“The one thing that doesn’t abide by majority rule is a person’s conscience.” — Atticus Finch

This reflection was born from rereading Harper Lee’s novel and asking myself not just what Atticus Finch stood for, but what his values might mean today — especially in the classroom. As I prepare to teach Social Studies, I find myself drawing courage and clarity from his quiet defiance, his empathy, and his belief in justice. These words are both a tribute and a promise.

This summer, with more hours than usual and a mind leaning toward reflection, I found myself back in Maycomb County, rereading To Kill a Mockingbird. It wasn’t the only trip I made into the past — I also read Jon Meacham’s Franklin and Winston, an account of an unlikely but profound political friendship. And now, I’ve turned the pages of Go Set a Watchman, Harper Lee’s more unsettling follow-up to the story that shaped generations. These books, each in their own way, prompted me to ask: How do our heroes change when viewed through a different lens? And what lessons still echo when we return to a story after time and experience have reshaped how we read?

I first read To Kill a Mockingbird in tenth grade at Hardaway High School, in Mrs. Romine’s English class — a place where stories began to mean something more to me. Maybe I was predisposed to love the book; my mom, herself an English teacher, had taught it too. But it wasn’t just admiration passed down — it was discovery. As part of our class, we held a mock trial, and I played Atticus Finch. I don’t remember the verdict, but I remember the feeling: standing in his shoes, arguing for justice in a world tilted by bias. Our jury had women on it, unlike the all-male reality of 1930s Alabama — a small but meaningful contrast that made me reflect even then on who gets to be heard.

I didn’t realize it at the time, but embodying Atticus Finch during that mock trial was less a performance and more a prophecy. I argued with conviction, not just for Tom Robinson, but for the idea that truth matters — even when it’s inconvenient, even when it’s obscured. I listened. I questioned. I stood calmly in front of my peers, much as I’ll soon stand before my students. Teaching, like law, is not only about facts; it’s about fairness. It’s about helping young minds ask “why,” consider “what if,” and feel empowered to say “I believe.”

Atticus Finch, in To Kill a Mockingbird, stands as a paragon of principled leadership and moral clarity. He’s not a hero because he wins — he’s one because he tries, in the face of deeply embedded injustice. He approaches the world with a quiet steadiness, teaching his children and his community by modeling how to live with dignity and decency. Atticus doesn’t posture or chase recognition; he simply does what is right, even when it’s thankless. In the courtroom, on his porch, and through his parenting, he lives out a belief in fairness that transcends cultural convenience. For me, his character represents the gold standard of civic responsibility: to speak calmly, act courageously, and listen generously.

Atticus’s ethos — “you never really understand a person until you consider things from his point of view” — feels tailor-made for the divisiveness we see today. In an age of echo chambers and algorithm-driven outrage, radical empathy demands deliberate pause. It means asking not just “What do I believe?” but “Where is this other person coming from?” This kind of understanding isn’t soft or passive — it’s rigorous, uncomfortable, and often inconvenient. But when practiced with sincerity, radical empathy becomes an act of resistance against polarization. It allows us to sit with difference without defensiveness, and to seek common ground without compromising our core values. Atticus offers us a lens not for agreement, but for genuine connection.

In reading To Kill a Mockingbird, I didn’t just admire Atticus Finch — I chose him as a model for the kind of person, and the kind of educator, I hope to be. His unshakable sense of justice, his quiet strength, and his radical commitment to understanding others offer more than literary admiration — they offer a blueprint for leadership in the classroom and beyond. Teaching Social Studies is not just about government structures or historical facts; it’s about shaping citizens who ask difficult questions, engage with complexity, and seek truth with empathy.

Atticus reminded us, “There is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein… That institution, gentlemen, is a court.” In the classroom, I see an echo of that institution — a place where every student, regardless of background, is offered equal footing to grow, question, and be heard. And when the work becomes tough, and real change feels far off, I remember his words to Jem: “I wanted you to see what real courage is… It’s when you know you’re licked before you begin but you begin anyway and you see it through no matter what.”

If I can foster even a fraction of Atticus’s moral clarity and patience in my students, then I’ll consider my role not just successful, but deeply meaningful.