Somos Primos

October 2006 
Editor: Mimi Lozano ©2000-6

Dedicated to Hispanic Heritage and Diversity Issues
Society of Hispanic Historical and Ancestral Research
Celebrating 20th Anniversary 
1986-2006

What gets us into trouble is not what we don't know, 
it's what we know for sure that just ain't so. 
-- Mark Twain, 
American author (1835-1910)

  Letters to the Editor : 

[[I wrote back to Dennis that I would ask for volunteers to translate Spanish articles into English. I have also had requests for articles in English to be translated to Spanish. Any volunteers in either direction would be greatly appreciated.]]

United States

Business
Californian & Texan to head US Hispanic Chamber of Commerce

Gabaldon Family Photo, September 5, 2006 
on the Church steps following the memorial in Florida.

GABALDON, GUY L.
Private First Class, U.S. Marine Corps (Reserve)
Headquarters & Service Company, 2d Marines, 2d Marine Division
Date of Action: June 15 - August 1, 1944

Citation:
The Navy Cross is presented to Guy L. Gabaldon, Private First Class, U.S. Marine Corps (Reserve), for extraordinary heroism while serving with Headquarters and Service Company, Second Marines, Second Marine Division, in action against enemy Japanese forces on Saipan and Tinian, Marianas Islands, South Pacific Area, from 15 June to 1 August 1944. Acting as a Japanese Interpreter for the Second Marines, Private First Class Gabaldon displayed extreme courage and initiative in single-handedly capturing enemy civilian and military personnel during the Saipan and Tinian operations. Working alone in front of the lines, he daringly entered enemy caves, pillboxes, buildings, and jungle brush, frequently in the face of hostile fire, and succeeded in not only obtaining vital military information, but in capturing well over one thousand enemy civilians and troops. Through his valiant and distinguished exploits, Private First Class Gabaldon made an important contribution to the successful prosecution of the campaign and, through his efforts, a definite humane treatment of civilian prisoners was assured. His courageous and inspiring devotion to duty throughout reflects the highest credit upon himself and the United States Naval Service.

Approved by the Secretary of the Navy on Nov 23, 1960 (Upgraded from Silver Star)
Born: 3/22/1926 at Los Angeles, California
Home Town: Los Angeles, California
More information view the following links below:
http://www.lacity.org/photogallery/1185_1.htm
http://www.guygabaldon.com
http://starbulletin.com/2004/06/06/news/story10.html
http://www.somosprimos.com/guy/guy.htm
http://www.gopusa.com/commentary/tseqe/2003/ts_0/06.shtml

Thank you,
Carlos A. Garcia, Interim President
North East Veterans Associations neva2006@gmail.com

Action Item 1> Medal of Honor for Guy 

PEOPLE MAKING A DIFFERENCE: 
HISTORY ON A CANVAS 
Artist illustrates a Marine’s achievement, 
by Oscar G. De Leon, 
OC Register, Aug 29, 2006

WESTMINSTER As a child, Henry Godines enjoyed creating cartoons. As a teenager he became interested in history. Now, at 57, he reconstructs historical events through oil paintings.  Godines was commissioned by Michael Perez, board member for the Society of Hispanic Historical and Ancestral Research, to create a portrait of World War II veteran Guy Gabaldon, 80.

    Gabaldon single-handedly persuaded 1.500 Japanese soldiers and civilians to surrender during the 1944 battle of Saipan. Gabaldon, like Godines a Mexican American, had been raised 
by a Japanese family in East Los Angeles, and learned Japanese. Godines did the painting earlier this year in support of an effort to recognize Gabaldon, who received the Navy Cross, with the Medal of Honor.

    It took five weeks for Godines to familiarize himself with Gabaldon’s achievement. He read about the battle and watched both a documentary about Gabaldon and the film “Hell to Eternity.”  To learn more, see www.somos primos.com/guy/guy.htm.

Q. How do you describe your art? A. Historical subject matter, realism paintings.

Q. Who is your favorite painter? A. The one I have always liked is Diego Velasquez.

Q. What did you learn from the process of painting Gabaldon’s portrait? 
A. Basically about him. It made me realize that there are a lot of things going on that we are not aware of.

Q. What inspires you? A. I’ve been drawing since I was a kid. It’s a natural tendency. You expand it and develop it. It’s something that compels you.

Q. What do you do in your freetime? A. There isn’t hardly any free time. I do my artwork and hang out with friends.

HISTORY BUFF: Southern California artist Henry Godines was commissioned to do a painting of World War II veteran Guy Gabaldon who led 1 500 Japanese to surrender in Saipan.

In a message dated 9/25/2006 2:20:23 PM Pacific Standard Time, joel.najar@mail.house.gov writes:

Subj: Latino museum commission update
Date: 9/25/2006 2:20:23 PM Pacific Standard Time
From: joel.najar@mail.house.gov
To: joel.najar@mail.house.gov
Sent from the Internet


Hello,

H.R. 2134, the legislation that will create a commission to plan for a national museum dedicated to Latino heritage, will be scheduled for a vote later this week in the House of Representatives. We expect that it will be passed by voice vote without any problems, but you never know. This is the last week of legislative business before Congress takes a recess until after the elections in November; so, this is the last opportunity we have to pass this bill.

The Senate version of the bill, S. 2475, has not moved. Although Senator Domenici, who is chairman of the committee with jurisdiction over the bill, attempted to schedule action on the bill introduced by Senator Salazar and Senator Martinez, I've been told that it was blocked. 

The Senate will also adjourn at the end of this week until after the elections. It is not likely that the Senate will act on the Senate version of the bill.

It's a very busy week in Congress, so this bill could be lost in the din of other business. It would be a lost opportunity should the Senate fail to act after the House does.

For more information, please contact me or consult http://becerra.house.gov/

Thanks for your interest.

Joel

http://becerra.house.gov/

Subj: RE: Senate Bill 2475??  
Date: 10/2/2006 8:23:15 AM Pacific Standard Time 
From: joel.najar@mail.house.gov 
To: MIMILOZANO@aol.com 
Sent from the Internet (Details) 


The bill (HR 2134/S2475) was not passed in the Senate.  Earlier in the day on Friday, the Majority Leader Frist sent out notice that he was going to request Unanimous Consent that the Senate pass the House bill HR 2134.  Someone on the Republican side objected, so Frist did not offer it.  
 
We still have one last chance to pass it during the lame duck (post-election) session in November (the week of the 13th).  But we have to find out who objected and why and work on that.
 
It was a very disappointing development given all the indications that we had that it would be successful last week.

Some of you received a request from me last week to make telephone calls and send letters of encouragement to the four senators supportive of this bipartisan bill. Joel indicates that we still have an opportunity to express ourselves.  Since we are advised that letters are much more valued then telephone calls, I've included the fax numbers, as well as their telephones. We have ONE MONTH to let our voices be heard on this matter.

Senators: 
Ken Salazar, 202-224-5852 fax 202-228-5036
Mel Martinez, 202-224-3041 fax 202-228-5171
Orrin Hatch, 202-224-5251 fax 202-224-6331
Pete V. Domenici, 202-224-6621 fax 202-228-3261

In the mid 1990 when I made my first trip to Washington, D.C., I went to every monument, tourist attraction, bookstore and museum looking for some evidence of our historical presence.  We were not there.  Those few displays that were in place were not fully, historically correct, and in some cases totally incorrect. For example, the Smithsonian had a display in their U.S. history building that stated, that while patriotic young men went to war during WWII, unpatriotic Mexican pachucos in East L.A. were rioting against the soldiers who were home on leave.  A docent at a children's museum said that the reason that the Spanish/Mexican lost everything in California was because they used to enjoy holding parties for weeks at a time, and they also liked to gamble.  I was appalled. 

The need for a Hispanic American museum was discussed within the U.S. Senate Task Force on Hispanic Affairs; however, we were assured that Congress would not approve any more museums to be built on, or in the area of the Washington Mall. The results was that the movement for a Latino Museum died down, meanwhile a Black Museum and an Indian Museum were built. 

I pray that you all will catch the vision.  Millions of tourists travel to DC from all over the world.  Millions of schools children take school trips to DC.  Government business is conducted in DC.  International business is conducted in DC.  How will the world understand our contributions, unless we manifest it in a venue which is acceptable and accessible. 

The Library of Congress has a new display, historically sound that traces the contributions of the colonizing Spanish.  It is privately funded. The Library of Congress display goes much further than the new Smithsonian display, which does include mention of the Spanish contributions.  Although not insulting, it is still not enough.

Let me point out that even if the four senators above are not your senator, they need to know that you care.  Also, please write to your own congressman and senator.  For various reasons, they might be the ones holding it up.  Most are concerned how funding to projects outside of their area might impact their funds for desired projects.  Of course, the immigration issues are negatively influencing many against a museum for the American Latino.  We have much to overcome, but you, individually . . . can make a difference.  

Please note . . .  Joel Najar advices that after the election, as leadership changes take place, approval might be achieved, simply . . . approval for a STUDY of the feasibility of a National Museum for the American Latino community.  PLEASE be ready to make telephone calls and faxes at that time, but send a letter by post. . NOW. .  We have ONE MONTH.

Most sincerely,  Mimi

National issues

National Hispanic Heritage Month, 2006 
A Proclamation by the President of the United States of America 
http://www.whitehouse.gov/news/releases/2006/09/20060914-7.html

Americans are a diverse people, yet we are bound by common principles that teach us what it means to be American citizens. During National Hispanic Heritage Month, we recognize the many contributions of Hispanic Americans to our country. 

Through hard work, faith in God, and a deep love of family, Hispanic Americans have pursued their dreams and contributed to the strength and vitality of our Nation. They have enriched the American experience and excelled in business, law, politics, education, community service, the arts, science, and many other fields. Hispanic entrepreneurs are also helping build a better, more hopeful future for all by creating jobs across our country. The number of Hispanic-owned businesses is growing at three times the national rate, and increasing numbers of Hispanic Americans own their own homes. We continue to benefit from a rich Hispanic culture and we are a stronger country because of the talent and creativity of the many Hispanic Americans who have shaped our society. 

Throughout our history, Hispanic Americans have also shown their devotion to our country in their military service. Citizens of Hispanic descent have fought in every war since our founding and have taken their rightful place as heroes in our Nation's history. Today, Americans of Hispanic descent are serving in our Armed Forces with courage and honor, and their efforts are helping make America more secure and bringing freedom to people around the world. 

As we celebrate National Hispanic Heritage Month, we applaud the accomplishments of Hispanic Americans and recognize the contributions they make to our great land. To honor the achievements of Hispanic Americans, the Congress, by Public Law 100-402, as amended, has authorized and requested the President to issue annually a proclamation designating September 15 through October 15 as "National Hispanic Heritage Month." 

NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim September 15 through October 15, 2006, as National Hispanic Heritage Month. I call upon public officials, educators, librarians, and all the people of the United States to observe this month with appropriate ceremonies, activities, and programs. 

IN WITNESS WHEREOF, I have hereunto set my hand this fourteenth day of September, in the year of our Lord two thousand six, and of the Independence of the United States of America the two hundred and thirty-first. 

GEORGE W. BUSH 

Education

``Once a student is convinced they can do the work, that part is easy,'' said Cliff Mitchell, assistant principal for curriculum and instruction at Leland High School in the San Jose Unified School District. ``But a lot of students don't feel they are ready or capable to do an AP class.''

To get students to take that first leap, many counselors and administrators like Willow Glen High's Assistant Principal for Guidance Tina VanLaarhoven encourage Latinos to try an AP class in Spanish language.

Critical thinking
For the same reason a white student would study English, VanLaarhoven said, practicing for AP Spanish Language helps Latinos develop critical-thinking skills, buttress communication skills and tweak syntax in a classroom setting.

At her school, only eight of the 37 AP Spanish students are not native speakers. ``Even though they are native speakers, their Spanish may not be at a proper academic level,'' said their teacher, Leonor Robledo, who has been teaching Spanish at Willow Glen for a decade.

To help them succeed on the exam, Robledo focuses on concepts like where to put accent marks -- a skill they might not have learned in everyday usage at home.

Students from Spanish-speaking homes have an advantage: Their Spanish credit fulfills a foreign language requirement for admission into a University of California school.

More than 50 percent of students who took the three-hour AP Spanish Language test in 2005 were Latino. Mexican-American test-takers outperformed whites by nearly 30 percent that year.

AP Spanish is far more prevalent in California -- and the Bay Area -- than most other places. In Santa Clara County, 94 percent of high schools offer Advanced Placement exams in foreign languages, the most of any subject area. Only 82 percent of county schools offer AP science tests, according to the Office of Education.

The Spanish language exam was the seventh most popular test taken by U.S. students in the Class of 2005. In California last year, it was the fourth most-taken test. 

That's what's happening at Latino College Preparatory Academy in San Jose, where all 25 students passed the AP Spanish Language test in May -- and more than 20 earned perfect marks. The school is so encouraged, it's offering more AP classes.

Contact James Hohmann at jhohmann@mercurynews.com  or (408) 920-5460.

(Santa Ana, CA) - It's Friday night, party time for many college students. But inside a cramped conference room, Minerva Gomez has a serious agenda to plow through. Analyses of proposed immigration changes, government affairs, outreach, fundraising -- she's considering issues of profound importance to Gomez and other students who are illegal immigrants.

As the chairwoman of the Orange County Dream Team Coalition, one of a network of support groups that have sprung up since California opened state universities and colleges to these students, she is familiar with tight schedules.

Gomez, 22, maintained an A-minus average at California State University, Long Beach, while working full time as a waitress on the graveyard shift. She recently graduated with a bachelor's degree in psychology and sociology.

Gomez -- who was 5 when her parents left Mexico and illegally entered the United States -- is a beneficiary of Assembly Bill 540. The 5-year-old measure, which has come under attack in the courts and Legislature from critics of illegal immigration, allowed her to attend college for the same in-state tuition charged legal residents.

"I was one of the fortunate ones because AB 540 came in right as I was starting school," Gomez said during a break from her group's weekly meeting at Santa Ana Community College. "Without this bill, I could not have gone to school."

Legislatures around the country are cracking down on illegal immigration; more than 77 anti-immigration laws have been enacted this year, according to the National Conference of State Legislatures. At the same time, some states are improving access to higher
education for students who have distinguished themselves.

Nebraska recently joined nine other states, including California, Texas, New York and Illinois, that allow illegal immigrants to pay in-state tuition at their public institutions.
But unlike Texas, California does not allow these students to apply for financial aid. Moving through the Legislature this week is Senate Bill 160 by Sen. Gil Cedillo, D-Los Angeles, which would end this prohibition.

The law would apply to students who are attending college under AB 540, the measure by the late Assemblyman Marco Firebaugh, D-South Gate, that then-Gov. Gray Davis signed into law in 2001.

To be eligible for in-state tuition, a student must have attended a California high school for three years and received a diploma or equivalent and met entrance criteria. The law also requires students to sign an affidavit stating they have applied to become legal residents or will do so if they become eligible.

In the California State University system, out-of-state fees run about $10,000 more than in-state fees per year. At the University of California, there is a $15,000 surcharge. At California's community colleges, in-state fees run about $78 per course, while out-of-state students pay $500.

Advocates say that even with AB 540, many high-performing illegal immigrants who would otherwise attend college have been unable to do so because they are not eligible for aid.

At UCLA, where tuition alone costs more than $2,300 a quarter, members of a group called IDEAS (Improving Dreams, Equality, Access and Success) have been making
telephone calls to round up support for the financial aid measure, said Carol's Montes.

Montes, who co-founded the campus counterpart to the Orange County Dream Team, works up to 30 hours a week in an AB 540 outreach program and as a lab assistant
to pay her tuition.

"Everyone has stress figuring out how to pay for college, but for us it's more embedded because we have fewer options," said Montes, a senior.  The daughter of a carpenter and a homemaker who have raised five children, Montes was 4 when her parents entered the country illegally from Honduras.

She graduated at the top of her high school class and is majoring in physiological sciences at UCLA. Her older sister is an AB 540 student at California State University, Northridge.

In a state where Latinos have the highest school dropout and poverty rates, the sisters are the exception rather than the norm.

Indeed, most of the students who register under the guidelines of AB 540 are not illegal immigrants. The law also applies to legal residents, for example, whose parents moved out of state when they were high school seniors, or who attended boarding school elsewhere.

Only 371 students enrolled in the UC system during the 2005-06 academic year were undocumented immigrants admitted under AB 540. The CSU system does not keep a
tally. Most of the students who have taken advantage of the law attend the state's community colleges. During the first 2 1/2 years of the law, more than 18,000 did so.

But Rep. Brian Bilbray, R-San Diego, and other critics allege it violates the 1996 Illegal Immigration Reform and Immigrant Responsibility Act. The measure bans states from granting rights to illegal immigrants that do not apply to every U.S. citizen.

Bilbray, who rode anger over illegal immigration to an election victory in June, has two children who graduated from high school in Virginia. They are paying out-of-state tuition to attend college in California. Bilbray, his two children and 40 out-of-state students attending California colleges are challenging the law in a suit filed in Yolo Superior Court. A decision is expected any day.

"You have a sitting member of Congress with children who are totally documented and are still being required to pay out-of-state fees," Bilbray said. "That's not right."

But Robert Rubin, legal director of the Lawyers Committee for Civil Rights in San Francisco, maintains the law does not violate federal law because tuition benefits are not restricted to illegal immigrants.

All you have to prove is that you are a California high school graduate who has spent at least three years in a California high school. Rubin, who is representing AB 540 students in the case, has advocated for these students since the 1980s when he successfully argued they could attend school as residents.

In 1990, a court ruling determined that these students must pay out-of-state costs and do it without financial aid. AB 540 reopened campuses to illegal immigrants. "These kids have overcome such great obstacles, they really represent some of the most industrious individuals that the state has," Rubin said. "They are kids who -- whether legal or not -- are going to remain in this state."

Assemblyman Bill Emmerson, R-Redlands, does not disagree these students embody heartwarming stories. But their presence on campus, he said, is wrong. "I think it's unfair -- not just to California students -- but residents from adjacent states who can't come in here at the same tuition rate," Emmerson said. Like Sen. Tom McClintock, R-Thousand Oaks, Emmerson has introduced legislation to repeal AB 540. Both were unsuccessful.

Antonia Rivera, a member of the Orange County Dream Team Coalition, is familiar with their arguments. Rivera, 24, was 6 when she arrived from Mexico with her parents. 
A recent graduate of the University of California, Irvine, she plans to use her education to contribute to the only country she has ever known. "If I'm going to change the world, I want to begin with my house," she said.


  

Nearly 2 million U.S.-born children of immigrants, 18-24, are registered to vote.

More than 1 million additional U.S.-born children of immigrants will be eligible to vote 2008.

In California alone there are 1 million U.S.-born children of immigrants ages 18-24.

Source: Taking Latinos from the Streets to the Polls, article by Paloma Esquivel, The Nation. Posted September 25, 2006. Sent by Howard Shorr howardshorr@msn.com

Culture 

On Saturday, November 11, 2006 at 2:00 pm, Dr. Dydia DeLyser, author of "Ramona Memories: Tourism and the Shaping of Southern California", and Associate Professor of Geography at Louisiana State University at Baton Rouge will visit the Saugus Train Station at Heritage Junction, San Fernando Road in Newhall. She will be speaking on the history of Jackson's book "Ramona" and it's creation of the romantic image of Old Spanish California which spawned a frenzied tourist industry in Southern California lasting for decades.


Every once in a while, a story changes history..................

(Newhall, CA - September 9, 2006)   Sometime in 1882 author Helen Hunt Jackson briefly visited an old California Rancho in the Santa Clara River Valley seeking information to aid in her crusade to bring national attention to the mistreatment of the dwindling population of Mission Indians in California. Two years later she published a novel which failed to meet this intended goal, but instead created a firestorm of interest which forever altered the face of California. On Saturday, November 11, 2006 at 2:00 pm, Dr. Dydia DeLyser, author of "Ramona Memories: Tourism and the Shaping of Southern California", and Associate Professor of Geography at Louisiana State University at Baton Rouge will visit the Saugus Train Station at Heritage Junction, San Fernando Road in Newhall. She will be speaking on the history of Jackson's book "Ramona" and it's creation of the romantic image of Old Spanish California which spawned a frenzied tourist industry in Southern California lasting for decades. The old Rancho visited by Jackson in 1882 is now a historic landmark along Highway 126 on the way to Fillmore. The Rancho Camulos, while historically important as the home of the Del Valle family, the first owners of the Santa Clarita Valley after the secularization of the mission system in the 1830's, became vastly more famous as the most likely model for the fictional "Home of Ramona" described in Jackson's book.

Every once in a while, a story changes history.  It isn’t common, but sometimes it happens. Jackson’s "Ramona" was a defining factor in how California became the way it is today.   Helen Hunt Jackson’s purpose for writing this story was to bring to light the dishonorable way in which she felt the United States Government was treating the Californio and especially the Native American residents of California after its acquisition.  After her effort to inform the US Congress and document the abuses in dry report form in the book "A Century of Dishonor"  failed, Jackson decided to take the case to the public by writing a work of fiction to raise awareness to her cause. Once published, "Ramona" was a phenomenon.  It touched a nerve on the American scene.  Instead of popular support for improving the lot of the Californios and Native Americans, though, the focus of the popular attention was the romantic, but tragic, love story of the two principal characters, Ramona and Alessandro. 

Tourists flocked to California to try to touch the romance described in the book.  They came by train at first, going to places which were promoted as places depicted in the book that were accessible from trains without difficult overland travel.  Camulos, which is located on Highway 126 just past the Ventura County line, was probably the hottest of these.  The Southern Pacific Railroad created a stop there to accommodate the demand.  People overran the place, even going so far as to enter the home and see what was cooking in the kitchen!  Then with the advent of automobiles, a new kind of tourism was born—one that wasn’t tied to the railroads or their schedules.  Places competed for attention to their claims for a connection to the famous story.  People went Ramona-mad.  It became the fashion for architecture to look like it had survived from before the Americans came.  “Spanish Colonial” and “Mission” styles were the rage…and still hold a certain California-ness about them.  Towns vied for the privilege of re-naming themselves Ramona or some other name from the book. The very fiber of the state seemed to soak up all things Ramona. 

Helen Hunt Jackson died in 1885, one year after her book was published, thinking that her experiment in trying to change public opinion about the mistreated Californios and Native Americans was a failure.  She saw how people ran mad after the romance, but seemed to miss the intended point.  They didn’t, however, entirely miss the intended point.  Once the mania had made both the Californios and the Native Americans seem so “romantic,” it started to seem wrong that they should be so badly treated.  Public opinion about their plight was raised and that change can be directly traced back to Ramona. The movement to protect the deteriorating California Mission System can be traced back to the historical interest sparked by Ramona. It can even be said that our style, as Californians, can be traced back to Ramona.  

Dr. Delyser's book "Ramona Memories" details the many ways that Americans went Ramona-crazy.  She shows us that a work of fiction such as "Ramona" can be a powerful tool for awakening a love of history, and can even change the way we perceive and do things. The Santa Clarita Valley Historical Society is excited to present this talented author at the Saugus Train Station on November 11. 

The general public is invited. Admission will be free. For more information on this and other upcoming programs from the SCVHS, please call Pat Saletore or Alan Pollack at 661-254-1275 or visit the Society's website at alan@scvhistory.com
http:// www.scvhs.org  http:// www.scvhistory.com

      

Trinidad Sánchez, Jr. is renowned Chicano performer, poet and author of several 
books of poetry including the best seller Why Am I So Brown?, the venerated Poems by Father and Son, and Compartiendo De La Nada, which addressed politics in Central America. In more than twenty years of teaching and performing he has been featured over 1000 times in various schools and poetry venues. In January 2005, after years of literary performance and activism in Denver and Albuquerque, he and his wife, Regina, returned to live in San Antonio Texas. 

Described by the late Ricardo Sánchez as singing “the shaman song of meaning and justice,” Trinidad has been recognized for his activism on behalf of those in the penal system and his commitment to peace and the struggle against racism and other forms of oppression. He was awarded the Martin Luther King “Keep the Dream Alive” Award for serving as an inspiration to students. For promoting the mission of the public school system, he was awarded the Champion of Education award by the San Antonio Independent School District. He has worked as a trainer/counselor with developmentally delayed adults in a group home for Mission Road Development Center, San Antonio, Texas.  SOURCE-- http://www.newspapertree.com

Business

Anti-Spanish Legends

Toda ley, decreto, reglamento y disposicion que por su naturaleza deban publicarse, se publicaran en ingles y en Castellano. Art. XI, Section 21, California State Constitution of 1849, in its Spanish-language version; CAL. CONST. of 1849, art. XI, s 21, reprinted in THE ORIGINAL CONSTITUTION OF THE STATE OF CALIFORNIA 1849, at 12, 43 (Telefact Foundation 1965) (reproducing handwritten section of Spanish version of California's first constitution). 

Juan F. Perea  http://academic.udayton.edu/race/02rights/engonly1.htm
Official English Laws Demography And Distrust: An Essay On American Languages, Cultural Pluralism, And Official English, 77 Minn. L. Rev. 269, 250-256 (December 1992)(Excerpted, Citations Omitted).
Copyright (C) Jaun F. Perea 1992 

. . . Language is both our principal means of communication and a social symbol, malleable and capable of manipulation for the achievement of social or political goals. As one scholar states,  there is of course no such thing as an 'apolitical' language as there is no such thing as an 'apolitical' person.... Politics is human relations, and language is an organic component of such relations. It is simply impossible to disassociate languages from the contexts in which they are learned and used.  For this reason a study of context, for our purposes the history of the legal treatment of ethnicity and different American languages, is fundamental for an understanding of the symbolic meaning of language.  

The context contains many components, social and legal. In America we have (and always have had) a situation where many languages coexist, with the English language dominant. Spanish, for example, is the second most-used American language. Sociolinguists sometimes refer to this situation as diglossia, defined as "[a] situation where two languages coexist in the same speech community but differ in domains of use, attitudes toward each, and patterns of acquisition and proficiency." As we can infer from this definition, coexistence does not imply equal dominance, prestige, or spheres of influence.  

Discussions of different languages and other aspects of ethnicity are discussions of human differences. And "it is almost an axiom of human society that ... hierarchy is found everywhere superimposed upon difference." So it is with languages. Different languages have very different prestige values in our society. These differences in prestige manifest themselves through bias, conscious or unconscious, for or against certain languages.  

The perceived intelligibility, for example, of languages is influenced by these prestige rankings. For instance, if the people who speak a particular language have prestige and power, people perceive their language as easy to understand. Conversely, the languages of groups perceived as lacking in prestige and power, or groups who are the objects of prejudice, are often perceived as difficult to understand.  

Discourse itself, the expression of ideas, and the ordering of discourse, who gets to express ideas, who gets to express them first, and which ideas get expressed, also reflect hierarchy and relationships of power in society. As Michel Foucault wrote, "as history constantly teaches us, discourse is not simply that which translates struggles or systems of domination, but is the thing for which and by which there is struggle .... [D]iscourse is the power which is to be seized." For example, access to public forums or the press is an ample power indeed. The presence or absence of certain languages, their encouragement within or elimination from certain public forums, like the ballot in public elections, reflect the results of this struggle and the presence or absence of domination. Furthermore, discourse and the order of discourse are governed by ritual, and are thus endowed with social significance. Accordingly, we pay more attention to those discourses made significant through rituals with social sanction than to others.  

There are rules, formal and informal, conscious and unconscious, governing our discourse: "In every society the production of discourse is at once controlled, selected, organized and redistributed by a certain number of procedures whose role is to ward off its powers and dangers." These principles, expressed in the context of discourse within a single language, apply with equal force to discourse in different languages, for a multilingual society must allocate its discourses and maintain rules to govern discourses in different languages. Legal rules or sanctions regarding discourse or the proper languages of discourse thus control that discourse and create hierarchy in the power of discourse.  

To some extent, language usage is self-regulating and reflects existing hierarchy. Speech communities may be defined as "Those with whom we share a consensus about language structure, language use, and norms for interaction ... [and communities] within which we expect speaker intent and listener comprehension to mesh." Speech communities generally know and define appropriate rules for the use of different languages at different times. These rules can be both formal, as in a statutory rule, and informal, such as the unwritten rules governing the overwhelming number of economic and social situations in which English would be considered the appropriate language to use. The importance of informal English-language requirements should not be underestimated: knowledge of English is essential to success in the economy, in education, and in society. These are powerful incentives that have always led immigrant peoples to acquire English.  

Furthermore, government can manipulate differences in language competence for political purposes, such as by controlling access to power by requiring certain degrees of language competence so particular groups are favored and others disfavored. "Requiring a functional knowledge of the language for participation in political arenas in effect defines a boundary which impedes the political access of some citizens." The official English movement aims to regulate access to the political process through language in this manner.  

The symbolic value of a particular language can be made important as an aspect of nationalism. Furthermore, political problems are often sublimated into language problems. Language is often the bearer of strains and problems not related to communication. Despite its use as a symbol of nationalism, language is a poor proxy for political unity. As one writer has noted, "community of language and culture ... does not necessarily give rise to political unity, any more than linguistic and cultural dissimilarity prevents political unity." Political structures, therefore, are "not necessarily coterminous with language communities." Given the symbolic and psychological values attached to language, important psychological consequences result when the government intervenes and establishes language policies. As one scholar has explained, one should not minimize the psychological effects which language policies handed down from above have upon individuals. One's language is intimately associated with the individual; new languages are difficult to learn; and language is a particularly easy tool to use in political control. Therefore, when language policies establish boundaries between people and government the effects are likely to be quite significant: alienation, distancing, and political impotence.... Thus, language can be used not only to establish real boundaries but communicate attitudes and feelings of government toward people as well.  

In a democracy, the attitudes and feelings of "government" are those of the majority or its representatives. Thus the majority can manipulate language and language laws to express its approval or disapproval of favored or disfavored groups within the society.  

Often in our society favored and disfavored groups are defined by their ethnicity: race, national origin, religion, ancestry, and language. Language often has been the basis for discrimination against groups whose language is not English. Language is a fundamental symbol of ethnicity. As Joshua Fishman has written, [b]y its very nature language is the quintessential symbol, the symbol par excellence.... ... It is more likely than most symbols of ethnicity to become the symbol of ethnicity. Language is the recorder of paternity, the expresser of patrimony and the carrier of phenomenology. Any vehicle carrying such precious freight must come to be viewed as equally precious in and of itself. The link between language and ethnicity is thus one of sanctity-by- association.... Anything can become symbolic of ethnicity ... but since language is the prime symbol system to begin with and since it is commonly relied upon so heavily (even if not exclusively) to enact, celebrate and "call forth" all ethnic activity, the likelihood that it will be recognized and singled out as symbolic of ethnicity is great indeed.... [I]ndeed, it becomes a prime ethnic value in and of itself.  

Language is thus a crucial symbol of ethnicity. This is just as true of English as of Spanish or any other language. English is a crucial symbol of the ethnicity of America's dominant core culture. Language can be a symbol of group status, a symbol of dominance, and a symbol of participation in or exclusion from the political process. Campaigns to make a language standard or official can thus be seen as attempts to create or reinforce the dominance of the culture of which the language forms an integral part. 
 

Always Under Construction! Copyright @ 1997, 1998, 1999, 2001. 
Vernellia R. Randall Contact: race.mail@notes.udayton.edu

 

 Military and Law Enforcement Heroes

Karla Comfort received a lot of looks and even some salutes from people when she drove from Benton, Ark., to Camp Pendleton, Calif., in her newly-painted, custom Hummer H3 March 2. The vehicle is adorned with the likeness of her son, 20-year-old Lance Cpl. John M. Holmason, and nine other Marines with F Company, 2nd Battalion, 7th Marine Regiment, 1st Marine Division who where all killed by the same improvised explosive device blast in Fallujah, Iraq, in December.

It is with great pleasure that I announce the beginning of a new era for Fast Carrier Pictures. For years, we have developed film and TV properties and sat their waiting for young executives who guarded the great portals of distribution in the television and movie world to greenlight them. Well, the waiting is over!

We ARE the portal! Starting on September 11th (a pretty good place to start), we are debuting a new broadband channel in cyberspace. It’s called WORLD WAR II DAILY and we’re debuting at: www2daily.com

We will be featuring a daily hosted newscast which presents the news of the war in real time. In other words, you’ll be seeing and hearing the key events of the day as they were originally reported to our parents, grandparents and great grandparents. Without the benefit of hindsight!

We have a fabulous newscaster – actor and entertainer Dave Cox – and some terrific archival clips all edited together by our amazing post-production team. Our intention is to present this news program every day for the next six years. As you read this, I am in contact with investors, sponsors, advertisers and organizations that will help us widen this portal into a major force in niche programming. This is the future!

The website itself has other cutting-edge features. In order to connect to a younger audience and increase the educational value of this material, we are encouraging children to create their own webpage and post tributes to their World War II veteran relatives. We intend to build a huge data base of faces, facts, and history on the “Greatest Generation.”

In order to make World War II Daily a true two-way channel, we have blogging capability in eleven initial subject areas. We’re also going to feature a wonderful monthly column on the unique relationship between U.S. President Franklin D. Roosevelt and British leader Winston Churchill, from writer/historian Mark Isaacs.

We have information on weapon systems of the day – our first choice is that Nazi terror weapon, the JU-87 Stuka Dive Bomber - and we’re promoting the sale of films, including my very own feature-length documentary on U.S. Marine hero Guy Gabaldon (who just passed away on August 31st).

Our hope is to eventually premiere original programming – movies, television, specials and live events, through this unique portal. Again, here’s the web address: ww2daily.com.

Please pass on this information to your friends, family and acquaintances who are interested in living history. We can build this into a major network.

Sincerely, Steve Rubin
Founder: WORLD WAR II DAILY
(213) 300-1896  steven@fastcarrier.com

By Tony (The Marine) Santiago
Nmb2418@aol.com

Army Medal of Honor 1862-95

De Castro was the Massachusetts State flag bearer of Company I, 19th Massachusetts Infantry, an all volunteer unit. The unit participated in the Battle of Gettysburg at Gettysburg, Pennsylvania as part of the III Corps 3rd Brigade, U.S. Army under the command of Colonel Norman J. Hall.

On July 3, 1863, the third and last day of the battle, his unit participated in what became known as Pickett's Charge. Pickett's Charge was a disastrous infantry assault ordered by Confederate General Robert E. Lee against Major General George G. Meade's Union positions on Cemetery Ridge.

During the battle, De Castro attacked a confederate flag bearer from the 19th Virginia regiment, with the staff of his own colors and seized the opposing regiment's flag, handing the prize over to General Alexander S. Webb. General Webb is quoted as saying, "At the instant a man broke through my lines and thrust a rebel battle flag into my hands. He never said a word and darted back. It was Corporal Joseph H. De Castro, one of my color bearers. He had knocked down a color bearer in the enemy's line with the staff of the Massachusetts State colors, seized the falling flag and dashed it to me".

On December 1, 1864, De Castro became one the seven men from the 19th Massachusetts Infantry to be awarded the Medal of Honor.

Medal of Honor citation;
Sergeant Joseph H. De Castro 1863 U.S. Army
Rank and organization: Corporal, Company I, 19th Massachusetts Infantry
Place and date: At Gettysburg, Pa., 3 July 1863
Entered service at:-----
Birth: Boston, Mass.
Date of issue: December 1, 1864
Citation: "Capture of flag of 19th Virginia regiment (C.S.A.)".

Postscript: Little else is known about De Castro except that he was married to Rosalia Rodriguez and that he is buried at Fairmount Cemetery, Newark, New Jersey.

Tech4 Carmen Contreras-Bozak (born December 31, 1919 in Cayey, Puerto Rico) was the first Hispanic to serve in the U.S. Women's Army Corps. She served as an interpreter and in numerous administrative positions.

Biography: Born Carmen Contreras in 1919, she was the oldest of three siblings. She was raised in the town of Cayey, located in the central mountains of the island, where she attended elementary school.

Her mother, Lila Baudilia Lugo Torres, moved the family to New York City in search of a better way of life. In New York, Contreras attended Julia Richman High School and upon graduating went to work for the National Youth Administration. After taking and passing a Civil Service test, Contreras  went to work for the War Department in Washington, D.C. as a payroll clerk.

During this period, the Army was looking for bilingual Hispanic women to fill assignments in fields such as cryptology, communications and interpretation. In 1942, Contreras joined the Women’s Army Auxiliary Corps (WAAC) and was sent to Fort Lee, Virginia for training. Contreras volunteered to be part of the 149th WAAC Post Headquarters Company the first to go overseas, setting sail from New York Harbor for Europe on January 1943.

World War II
The Women's Army Auxiliary Corps (WAAC) was established during World War II on May 15, 1942, "for the purpose of making available to the national defense the knowledge, skill, and special training of the women of the nation."

The unit arrived in Northern Africa on January 27, 1943 and rendered overseas duties in Algiers within General Dwight D. Eisenhower’s theatre headquarters. The women who served abroad were not treated like the regular Army servicemen. They did not receive overseas payment nor could they receive government life insurance. These women had no protection if they became ill, wounded or captured. If captured, the women were considered as "auxiliaries" serving with the Army rather than in it, did not have the same protections under international law as the male soldiers. These were factors which the Army took into consideration when they decided to integrate the Women’s Corps into the regular Army.

Contreras was promoted to the rank of Tech 4 (Technical Sergeant), which in the today's Army would equal the rank of Sergeant (E-4). Her responsibilities included the transmission of encoded messages to the battlefield.

On July 3, 1943, the WAC bill, which established the Women’s Army Corps as integral part of the Army of the United States, was signed into law (Public Law 78-110) becoming effective on September 1, 1943.

After returning home, Contreras entered Valley Forge General Hospital on July 1945, for treatment of an eye infection which she had contracted in Algiers. There she met Theodore Bozak, a patient who would become her husband. Carmen Contreras-Bozak and Theodore Bozak had three children, two sons, Brian and Robert, and a daughter, Carmen.

Postscript Contreras-Bozak currently lives in Fort Lauderdale, Florida. There she started a chapter of WAC Vets and in 1998 founded a chapter of the Society of Military Widows. Approximately 200 Puerto Rican women served in the Women’s Army Corps.

Medals Awarded:
* European-African Middle Eastern Campaign Medal with 2 Battle Stars
*World War II Victory Medal
*American Campaign Medal
*Women's Army Corps Service Medal
*Army Good Conduct Medal

Expanded GI Bill draws wave of vets
Sacramento Bee Thursday Aug. 17, 2006
Sent by: Armando Ayala, Ph.D

In Iraq as a machine gunner to a community college math class in the suburbs. When a chair fell over loudly, the Marine vet jumped out of his seat and covered his face.  "Everybody looked at me so weird, I dropped (the class) the same day," said Mendoza, 24.  Now a student at Sierra College in Rocklin, Mendoza is part of a wave of veterans who campus and military officials predict will head to college in numbers not seen in decades. They're taking advantage of expanded offerings from the GI Bill.

Harry "Bucky" Peterson, a Sonoma State University vice president and coordinator of a statewide outreach campaign, called the swelling, enrollment a "renaissance of World War II," hearkening back to the historic 1944 GI Bill that ushered in education benefits to millions of soldiers returning from war.

"These kids are returning after this extraordinary experience they've gone through where it's probably brought a lot of things in focus for them ... and education is one of them," said Peter-son, a retired colonel.

Across the country,' the number of soldier-students on campus has increased more than 20 percent in the past six years, according to the Veterans Administration. Veterans cashing in on their GI Bill benefits, which can reach $1,034 a month for full-time students, plus extra financial incentives called "kickers" that recruiters add to the pot. More funds are available for disabled veterans.

Before the Sept. 11 attacks, veterans could get $650 a month once they left active service to pay for college.  Students who once considered a career in the military also are heading back to school.  "Things changed over the last couple of years and it got scary," said Michelle Peterson, 27, of Grass Valley. The idea of war didn't register when she signed up for the Navy in 1999, she said. "I was up for overseas duty after my four-year term. Having a child and being ready to get sent to Iraq, I had to make a choice."  She got out, and now she is taking behavioral sciences courses at National University in Folsom with her GI Bill benefits, preparing for a career as a counselor.

The enrollment surge will never reach the levels seen after World War II, when the newly minted GI Bill was so popular that veterans made up half the country's college population in 1947. But colleges are gearing up, establishing programs to help students cut through a suffocating bureaucracy for veterans' benefits, and providing on-campus mentoring and counseling.  Schools also are hiring Iraq veterans to assist the veterans.

At Sierra College, Victor Mendoza is working part time in the school's new veterans affairs office, which has turned into a silent refuge of camaraderie for soldier-students.  Off the cafeteria lobby, two small American flags hang over computers in the nondescript room. Students trickle in not to talk about the battlefield, but to find a sympathetic ally who can untangle the formulas and rules for the GI Bill.

Community colleges are expecting to absorb much of the initial enrollment surge. The GI Bill provides the same amount of money to the veteran, regardless of whether the college is a trade school or Ivy League.

With a semester of community college costing about $600, the GI Bill can offer enough to cover tuition and some living expenses.  More than 70 percent of veterans using education benefits are going to school full time, the Veterans Benefits Administration said.

Another enrollment bump is expected from older soldiers. Last year, Congress authorized reservists - who have been called up to serve in Afghanistan and Iraq since the 2001 terrorist attacks - to take advantage ofGI Bill benefits that may have lapsed.  Veterans typically have 10 years to use the GI Bill stipends after leaving active duty.

CUENTOS

                                                                                                                      Ray Montevias is of my generation Mexicanos who were born and raised in Austin. I HAVE BEEN A WRITER since the mid l960's; and Ray started writing with the idea of writing a novel over two years ago. I have been in constant contact with him. When he told a counselor in Austin High School he want to be a writer back in the early l950's he told a counselor he wanted to become a writer; she laughed and said, "what do you want to write about 'tacos'?"  Ray like myself has had a long creative life; and has now written a historical novel. I would like to recommend it, Beneath the Shadow of the Capitol.

Ramon Montevias writes about his character: 
Ramon was born in a small house on Red River Street in Austin, Texas. The Doctor that delivered Ramon labeled him a “Mexican,” on his birth certificate. It would carry Ramon being called a Mexican from first grade and throughout his entire school years. 

This is the story of a little boy and his family, and their struggle to survive in a hard and hostile environment. It tells of his beloved grandfather’s goal of trying desperately to overcome the many problems they are surrounded by.

It is about the lessons of life that the grandfather is slowly teaching the little boy; by telling him stories each night by the light of a small bonfire. It tells of his grandfather’s explanation of what the stars in the sky mean. How the little boy learned to grow up without a father, not because the father is dead, but because the father was an alcoholic living in his own world.

At the age of seven Ramon falls in love for the rest of his life. Ramon is in love with the State Capitol Building, especially its intriguing shadow that it casts, and it becomes his, “castle.”

Follow Ramon through the streets, creeks, and alleys of Austin as he faces discrimination at each turn of his life; follow him as he becomes stronger and more determined to overcome his problems, follow him as he gains strong convictions that will guide him through his school years.

It touches on forbidden puppy love; she is a blue-eyed blonde and in this time forbidden. She loves Ramon as much as he loves her. Follow Ramon to the secret places they would meet, and of their parting. Later his life weaves a tale of seduction, and a real love affair with yet another blue-eyed blonde that lasts 17 years.

Because of discrimination and the inability to find decent work Ramon’s two uncles and two aunts move to Chicago to work, never to return. It tells of a divorce and Ramon’s mother who singled handedly raised six children in spite of holding down two jobs.

Ramon and many of his friends are insulted, flunked, and intimidated, and drop out of Jr. high School. Many did not want to attend Jr. high because of fear. Many dropped out after one or two years of high school, lied about their age and went into the military, or ended up at dead end jobs that lasted a lifetime. Ramon’s high school years are no easier and few Mexicans make it to graduation.

And Ramon’s journey after graduation tells of how he too, followed the sad and beaten path of his uncles and aunts to Chicago to find work.  But Ramon’s Chicago story has a different ending…he will return! 

The book gives a history of the Navarro family (my mother’s maiden name), and the Moncivais family (my mother’s married name).

It tells of an era when discrimination was practiced and allowed against any and all Hispanics, (we were openly called, “Mexican,” and, “Meskin”. It covers the lack of getting hired for work unless they could hide you in the back where the general public could not see you. (Dishwasher, janitor, Gardner, laundry, house cleaning etc.).

It tells of Ramon’s daily run at 4:00 a. m. to the city market on Seventh Street and East Avenue to scavenge for fruit and vegetables. Things that had been dropped and bruised or a cantaloupe that had cracked open and could not be sold to the public. All were taken home in a burlap sack and Ramon’s mother would wash everything and cut out the bruised or damaged parts.

Some of us applied for the free lunch program. The teachers in the cafeteria line would say, “Everyone with a free lunch card hold it up in the air,” The Anglo’s would laugh at us. We quit the free lunch program and took homemade tacos the only thing we could afford. This however gave the Anglo kids another reason to make fun, and laugh at us. 

Ramon sold newspapers to help his mother. He shined shoes, but frequently policemen would chase shoeshine boys away. If they caught us they would take our shoeshine box. But a fat policeman is no match for a scared Mexicanito protecting his shoeshine box! 

Price of book: $14.95 plus $1.25 sales tax and $1.59 for postage = $17.79. 
If you wish to order, please send check or money order to: 
Ramon Moncivais
5110 Meadow Creek Dr.
Austin, Tx. 78745
Cell: 512.441.4900
E-mail: rmoncivais@austin.rr.com



 

My earliest recollection is when I was about four or five years old. One day, I was running between our house and my grandmother’s house, I stopped, looked at my hands and down at my body and thought: “Who am I? Where did I come from? Why do I look as I do? Why are my mother and father who they are and not someone else?” Why can’t I see my face but can see other people’s faces?” It was a mystery to me as a small child whose legs were so short I had to jump from one stepping stone to the next. I remember running home and asking my Mother these questions, but she had no answers for me. “Go out and play. You worry too much.” was all she said.

Our playground was a big world when we were little. When I say “we,” I mean my brother, Rene, who is a year younger than I, and my sister, Lydia, who is a year older. We were always together, almost like triplets, and had lots of fun. There was plenty of land for us to roam around on. We would play hide-and-seek in the tall rows of corn behind my grandmother’s house. We would swing and slide on the swing set in our back yard for hours. We had the run of the property so long as we stayed out of the street and away from the chicken coop. The rooster was big and would bite if we got too close. And, to a small child, he was really big.

In those years, we lived next door to my grandmother, my Dad’s mother, in a house which was on her property. She was widowed when my Dad, her oldest child of four, was only 10 years old, but she was careful with her money and raised four children alone. She owned four houses on about three acres of land on the south side of San Antonio, Texas. She lived in one house and rented the other three. Because this was her only source of income, she was very frugal and made every penny count. In fact, she was so frugal that about the time I was eight years old, she went to a car dealer and said, I will buy this car for cash if you will teach me how to drive.” He was most happy to teach her how to drive.

My grandmother grew up in South Texas on a farm, so she knew how to farm. She grew almost all of her own food. I remember her growing corn, garlic, peppers, squash and tomatoes. She had big pear, peach and fig trees that we would climb for fresh fruit. I especially liked the hard pears and still prefer these to the soft ones. And, she had chickens that she kept in the chicken coop with the rooster and gathered eggs every morning. Also, she would braid the strands of garlic and hang it in our back room.

When the corn was ripe, I remember that my grandmother would pick it and then rub the ears together. Later when it was dry, she would rub two ears of corn together until the kernels fell off. She would then soak the kernels in a large wash tub in which she had collected rain water. Since she had been raised on a farm in South Texas, she knew how to make use of everything. After the corn was softened by the rain water, she would grind it on a stone metate to make masa for tortillas. She made the tortillas by placing a ball of masa in the palm of her hand and patting it back and forth between her hands until it was round and flat. Then, she would cook it on a hot comal on the stove. A comal is a round flat cast iron pan. They were the best tortillas in the world, and we would stand next to the stove waiting for our turn to eat one. “I’m next, I’m next,” we would shout in Spanish since she refused to speak English, while soaking in the wonderful aroma of the tortillas that permeated the air. When we got one, we would put salt on it, roll it up and squeeze it together. Boy was it good.

My grandmother was very patient with us. You can imagine three youngsters, all about the same age under foot. She would sit us down and try to teach us things. She taught us how to knock the kernels off the corn cobs. She would give us each a turn at grinding the corn, and when we were older, tried to teach us how to make tortillas. We could never get it right. The masa always stuck to our hands. Sometimes she would bring raw cotton back from her brother’s ranch in South Texas and she would teach us how to take the seeds out. Then, with her fingers, she would twine the cotton into long threads. She would try to teach Lydia and me to crochet the thread.

Sometimes she would take us onto the flat roof of the addition to her house and we would sit there while she told us stories. It was wonderful looking down from there. We felt on top of the world. When we slept over, we always slept in the room under that roof. It was made of tin and when it rained, we loved to hear the sound of the rain hitting the roof. These were fun years.

In our house, we had a wooden ice box. A delivery truck would come by and bring blocks of ice for the top compartment. I was always the one to get into trouble. One time I climbed up on it to get something and it fell over. I was lucky that it didn’t fall on top of me. The kitchen table blocked the fall.

Another time, when I was about five years old, my Mother’s father came to live with us for a while because he was sick and my Mother had to take care of him. I’m not sure what was wrong with him, but I remember that we had to be very quiet and not bother him. Sometimes I would sneak into his room when my mother wasn’t looking and he would talk to me. I loved the attention he gave me. Since my parents were always working hard, they never had time to just sit and talk to me, but he did. It was wonderful having that undivided attention. One time, when my Mom called us to dinner, he said, “I want to eat with the family. Help me walk to the kitchen.” Of course I would help him; he was my grandfather and I would do anything to make him happy. Well, I was too little and on the way to the kitchen he lost his balance and we both fell. My parents were so mad at me. “Don’t get mad at her,” my grandfather said. “She was only doing what I asked and trying to be helpful.” My mother continued to take trays of food to him in his room for a while, and then one day they took him to the hospital where he died a few days later. He had served in France during World War I and is buried at Ft. Sam Houston, Texas. I remember going to the cemetery once with my parents to put flowers on the grave and seeing all the white crosses in rows. I had never seen anything like it before. There were German prisoners of war working along the side of the road. I got scared and thought they would try to jump on the car. I will never forget the look on the prisoners’ faces as they watched us pass by. I can also still hear the gun salute as they buried my grandfather.

As a child, my questions were never answered but always kept asking: “Who am I? Where did I come from? Why do I look as I do? Why are my mother and father who they are and not someone else?” Why can’t I see my face but can see other people’s faces?” But as an adult, I am proud and happy of who I am, where I came from and who my family is. It has been a wonderful journey.

Growing up Mexican - American
Written by 
Anita Rivas Medellin
a.rivas@comcast.net

SURNAME    

Membership is free and it is a good resource. We invite everyone to join us while we get closer to discovering more about our common IRIZARRY ancestors. Features:
Post queries relating to your Genealogy Research.
Discussion & Archives Group, offers a place where you can exchange copies of actual  
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Irizari, Irizary,  Irizarri, Irizzary, Irizzarry,  Irrizary, Yrissarri,Yrissarri, Yrizarri,Yrizarry,  

ORANGE COUNTY, CA

SHHAR Board members Yolanda Ochoa Hussey and Yolanda Magdaleno stand in front of Fire in the Morning, a photo display of local Hispanic Orange county families by Yolanda Alvarez.

The talented pianist Frances Rios set the atmosphere with her beautiful playing. 
Artist Henry Godines signed copies of the the Pied Piper of Saipan, Guy Gabaldon. He chats with Pat McMaster, principal of the Orange county Performing Arts High School.

FERTILE GROUND: Nellie Kaniski, a longtime volunteer, says family gives strength and community is a place for growth.
The Orange County Register By RON GONZALES 09/15/06

You are invited to join in the fun!

WHAT: A Fiesta in the Park! A Celebration of Community & Family! Come celebrate our 25 years of community service in Orange County! *Bar-B-Q *Music *Dancing *Raffles

*El Mercado – Featuring a variety of Orange County’s finest Latina entrepreneurs & authors! Come and shop for Christmas! (Percentage of proceeds will benefit our Hermanitas!)

DATE: October 22nd - Sunday
TIME:  11:30 AM - 3:30 PM
WHERE: Prentice Park-Santa Ana Zoo -1801 E. Chestnut Avenue - 92701
Tickets - $20/Adult  $10/Child -12 and under (Includes zoo admission)
Tickets - Purchase tickets now by mailing your check made out to "MANA" Mail To:  MANA P.O. BOX 4081 Santa Ana, CA 92702
Please include your Name, Address & Phone number. Your reservation will be secured on the "Paid Tickets" list at the event entrance. 
Information: manadeorangecounty@earthlink.net or (714) 563-6262
Tax Deductible Donations gratefully appreciated! Tax I.D. # 68-0552012
Patricia Gazda de Sullivan.

National Hispanic MBAs, September 14, Bowers Museum, 
Bea Armenta Dever, Yolanda Ochoa Hussey, and Yolanda Magdaleno.

[[Editor:

The catalog to the archives of the Doheny collection is now available online, and copies can be ordered.  Those with roots in Los Angeles might find photos supportive to their own personal family history. 

Copyright
The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. 
Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specific conditions is that the photocopy or reproduction is not to be "used for any purpose other than private study, scholarship, or research. "If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excess of "fair use," that user may be liable for copyright infringement. 

Los Angeles City Mayors - Past to Present
Check out Los Angeles City Mayors - Past To Present 
http://www.laalmanac.com/government/gl11.htm#American
Sent by Johanna De Soto

Editor:  I found this particularly interesting for the swift transition of power from Spanish speaking leaders to English speaking leaders. Text reads that in 2005, Antonio Villaraigosa was elected to become the 41st mayor of Los Angeles and the first Latino to serve in this office since 1872. Cristobal Aguilar served two terms, 1866-1868 and 1871-1872. 

If you take the history back to its founding Villaraigosa is the 84th mayor of Los Angeles.  However, between 1841-1843, the city was governed by two Jueces de Paz (Justices of Peace). Then in 1844-1848, it was a shared mayorship of two.  

CALIFORNIA

Report on the Heritage Discovery Center
A site has been selected

California Ranchos by County
http://www.californiaweekly.com/ca_ranchos.htm
Sent by Johanna De Soto

Here is a listing of California Ranchos by counties.  The counties are in alphabetical order.  Scroll down the list below (it's very long) to find the county and information you want.  The year reflects when the rancho was started.

Many other ranches were developed during the American period but are not “ranchos” granted by Spain or Mexico. [[Treasure for California researchers!!]]

Lest We Forget
By 
William S. Dean
wsdean@earthlink.net
5th great grandson of Jose Antonio Yorba I

The old family movie shows my sister, Victoria, astride a tall, white horse. She sits easily and trots around, the envy of the other family-gathering of children, sometimes giving them rides under her tutelage. At this time -- the early 1950s -- my sister is about eleven years old, already a horsewoman. And why not, it’s in her heritage.

I think we tend to lose sight of the fact that many of our women ancestors were not simply fiesta ornaments, sparkling or demure in their mantillas, flashing their fans and turning heads. Some of them were accomplished at all the skills of the vaquero.

As Gloria Miranda reminds us in her article, "Hispano-Mexican Childrearing Practices in Pre-American Santa Barbara," (Southern California Quarterly 65, no. 4, 1983), “Foreign visitors marveled at California women's horseback riding skills and expertise with the lasso. 
One man named Edward Vischer wrote about seeing a mother and her daughter riding herd by the side of the river where he was washing his clothes. ‘...The wife and daughter of a ranchero came out to assist in getting in the cattle. Well mounted, they managed their horses superbly, and just as I was up to my elbows in soapsuds, along they came, with a 
herd of several hundred cattle, back from the hills…’ Vischer blushed and reflected on the doctrine of women's rights. ‘I, a stout man, washing my shirt, and those ladies practicing the art of vaqueros..’

Kathy Hughart cited Miranda and others in her online work, “Women and Power in Alta California:1790-1835” (1998) and continues with: “Mauricio Gonzalez, in his Memorias , recalled a California woman named Fermina Espinosa, owner of the Santa Rita Rancho. ‘She did all the ranch work like a man, riding horses, roping steers. . .’”"

Too, we shouldn’t forget that these were not the passive, cud-chewing, somewhat lazy cows we see hanging out on dairyland pastures, but descendants of the Iberian longhorns who were semi-feral, and were noted on several occasions to be able to hold their own in a fight with the once populous Grizzly bears of Alta California.

There is an old family photograph of my gr.gr-grandmother, Rosa Modesta Avila Pryor, sitting on a horse. She is resplendent in ornate Spanish riding gear and was a very accomplished horsewoman. She, no doubt, practiced her skills in the old Santa Ana rancho canyons and the semi-wild lands between there and San Juan Capistrano. She was the daughter of Juan Avila and Soledad Yorba (daughter of Jose Antonio Yorba 
II). Rosa Modesta’s lifetime (1835 - 1915) saw the end of the old ranchero life and the spread of metropolitan Orange County’s cities, oil wells, and factories. The time of the women vaqueros was swiftly passing, but their skill with horses remained.

 

The Yorba women and their many descendents were prominent socially. Quite a few married Anglos and helped equip their new husbands and families with sophisticated graces, adding a genteel quality to Southern California society.

They married among the Kraemers, Smythes, Landells, Tuffrees, and Rimpaus who would build up the cities’ financial and municipal heritage. 

I like to think that although the age of the automobile and the oil well would change the face of the land, a lingering feel of the old life remains. The life of the women on the rancho when the women would ride and rope and herd the cranky longhorns in the daylight hours and, at night, still have the energy and grace to  make the fandango a whirling, musical nocturne of flirtatious glances and laughter.

It was America's Western welcome mat, to put a positive spin on it. The Angel Island Immigration Station is famous as the place where Chinese immigrants were processed, probed and often detained, sometimes for long periods. Many carved their frustration in poems still visible in the old barracks walls. But the story of the second-largest group to pass through Angel Island is hardly known. 

Hoping to fill a hole in history, organizers of the emerging museum and education complex on Angel Island want to shed light on the experiences of Japanese who got their first taste of America at the immigration station in San Francisco Bay. "All we really know is about the Chinese," said Judy Yung, a UC Santa Cruz professor emerita conducting research for the project. As plans and construction move forward on restoring the historic site, organizers have appealed to Japanese Americans for information about the Japanese experience. 

"Our hope is to recover some of the memories and stories from the descendants," said Yung, who is co-authoring a book on the immigration station with University of Minnesota Associate Professor Erika Lee. One of the most prized finds uncovered so far is a pocket-size, leather-bound register of "picture bride" marriages performed in San Francisco nearly 100 years ago. 

Found by retired Mill Valley dentist and UCSF Professor Don Nakahata in the effects of his late aunt, the ledger records about 600 weddings performed by Nakahata's grandfather, Barnabas Hisayoshi Terasawa. "My grandfather was one of the first indigenous Anglican priests of Japan," Nakahata said. "He came over as a missionary at the turn of the century." Yung is trying to match the register names with immigration records at the San Bruno branch of the National Archives, which house many records on immigrants to California. Like a small version of New York's Ellis Island, which processed about 12 million immigrants between 1892 and 1954, Angel Island served from 1910 to 1940 as the West Coast portal to the United States. 

The largest group to pass through consisted of an estimated 175,000 Chinese immigrants, followed by about 60,000 Japanese. Russians were the third-largest group, followed by citizens of India, said Erika Gee, the foundation's education director. Chinese immigrants have drawn more attention not only because of their larger number but also because they generally endured longer stays and more difficulties, Yung said. Though both Chinese and Japanese faced hostility in that period, Chinese were subjected to tighter immigration controls and many resorted to using false documents, which in turn resulted in stricter screening, Yung said. 

The project aims to add not only the Japanese story but also the unknown sagas of people of other nationalities who made Angel Island one of the most culturally diverse way stations on the planet. Yung's current emphasis is on Japan, and she and Lee will
gradually include other nations. "It's more than Chinese," said Daphne Kwok , executive director of the Angel Island Immigration Station Foundation. "It was other Asians, Australians, South Americans, Europeans, Mexicans, Central Americans." Added Yung, "There were at least 60 nationalities who went through." The book is to be published in 2010, when the full complex -- including a research center in the rebuilt hospital -- is scheduled to be completed. The station is now closed to the public, but the restored barracks and an outdoors exhibit showing the original-size "footprint" and sections of the administration building are scheduled to open next summer, Kwok said. 

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Fear of a mother-in-law sends Japanese bride to faraway land.  At age 16 in Japan, Hisayo Yoshino didn't know she'd have oodles of descendants someday in Northern California, much less that they'd recall the leap she was about to take. Nor did she realize her story would be forever retold in the emerging restoration of Angel Island's immigration station. But the teenager living near Hiroshima in 1910 knew one thing for sure. She didn't want to wed the husband arranged for her, even if he stood to inherit his family's wealth as the eldest son. He and his wife would also inherit the care of his parents. "In the olden days," said Yoshino's daughter, Janice Muto, 73, of Concord, "the mother-in-law could make a young bride's life hell." A teenage friend who had married the oldest son of another family would regularly visit Yoshino in tears over the hardships she faced. Yoshino persuaded her parents to break her engagement, and she joined the thousands of "picture brides" who arranged through the exchange of photos to marry Japanese men who had come to California years earlier. 

Little did she know that her stomach-punishing voyage across the Pacific in the summer of 1912 would be followed by tears of her own in the first weeks at her new home on a remote orchard in Placer County. Her first ordeal in the United States, however, came as soon she stepped onto Angel Island. "A physical found she had intestinal worms," said Muto. She had to take daily medication and remain at the immigration station for three weeks. Finally she joined her new husband, Sahei Makimoto, to begin their life on the farm. Instead of the streets paved with gold that she dreamed of in Japan, Yoshino found herself alone with five men far from most comforts of civilization, Muto said. She cried every day for three weeks. But other Japanese wives arrived soon, and hardships were gradually overcome -- until they were all relocated into internment camps during World War II. Yoshino survived that, too, and lived to age 97, leaving six children, eighteen grandchildren and a couple dozen great-grandchildren. 

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Share your memories 
Those who have information to share about the immigrant experience at Angel Island are asked to contact the Angel Island Immigration Station Foundation at (415) 561-2160 or info@aiisf.org . They can write Professor Yung at judyyung@sbcglobal.net
 or Professor Lee at erikalee@tc.umn.edu. Some of the records already collected are available online at casefiles.berkeley.edu. . Others can be accessed for a fee through ancestry.com  or for free through the National Archives' San Bruno office. Call the archives at (650) 238-3501 or visit www.archives.gov/pacific/san-francisco/index.html. 

E-mail Charles Burress at cburress@sfchronicle.com. Page B - 1 
URL: http://sfgate.com/cgi-bin/article.cgi?file=/c/a/2006/09/14/BAGPJL5DHR1.DTL
 

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