Good points: I was down to earth. I taught a lot. I haven't told y'all this. I taught every single year I was a principal. I believe in that. I didn't tell y'all this. I taught every single year I was a principal. There's never been a year of my life I haven't taught. I taught every year I was in the School Board Office. I taught every single year. Give you some examples. I believe that's the only way to stay in touch. When I was at Rich Acres, there was a teacher who was on the verge of a nervous breakdown and she had all these really slow kids. I said, \"Look, give me a reading group every day.\" Every day I took a reading group. That was my job. I did this at the middle school. I did this everywhere. I did this when I was a principal at Fieldale Primary. I taught Mary Lou Skinner. She was in my gifted class. We didn't have gifted in those days--we didn't know to call it gifted. But bright kids, I taught them reading every day because I wanted to stay in touch. That was my job. I just left the office, and I went and taught during that period of time. When I was at elementary and high school--finally, they promoted me to be a high school supervisor, if that's a promotion--and when I was in the School Board Office, I taught at Irisburg Elementary one year. I taught science and health for the whole year. I had to go down every morning for the first two hours and teach. That's because we had a shortage of teachers, and I did that. I loved it! I got to know everybody in Irisburg. Best cooking in the County, by the way, if you ever get in Administration, if Ms. Tate's still down there, go down there and eat her rolls. So I knew where all the good food.... Bassett High School had good food, too, in those days. I taught at Campbell Court. I taught a class in reading bright children one year. I taught...I don't know. You just go on and on and on. I have never in a single year that I have ever worked not taught some at the same time. Just took time and did it. Q: That's unique. Don't have the time myself. A: Well, it was...listen. It was needed. I took the time. That's why I stayed 24 hours a day. Your school's too big. You don't have time to do it--you're right. Even at the middle school I taught. Wasn't easy, but that's the way.... And sometimes I took the worst kids. When people would complain, I said, \"Give 'em to me!\" The County wanted to try a new reading program one time. I said, \"Hey, I'll go down. I'll pick a school. Let me pick an elementary school, and I'll just go teach a program for a year. And I'll tell you what I think of it. So I went down there, and I taught it for a year. And I liked it. And after I left, they didn't use it anymore. Q: Well, as Johnny Cruthchen used to say, we've come to the last question. A: Oh, good! Oh, good! Oh, I like words like \"finally.\" Q: Yeah, you might not even have an answer to it. A: Alright. Q: The question is basically, I've tried to cover a lot of different aspects of what Tom and I felt were important, and we've asked a lot of questions about a lot of different areas. Is there anything that I haven't covered or is there anything that I haven't asked that you'd like to comment on in closing A: Yes. The fact that, and you already know this, but the fact that the biggest problem in schools today, in fact in the United States, is broken homes. The fact that you guys have to deal with an element that I never had to deal with. Very seldom were there not two parents in the home. Now you're almost surprised if there are. And it has changed society tremendously. And the schools have got to--all ills of society, the school has to solve them, which is another pet peeve really because you can't do it all, you know that. But somehow we've go to make up for lack of family in a school. And the bigger our school, the less family they are. And so what do we do We just make our schools larger and larger and larger, and these children have no sense of belonging to anything--home, school, or anything--so they don't mind setting a bomb off or doing this because it's not theirs. I really do think the answer is going back to smaller community schools, and I know there is a lot to be said for the other. But I just believe, I think you'd find your problems cut in half if you could go back and become a family. Q: Fair enough. A: And when you give your money, donate all your millions, you can just do that. That's why these private schools landed on here. They're not large--check them out. They're not large. And they keep them small on purpose. Think about it. Q: I've often. We just want to go on record as appreciating your time. We've enjoyed it. A: I've enjoyed it. Back to \"W\" Interviews Index of Interviews Protocol Home 59ce067264 https://www.recoverybusinessassociation.org/forum/general-discussions/handbook-of-numerical-analysis-volume-iv-fini

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It is a one-stop-shop that is more familiar to consumers than any other. Though the situation is unfortunate, repossessed cars offer an opportunity to those looking to purchase a new vehicle at a hefty discount. However, budget-minded buyers need to be wary of the risks before buying a repossessed car. On the flip side, a repossessed car may be in good condition, especially if the previous owner bit off more than they could chew with their original purchase and had it repossessed shortly after buying it. In such a case, their misfortune could be to your benefit. As a result, repos sold by resellers are likely to be more expensive than those sold directly from a lender or at auction. Fortunately, the trade-off is a vehicle you can be more confident about buying. Depending on your budget and comfort levels, it might be worth forking over some extra money for the convenience and peace-of-mind in buying from a dealer. Many dealers will work with lenders to help you get a good deal or help finance the sale in-house, in addition to handling the paperwork. We help people save money on their auto loans with a network of 150+ lenders nationwide.* This value was calculated by using the average monthly payment savings for our customers from January 1, 2021 through December 31, 2021. Either of these options will improve your position, especially if you need to apply for a car loan now. Applying with a creditworthy co-borrower means applying for a joint auto loan and, if approved, each party has equal responsibility for repaying the loan and rights to the vehicle. A cosigner is someone who agrees to make any missed payments or even repay the full loan if needed, but has no rights to the vehicle. Not all auto lenders will accept applications from consumers with bad credit, so find a lender that does, such as RoadLoans. 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Chrysler Capital is a registered trademark of FCA US LLC and licensed to Santander Consumer USA Inc.Chrysler, Dodge, Jeep, Ram, Mopar and SRT are registered trademarks of FCA US LLC.ALFA ROMEO and FIAT are registered trademarks of FCA Group Marketing S.p.A., used with permission.All other trademarks are the property of their respective owners. If the dealership refuses to work with you, consider filing a complaint with the Better Business Bureau, your state attorney general's office, the Federal Trade Commission, and/or the Consumer Financial Protection Bureau. What happens if you fall behind on your payments If you are late on a payment, the creditor can choose to accelerate your loan. You will then owe the creditor the entire amount due on the loan. If you can't pay the entire amount due on the loan in a certain time period (usually 10 days), the creditor can then take back, or repossess, the property. The creditor must follow the law when he repossesses your property. The law that applies will vary depending on where the repossession takes place. If the creditor wants to repossess your property from within the boundaries of the Navajo Nation, there are much stricter requirements than if he wants to repossess your property outside of the boundaries of the Navajo Nation. If your creditor follows the law, the creditor will eventually be able to repossess your property. What should you do The best way to avoid repossession is not to be late on your payments. But sometimes you fall behind because of events outside your control. What do you do After repossession After your vehicle is repossessed, or if you turn in the vehicle without getting the dealer to agree to waive any deficiency, you may still owe money to the dealer. This is called a deficiency. The deficiency is the amount still due on your loan after the vehicle is resold. 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Buy Metalac Cookware LINK ::: https://shoxet.com/2tkQ24 Composition of the set:Deep sherpa with lid (diameter 20cm, volume 3.7l)Deep sherpa with lid (diameter 24cm, volume 6.1l)Shallow sherpa with lid (diameter 22cm, volume 3.5l)Frying pan (diameter 24cm, volume 2.3l)Casserole (diameter 20cm, volume 1.4l) Metalac stainless steel cookware is made of stainless steel of the highest quality - stainless steel 18/10. The thermal characteristics of stainless steel cookware enable the accumulation of heat so that important ingredients and thermolabile vitamins are preserved in the process of food preparation. The acute bottom is made by a special impact bonding process and reduces energy consumption by providing perfect heat transfer and distribution throughout the vessel. The handles are ergonomically designed and modernly designed, and their solid construction enables safe handling of the container. The lid is designed so that steam condenses in the middle of the lid during baking and cooking and returns to the bottom of the pan, and the condensing channel ensures that no steam is released during cooking. Although each piece of cookware is finally washed in the factory, therefore clean from any chemical and mechanical impurities, before first use wash the cookware in warm water with mild detergent, rinse and dry. Stainless steel cookware is easy to clean. If food burns, it is sufficient to pour in warm water and leave for a while or bring to boil, then remove residues of burnt food with a sponge and mild detergent and wash off. Limescale stains or blue-white stains from proteins may be removed with regular fruit vinegar. After rinsing dry mirror polished surfaces with soft towel to keep the shiny look. To keep shiny surface of your cookware for long time use cleaning products meant for STAINLESS STEEL. For heavily soiled cookware, or if food burns, it is sufficient to pour in some water and leave for a while, then remove residues of burnt food with a sponge and wash off. Avoid scrubbing with hard sharp objects. Avoid cleaning with aggressive chemical products like highly concentrated soda or acid solutions. Should there appear limescale during use it is easily removed by some lemon or acetic acid in 1:1 ratio water solution. Useful tips - Golden-brown stains produced by use of cookware on very high temperatures (not recommendable) are unlikely or impossible to remove. The cookware however do not loose the use. If you use gas stove keep low flame so it does not touch walls but only bottom of your cookware. If vapour comes out under the lid lower the cooking temperature until lid becomes still and continue cooking at lowest grade. Cookware with thermo-control knob is not oven safe. Important ! DO NOT use abrasive cleaning products, especially for outside surfaces. DO NOT use highconcentrate solutions, like acid solutions for pickling. DO NOT use the cookware in microwave oven. Bakelite and bakelite/stainless steel combination cookware handles are NOT oven safe. Lids with thermo-knob are NOT oven safe. Lids with thermo-knob are NOT dishwasher safe. DO NOT drag cookware over glass-ceramic cook top surface to avoid possible damages. Always lift cookware when you need to move it over cook top. Do not shake frypans, woks or other deeper recipients on the glass ceramic cook top surface while cooking. Always dry well cookware bottom before placing it onto glass-ceramic cook top, otherwise it could stick to the cook top. Take care that both cook top and cookware bottom are perfectly clean to avoid any scratches to your glass-ceramic surface due to impurities. All claims arising from non respect of these instructions will be considered unjustified. Health conformity of metalac cookware is certified by accredited laboratories, while the producer is certified with ISO 9001 and ISO 14001. Handcrafted enameled cookware developed from traditional forms and culinary habits. Long lasting, resistant to chemical influences and fraying, easy to use and maintain. It can be used for preparing, storing and serving. With its trendy retro look it will give special note to prepared meals. I had no idea that Serbia ( Metalac ) cookware was such a premiere company in Europe. Not only do I love this pot but I am pleasantly surprised to find that it is of Serbian origin. Do any of you own any Serbian cookware @imrainmaker Of course, but I just happened on this brand and, well, nice cookware can come from anywhere. France is known for its famous La Creuset cast iron pots, no good cookware comes from a bad country. haha 59ce067264 https://www.nutrisan.in/forum/wellness-forum/marshmello-demi-lovato-ok-not-to-be-ok-duke-jones-remix

How To Buy Gold Online In Usa LINK --->>> https://ssurll.com/2tkP1U Coins typically have lower gold content than gold bars. A one-ounce American Eagle coin, for instance, is only 91.67% gold. In fact, the coin weighs 1.1 ounces, approximately one ounce of which is pure gold; the rest of the weight is silver and copper. Rather than investing in a single company tied to gold, you invest in a basket of gold-related securities through gold mutual funds or ETFs. Gold funds may track the price of gold, include the stocks of multiple gold mines and refineries or provide exposure to gold futures and options. For investors willing to take on more risk, futures and options may be attractive. (If neither of those words means anything to you already, you should probably avoid these gold investments for now as they are highly speculative.) With gold futures, you commit to buy or sell gold in the future at a specified price. Under a gold options contract, you have an agreement with the option to buy or sell gold if it reaches a certain price by a predetermined date. As mentioned above, gold bullion coins are preferred by many investors because they have the backing of central banks and federal governments. Additionally, these coins are issued by national sovereign mints and other state-owned facilities. The following are some of the most prolific issuers of gold coins: The primary benefits to gold bullion bars for gold buyers are diversity and affordability. Gold bullion bars have lower premiums over the spot price of gold when compared to gold bullion coins, and the variety of options is far more diverse. Gold bullion bars are available not only in the aforementioned weights, but also styles including cast, hand-poured, and minted ingots. Gold bullion bars are struck continuously to meet the demand for gold, with the following refineries and mints representing some of the greatest refiners of gold bars: If you run into any issues or have any questions as you buy gold from JM Bullion, we encourage you to reach out to our customer service associates. Our team is waiting to assist you on the phone at 800-276-6508, online using our live chat service, and via our email address. Though not as collectible as some Gold coins for sale, Gold rounds are minted to an equally high standard with beautifully detailed designs, clean striking and a mirrored finish. Gold rounds come in many different sizes, from 1 gram to 12 oz, including every size in between. The most commonly traded Gold bullion rounds are 1 oz or less. Buy Gold rounds online with APMEX. You can also find Silver bullion rounds at APMEX, which often match sovereign coins in their purity and metal content, and will have lower premiums over the Silver spot price than sovereign coins.Shop gold rounds and bars today and find the perfect pieces to add to your collection. Gold futures are a good way to speculate on the price of gold rising (or falling), and you could even take physical delivery of gold, if you wanted, though physical delivery is not what motivates speculators. The biggest advantage of using futures to invest in gold is the immense amount of leverage that you can use. In other words, you can own a lot of gold futures for a relatively small sum of money. If gold futures move in the direction you think, you can make a lot of money very quickly. Risks: ETFs give you exposure to the price of gold, so if it rises or falls, the fund should perform similarly, again minus the cost of the fund itself. Like stocks, gold can be volatile sometimes, but these ETFs allow you to avoid the biggest risks of owning the physical commodity: protecting your gold and obtaining full value for your holdings. If you are looking to buy gold in the United States, you have numerous choices when it comes to where you purchase your gold. Local coin and bullion shops and online gold and silver dealers represent the two primary types of retailers at which you can buy gold, silver and other metals products. There are, however, some key differences between the two. Local coin and bullion shops may carry various types of bullion bar and coin as well as numismatics and collectibles. Such shops may, however, carry smaller inventories and charge higher premiums compared to online dealers. This makes sense, after all, given the fact the brick and mortar coin shops tend to have higher operating costs compared to online dealers. If you are looking to buy gold in the U.S., you have access to many different types. Gold bars and coins in the U.S. come in all shapes and sizes, and with varying weights as well. A smaller investor or those on a tight budget, for example, may prefer to purchase a 1 gram gold bar while larger investors may prefer the standard 1 ounce weight. These iconic gold bullion coins feature the Augustus Saint-Gaudens designed image of Lady Liberty, and are considered good, legal tender with varying face values based on weight. This coin made its debut in 1986, and has been a top-seller ever since. All gold eagle coins are currently produced at the West Point facility of the U.S. Mint. Like many other products buying gold online can be as easy as point-and-click. The best dealers have a well-organized website with easy navigation to find and compare products by category (i.e., bullion by weight, coins, out-of-mint coins, etc.). With most dealers, once you find the product you want and start the checkout process your price is locked in for a short period, typically 10 to 15 minutes. You need to complete your purchase before the pricing expires, or you may see the price adjusted up or down based on how the market is moving. \"}},{\"@type\": \"Question\",\"name\": \"Can You Store Gold at Home\",\"acceptedAnswer\": {\"@type\": \"Answer\",\"text\": \"Yes, you can store your gold at home (except in the case of Gold IRAs). For those who prefer to keep their gold close to them, the ideal place to store it is a well-hidden, at-home safe. If you do store your gold at home, be sure to check that your homeowner's insurance covers its potential loss or damage. If not, you may need to purchase additional coverage. \"}},{\"@type\": \"Question\",\"name\": \"Is Buying Gold Online Safe\",\"acceptedAnswer\": {\"@type\": \"Answer\",\"text\": \"Buying gold online is as safe as any other transaction you make over the internet as long as you know you're dealing with a reputable company. As with any online purchase, adequately researching these online retailers is your first and last line of defense against scammers. The best dealers use SSL encryption and are PCI-compliant. Plus, all their shipments are insured for their full value. \"}},{\"@type\": \"Question\",\"name\": \"How Do You Choose a Reputable Gold Dealer\",\"acceptedAnswer\": {\"@type\": \"Answer\",\"text\": \"Unquestionably, a company's reputation is the number one criterion to evaluate and compare gold dealers. The single best measure of a company's reputation is its transaction history, which can be assessed by customer reviews. Companies with a large number of reviews are typically more established (longer track record) or have built up their trust and reputation through a greater number of transactions. Additionally, you should look for a proven track record, physical company headquarters, clear return and buyback policies, transparent pricing, and multiple payment options.\"}},{\"@type\": \"Question\",\"name\": \"Do Gold Dealers Report to the IRS\",\"acceptedAnswer\": {\"@type\": \"Answer\",\"text\": \"Yes, gold dealers report to the IRS. These companies are required to report when a customer makes a cash payment of $10,000 or more, or when they sell a large amount of bulk gold or silver pieces. Gold dealers either report using the IRS form 1099-B or 8300.\"}}]}]}] When you visit the site, Dotdash Meredith and its partners may store or retrieve information on your browser, mostly in the form of cookies. Cookies collect information about your preferences and your devices and are used to make the site work as you expect it to, to understand how you interact with the site, and to show advertisements that are targeted to your interests. You can find out more about our use, change your default settings, and withdraw your consent at any time with effect for the future by visiting Cookies Settings, which can also be found in the footer of the site. Like many other products buying gold online can be as easy as point-and-click. The best dealers have a well-organized website with easy navigation to find and compare products by category (i.e., bullion by weight, coins, out-of-mint coins, etc.). With most dealers, once you find the product you want and start the checkout process your price is locked in for a short period, typically 10 to 15 minutes. You need to complete your purchase before the pricing expires, or you may see the price adjusted up or down based on how the market is moving. Yes, you can store your gold at home (except in the case of Gold IRAs). For those who prefer to keep their gold close to them, the ideal place to store it is a well-hidden, at-home safe. If you do store your gold at home, be sure to check that your homeowner's insurance covers its potential loss or damage. If not, you may need to purchase additional coverage. Buying gold online is as safe as any other transaction you make over the internet as long as you know you're dealing with a reputable company. As with any online purchase, adequately researching these online retailers is your first and last line of defense against scammers. The best dealers use SSL encryption and are PCI-compliant. Plus, all their shipments are insured for their full value. Unquestionably, a company's reputation is the number one criterion to evaluate and compare gold dealers. The single best measure of a company's reputation is its transaction history, which can be assessed by customer reviews. Companies with a large number of reviews are typically more established (longer track record) or have built up their trust and reputation through a greater number of transactions. Yes, gold dealers report to the IRS. These companies are required to report when a customer makes a cash payment of $10,000 or more, or when they sell a large amount of bulk gold or silver pieces. Gold dealers either report using the IRS form 1099-B or 8300. 59ce067264 https://www.crudecartel.org/forum/welcome-to-the-forum/wordpress-theme-design-a-complete-guide-to-cre

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The defendant was charged with the new sex trafficking of a child law enacted just over a year ago. Continuing, the DA said, according to the charges, the 2 victims were kept separated from each other. Receipts obtained during the investigation from the JFK Inn indicate that the defendant, who provided identification to the hotel, rented room #333 between June 5, 2020 and June 12, 2020. In addition, video surveillance obtained from the JFK Inn, depicts the defendant and an unapprehended female walking into the location with the 2 teenage girls on June 5, 2020 and additional video surveillance depicts the defendant and the 16-year-old girl walking in and out of Room #333 on June 12, 2020 and at least one unidentified male entering the room. 59ce067264 https://www.boccministries.org/forum/christianity-forum/the-equalizer-season-3eps7