Somos Primos

 February 2007 
Editor: Mimi Lozano ©2000-7

Dedicated to Hispanic Heritage and Diversity Issues
 Society of Hispanic Historical and Ancestral Research

California State University Fullerton, Titan Annual Report, Fall 2006
Henry and Rosa Mendoza, San Clemente, California
Living the Mission, click for article.

"Education is the basis for lifelong success. 
Without education we cannot become the leaders of our own fate." 

Hector M. Flores
National LULAC President, 2002-2006

SHHAR Board:  Bea Armenta Dever, Steven Hernandez,  Mimi Lozano Holtzman, Pat Lozano, Yolanda Magdaleno, Henry Marquez, Yolanda Ochoa Hussey, Gloria Cortinas Oliver, Michael Perez, Crispin Rendon, Viola Rodriguez Sadler, John P. Schmal

The documentary was previewed November 16 – 19, 2006 at the International Conference on World War II at the National World War II Museum in New Orleans. 

Maggie Rivas-Rodriguez, Ph.D. Associate Professor, School of Journalism, University of Texas at Austin contacted me January 26th.   Dr. Rivas-Rodriguez is the Director of the U.S. Latino & Latina WWII Oral History Project.  She became aware of the project, last year through a staff member, Raquel Garza, who attended the New Orleans preview.  Raquel Garza spoke to a Burns producer in New Orleans and was told that no Latinos were included.

Dr. Rivas-Rodriguez received information from Ken Burns staff. She shared the following information, which by omission seem to imply that Latinos are not included in the 14-hour  documentary of World War II. 

1) The film was not intended to be structured around any ethnic group; however, both the Japanese Americans, and African Americans, will be identified for their experiences. 

2) The film focuses on four towns and people in those towns -- Absolutely no criteria was suggested for the selection of these four areas: Waterbury, Connecticut; Mobile, Alabama; Sacramento, California, and Luverne, Minnesota.  

3) Although about 40 plus individuals were interviewed, a much smaller group dominate the film. 

4) The criteria for selection of people to interview was quite unclear. The explanation was that people were selected based on their stories, how they were on camera, their materials, and many other reasons.  

I appreciate that the racism of WW II directed at the African-American and Japanese will be exposed. However, Mexican-Americans and other Latinos were also targets of racism. 
This documentary will honor the heroism of all,  but not the Hispanic contributions. 

I am appalled, flabbergasted, almost speechless . . at a time when the understanding of the contributions of Latinos to the United States would strengthen our nation, at a time when 50% of Latinos federally employed are in defense positions, at a time when in some areas 50% of those under 25 are Latinos . . . .  it shocks me to realize that our leaders still do not get it.  

If only the negative Latino visibility (drugs, gangs, drop-out rates)  is given, that is the public perception. The multi-million dollar funding for this project was approved, with no apparent accountability to the nation for shaping a future of inclusion.  

Latinos should have been included as part of the whole effort, because we were. I lived in East L.A. during the war.  My two uncles served in WW II, one in the Army-Air Force and the other in the Marines. I remember the internment of the Japanese, but I also remember the increasing appearance of gold stars in the windows of the homes of Latino families.

Exclusion of Latinos makes this documentary a lie. I can not express it in any other way; however, Abraham Lincoln did.  He said "History is not history—unless it’s true."

Anne Harrington is the national outreach coordinator at WETA, the PBS station that is handling this documentary, AHarrington@weta.com

If you have any means, any connection by which to correct this omission . . .  this is the time to do it.  The U.S. Latino & Latina World War II Oral History Project in Texas is one of the many resources available immediately for Latino inclusion.  

Dr. Rivas-Rodriguez is planning a trip to Washington, D.C. to discuss how the neglect of this project can be rectified, remedied, corrected. Please contact her directly if you are in a position to assist by attending a meeting with PBS headquarters in D.C..  

Please, make your voice heard. .  so your grandchildren and great grandchildren will understand that our parents and grandparents took part in THE WAR. 
Mimi 

Maggie Rivas-Rodriguez, Ph.D.
Associate Professor
School of Journalism
1 University Station A1000
University of Texas at Austin
Austin, Texas 78712-0113
office: (512) 471-0405  
fax: (512) 471-7979
email: mrivas@mail.utexas.edu

Director: U.S. Latino and Latina WWII Oral History Project
http://utopia.utexas.edu/explore/latino/

Click for the full press release of the Ken Burns 14-hour documentary on World War II.  
Remember this documentary will be shown over, and over, and over. It will establish a history which is incorrect by exclusion.  Print material has also been prepared to be used in classrooms.  Phone number to voice your concerns. (603) 756-3038.

Thank you to Fredrick P. Aguirre for sharing this letter.

LATINO ADVOCATES FOR EDUCATION, INC.
P.O. BOX 5846
ORANGE, CA 92863
(714) 225-2499

www.latinoadvocates.org

January 31, 2007

Ken Burns
Florentine Films
P.O. Box 613
Walpole, New Hampshire 03608

Re: THE WAR

Dear Mr. Burns,

Yesterday, I discovered that you are producing a 14 hour documentary film on World War II for Public Broadcasting Service (PBS) entitled THE WAR.

I applaud your patriotic and historical fervor in preserving our American experience through your films such as The Civil War, JAZZ and Baseball.

According to the PBS news release your film "focuses on the stories of citizens from four geographically distributed and quintessentially American towns – Waterbury, Connecticut; Mobile, Alabama; Sacramento, California and the tiny farming town of Luverne, Minnesota." You are quoted as stating: "Every person in the country was deeply affected by this war, whether in battle, at home, at work, or in the case of Japanese Americans, in internment camps. By focusing on the personal stories of ordinary Americans who had extraordinary experiences, the film tries to bring one of the biggest events in the history of the world down to a very intimate scale. And in the end, we all begin to see, I think, that there are no ‘ordinary’ lives."

I am deeply dismayed to learn that you did not include the Mexican American experience.

Over 400,000 Hispanic Americans proudly served our country during World War II fighting and dying in every major battle in the Pacific and European Theatres. Their patriotism has been chronicled in several books including Legacy Greater Than Words, a summary of 425 interviews of Latinos from across the country by the University of Texas’ U.S. Latino & Latina WWII Oral History Project and Undaunted Courage: Mexican American Patriots of World War II, which profiles over 500 Mexican Americans who served in World War II authored by myself, my wife Linda and our organization, Latino Advocates for Education, Inc.

Significantly, Mexican Americans fought and gave their lives at a time when they, like African Americans, were subjected to segregated public schools, were not allowed full use of public swimming pools and public accommodations, were denied equal access to voting and serving as jurors and faced open discrimination in public and private employment.

If you need verification, I suggest that you read the following U.S. Supreme Court and Federal Court cases: Hernandez v. Texas (1954) 347 U.S. 475 which ordered Texas to allow American citizens of Mexican descent to sit as jurors in criminal trials; Lopez v. Seccombe (1944) 71 F. Supp. 769 which required San Bernardino, California to open its public swimming pools to Mexican American children; Mendez v Westminster School District (1946) 64 F. Supp. 544 which mandated that California’s public schools provide integrated education for Mexican American children; Delgado v. Batrop Independent School District (1948) Civ. No. 388 W.D. Texas which ended state-mandated segregation of Mexican American children in Texas and Gonzalez v. Sheely (1951) 96 F. Supp.1004 which enjoined Arizona from maintaining separate public schools for Mexican American children.

Moreover, there is the famous incident of Felix Longoria. He was killed in action in World War II. In 1948, his family requested that his remains be returned to Three Rivers, Texas to be buried in his hometown. However, the owners of the mortuary and cemetery refused to bury this American in their cemetery simply because he was of Mexican descent. A young Congressman, Lyndon B. Johnson stepped in and assisted the American G.I. Forum, a Mexican American servicemen’s national organization, in having the body of Felix Longoria buried with full military honors in Arlington National Cemetery.

As you can see, the Mexican American experience rightfully must be presented to the American public through your film.

I know that time is of the essence as THE WAR debuts in September, 2007 on PBS’s 354 public television stations reaching nearly 90 million people.

You can interview and include in your film at least one Mexican American from the Sacramento, California area – Lt. Col. Henry Cervantes, retired. His parents were migrant farm workers. He volunteered for the U.S. Army Air Corps and as a B-17 pilot flew 25 bombing missions over Germany. After the war he became a jet pilot as he made the Air Force his career. His exploits, including the racial discrimination that he faced, are chronicled in his book: Piloto – Migrant Worker to Jet Pilot, published by Hellgate Press. Lt. Col. Cervantes can be reached at HCervan102@aol.com.

John F. Wilson, Senior Vice President, PBS Programming stated in the news release: "It’s critical that we capture the stories of the generation that fought and lived through World War II before they are lost to us forever. Serving our mission to educate and inform, PBS’s goal for THE WAR is to reach into every home and classroom—so together we can better understand what we as a nation experienced in those difficult years and what we as a nation accomplished."

Given the fact that Hispanic Americans are now the largest ethnic minority group in our nation, that over 50% of the K-12 students in California and many other states are Latinos, that historically Latinos have been subjected to second class citizenship in our country but have patriotically served in every war that we have fought, and to promote PBS’s mission, it is proper and fitting that the Mexican American experience be documented and included in THE WAR.

I trust that you agree.

Sincerely, 

Frederick P. Aguirre

According to Maria Carosa Stanwich, Head of Operations for Museum Programs, the subject attracted an attendance that broke records. The consensus was that the Latino needs are not being addressed because of - -  a lack of Latinos in policy making positions in the federal government. 

A study was called for a study, was completed and entitled GAO Report on Hispanic Employment in Federal Agencies. 

Dr. Juan Ramos was kind enough to forward  a review of the study, the TRPI Brief on the GAO Report on Hispanic Employment in Federal Agencies. I felt the results were totally inadequate because they did not include the kinds of information needed to make a change.  

Below is my response:  

Dear Dr. Ramos, Juan:

Thank you very much for sharing the TRPI Brief on GAO Report on Hispanic Employment in Federal Agencies. 

I would like to add that a big part of the disparity is still not being addressed. . . . the difference in position and salary level.

I recall seeing a study concerning employment at the Smithsonian, published about 15 years ago by the Latino Initiative. There were Latinos on the workforce at the Smithsonian, but most were holding janitorial positions. 

Was the information concerning grade level (GS) not gathered? It seems if they were able to count the workforce by agency and department, they would also have the grade level (GS) at which these people are employed.

The report included non-citizen Latinos. 
Tables 1.1 read U.S. Citizens and Non-Citizens in the Civilian Labor Force, 2000
The comparison data was for Hispanics and Non-Hispanics, which indicates that the report bundles Hispanic citizens and non-citizens together made up the 11.4% identified as serving in the federal government. 

Also, I would also like to have some regional information included. All of the federal employees in Puerto Rico are probably Hispanic. Those numbers should be subtracted for a better understanding of the Hispanic presence of employment in the continental United States. 

Another category to subtract for a better understanding, are the numbers servicing in the military or other defense positions. It appears that 50% of Latinos (men) are serving in defense. How many are officers? 

I would have to suggest that the report remains incomplete, until the information on GS level and regional data is included.

Is there any possibility of requesting that information to added? If not, I fear that the report will be a detriment for increasing the numbers of Latinos in federal employment. 

Sincerely, Mimi 


Mimi Lozano
Editor, Somos Primos
President, Society of Hispanic Historical and Ancestral Research
P.O. Box 490
Midway City, CA  92655-0490
714-894-8161   fax: 714-898-7063
www.somosprimos.com   emagazine
www.SHHAR.org     Organization 

New TRPI Brief on GAO Report on Hispanic Employment in Federal 
Juan Ramos, Ph.D
Consultant 
Cell Phone - (240) 888-1631
jramos.swkr@comcast.net

Click to read the report.

LEGACY OF VALOR

Rick Leal and his LEGACY OF VALOR display (lead article in the January issue) 
will be traveling this summer. 2007 Schedule of events for this year, 
thus far three national conferences, as follows: 
Photos courtesy of International Pictures, FX

Legacy of Valor: Dr. Hector P. Garcia projects are underway.  Daughter, Wanda, (named after her mother, Mrs. Wanda Garcia) will be sharing the life of Dr. Garcia from the perspective of his daughter.  Please go to CUENTOS by clicking. 

Hector Godinez' nomination was confirmed by the U.S. Senate on July 16, 1962. The appointment allowed Mr. Godinez to become the first Mexican American Postmaster in the United States, in Santa Ana, California. 

Two people are working on the project. 
Any information regarding the appointment is greatly appreciated.

Robert Gamboa  gamby173@aol.com
P.O. Box 127, Lorena, Texas 76655  (254) 709-2218  (254) 881-6968
League of United Latin American Citizens (LULAC)
Waco Council 273 Inc.  915 LaSalle, Waco, Texas 76706   (254) 235-8664
AND 
Gilbert Garcia
gilbert@mexicanamericanmuseumofart.org
Cell # (714) 742-2099
Santa Ana, California

Extract: Velazquez Joins Pelosi in Parade of House 'Firsts'
By Patricia Guadalupe  January 4, 2007

Nydia Velazquez of New York becoming chair of the House Small Business Committee, the first-ever Latina and first-ever Puerto Rican to do so.

"Obviously this is a marvelous day. I am honored. There is no way to describe the emotions," Ms. Velazquez told Hispanic Business. "Today starts a new era in the U.S. Congress, adding that she wants to see the Small Business Committee become a real advocate for small businesses and one that acts as oversight to the Small Business Administration. . . .  We want to make sure that the entrepreneurs in this country continue to do what they do best, which is create new jobs."  Source: HispanicBusiness.com (c) 2007. All rights reserved.

Photo by Kathryn Haviland

Chicana Issues Conference publication, La Razon Mestiza
June 20-22, 1980  < 27 years ago  Editor: Dorinda Moreno 

Dorinda's article focuses on the efforts of Chicanas and 3rd World Women to become part of the Woman's movement, reflecting on the difficulties, but need to do so.  Surely successes such as Congresswoman Nydia Velazquez opened slowly by the efforts and encouragement of women such as Dorinda Moreno. This issue is dedicated to Irene Tovar who had just been appointed to a special state position on Chicana issues by then California Governor, Jerry Brown. 
 I[For more on Dorinda, click to Memories of border crossing.]

Contact Dr. Gutierrez for a jpeg file of the book cover which
features Dallas County Sheriff Lupe Valdez.

Sent by Elisa Lujan Perez elisalaprima@verizon.net


Source: "LaRed Latina" WWW site: http://www.lared-latina.com
"LARED-L Discussion Group: http//www.lared-latina.com/subs.html

Wired for Success by Matt Alderton
NCLR Agenda, Fall 2005

Wired for Success 
by Matt Alderton, NCLR Agenda, Fall 2005

In the wake of victory, foud undocumented students have the eyes on education.

Nineteen-year-old Oscar Vazquez likes school. He spends his free time working on his 1995 Mitsubishi 3000GT and racing it at the local racetrack. He works in construction and enjoys spending time with his friends.

In many ways, Vazquez is a typical teenager, but in other ways he is quite extraordinary. In 2004, he and three fellow students- Luis Aranda, Cristian Arcega, and Lorenzo Santillan-entered the Marine Advanced Technology Education Center's Remotely Operated Vehicle Competition, a national underwater robotics con-test sponsored by the Office of Naval Research and NASA, among others. The four students from Carl Hayden Community High School, located in one of Phoenix's most economically disadvantaged neighborhoods, pitted their robot "Stinky" against state-of-the-art creations. They competed against college teams from top-tier schools throughout the country, including the Massachusetts Institute of Technology (MIT)--and they won.

"We were totally shocked,"
says Fredi Lajvardi, a teacher at Carl Hayden and one of the robotics team's coaches. "It was our first year entering the compe-tition and we beat MIT."
Their victory, however, was bit-tersweet. Vazquez and his team-mates are bright, hardworking, ambitious students, who happen to be undocumented Mexican immi-grants. While most students could proudly display their achievement on a college application, for these four, college isn't even an option.

Target: College
Vazquez came to the United States with his parents in 1998, at the age of 12. He wants to be a mechani-cal engineer and dreams of earn-ing a college degree. Because of his immigration status, however, the road to college has not been easy. He comes from an inner-city school where 93% of the students are Hispanic and where most participate in a federally-assisted lunch program, accord-ing to Lajvardi. Students don't necessarily have the money to pay for tuition, and without U.S. 
citizenship they do not qualify for federal student aid- nor are they eligible for most merit-based or private schol-arships, despite their academic achievements.

Still, Lajvardi says, a little determination goes a long way. Vazquez is proof. He graduated from high school in 2004 and took a year of classes at a local community college. He took another step toward his goals this fall when he started full time at Arizona State University. Paying his way is a scholarship from the La Vida Robot Scholarship Fund, made possible by a flood of private donations made after a Wired magazine article introduced the stu-dents to the country early this year.

"I didn't know there was so much support. It was completely unexpected," says Vazquez, who spent his high school career enrolled in the Reserve Officers' Training Corps, with the false understanding that he would gain residency if he joined the military.

"When everyone treats you like you're documented, you kind of forget that you aren't," Lajvardi says. "It was like a slap in the face when Oscar realized he was undocumented. He really felt cheated, lied to. He felt like society misled him."

The robotics club at Carl Hayden, and the competition in particular, helped restore the students' faith in their fu-tures. Vazquez hopes to finish his degree at ASU within five years. Aranda, who also grad-uated in 2004, works as an office clerk and hopes one day to open his own restau-rant-soon he will be taking courses at Scottsdale Culinary Arts College. Santillan also is considering becoming a chef, and Arcega plans to pursue an engineering degree.

"It showed all four students that they can do whatever they want to do if they put their minds to it," Lajvardi says. "That's the number one thing they learned." 

Hispanic Link Weekly Report
News Source for 25 Years, Vol. 25, No. 3

English Language Learners at Hub of National Crisis
by Guest Columnist, Bob Wise

Today, more than five million English language learners, or ELLs, are enrolled in this nation's public schools. That's up from just two million a decade ago.

The first language of the vast majority of these students is Spanish. In fact, the 2000 U.S. Census reported that 76% of all ELLs in pre-kindergarten to fifth grade and 72% in sixth to 12th grade are native Spanish speakers.

In coming decades, these students and those who follow them will have an enormous impact on the fortunes of the country as a whole.

Right now they are struggling. While only about a third of all eighth-grade students comprehend the vocabulary and content of their grade-level materials, according to the U.S. Department of Education, the figure drops to 4% for ELLs.

In other words, just one in 25 enter high school reading well enough to handle a rigorous course of study designed to prepare them for college or a good job.

To provide help for these students, the Alliance for Excellent Education joined the Carnegie Corporation of New York and the Center for Applied Linguistics to convene some of the country's leading experts in English language and literacy instruction for secondary school students. Their recommendations, published in the Alliance report Double the Work, were unanimous and urgent.

For starters, states need to define more clearly who is or is not an ELL. Currently, the same student could be put in regular classes in one school, enrolled in an English language program in another, and be determined to have reached English proficiency in a third.

Such inconsistency makes it impossible to track student progress. It excludes many students from special services they should receive and leaves others stuck indefinitely in dead-end programs.

Second, because ELLs have diverse educational backgrounds,

schools must take special care to assess all students' academic skills when they enter the system.

For instance, some arrive here with a solid record of academic achievement in their native language but limited English. Others come with little to no formal schooling and weak literacy skills in their native language. Still others enroll in a new school having been in the U.S. system for years without learning much of anything.

It doesn't make sense to lump them in the same program. Their teachers should be given ways to find out what they already know and can do — both in English and in their native languages.

Finally, states must do much more to prepare middle and high school teachers to work with ELLs.

Presently, just three states — Arizona, California and Florida — require every teacher to complete some pre-service training in English language instruction.

That's a good start, but, particularly in schools and districts that enroll large numbers of ELLs, teachers also need ongoing, high-quality professional development to gain true expertise in instructing all students.

The country's ELL population is growing more rapidly in secondary schools (64% in the 1990s) than in elementary schools (46%). Yet most of education policymakers' attention and available financial resources have flowed to the elementary school level.

We must provide better, targeted support to address their needs in the older grades, redesigning and refocusing our schools to deliver the quality, individualized instruction these students deserve as they do "double the work" of their native English-speaking peers, simultaneously developing English-language and subject-area competence.

For the sake of the students, their communities and the nation as a whole, the U.S. educational system has no option but to improve the academic outcomes of our five million ELL students if we are to remain globally competitive.

Charlie Erickson, founder of Hispanic Links for twenty-five has maintained the vision of documenting the progress, positive advances, as well as the set-backs for Hispanics in political, social, civil rights, and educational issues.  

For more information or a copy of the NCLR report, Hispanic Education in the United States, please call Melissa Lazarín at Melissa Lazarín, mlazarin@nclr.org Call: (202) 785-1670 or visit www.nclr.org

Before her sophomore year in high school, Gloria Alday never dreamed of going away to college. Her traditional Mexican father didn't want her to leave the family home.

But a two-year mentorship program in Santa Ana inspired her to academic greatness, and despite her father's disapproval, she was accepted by Yale, UC Berkeley, New York University and the University of Michigan.

Four years later, Alday, 21, is scheduled to graduate from Yale in May, an achievement she credits largely to the Achievement Institute of Scientific Studies. The two-year program is geared to excite students about careers that require math and science skills.

"This program has been a very deep inspiration for me," Alday said.

Paul J. Riordan, 75, who taught for 35 years in the Santa Ana Unified School District, said he grew tired of people writing off Latinos as "dumb." So he founded his nonprofit organization to prove their academic potential, and it has since expanded to include any low-income student. 

"These kids are so uniquely different. They each have a story," Riordan said. "But they are all alike in that they have so much against them. They have true grit because they fight through the system despite their shortcomings."

Riordan held firmly to his walker as he shuffled along the carpet at a local restaurant during the group's latest meeting, two days after Christmas. After adjusting his large glasses, he opened his arms wide.

"There's my kiddies!" Riordan said as they approached for a hug or a handshake. "You kids are so damn bright, you scare me!"

Riordan's idea for creating the program came in 1990 as he prepared for retirement. "I didn't want to hang around the house or play golf all day," Riordan said. "This is my way of giving back."

But it wasn't until 2001 that he launched his nonprofit organization with seed money coming from his savings. Since then, businesses have contributed to the program.

When Riordan recruited his first batch of "little chickies," as he calls them, he first had to come up with some requirements.

Riordan, known as "El Jefe" (the boss) by his students, had envisioned the program for those who were "poor and bright," but that was only a starting point. 

Other requirements include enrollment in a Santa Ana Unified school, a minimum 3.5 grade-point average; a letter of recommendation from a science or math teacher; the commitment to attend 50 seminars put on by Riordan's institute during the summer, Christmas and Easter school breaks; approval from parents; and eligibility for a federal free-lunch program.

"That's it. No exceptions," Riordan said. "I'm a bottom-liner. I don't stray from the rules."

This year four students each from five Santa Ana high schools will be selected.

"We hope to expand to Anaheim soon," Riordan said.

"I'm getting old; there is only so much I can do. I have set the foundation and I can only hope my dream is carried on by others."

The students are given $800 a year to help pay for test fees, college application fees and other school-related expenditures; a laptop computer; SAT/ACT preparation materials; a graphics calculator; science magazine; and a blue windbreaker jacket with the institute's Academic Scholar insignia, which must be worn at the nonprofit's functions.

"We have to put on our jackets before Paul comes," said Claudia Leal, 17, during the group's meeting last week. "We have to wear them everywhere."

Despite the less-than-fashionable jacket, the students are grateful to be in the program - with many giving up other activities to keep up.

"It's hard sometimes," said Nada Soeun, 17, from Century High in Santa Ana. "Some kids think we're nerds. Some are just jealous. But it's worth it. It gives us hope to see what careers we can get into if we just try." 

During the summer, the students meet at Delhi Community Center in Santa Ana, where they listen to industry speakers and attend how-to workshops.

They are also expected to write college-level science papers and prepare and make PowerPoint presentations.

"It's pretty intimidating being in this program because you're surrounded by all these smart people, when before you were considered the smartest in your class," said Sokha Pin, 17, also from Century High. "But the competitiveness just makes me work harder."

The students also take field trips to industry sites - places like Medtronics, UC Irvine's lab facilities, Trimedyne Inc. - to see how they can translate their interests into lasting careers.

"There was never a program like this at my age," said Sheri Werick, a volunteer at the institute. "These kids are high achievers. It's been my pleasure to offer my experience."

Since its inception, Riordan's students have been accepted to UCLA, USC, UC Berkeley, Yale, Columbia University and New York University, among others. 

"When you get a college degree, you earn your rights," Riordan said. "It's the greatest pleasure in my life to help these kids get those rights, although it's the reason I am bald and limp. But I'm a milkman. I can only deliver the student to the front door…. It is up to them to open it and see their possibilities."

As his students said their goodbyes to enjoy the last of their winter break, Riordan's face lighted up as each gave him a hug or handshake.

He sat chuckling and shaking his head. 

"When they win their Nobel prizes, I'll be up in heaven looking down on them," he said. "And I'll smile because they'll be the leaders I knew they could be."

yvonne.villarreal@latimes.com

The advice from the East Los Angeles elementary school principal shocked John Serrano Jr. To meet the needs of his promising son, Serrano was told, he should move from within the Los Angeles Unified School District to a wealthier community. Because schools received most of their funding from property taxes in the late 1960s, higher taxes meant stronger schools, the principal said.

So Serrano moved his family, first to Whittier and then Hacienda Heights, but not without looking back. A social worker, he promised to strive to make things better for those he left behind.

When lawyers for the Western Center on Law and Poverty overheard Serrano at a dinner party talk about underfunded education in East Los Angeles, they saw potential legal action.

In 1968, Serrano lent his name to the class-action lawsuit that challenged California's century-old method of school financing. By 1976, the state Supreme Court had reaffirmed an earlier ruling that declared the existing system unconstitutional. The decision resulted in a shift away from reliance on local property taxes and toward state aid for education. The father of three had won.

"We do have a much more egalitarian system now than before John Serrano first brought his lawsuit. It led to a nationwide movement…. Many states have followed California's lead," Stephen Sugarman, a lawyer who argued the case before the state Supreme Court in 1976, told The Times. 

"We call them public schools, but it's really private advantage they exploit, and that's what Serrano meant to curtail," said Sugarman, a professor at UC Berkeley's Boalt Hall School of Law. 

In challenging the disparity in funding, Serrano's lawyers said $1,232 was then spent to educate each student in Beverly Hills compared with $577 in Baldwin Park, according to a 1983 Times story. Those who lived in Baldwin Park were also taxed at a rate twice as high as Beverly Hills residents, but the amount raised was substantially less.

It was wrong, Serrano's attorney's argued, for such disparities to exist in a state whose Constitution guarantees equal opportunity in education. The state's high court agreed, saying funding differences between districts should be "considerably less" than $100 per pupil. 

One major outcome was state legislation that gave money to districts that didn't receive as much funding through property taxes. By 1977, then-Gov. Jerry Brown had signed a $4.26-billion finance bill that attempted to equalize school funding. 

The case continues to shape decisions about school financing today, experts said. 

"Whenever there are school funding bills, it means the money has to be spent equally in school districts," Howard Miller, a lawyer who was Los Angeles Unified's chief operating officer from 1999 to 2000, told The Times on Tuesday.

For example, a suit brought about six years ago contended that Los Angeles Unified was at a huge disadvantage in receiving construction money from the state. Because funds were allocated on a first-come, first-served basis, the huge district, which could be slow to react, was at a disadvantage, Miller said.

"A lawsuit was brought that rested on the same constitutional principles as the Serrano case," he added. "It argued schoolchildren in Los Angeles were not able to get their proper share of construction funds…. The court decisions in that case meant Los Angeles Unified received billions of dollars more than it otherwise would have."

Serrano always played down his role in the historic case. 

"It's difficult to accept credit," he told the National Journal in 1979. "If I hadn't been the plaintiff, somebody else would have brought suit."

The case "kind of became a part of my father," said John A. Serrano, the second-grader with promise who is now a vice president at Deutsche Bank Corporate Trust. "When he was maturing in the 1960s, my father was a change agent. He was part of a time when people were challenging the status quo. He always embodied that."

A native of East Los Angeles, Serrano was born April 14, 1937, one of two children of John, a shoemaker, and his wife, Grace, a seamstress.

Serrano married Aurora, his high school sweetheart, and earned a bachelor's degree in sociology from Cal State L.A. in 1968. Three years later, he received a master's in social work from USC. 

For 40 years, Serrano was a licensed clinical social worker. He was a community organizer with Los Angeles County's mental health department and served as chief of social services for the East Los Angeles Regional Center in Alhambra, a state-funded corporation that serves the mentally retarded.

He also worked with Los Angeles County Child Protective Services. As the Serrano case wound its way through the legal system, he worked on building his career and raising his family. 

"I didn't have the slightest idea the thing would be so big," he told The Times in 1977. 
When the court ruled in Serrano's favor, he said he woke up to its implications, at his wife's urging.

"She told me that … 'there are a lot of people who see you as a figurehead. You better take it seriously,' " he said in the 1977 article. He did, Serrano said, by giving speeches on the subject every time he was asked. 

In addition to his wife and son John, Serrano is survived by another son, David; a daughter, Amber Pomeroy; and five grandchildren.
valerie.nelson@latimes.com

"I  wanted to send this article on John Serrano ... He made an impact on the funding of the schools in California ... funding that all of our children have been able to take advantage of ... but most of all he made an impact on a very poor family in East Los Angeles ... we will miss John ,,, he was "good" man who had a wonderful laugh and always had kind words to say to family, friends and clients ... he and his wife Rori raised their young children in a very small home in East Los Angeles, at the end of Downey Road, by the railroad tracks ... and his family took under their wings my husband's family ... they shared their laughter as they packed their young children and 4 Rodriguez children into their car in the late 1950's and placed a "tina" with a watermelon and bologna sandwiches for adventures to the beach ... there was a quote attributed to john at his funeral ... "Primero la casa y luego la causa"  ...... that definitely was John."

 - - - - Consuelo Rodriguez

A Brief History of Bilingual Education and the Role that Villa Alegre Played 
by Mimi Lozano

Introduction:

Dear Primos . . . Dr. Armando Ayala contacted me with a sense of urgency that the history of Bilingual Education needs to be made more public.  A few days after Dr. Ayala call, a receive a call from Dr. Henry Casso.  He too was contacting me to expressing his concern that the leadership of early Latino educators  be promoted. The timing of both gentlemen contacting me, with basically the same goal, convinced me that we should proceed. 

With the involvement of  Dr. Ayala and Dr. Casso, and the assistance of their colleagues,  we will be providing readers with insight into the historical development and philosophical foundation of bilingual education. We are hopeful that insight will bring about greater understanding of the challenges faced by the limited English student.

We will be presenting milestones, events which triggered the bilingual movement and the men that carried it forth.  Dr. Ayala has identified the television pilot of Villa Alegre as the vehicle that opened political awareness and lead to the first Bilingual Act of 1968.  Villa Alegre was a  bilingual (Spanish/English) television show for children, produced in the United States by a consortium of educators and entertainers. 

Historical Status
The Constitution does not contain a provision declaring English, nor any other language, to be the official language. Several early government documents were written in German, French, English, and later, Spanish as well. Restrictive language policies gathered little public support until the mid-nineteenth century, when a surge of Chinese immigration led white laborers to organize for legislation making certain rights contingent on English proficiency.(1)

During the last two decades of the nineteenth century, the increasing numbers of immigrants from non-Western European countries fueled growing fears about the inability or unwillingness of these new immigrants to assimilate into Anglo-American culture. The first English only movements were born out of such concerns, which coincided with restrictive immigration policies of the 1920's.(1)

Meyer v. Nebraska (1923):
In their zeal to promote English, assimilationists attempted to ban other languages in elementary schools. In 1923, the Supreme Court nullified such restrictive state laws in Meyer v. Nebraska by striking down a Nebraska law prohibiting the teaching in school of any language other than English (German in this case) before eighth grade. Concurrently, the Court upheld the right of the state to require instruction in English. Justice McReynold's opinion clearly expresses the extent to which language restriction was tied to Americanization sentiment at the time:(1)


The effects of Television on Children

1947: Children's Television as entertainment was introduced in December 1947, with the Howdy Doody (1947-1960). 

1955: Two children's programs aired: Captain Kangaroo  (1955-1985) and Mouseketeers (first 1955-1959). In 1955, I was doing field work in recreational drama, assigned to work with Rena Riddick, a puppeteer, the director of the Shatto Drama Center. I had the fun experience of putting on a children's television program.  It peaked my interest considerably in the media/drama as a teaching tool.

1950-1960s:  In the late  much research was being done by psychologists, child development experts, pediatricians and educators concerned about the effects of television viewing among children. (2)

1965: The potential benefits of media for language development resulted in two media related grants being awarded under the Elementary and Secondary Education Act of 1965.  Berkeley Unified School District received a grant.  The  second award was made to Bilingual Children's Television, Inc. (BC/TV), a nonprofit Oakland corporation, under the authority of the Emergency School Aid Act. (3)

Bilingual Children's Television, Inc.
Heading Bilingual Children's Television, Inc. was Dr. Rene Cardenas, supported by attorney David Ochoa, Dr. Armando Ayala, and Dr. Luis O. Reyes Peraza. The involvement of Hollywood Latinos Ricardo Montalvan, Jose Feliciano,Vicki Carr, and Carmen Zapata assisted in the effort to produce a pilot for a children's bilingual television series, Villa Alegre. (4)

1967: Ronald Regan was in the right place at the right time for Latinos. Ronald Regan was President of the Screen Actors Guild between 1947 and 1952. In 1966, Ronald Regan was elected Governor in California. Using the television pilot, the educators fortified by the Hollywood group lobbied Ronald Regan, to move forward with Bilingual Education.  (4)

1968: the Original Bilingual Education Act was passed. Dr. Ayala maintains that the California effort, challenged by the increasing number of limited-English speaking students was key to the passing of the original Bilingual Education Act. 
That same year, Sesame Street and Mr. Rogers Neighborhood both started.

In the early 1970s, I attended a conference at Golden West College in Huntington Beach, California hosted by the Children's Television Workshop. Soon thereafter I started teaching puppetry at Golden West College and watched children's programming regularly with great interest. Sesame Street and Mr. Rogers Neighborhood were multicultural in their approach. Mr. Rogers appealing to younger age, even a one year old's attention would be held by Mr. Rogers' direct eye-to-camera approach. The experts were watching.

1973: The efforts of getting the 1968 Bilingual Education Act passed, supplied the funding to produce a bilingual children's television finally. Villa Alegre airing for the first time in 1973.  Villa Alegre was a Spanish/English television show for children, produced in the United States. (Mexico produced children's television programs which could be viewed in some parts of the U.S. (5) 

Villa Alegre ran on PBS. Occasionally I was able to catch segments. The show centered on life in a Mexican village. I could not find documentation for the life of the series; however a brief bio on Ms. Carmen Zaptata informs us that at the minimum Villa Alegre ran was nine seasons. "For nine seasons Mrs. Carmen Zapata starred in PBS' bilingual children's television show "Villa Alegre."  (6)

Next month we will cover continue the chronology and other events affecting the development and status of Bilingual Education.

(1) The Legal History of Bilingual Education online at http://www.sscnet.ucla.edu/aasc/unz/history.html, 

(2) Series III: Children's Television Programming: Articles, Reports and Studies, 1968-1995 (0.50 linear feet) This series documents funding and research of children's television programming. Topics include science education, the effects of television on the developing brains of young children and the federal role in funding children's television programming. Materials are arranged in chronological order. http://www.lib.umd.edu/archivesum/actions.DisplayEADDoc.do?source=
/MdU.ead.npba.0043.xml&style=ead

(3) ERIC  ED097754 
(4) Interviews with Dr. Armando Ayala, January 2007 
(5) Wikipedia 
(6) http://www.bfatheatre.org/pages/program_folder/zapata_bio.htm 

In spite of that system, Armando was enthusiastic and had a full schedule. He had his own orchestra in high school, held an after-school job at a news stand, and participated in ROTC for four years. He graduated in 1948, the draft was in place and returning GIs gave tips to the high school boys.  Since Armando was 19, his father felt he should join the service or get a job; however, he stayed in school. Armando got his high school diploma, and tested high enough to be accepted into the Air Force.  He achieved the rank of Staff Sgt. He left the service, after 3 1/2 years, to enter East Texas State University, accumulating numerous scholarships along the way.  He wanted to be a teacher.  Participation in the first LULAC chapter for young people put him in touch with men that had inspired him with the desire to get a university degree. 

A correction to the piece you included in your February 2007 publication:  My father, Dr. Armando M. Rodriguez, never served as a Superintendent but as a College President

Dr. Armando Rodriguez the first Mexican born
teacher and principal in California. 

My cousin Alba Valdez (our Mom's were sisters) sent me the information on receiving a 
Spanish Word of the Day.  Alba and I have been writing to each other in Spanish to help one another recover our Spanish. Below is the first Word of the day that I got on Monday, January 8, 2007. Interesting historical information is included.  In our case, of personal interest because our grandmother was born in San Luis Potosí, Mexico. 

potosí, noun >   a fortune

To say that something is really expensive, the phrases valer un potosí, to be worth a fortune, and costar un potosí, to cost a fortune or to cost an arm and a leg are often used.

Hoy estos muebles valen un potosí.
Nowadays these pieces of furniture are worth a fortune. 

Además de no servir para absolutamente nada, costó un potosí.
Apart from being of absolutely no use whasoever, it cost a fortune.

The exotic-sounding word potosí in this idiom is from Potosí, a city in Bolivia which is one of the highest in the world, at an altitude of 4066 metres (13,340 feet). Silver was discovered there in 1545 by the Spanish colonizers of Latin America, and exported back to Spain in such vast quantities that the name of the city became a byword for something fabulously expensive.

---------------------------------------------------------------------------------------------------
Spanish Word of the Day
Thursday, January 25, 2007
tomate, noun
tomato

You may already know that the tomato is not a vegetable but a fruit. But did you know that they were probably first grown in Mexico? In Náhuatl, which is the indigenous Mexican language that was once spoken by the Aztecs and is still a minority language in Mexico, the word for this fruit is tomatl. In Mexico today the word for a normal tomato is jitomate and tomate is used for a green tomato. Náhuatl passed on many words to Spanish, some of which have come through to English: avocado - el aguacate in Spanish, chocolate el chocolate and chilli el chile. Today a million bilingual and monolingual speakers speak Náhuatl in the central plateau of Mexico.

To subscribe to Spanish Word of the Day by email,
please send a blank message to: join-wordoftheday-es@lists.lexico.com
HarperCollins Publishers Ltd 2006. All rights reserved.

Spanish Word of the Day started November 1st, 2006 
The entire year is archived at this site. 
http://dictionary.reference.com/wordoftheday/es/archive/2006/

Barnes and Noble site:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=
9780766026445&itm=6

Amazon:
http://www.amazon.com/George-Lopez-Comedian-Famous-Latinos/dp/0766026442/ sr=8-11/qid=1167705134/ref=sr_1_11/102-5000388-5711300?ie=UTF8&s=books

According to research from the Mexican daily El Finandero, purchasing power of US Hispanics will increase 48% from 2005 to 2010, compared to 28% for the US population in general.

According to Mexico's foreign trade bank Bancomext, Hispanic purchasing power is $105 billion in Los Angeles (with a Hispanic population of 7.8 million); $59 billion in New York (Hispanic population of 4.3 million); and $33 billion in Florida (with a Hispanic population of 1.8 million). Other important metropolitan areas for Hispanic businesses are Miami, Chicago, Houston, Dallas, San Francisco, San Antonio and Phoenix.

Source: El Financiero with data from Fundacion Solidaridad Mexicano Americana and Selig Center from Univeristy of Georgia.  www.aztecaamerica.com

Sent by Dorinda Moreno dorindamoreno@comcast.net
For more information, call 510-643-7077

Anti-Spanish Legends

January 1, 2007
Honor all

When are you going to spotlight the Irish, the black, the Native American, the Oriental, the Scottish and all the other Medal of Honor recipients?

I do not believe that only Hispanics were the only recipients. All of the recipients should be honored, as they all performed heroic and brave feats.

Shame on you and the promoters of the Hispanic Medal of Honor program recently in Corpus Christi.

Roy McWhorter
Alice, Texas

mariachi40@grandecom.net

The book is one several produced by Latino Advocates for Education, Inc. a California organization. Copies may be purchased from Latino Advocates for Education, Inc.
P.O. Box 5846, Orange, CA 92863   www.latinoadvocates.org

   Aviation History - Charlie Brown's Story - a True Story 
Sent by Jose M. Pena  JMPENA@aol.com
and by Sal Del Valle  sgdelvalle@msn.com

Continuing to spread the word, this past November Elizabeth sang her single "United" at the Veterans Day Breakfast Reception on Veterans Day held at Gracie Mansion & the parade held in New York City. As soon as she belted out "United we stand, if we're divided we’ll fall" the audience was speechless. "What a gift and what a song!" was heard from the audience. You can buy this single by going to her website:  http://www.cdfreedom.com/artists/elizabethmendez/catalog/united

Elizabeth's resume reflects a roster of who’s who! To date she has performed with and sang background with a plethora of some of Vibe’s and Billboard’s hottest acts today-Christina Aguilera, Mariah Carey and Marc Anthony just to name a few. In addition to singing, Elizabeth has also made acting appearances on the television show Third Watch, Law and Order and Sex In The City, as well as performed on Broadway.

Hispanic Medal of Honor recipients

Part 1

Corporal Joseph H. De Castro (November 14, 1844-May 8, 1892) born in Boston, Massachusetts, was the first Hispanic-American to be awarded the United States' highest military decoration for valor in combat - the Medal of Honor - for having distinguished himself during Pickett's Charge in the Battle of Gettysburg of the American Civil War.

                                                                                                           Map of Pickett's Charge

Private France Silva (May 9, 1876-April 10, 1951) born in Hayward, California, was the first Marine of Hispanic heritage who was awarded the Medal of Honor. He was awarded the Medal of Honor for his meritorious conduct in China during the Boxer Rebellion.

Cuentos

A Tribute to a Father, Dr. Hector P. Garcia
by Wanda Garcia  

Wanda has agreed to write stories about her heroic father to share with Somos Primos readers.  These writing have never been published before. Somos Primos is greatly honored.
Photo by permission of the Dr. Hector P. Garcia Papers, 
Special Collections & Archives Texas A&M University-Corpus Christi, Bell Library

PHYSICIAN AND HEALER, Part 1

A Tribute to a Mother

Linda Garcia Merchant, Voces Primeras Producer 

by Mercy Bautista Olvera

ENRIQUE "HENRY" BAUTISTA July 15, 1934 - October 23, 2005

Henry, as most of his siblings called him, was born on July 15, 1934 in the city of Zacatecas. Henry was the child of Marcelino Bautista and Anastacia Nuñez. He was the paternal grandson of Tiburcio Bautista and Petra Ramirez, and the maternal grandson of Juan Nuñez and Guadalupe Robles. Our paternal grandfather Tiburcio Bautista played an important role on how his grandchildren were molded into the way we are today.Marcelino Bautista our father was often away working in the United States, so Grandpa Tiburcio and Henry were constant father figure figures in our lives. Henry had many sisters, his older sister Victoria, younger sisters, Andrea Petra, Modesta, Guadalupe, Esther, and I, the youngest sister Maria Mercedes "Mercy," and our younger brothers, Carlos and Jesus. We were all fortunate to have an older "big" brother. Henry as a young boy was mischievous and enjoyed picking on his sisters. He enjoyed being with his male friends, always outdoors. Henry was smart and witty in school, however, in Mexico not many children continue their education, as we do in United States. Henry did not like school, teachers asked mother not to take him out of school, but sadly she did. For a short time he worked in a mine. While, my father was working in the United States, mother asked her cousin Fernando Robles to help her with Henry. At this time Fernando was living in Mexico City, being a great cousin that he was, Fernando came to Zacatecas to take Henry to Mexico City and give him a job. While in his teens Henry became a truck driver. It was a drastic change for Henry, it was his first time away from home and he missed his family, he was not happy. These circumstances resulted in him driving a truck, by himself, from Mexico City to Zacatecas on his own. Upon learning that both Henry & the company truck had left Mexico City, Cousin Fernando followed my brother, scared that Henry would have an accident or more than likely that Henry would not return his truck.

When Henry returned to Zacatecas he went back to being with his friends. Henry was fun and always had a sense of humor. He loved dancing and was popular with the girls. It didn’t help having so many sisters and no brothers. Henry was so happy to finally have a little brother Carlos, then another little brother Jesus he was overwhelmed with joy, that was what he needed, to have brothers. However, he was still Henry and being older than his little brothers, he spent most of his time with his friends. At an early age Henry introduced me to dancing. I placed my little feet on his shoes and danced to the rhythm of the music. It was a memorable event, my big brother took time for little me. Eventually our family moved to Juarez, Mexico leaving our beloved grandfather Tiburcio "Bucho" Bautista behind. We moved in order to prepare ourselves for a new beginning, to eventually immigrate to United States and reunite with our father. Henry grew up to be a handsome young man, of course, always after the young girls around town.

I looked up to him, at this time he was as handsome as a movie star, yet always busy with his life. Henry eventually became a waiter in Juarez, he made good money and financially began helping Mom with all of us. Mom worked cleaning houses, washing clothes, and some ironing. Our Dad, while working with the Sully Miller Construction Company, sent money from the United States. At this time, Victoria and Andrea Petra were not living with us any longer, both had stayed behind in Zacatecas, were married and had children, while Modesta, Guadalupe, Esther, myself, Maria Mercedes, Carlos and Jesus, lived and attended school in Juarez. With the aide of our father’s sister, Maria Bautista, we immigrated to the States. However, our sister Guadalupe remained in Juarez, she married and had a daughter, Luz Maria. After a few years Mom heard that our sister Guadalupe had become very ill and Mom returned to Juarez to visit her daughter. Mom in turn became very ill. Ultimately it was Henry who went to Juarez and found both his mother and sister so ill that they were unable to care for themselves. In time Mom’s health improved and she returned to the States and Guadalupe was sent back to Zacatecas. However, Guadalupe’s child had been placed in the care of the child’s paternal grandparents. Reportedly, the father and his parents were not responsive in taking care of the infant’s needs. The story is that Henry broke the front door down and rescued this baby from further neglect and brought the baby back to the States, and in fact it can be said that he very well saved the life of this baby, "Luz Maria" or as we grew to call her Lucy. During this time both Henry and Dad worked at Sully Miller Construction Co., together as a team. Both made good money, however, on rainy days there was no work, and those conditions made it hard for the family. The relationship between my mother and Henry was so unique; he carried her, kissed her, teased her, danced with her. He adored my mother and my mother adored him as well.

It was a different kind of love that Mom had for Henry. I know Mom loved all of us, but Henry was her favorite, maybe due to the fact that both had more memories of the old country than any of us put together. While Henry, Modesta, Esther were more into the Mexican culture, my brothers Carlos and Jesus and I were more into American culture. In the coming years, Henry dated Elba Graciela Hurtado, they would marry on June 28, 1958, in Los Angeles, California. They eventually would have two daughters; Mary Lou and Martha. For myself, growing up as a teenager was often difficult. In order to go out I had to get not only my parents permission but Henry’s. During high school, and on some occasions, even after I was married, he served as my chaperone.

At the time nearing the birth of my third child, Elizabeth Maricella, it was Henry who took me to the hospital with labor pains. Henry, was trying to be strong, but actually he was crying in the car seeing his little sister in such much pain. A nurse told me, "how nervous and worried your husband looks," I said "he’s not my husband, he’s my brother." It was also Henry who took me to USC Medical Center for cancer treatments, both he and my father never left me in time of need. As a single mom, I remember being so ill with the flu, unable to get up and tend to my three little daughters, Lisamarie, Janet and Elizabeth, that Henry came and checked on me, gave me medication, warmed up some soup, all the while he was crying just to see me like this, that’s the kind of brother he was, a caring brother. After I remarried, I had a son, Michael and a daughter, Monique. Out of my obvious love and respect for Henry, I asked him to be Monique’s Godfather, to which he accepted..

As a father, he was always caring, adoring and proud of his two daughters. He was crazy about his first daughter, Mary Lou, he loved changing her, feeding her, playing with her. Henry was the happiest when he was with his little girl. In later years when his eldest daughter Mary Lou began taking "Ballroom Dancing" classes at East L.A. College, Henry went to visit her. In time he could be seen ballroom and folklorico dancing with his daughter. Mary eventually stopped folklorico dancing. There was a look of indescribable joy on Henry’s face when Mary Lou graduated with a Bachelor’s Degree in Business Administration. He was so proud of his two daughters. He was especially proud of Martha, and her desire to become a doctor, whatever she needed while attending school in Chicago, he was there for her.

At the marriage of his daughter Mary Lou and Carlos Valdes he became a proud father-in-law. At the birth of Henry’s grandson, Christopher Michael, Henry was on a cloud. To make sure that his grandson, young Christopher learn early in life about our heritage, Henry purchased two "Charro" suits, and hats, one for him and another for his grandson. They, grandpa and grandson then went to a photo studio to be photographed.

Henry participated in many senior citizens’ activities, but as we all know his favorite pastime was dancing. Henry also loved singing, he had a great voice, whenever there was a gathering at his home, he would come out with his guitar and sing for all of us. However, my brother left us doing what he loved doing most of all; dancing. What a way to go Henry!

Henry was noble, charismatic, and very emotional, perhaps more than any of us. It would hurt him so much if any of his siblings was in pain in any way, he would actually cry for us. He was kind, considerate, protective, and sensitive; a great man to his parents, brothers, sisters, wife, daughters, and friends. He was the best brother anyone could have, I’m so fortunate to be his little sister. "Vaya Con Dios" Henry, you will always be in my heart, leaving a great emptiness, but your memories no one can ever take away from me.

Your little sister,

Literature

SURNAME

Locating Hispanic Ancestors Getting Past Frequently Misspelled Names
Spelling errors for Hispanic names occur for various reasons:

o Unfamiliarity with Hispanic names and their spelling on the part of a census enumerator, tax collector, or other recorder.
o Transcription errors on the part of an indexer/transcriber of handwritten records. " Use of abbreviations or phonetic substitutions on the part of the original recorder or the transcriber as a "shortcut."
o Inadvertently reversing two letters when writing or transcribing information.

Spelling errors occur not only when transcribing handwritten names into typed lists but also when creating typed indexes (e.g., Texas Birth Index, Texas Death Index). Use some the following tricks to locate Hispanic ancestors whose names may be misspelled in various types of records:
o Reverse the "ua" with "au" (e.g., Gaudalupe for Guadalupe or Jaun for Juan).
o Truncate online searches after the first syllable using the wildcard symbol * for multiple letters. (e.g., Ben* retrieves Ben, Benito, Bengamin, Benjamin, Benancio, Bennie, Benny). Replace ending vowels that indicate gender with single character truncation (e.g., Fideli? retrieves Fidelio and Fidelia).
o Try "anglicized" forms of the name (e.g., Richard or Richardo for Ricardo, Charlie or Charles for Carlos, Joe for Jose, Albert for Alberto, Mary or Marie for Maria, Rosie for Rosa, Louis for Luis, Pete or Peter for Pedro, William or Willie for Guillermo, Alfred or Fred for Alfredo, Nick or Nicholas for Nicolas, Alex or Alexander for Alejandro or Alexandra).
o Replace single vowels with the single character truncation (e.g., Guad?lupe retrieves Guadalupe and Guadelupe).
o Try abbreviated forms of the name (e.g., Franca for Francisca, Franco for Francisco).
o Try diminutive forms of the name (e.g., Lupita for Lupe or Guadalupe).
o Replace diminutive endings with the truncation symbol (e.g., Guadaiup* retrieves Guadalupe, Guadalupita, Guadalupito).
o Try nickname forms (e.g., Lupe for Guadalupe).
o Try replacing consonants with other consonants that are phonetically similar (e.g., Birginia for Virginia, Venancio for Benancio, Dionisio for Dionicio, Felan for Phelan, Ozuna for Osuna, Lopes for Lopez).
o Try replacing vowels with other vowels (e.g., Erma for Irma, Deonicio for Dionicio, Ygnacia for Ignacia, Elaria for Ilaria, Dalfina for Delfina).
o Replace "11" with "y" and vice versa (e.g., Aguallo for Aguayo).
o At the beginning of names, try substituting "G" or "L" for the letter "S" (e.g., Salinas may have been transcribed as Galinas or Lalinas because of unclear handwriting).
o Be creative. Use phonetic spellings (e.g., "Monwell" or "ManwelF for "Manuel," Morralles for Morales).
o Try "tion" at the end of names that normally end in "cion" or "sion" (e.g.. Conception for Concepcion).

This list is not comprehensive but may get you thinking about alternate spellings (or misspellings) that appear in various types of records. Create a list of all the misspellings that you've found for future reference and routinely search using these misspelled forms of the name.

Where possible, compare spellings provided by indexers/transcribers to original handwritten versions of records. You may immediately recognize a spelling error that was introduced by an indexer versus a spelling error on the part of the person who handwrote the record (e.g., the census enumerator or tax collector).

You can help yourself and others in the future by submitting corrections to Ancestry.com databases. As you find misspelling, use the comments and corrections feature where it is available to submit corrections or alternate spellings.

Source: Ancestry.com, as found in the California African American Genealogical Society, Vol. 18, Number 8, Ronald Higgins, President

Patriots of the American Revolution

I went to the site and was delighted to find the information below recorded and available for everyone. It encapsulates Granville's dedication, his foundation, his intent. It is clear, he had a mission, and he followed through. I was glad to be able to help.

I believe that the good that Granville's efforts have produced will never be fully grasped. His pure intent has born fruit, not only throughout the nation, but internationally as well.   Quietly, patiently, he provided the tools to prove the contributions of the Spanish in the American Revolution.  It is our task to make use of his data. 

Below text is found on the SAR South Coast website: http://www.southcoastsar.org/SpanishSoldiers.htm.  

 [The following is the address given by Dr. Granville Hough at the Galvez Gala on 12 October 2003 in the city of Long Beach, California. He discusses the process of having the Hispanic contributions recognized by the SAR and what those contributions were.]

In 1996 I learned that the National Society, Sons of the American Revolution, had turned down a California applicant who had no receipt to prove his soldier ancestor had donated one or two pesos to defray the costs of the war with Britain from 1779 into 1783. This seemed a strange denial as the applicant's ancestor had risked his life as a soldier, so why worry about a donativo? I told my SAR chapter I could develop a rationale for accepting Spanish soldiers as patriots, and it said go ahead. 

I knew Louisiana soldiers serving under Governor Bernardo de Gálvez had been accepted as Patriots since 1925, and that French soldiers and sailors who served under General Rochambeau and Admiral de Grasse had been accepted since 1903. 

So I developed the rationale and looked for applicants to test it. We found two descendants of California soldiers, with clear lineages, and got our first California descendants admitted in 1998. 

I had no intent of publishing anything, but concluded it might be useful publish the rationale, then to list names of California soldiers, visiting sailors, and other men who were of the right age to make the donativo. 

My daughter joined me in the research, and we did the first book on California, mostly rationale, then the second book giving the names of nearly everyone in California under Spanish jurisdiction during the war period, and most of their descendants until American occupation in 1848, about 5000 persons. 

It was interesting research, and no one had ever done such a listing of Spanish soldiers and sailors. We then did Arizona and Northern Sonora, then New Mexico. We were able to get our first descendant of a New Mexico soldier accepted in 1999. We moved on to Texas where a couple of people had already been accepted, but there was no complete listing. We did one, including all the territory now under Texas jurisdiction. 

Up to this time we had worked on more than 20 Presidios, more than 10 flying companies of mounted infantry units, and militia units of the larger towns. When we worked on Louisiana, we encountered our first organized Spanish Regiment, the Regimento de Infanterie de Luisiana. (Here is a representation of the flag of that regiment when Colonel Bernardo de Gálvez personally led it at Manchak, Baton Rouge, Mobile, and Pensacola.) 

Then we went on through the West Indies in our seventh volume with numerous Spanish and colonial regiments, then finally back to Northern Mexico for our eighth volume on backup regiments and other units for the Presidios. We have four more volumes in progress. 

Along the way, we were questioned on the work we were doing, mainly based on the way people were taught American History. The question was: "How can we accept descendants of Spanish soldiers? Spain has always been our enemy." And that is exactly the way many influential American historians have depicted it. But that is not the way Spanish soldiers and sailors saw it at the time. They, just like Americans, fought the British where they were or wherever they were sent. They celebrated all victories over the British, no matter who won them. 

But there is one quote from a highly regarded American historian at the time of WW I which is still quoted: He made a statement that John Adams and John Jay in negotiating for peace with Britain had no reason to consider Spanish interests as Spain had been of no help to the American colonies and had wished them ill. 

He apparently ignored Spanish aid and the de Grasse/Saavedra Accord which governed French and Spanish operations in the Western Hemisphere from July 1781 until the end of the war. He was not aware that a Chesapeake Bay Campaign (Yorktown) was the first item of that accord and that its success was due to five elements, two of them Spanish: Washington's Army, Rochambeau's French Army, de Grasse's French Fleet, Spanish financing, and Spanish covering for the French fleet in the West Indies. 

Nor did this eminent American historian make any suggestions as to what SECURED Yorktown, or why the four British staging areas at New York, Charleston, Penobscot Bay, and Detroit were never used by the British to reinvade. Few Americans know that the British were straining mightily in 1782 and 1783 just to hold on in the West Indies. Bernardo de Gálvez was waiting to invade Jamaica during that time with 10,000 troops at Guarico in Haiti. He was joined in Venezuela in Feb 1783 by nearly all of Rochambeau's American Expeditionary Force which had fought at Yorktown, 10,000 French troops. French General d'Estaing was lining up 20,000 more French and Spanish troops at Cadiz in Spain awaiting orders to sail. And Bernardo de Gálvez was already designated as the overall commander of the invading forces. The British had to negotiate or lose everything in the West Indies. That IMMINENT THREAT IN THE WEST INDIES is what SECURED Yorktown and made it into the victory we celebrate. 

I will point out two other false beliefs which have harmed our relationships with our neighbors: 

One is that the War with Mexico began when Mexican troops attacked American troops on Texas soil near the Rio Grande. I defy any historian to show evidence that Texas ever extended south of the Medina River. The Mexican War started when pro-slavery President James K. Polk in May 1848 sent American troops into Mexican territory south of the Medina and Mexicans defended their land. It is clear we started the Mexican War under false pretenses. 

Another false belief is that the Spanish American War was started when saboteurs blew up the battleship Maine on 17 Feb 1898. I defy any historian to show that there were any saboteurs near the Maine that night, whether Spanish, Cuban, or some other. Most likely, the Maine blew up from instantaneous combustion of overheated coal in confined ship storage. The evidence is insufficient for that or any other conclusion. It seems quite clear to most historians that we entered the Spanish-American War under false pretenses. 

These three fallacies have biased American history and textbooks for generations. They constantly come up in one form or another, in editorials, from talking heads, and even from reviewers of SAR applications. 

But the study of service records of Spanish soldiers shows interesting and remote places where they served, each with some relation to the war with Britain. The National Society, Sons of the American Revolution, has recognized the global aspects of the Revolutionary War. In March of this year, the Society removed all geographic restrictions on patriotic service so that male descendants of Spanish soldiers or sailors, in service 1779-1783, can now join our organization, no matter where the ancestor served. 

We are also beginning to recognize that Spanish soldiers who fought for freedom for the United States did not forget what they helped create. Within a generation, nearly all the countries we know in the Western Hemisphere had become free nations. The little American Revolution of 13 English colonies had become the Great American Revolution of the Western Hemisphere.[top] The Galvez Project

The web site for the Galvez Project is: 
http://www.hispanicamericanheroesseries.com/index.php
 
The following has been excerpted from that web site. 
Few Americans are aware that Bernardo de Galvez was the Spanish governor of the Louisiana territory that encompassed thirteen of our present states. They are also unaware that long before any formal declaration of war, General Galvez sent gunpowder, rifles, bullets, blankets, medicine and other supplies to the armies of General George Washington and General George Rogers Clark. Once Spain entered the war against Great Britain in 1779, this dashing young officer raised an army in New Orleans and drove the British out of the Gulf of Mexico. General Galvez captured five British forts in the Lower Mississippi Valley. They repelled a British and Indian attack in St. Louis, Missouri, captured the British fort of St. Joseph in present-day Niles, Michigan. With reinforcements from Cuba, Mexico, Puerto Rico, General Galvez captured Mobile and Pensacola, the capital of the British colony of West Florida. 

At Pensacola, Galvez commanded a multinational army of over seven thousand soldiers. Most of these men were already serving in the areas known as Nueva España. This included all the land east of the Mississippi, including present day Southwest and southern states, Cuba, Mexico, Puerto Rico, Hispanola, and other Spanish colonies such as Venezuela. The Spanish forces in the Americas were also joined by soldiers from Spain, other European nations, American colonists, indigenous, and blacks. It was this multi-ethnic force fighting together to achieve the goals of the American Revolution under the leadership of a remarkable general commander.

Pensacola was defended by a British and Indian army of twenty-five hundred soldiers and British warships. An American historian called the siege of Pensacola "a decisive factor in the outcome of the Revolution and one of the most brilliantly executed battles of the war." Another historian stated that General Galvez' campaign broke the British will to fight. This battle ended in May 1781, just five months before the final battle of the war at Yorktown.[top]

Rosters by PresidioOn the left please find the names of the presidios which were active during the Revolutionary era.  Under each presidio you will find the roster of known soldiers.  The same format is used for the sailors.  One you are at the individual unit use the "Find on this page" feature of your browser to search for specific names.[top] A helpful Web Site for further Research

Biographical information on these soldiers can be found on the Arizona State Museum web site: http://www.statemuseum.arizona.edu/drsw/index.html 
Select DRSW Master database and type in the name of the soldier in quotes. Be aware of alternative spellings: some times Antonio appears as Anttonio! 

A Chapter member submitted his lineage to the New Mexico Genealogical Society and they have posted it on their web site http://www.nmgs.org/artbenav.htm. 
[top] References for Spanish Soldiers and Sailors of 1779-1783

Descendants of Spanish soldiers who served in CA while Spain was at war with England during the American Revolution have available excellent references for documenting service of their ancestors. We know families of 220 of 500 plus soldiers or sailors who served during those years. 

Granville Hough, Ph.D., and N. C. Hough, Spain's California Patriots in its 1779-1783 War with England During the American Revolution, 1998 (eight volumes) 

Granville Hough, Ph.D., "California During the American Revolution, " California Compatriot, Winter 1998 

Granville Hough, Ph.D., "California in the Revolutionary War," SAR Magazine, Winter 1999 

Descendants who already know their soldier ancestor's name can start with Marie Northrop's two volumes, Spanish-Mexican Families of Early California, 1769-1850, Vol. 1 (revised 1987), and Vol. 2 (1984). Statements of military service in these volumes were taken from Bancroft's Pioneer Index. 

In addition to Marie Northrop's volumes, descendants may also start with Dorothy G. Mutnick's five volumes, Some Alta California Pioneers and Descendants, Divisions One and Two. In Division One she covered descendants of the Anza Expeditions, and in Division Two she covered the 1781 Expeditions to settle Los Angeles and establish Santa Barbara Presidio. Her work was based on mission records and is a thorough compilation of families. 

Presidio lists for 1782 for San Diego, Santa Barbara, Monterey, and San Francisco are in the Eldridge Papers of the Bancroft Library. Those for San Diego and Monterey were copied by Marie Northrop and are in LDS film #1421704, item 12. San Diego lists for both 1780 and 1782 were published by Bill Mason in The Journal of San Diego History, Fall, 1978. The Santa Barbara list is in at least three local histories of Santa Barbara: Hawley's The Early Days of Santa Barbara, Englehardt's Santa Barbara Mission, and O'Neill and Meier's History of Santa Barbara County. All the lists can be viewed and downloaded from this web site. 

The service records for CA soldiers are stored in the Archives of the Indies in Seville, Spain. Mr. Raymond F. Wood abstracted 900 service records for the Spanish soldiers he could identify in CA between 1769 until after Mexican Independence and placed these abstracts in the Research library of the Autry Museum of Western Heritage, 4700 Western Heritage Way (in Griffith Park adjacent to the Los Angeles Zoo. These records sometimes show dates of enlistment, promotion, discharge, death, and retirement. They can be studied by appointment: call (213) 667-2000. The Research Library will send copies of the cards at no charge for no more than three ancestors if the ancestor can be identified well enough by the descendant. 

Hubert Howe Bancroft's California Pioneer Register and Index Including Inhabitants of California, 1769-1800 extracted military service or other activity as recorded in Bancroft's earlier 7 volume History of California. 

Hubert Howe Bancroft's 7 volume History of California noted military service or other activity when it was found in Spanish records. These records seldom give more than the places or times where the soldier was listed or the activity in which he was engaged. Volumes I and II cover the Spanish period, Ill and IV the Mexican period, and the others later periods to the 1880 decade, when the volumes were published. These volumes are also in the "complete works" as volumes 18 through 24. Some of the sources Bancroft used burned in the San Francisco fire of 1906, but the majority are stored in the Bancroft Library, University of California, Berkeley, CA. 

1790 Padron (census) lists the soldiers and their families. The ages of those listed as, soldiers and their children frequently indicate how long the soldiers had been in service. Some of these lists were published by Marie Northrop in the Historical Society of Southern California Quarterly as follows: Los Angeles (June 1959); San Francisco (Dec 1959); Santa Barbara (Mar 1960); Monterey (June 1960); San Jose (Sep 1960); and San Diego (Mar 1961). 

Thomas Workman Temple, II, work includes his abstracts of mission records, available through Family History Centers of the LDS. His "Soldiers and Settlers of the Expedition of 1781," Historical Society of Southern California Quarterly, (1931 ) is very helpful, as are his other published works. 

Adam C. Derkum's 38 notebooks, "Spanish Families of Southern California," are available on 5 LDS microfilm rolls 1597975 through 1597979. There is no index, but the families are arranged alphabetically. N. C. Hough has prepared a list of surnames for which there are significant entries available. This is published in Granville and N. C. Hough, Spanish California Patriots in its 1779-1783 War with England during the American Revolution, 1998, Part 1, "Using Derkum," pages 122-153 and including all his sources on pp 151-153. 

Early mission records have been studied and abstracted by numerous scholars. Most of the original records have been microfilmed by the Church of Latter Day Saints (LDS). These can be ordered from the LDS in local Family History Centers. Two records partly in English are #0944242, and Item 12 of #1421704.

Part of the above was kindly published as an article by the Society of Hispanic Historical and Ancestral Research in its Somos Primos Vol. 9 #2 (Summer 1998) 

Spanish Contributions to the American Revolution still invisible

Hello, everyone. Yesterday, I was at an elementary school in Austin, giving a workshop for 3rd and 4th graders on writing.

While waiting for the event to begin, I flipped through the books in the 900 section of the school library to see what I might find in non-fiction about the American Revolution. I went to the index and looked for "Galvez" or "De Galvez" because some indices will put his name in the D section.

Nothing. Nada. Zippo.  Then I looked for "Spain" or "Spanish." 

One book out of the 15 I looked through had 4 pages listed for "Spain." So I turned to those pages and found that the French, those Enlightened Folk, jumped into the fray to help the colonists while the Spanish and the Polish just kind of meandered into the war.

The words that went through my mind are unmentionable here, but I thought, "Do we have our work cut out for us!" 

Even in a book with a 2005 copyright--there is no mention of the secret aid given to the colonies by Spain starting in 1776--shortly after the signing of the Declaration of Independence. 

Not a peep about the Texas connection to the American Revolution--that fine Texas beef that went into the stomachs of soldiers fighting King George's forces.

Not a word about the Battles of Baton Rouge, Mobile or Pensacola.

So, as Unamuno put it, "Sigo luchando." I may have to live 70 more years to accomplish our goal of recognition for Galvez, but I'm hanging in there.

Lila Guzman, Ph.D.  http:// www.lilaguzman.com


Here is a good article on Spain's and General Galvez's contributions to the American cause during the Colonist's Revolution. These facts are almost totally ignored in most "history" books taught in our schools .  http://www.magweb.com/sample/amr/ed82loui.htm
Please read and pass it on .   Bill Carmena  JCarm1724@aol.com  
 

BUENOS AIRES PATRIOTS OF THE AMERICAN REVOLUTION, 

Part 3, R-Z

by Granville Hough, Ph.D.

ORANGE COUNTY, CA

Judge Frederick P. Aguirre is coordinating and administering the Academy. For more information about the program, and an application, please contact Gwen Vieau at 714-834-2717 with any questions concerning the Court's Leadership Academy.

Following free classes are scheduled for February
 at the Orange Family History Center. 
607 S. Yorba, Orange. 
For more information call, 714-997-7710

CALIFORNIA

by 
Robin Collins, President
Hispanic Heritage Center
hdcinc@netptc.net

In order to plan our future we must conserve and understand the world as it was before our generation. A word often used for this effort is ‘Preservation’ and today as our planet is demonstrating the problems that can occur with progress; perhaps preservation and stewardship are more important for humanity to implement and practice than it has been for previous generations.

First we must have knowledge of our past and share this knowledge in any way we can. This awareness shares, strengthens and enriches our lives and resources for national and international appreciation of our planet. This is a major goal and role of the Heritage Discovery Center. One of the current HDC projects to help preserve our history and resources is to expand our preservation breeding program. 


Rancho del Sueno is currently preserving our Colonial Spanish Horse.  In addition, we plan similar preservation/conservation programs for our Colonial Spanish Cattle, Goats, Sheep, Pigs, other Equids (Burros & Mules), and Foul (Chickens, Ducks, etc.) Rancho del Sueno's vision is to  host all Colonial Livestock brought to the Americas by the Spanish.

The Rancho del Sueno Area of the HDC will not only be focused on preservation/conservation genetic programs but will also serve as an extensive educational and learning center for young and old alike to realize and develop a comprehensive appreciation for the nature of and contribution of each species. Without the introduction of these marvelous animals our cultural development and lifestyles would have been enormously different.  Can you imagine our western history without Farms or Ranches?

Preservation breeding is a description of the practice of preserving genetic variability by breeding animals within specific bloodline groups.

Breeding goals are important, but it is important to save all the pieces if we are to have a complete picture. (Without knowing where you are headed it is impossible to know when you arrive) Within the context of the overall goal, a preservation breeder will consider the genetic contribution of the specific animal. Sire or dam lines that are endangered are noted and special effort is made to breed the replacement individuals to carry on the tradition. True Spanish genetic populations are very rare, sometimes finding just one Spanish individual is difficult and a true gift to the delicate balance of preservation of the breed.

By the time Spanish explorers were setting sail for the New World, Spanish horses had become world famous, and much sought after by the Royal Stud farms throughout the world. There were three main types of Spanish horses being bred, and all three were brought to the New World as part of Spanish Exploration. They were:

Ambler-Gaited type, small but substantial. These horses were a short back, rounded croup, arched neck, and full mane and tail. Prized for their docility, courage, and easy gaits. Noted for being a smooth riding equitation mount.

Coaser type sometimes gaited and affordable by the peasantry. 
Later mixed with the Moor’s Barb and influenced by the Sorria. 
Swift, agile, hardy.

This amazing legacy rediscovered in the Colonial Spanish Wilbur-Cruce Mission Strain is how many of the characteristics of all the Spanish/Iberian horses remain and are still evident in this isolated genetic group. These Colonial Spanish horses are very important indeed to overall conservation, and are closer in type to the historic horse of the Golden Age of Spain than are the current horses of Spain/Iberia.

Mrs. Eva Antonia Wilbur-Cruce highly praises these horses in her book, "A Beautiful Cruel Country". "These horses were hardy, swift and agile…our partners from sun-up to sun-down…and none so beautiful". Mrs Cruce in her wisdom insisted that her horses be preserved and maintained in a conservation program designed by Phil Sponenberg and herself for future generations to know and appreciate. I am honored and proud to have been chosen to have this privilege and be able to share this heritage for the horses and humanity.

The Heritage Discovery Center, and our Ranch del Sueno division would like to thank Mimi Lozano and Somos Primos for including us. Please come enjoy and visit our heritage and the Colonial Spanish Horses at Rancho del Sueno or contact us for more information about HDC or Rancho del Sueno.  

Robin Collins, President
hdcinc@netptc.net
Hispanic Heritage Center  
209-694-1608

Rancho del Sueno is in Madera, 4 1/2 miles outside of Fresno County Line, 5 Mi. north from Children's Hospital, North East end of Fresno at junction where HWY 41 goes to Mariposa, and then to Yosemite, or to Millerton and Shaver Lakes.  

 
Soldados de Cuera
 The Many Ancestors  of Lorraine Frain 

Introduction to the Colonization of Alta California

The Sacred Expedition of 1769 to Alta California

Gaspar de Portola was born in Catalonia, Spain, in 1723. He had served as a soldier in the Spanish Army in Italy and Portugal before being appointed Governor of Las Californias from 1768-1700. The soldiers for the expedition were recruited with offers of land in exchange for colonization of the New Frontier, plus a promotion in rank upon reaching their destination. Among the members of this Sacred Expedition was the spiritual leader, Padre Junipero Serra, a Spanish Franciscan Missionary priest. Padre Serra was named Miguel Jose Serra when he was born in Petra, on the Island of Majorca on November 24, 1713. At the age of 16, he entered the service of the Catholic Church, the Order of St. Francis of Assisi and took a new name, Junipero Serra.

The expedition, comprised of five parties, two going by land, and three by sea, began on January 9, 1769, from La Paz, Baja California, with the departure of the first ship, the San Carlos, commanded by Captain Vicente Vila, and with Lt. Pedro Fages on board, followed on February 15 by the ship, the San Antonio, commanded by Captain Juan Perez, and later, on June 16, by the ship, the San Jose, commanded by Captain Callegan. On March 24, 1769, the first land expedition under Captain Fernando Rivera y Moncada left La Paz for San Diego, followed on May 15, by the second land expedition under Captain Gaspar de Portola. By the end of June, the two ships, the San Antonio (alias El Principe), and the San Carlos (alias Toison de Oro), and the two land expeditions had arrived safely in San Diego. The journeys had been difficult and at least half the men died, many were ill, and the ship, the San Jose, was lost at sea. Father Serra selected a site beside a river, and on July 16, 1769, celebrated the first Mass beside a wooden cross and christened it Mission San Diego de Alcala. The Presidio at San Diego was established there at the same time. Padre Serra was in charge of the newly found mission, the first of the 21 missions in Alta California. Padre Serra had been President of the Missions of Baja California and Alta California since 1767 and had come to spread the Roman Catholic faith and expand the Spanish Empire. Padre Serra remained in San Diego for several months carrying on his missionary work, tending to the building of the new church and the presidio, planting seeds for food, and setting up the new community, all with the support of the local Native Americans.

Captain Portola and his men were anxious to head on out for Monterey Bay and had already left San Diego on July 14, 1769, with Fathers Crespi and Gomez, who served as the expedition’s spiritual leaders, Captain Rivera, Lt. Pedro Fages, for a total party of 64 men. They reached Los Angeles on August 2, Santa Barbara on the 19^th, but bypassing the port of Monterey due to erroneous mapping directions. By the end of October, the expedition had traveled farther north, arriving at a location near what is now Pacifica where they set up camp. On November 4, 1769, Portola and his party rode up Sweeney Ridge, where upon reaching the top of the mountain, they saw the awesome San Francisco Bay.

Alta California was the land of the giant grizzly bears, los osos, now our State’s emblem. In those days, the bears were considered extremely dangerous to humans and property and were hunted to almost extinction. At times during the exploration of the coastline, there was little food to be had, so members of the expedition gave the friendly Native Americans colorful beads and trinkets in exchange for food. After five months of searching unsuccessfully for Monterey Bay, the exhausted and hungry members of the expedition decided to return to San Diego, arriving there on January 24, 1770.

Supplies were running low in San Diego and the ship from San Blas was running behind schedule. Fortunately, the supply ship, the San Antonio, arrived in San Diego on March 23, 1770, with provisions just in time for the expedition members to obtain fresh rations before leaving again for Monterey. The Portola Expedition departed San Diego on April 16, 1770, to found a presidio and a mission in Monterey Bay. Here is an example of the adage: "If at first you don’t succeed, try again". Gaspar de Portola, Padre Crespi, and the men did just that--they persevered and marched northward again and this time, after 36 days on the trail, arrived in Monterey Bay on May 24, 1770. Padre Serra had decided to sail to Monterey aboard the ship, the San Antonio. The Presidio at Monterey was founded on June 3, 1770, the same day that Padre Serra founded Mission San Carlos Borromeo. Captain Gaspar de Portola’s job was now over–-he had fulfilled his commitment of leading the expedition to Alta California. He turned over command to the next governor, Don Pedro Fages, and in July, returned to Nueva Espana (Mexico) by sea. The location of the mission was soon changed from Monterey to its present site near the Carmel River, where the soil was better and living conditions were more suitable. On August 24, 1771, Padre Serra moved into the new Carmel Mission, where he presided over the mission system. The 21 missions extend along a 650-700-mile trail, linked together by a day’s travel by foot or horseback, and are still situated along the El Camino Real Highway, between San Diego to Sonoma. On August 28, 1784, at the age of 70, Father Junipero Serra died and is buried before the main altar at Mission San Carlos in Carmel. Father Crespi had died two years earlier and is buried beside Father Serra.

Amongst the "Men of the First Expedition" was soldado de cuera, Vicente Briones, (my family’s ancestor). This is a list based on a document from Prov. Records, vi, 569-708, dated at Loreto, Baja California on 12 June 1797. Ignacio Vicente Briones was born c. 1727 in Ciudad de San Luis Potosi, Nueva Espana (Mexico), and there he married Maria Antonia de Patron. Maria Antonia de Patron was born in Ciudad de San Luis Potosi in c. 1735. Her parents were Jesus Maria Nicholas Padron and Simona Gertrudes Morales. Vicente and Maria Antonia were the parents of Marcos Joseph Briones, a soldado de cuera, and Maria Guadalupe Briones. Marcos Joseph Briones was born in Ciudad de San Luis Potosi in c.1756, and his sister, Guadalupe Briones, was born c. 1764, also in San Luis Potosi. Maria Antonia de Patron died before Vicente came to Alta California. Vicente Briones was a Corporal and served as a mission guard at San Luis Obispo from about 1770 to 1775. Vicente Briones, then a widower, married Mariana, a woman from the local area, in c. 1772, at Mission San Luis Obispo. Their two sons were born and baptized there but died at an early age. Years later, Vicente Briones became an extraordinarily successful mayordomo at Mission San Carlos Borromeo for the crops did well and the livestock continued to increase during his 30-year career there. Vicente Briones and his son, Marcos Briones, were among the parishioners at Mission San Carlos and were well acquainted with Father Junipero Serra. Father Juniper Serra officiated at baptisms, weddings, and other religious ceremonies and services, often witnessed by Vicente Briones, his wife, Mariana, and his son, Marcos. Vicente and his wife, Mariana, were padrino and madrina to probably hundreds of children whom they baptized over the years at the Missions of San Luis Obispo, San Francisco, and San Carlos. This couple also participated in fiestas de boda, weddings, that took place at several missions. Mariana died at Mission San Carlos on November 15, 1806. Don Vicente Briones is among the many Early Californio heroes most respected and admired by everyone who knew him. Vicente Briones died on May 4, 1813, at Mission San Carlos, Monterey, CA. The entry in the San Carlos, Monterey Mission reads: "Vicente Briones died on May 4, 1813, at Mission San Carlos, Monterey, CA. Vicente Briones, Cabo retirado y mayordomo que havia sido como 30 anos de esta Msn. Uno de los primeros Conquistadores de esta tierra desde al Ano de 1770, viudo de Mariana. Murio en dia 3 como las 7 dela tarde. (Signed) Fr. Vicente Francisco de Sarria." (English translation: "Vicente Briones died on May 4, 1813, at Mission San Carlos, Monterey, CA. Vicente Briones, Retired Cabo and mayordomo of this mission for about 30 years. One of the first Conquistadores of this land since the Year of 1770, widower of Mariana. Died on day 3 about 7 in the afternoon. (Signed) Fr. Vicente Francisco de Sarria.")

 Juan Bautista de Anza Colonizing Expedition to San Francisco

Alta California - 1775-1776

In the Spring of 1775, Juan Bautista de Anza was given permission to begin recruiting soldiers with families from Culiacan, Sinaloa, El Fuerte, and Alamos, Sonora (Mexico) to colonize the San Francisco Bay Area. The incentives offered to the volunteers were food and clothing, transportation, wages, and an opportunity to become land owners and to have a better life.

On April 5, 1775, Felipe Santiago Tapia, a 39-year old recruit soldier from Culiacan and his family, (my family’s ancestors) volunteered to join the Juan Bautista de Anza Colonizing Expedition of 1775-1776. Felipe Santiago Tapia was born in Real de Rosario, Sinaloa, Culiacan. In about 1759 he and Maria Filomena Hernandez were married. Maria Filomena Hernandez was born in Crilacava. Their children were: Maria Rosa Tapia, 13; Maria Ana Antonia Tapia, 12; Jose Bartolome Tapia, 11; Juan Jose Tapia, 9; Jose Cristoval Tapia, 8; Maria Manuela Tapia, 6; Jose Francisco Tapia, 7; Maria Ygnacia Ysidora Tapia, 5; and Jose Victor Tapia, 6 months. Filomena Hernandez died before Felipe Santiago Tapia had departed on the expedition to Alta California. Felipe, now a widower, then married 23-year old Juana Maria Cardenas, who accompanied him and his children on the Expedition to San Francisco.

On October 23, 1775, Juan Bautista de Anza, Franciscan Father Pedro Font, the spiritual leader, and 300 members of the expedition, plus their 1,000 head of livestock, left the frontier presidio at Tubac, Arizona, and began their one thousand-plus miles march to San Francisco in Alta California where they would establish a presidio and a mission. Lt. Col. Anza had chosen Lt. Jose Joaquin Moraga to be second in command for the colonizing expedition. Lt. Moraga’s duty was to help Anza escort the people safely to Alta California. Juan Jose Moraga was born in 1741, and was married to Maria del Pilar de Leon y Bracelo.

Less than three months later, and after camping out in the wilderness every evening at various locations, the weary members of the expedition arrived at Mission San Gabriel on January 4, 1776, where they stayed for a few weeks to rest, recuperate, do laundry, and to regroup. Lt. Moraga missed his family very much, as he had left them behind due to his wife’s illness. However, his family eventually joined him in San Francisco in 1781. Upon leaving Mission San Gabriel on February 21, the expedition members followed the path that would become known as El Camino Real, linking together California’s chain of 21 missions. The expedition members pitched camp every night and were allowed rest stops along the way. They visited Mission San Luis Obispo and Mission San Antonio de Padua, eventually arriving at the Presidio at Monterey on March 10, 1776. Several babies were born along the way.

Vicente Briones and his wife, Mariana, and his son, Marcos Briones, were living in Monterey when the Anza expedition members arrived. It was there, in Monterey, where the Briones family and Felipe Santiago Tapia’s family met and became acquainted. The Tapia family, as well as all of the families in the Anza Expedition, were treated very well during their three-month stay in Monterey. The marriage of Felipe Santiago Tapia’s daughter, Maria Antonia Tapia, was a happy and joyous occasion for everyone. Soldado de Cuera, Jose Antonio Buelna and Maria Antonia Tapia were married by Padre Junipero Serra at Mission San Carlos Borromeo on May 26, 1776. This was the beginning of a wonderful new life for the newly weds in Monterey.

Lt. Jose Joaquin Moraga was now in charge of taking the colonists from Monterey to their final destination in San Francisco to found the presidio and the mission. Lt. Col. Juan Bautista de Anza had departed from Monterey on April 13 and returned to Mexico. On June 17, Lt. Moraga, Padre Francisco Palou, and the colonists left Monterey and arrived in San Francisco on June 27, 1776. The tremendous effort of constructing the presidio and living quarters for the soldiers and their families began right away. The building of the new mission, Mission Dolores, also began at once. In spite of the fact that over half of the expedition members were children, the presidio and the mission were built by the colonists with the help of the native peoples. In 1777, Lt. Moraga became the Comandante of the Presidio at San Francisco, and shortly thereafter, he went on to found El Pueblo de San Jose de Guadalupe. Commandant Moraga died on July 15, 1785 and is buried at Mission Dolores in San Francisco.

Soon a new pueblo outside the presidio developed and it was named Yerba Buena. Mission Dolores was able to thrive, even after Secularization of the Mission System in the early 1830s.

Lt. Col. Juan Bautista de Anza died at his home in Arizpe on December 19, 1788, and is buried in the side chapel of Nuestra Senora de Loreto in the Cathedral at Arizpe. He was survived by his wife, Ana Maria Perez Serrano.

On August 15, 1990, the U. S. Congress created the Juan Bautista de Anza National Historic Trail.

The Los Californianos Organization sponsors an event on June 27th every year at Pershing Square at the Presidio in San Francisco to commemorate the founding of the presidio and to pay tribute to the families who came in the Juan Bautista de Anza Expedition of 1775-1776. As the roll call of the members of the expedition is read, we, their descendants, place yellow and red carnations on a mesh screen forming a heart. Many dignitaries from San Francisco are represented at the event. Afterwards, a beautiful luncheon is served at the Officers’ Club, with music and dancing performed by the young people from the local schools.

Rivera y Moncada Colonizing Expedition to
Alta California - 1781

The crops and livestock raised by the settlers of the pueblos would provide food and livestock for the presidios. A new mission to be named Mission San Buenaventura would also help to populate Alta California. An expedition to Alta California was approved and would be under the command of Captain Fernando Xavier de Rivera y Moncada. In December of 1779, Captain Rivera left the presidio at Loreto to recruit settlers and soldiers for the founding of El Pueblo de Los Angeles, Mission San Buenaventura, and the Presidio at Santa Barbara. Captain Rivera was authorized to offer prospective colonists daily rations and a monthly salary for a few years. Between 1779 and 1780, many of the expedition members were recruited from the provinces of Ostimuri, La Villa de Sinaloa, Culiacan, Villa del Fuerte, Rosario, Real de los Alamos, Sonora and Sinaloa. Vicente Quijada was 27 years old when he and his wife, Juana Armenta, and their two-year-old daughter, Maria Rosa Quijada, (my ancestors) joined the Rivera Expedition in Real de Los Alamos. Bernardo Ramirez, a single, young recruit, also joined the expedition.

Captain Fernando Xavier de Rivera y Moncada was born c. 1724 near Compostella (Mexico). He was Military Governor of Alta California, from 1773 to 1777. His wife was Dona Maria Teresa Davalos y Patron. They were the parents of four children; Isabela, Juan Bautista, Jose Nicola Maria, and Luis Gonzaga Francisco Javier Maria. Their son, Juan Bautista, the eldest, became a parish priest of the church in the town of La Magdalena near Guadalajara.

Members of the Rivera Expedition, the pobladores, who were the settlers, and the soldados de cuera (leather jacket soldiers) and their respective families, arranged to meet at the Real de los Alamos, Sonora, on February 2, 1781, to begin their journey to Mission San Gabriel, Alta California.

Mission San Gabriel Arcangel, the fourth mission to be founded in Alta California, was founded on September 8, 1771, by two Franciscan priests, Padre Pedro Cambon and Angel Somera with assistance of the soldiers garrisoned at the San Diego Mission and the local inhabitants.

The members of the Rivera y Moncada party were divided into two groups. In the first group were the pobladores who were bound for San Gabriel and who were destined for the founding of El Pueblo de Los Angeles and they were under the command of Lt. Jose Zuniga, and Ramon Lasso de la Vega. The eleven families and their escorts consisting of seventeen soldados de cuera and their families, traveled along the Coast of Baja California, arriving at Mission San Gabriel on August 18, 1781. These pobladores remained at the Mission until September 4^th, 1781, when they left to continue their journey to found El Pueblo de Los Angeles.

The second group of Expedition members who were bound for San Gabriel were led by Captain Rivera y Moncada. In this group were the officers and soldados de cuera and their families, plus a large herd of livestock, and they followed the inland trails which had been traveled by the Anza Expedition. This large contingent of military personnel and their families were destined to found the 9^th mission, Mission San Buenaventura, and the 5^th Presidio at Santa Barbara.

In May of 1781, Captain Rivera and his party advanced across the desert with a vast herd of livestock. Over one quarter of the livestock were too weak to ford the Colorado River. From there at the Colorado River, Captain Rivera sent back most of his Sonoran escort, and after a short delay for rest, dispatched the Santa Barbara recruits and their families together with part of the herd that could cross the river, to Mission San Gabriel under escort of Alferez Limon. Having seen the company started on its way, Captain Rivera recrossed the Colorado River and with a few soldiers and the animals left behind, set up camp near the eastern bank opposite Concepcion where he proposed to remain for some weeks to restore his horses and cattle to a proper condition for the trip to San Gabriel. In the meantime, the Rivera Expedition members destined for the Presidio at Santa Barbara continued their journey and arrived safely at Mission San Gabriel on July 14, 1781.

On Tuesday, July 17, 1781, the villages of San Pedro y San Pablo, as well as Captain Rivera’s camp, were attacked by the Yumans. Captain Rivera y Moncada was 57 years of age when he was slain on that day, July 17^th, at Concepcion, near the Colorado River. He had been a California soldier for 40 years. His widow was left destitute, as she was never able to collect any part of her husband’s last five years of pay.

On March 26, 1782, Governor Felipe de Neve, Captain Jose Francisco Ortega, and soldiers and their families of the Rivera Expedition, left Mission San Gabriel and continued their journey north to found the Mission of San Buenaventura, and the Presidio at Santa Barbara. On Easter Sunday, March 31, 1782, Mission San Buenaventura was founded by Blessed Father Junipero Serra, assisted by Father Benito Cambon. Father Cambon remained at the mission for a while, before returning to his mission in San Diego. Some of the soldiers and their families also remained at the new mission.

The majority of the party left Mission San Buenaventura and traveled on to the Santa Barbara Channel.

On April 21,1782, the Presidio at Santa Barbara was founded. The Cross and the Spanish flag were raised at the newly found Presidio of Santa Barbara. Mass was celebrated under an arbor, and Father Serra sang the Alabado. The ceremonies of blessing dirt, water, and pulling grass were performed.

Three months after the founding of the Presidio at Santa Barbara, there were seven officers and 50 soldiers garrisoned at the Presidio, according to a list, dated July 1, 1782.

January 27, 2007

The long struggle between the city of Palo Alto and the owners of the Juana Briones residence over the historical home’s demolition continued this week when residents began clamoring for a full review of the site’s significance.

Members of the Juana Briones Heritage Foundation, aided by land preservationist attorney Susan Brandt-Hawley, asked the Palo Alto City Council this week to conduct an environmental impact review before permitting the demolition.

"It’s the oldest existing structure in Palo Alto and it’s associated with Juana Briones, a personage of historical significance," said Clark Akatiff, board member of the foundation. "You can’t just grant a demolition permit without doing an environmental impact review."

In a Jan. 22 letter to the Council, Brandt-Hawley said the review is required under the California Environmental Quality Act and cited the city’s municipal code requiring "a moratorium in the issuance of any demolition permit while the Historical Resources Board reviews the project and makes recommendations."

"There’s no indication that the city is not going to do (a review.)." Brandt-Hawley said Wednesday. "We just wanted to communicate early on that CEQA needs to be followed."

She noted that conducting the review is separate from the recent court decision allowing Jiam Nulman and Avelyn Welczer, the homeowners, to raze the house.

In November, the 6^th Appellate District of the California Court of Appeals ruled that the city had missed its opportunity to enforce the Mills Act, which provides tax relief to owners of historic homes in exchange for maintaining the property.

The city will also have to pay the couple $275,00 in legal fees.

"We want to see all the alternatives listed and considered," said Gail Woolley, the foundation’s co-president and a former mayor of Palo Alto. "The most reasonable alternative is that they offer the property for sale before they demolish the house."

The city signed the Mills Act contract with the home’s previous owners while Woolley was malor, she said.

Brandt-Hawley said she recently prevented a similar demolition of the historic Griffin House on the campus of Footill college.

But Akatiff pointed out that the review "would not necessarily protect the house indefinitely."

"A demolition permit might still be issued because measures of mitigation (may come up in the review)," he said. "But until a study is done, there’s no way of knowing this."

The City Council met with city attorneys on Monday night in closed session on the matter, but did not report any action.

The attorney representing the homeowners could not be reached for comment Wednesday.

Located at 4155 Old Adobe Road, the home was built in the 1840s by Briones, a farmer and rancher who sold food, traded hides internationally and helped manage a smallpox outbreak in Marin County, according to the foundation’s Web site."She was a woman in a man’s world who nonetheless was able to hold her own," Akatiff said.

Web site:  www.brioneshouse.org

SOUTHWESTERN UNITED STATES

Please include:
Name: 
Address: 
City, State, Zip:
Phone #:
Email:

Ms. Virginia Sanchez, President
Colorado Society of Hispanic Genealogy
Denver, Colorado

Dear Ms. Sanchez,

It was my distinct pleasure to read Hispanic Pioneers in Colorado and New Mexico which your organization produced. The countless previously unpublished photographs of Hispanos contained in the book are priceless historical resources. However the narrative essays that accompany the photos are even more significant. As a whole, the book provides a vivid record of how Hispanos celebrated their lives from birth to the grave. The book is well constructed with different chapters on buildings, family, education and children, occupations, agriculture, and military. Photos of many historically important Hispanos are included like the images of Casimiro Barela, Celestino Garcia, and Rafael Chacon. I was impressed with the photos on religious traditions and military service.

Most importantly, the chapter on occupations documented how Hispanos worked to support themselves and their families. The essays also described the activities of the mutual aid society known as the Sociedad Proteccion Mutua de Trabajadores Unidos. You have demonstrated that Hispanic workers labored in the fields, on ranches, in the coal mines, and on railroads across this region.

The book will soon become required reading for anybody interested in the experience of Hispanos in Colorado, New Mexico, and the United States. This work is a major contribution to the history of the Hispanic people in the American Southwest.

Sincerely, Vincent C. de Baca, PhD
Chair of the Chicano Studies Department
Associate Professor of History
Metropolitan State College of Denver
Department of Chicana and Chicano Studies
Campus Box 41 P.O. Box 173362 Denver, 
CO 80217-3362 303-556-3124 Fax: 303-556-3178

The Colorado Society of Hispanic Genealogy promotes education and historical and genealogical research to expand the awareness, knowledge, and appreciation of Hispanic culture, history, and traditions. We are an all-volunteer non-profit with a membership of 275 who are mainly throughout the southwestern part of the United States.

As CSHG members conducted research, we found that many libraries and museums had photos of early Hispanics, but unfortunately the people and places in their photos were unidentified. For example, a caption simply read, "Hispanics in Trinidad area." CSHG decided we would create a book that had personal photos and stories of historical accounts. We wanted the people in our photos to be remembered by name, not by a generalized caption. Foremost, we wanted to help our members preserve their photographs and family stories.

Our members were willing to have their treasured, rare family photos and oral histories published in a book that discussed the accomplishments of our ancestors as educators, politicians, lawyers, and contributing members of their communities.

Creating this book was a big undertaking for our small, non-profit society. We received wonderful letters of support from the Chief Historian of the Colorado Historical Society (Dr. Modupe Labode) and from Colorado’s favorite son and United States Senator, Ken Salazar.


Brief History

With regard to history, after arriving in Mexico from Spain, our members’ ancestors made their way up the Camino Real from the early Spanish colonial settlements in Mexico City and Zacatecas. Many of our members descend from the first Spanish colonists who settled Spain’s northernmost province, the Province of New Mexico in 1598.

Some members can trace their lineage to soldiers who in 1778 battled against Comanche Chief Cuerno Verde and his warriors in that area known today as Huerfano County in southern Colorado.

In 1851, our people settled San Luis de la Culebra in what was then "northern, northern New Mexico" and what is today the San Luis Valley in southern Colorado. Prior to Colorado becoming a Territory of the United States, its southern area was part of New Mexico Territory.

Our Hispanic ancestors who settled in New Mexico, Texas, Arizona, Nevada, California, and southern Colorado have proudly lived and served under three flags: Spain, Mexico, and the United States. We, their descendants, are of Indian, Spanish, and Mexican descent. And, members who have participated in the New Mexico DNA project have learned of their earlier ancestral heritage.

Presentation of the Photo History Book

Here is an early photo of San Luis, Colorado’s oldest town. The town settlement was part of a Mexican Land Grant known as the Sangre de Cristo Grant of nearly 1 million acres.

Here we have the office of El Heraldo del Valle, a newspaper that began publishing in San Luis about 1870. Notice the musicians on the far right.

Here is a courtroom in the Costilla County Courthouse, a building on the National Register of Historic Places. This courtroom and courthouse are now being restored and preserved by the Colorado Historical Society. This photo is being used as a basis for the courtroom’s restoration. Here is the District Court Judge Jesse Wiley, the jurors, and various hat racks. Notice the electric lighting and a fire bell.

State Senator Casimiro Barela served for 45 years between 1871 and 1916. His picture is on display in the Colorado State Capitol. He and other Hispano legislators argued against laws requiring the ability to speak and understand English to serve on a jury or vote. They continuously fought for the rights of southern Colorado’s Hispanos.

Our book also has stories about fashion and dress. Here Ramoncita Marquez wears a traditional long-fringed shawl.

Our ancestors worked in various occupations and wore different hats. Many began as sheep raisers. When the railroad arrived, wool was freighted by horse and wagon to the nearest railroad town as shown in this photo. Prior to the arrival of the railroad, many of our ancestors served as freighters on the Santa Fe Trail.

Huerfano and Las Animas Counties in southern Colorado were known for their coal mines. Our ancestors worked in these mines wearing their personal clothing and shoes. They often used picks in a crouched or kneeling position. Each was assigned a brass tag which he attached to his loaded car of coal. This tag was also used to identify him should an accident occur. Notice their lunch pails; the upper portion was for food and the bottom held about a gallon of water.

Our ancestors were merchants – farmers – sheepherders - railroad laborers - and field laborers.

During American occupation after the Mexican-American War, women worked as laundresses at military forts. A woman’s work is still never done. This 1922 photo shows laundry workers in a Denver laundry.

The importance placed on education is evident in the one-room schoolhouses built in plazas and on settlements.

Our book would not be complete without a discussion of Hispano culture. Here a musician in the back plays the wedding march as the newlyweds, their attendants, and guests are led through a family garden to a home where the reception was held.

This photo is of a cute baby, but it also shows that recycling was not a new concept. Lard pails and tomato cans were used for potted plants.

For this photo, Aunt Julianita had her nephews and nieces dress up for a group photograph. The adventure resulted in being an all-day affair described as follows:

We got up very early in the morning. It was still dark. Our mothers packed a lunch for us to eat along the way. We all rode 20 miles by horse and wagon to Trinidad, Colorado. We had to be careful not to get our dress clothes dirty. Once we were all set up in the photographer’s studio, Aunt Julianita told us not to smile and to keep our lips together.

This photo shows a chueco team. Many of our ancestors enjoyed chueco, a game similar to field hockey. Each player made his own hockey stick. The puck was a wad of rags covered in gunny or leather and secured with strong twine.

Our book also has stories about those who served in the military from the Civil War, the Mexican Revolution, World War I, and World War II.

Hello Everyone - Here is information on the upcoming Anza Conference in Hermosillo, Sonora. We are working with the Historical Society of Sonora and will have the conference at their facility. What a great combination! Speakers from both sides of the border! Don't forget to check-out the new website - www.anzasociety.org. There is more detailed information there. See you in March. Cut off date is Feb. 18, 2007 Thanks, Linda Rushton, Pres. touraz4fun@msn.com 

Border Crossing by Dorinda Moreno

My experience with the border is at El Paso/Juarez. Mi familia has lived in Hatch (Garfield/Derry), New Mexico for many generations. on my Zacatecas side, my grandfather came in l910. In fact I have his green card, on my father's side, Mescalero Apache. These were the people's who cleared the bosques for the chile industry that flourishes. My grandfather was shot in the foot. He was a jolly guy, a natural born story teller and I have written a lot about him in the beginnings of a novel that just sits 
collecting dust. 

My Grandfather told of riding with pancho villa in his early teens. After he was shot he made his way across the border and settled in Derry. He and wife Maria of Zacatecas had some ll children, several did not reaching adolescence, due to TB and influenza, which were rampant in the 30-40-s. Maria died when my mom was l3 and mom married my dad at who was l5 at the time. Together they were parents to mom's siblings. The last picture of have of my grandfather was him holding my first born daughter at her bautismo. He died not long after this of diabetes.

On my father's side, a sister Maria had a candy store in Juarez, first called 'la Rosita' and then 'La Nueva Rosita'. Maria's three sons and two daughters eventually moving to California, following mom and dad. All three men serving in World War II. 

Most times at Christmas and Easter we would take a vacation, traveling from California to Nuevo Mexico, a 3-day drive if no car problems, and when more than one driver was in the group, in less time. On those occasions we would go to Juarez, taking the 60 mile drive from the Hatch area and bringing Tia Maria for a brief reunion. Mom and dad would get their medicinas, yerbas, jaros, casuelas, mexican earrings, blouses, embroidered jackets.... it was always an adventure especially raiding the candy store of the dulce's de camote, cajeta, coconut, and piloncillo, rompope...

I recall the poverty and the many who would come to the car to beg and try selling their wares, blankets, serapes, trinkets... and the tequila for the men. One man in particular gave us a deep stare that pierced through me, as though we were worlds apart despite the same color of our skin. I must have been five, but I remember the stare. That memory has stayed in my heart. He made a connection. In his stare was the unspoken truth, that there is poverty and injustice, and it must be addressed. The border is not a separation but a bridge to be crossed, and the injustices challenged. 

Mom would take a trunk-full  of clothes, and distribute them to families in Mexico. Sometimes these poor mothers would offer their children to be adopted into a better life. We were poor, but on this side the struggle had a light at the end of the long dark tunnel.

I've had many experiences since those early border crossing, some at the very same spot, crossing with the peace and dignity at Mexicali with the Teatro Campesino and Mascarones in Tijuana, going over to see my comadre in Ensenada. and, taking the Tres Estrella de Oro, or the train. I drove from San Francisco to Mexico City one year with my two daughters. We made it in record time, as I drove 6 hours and slept 1/2 time slots. 

Those were the early days of Chicano struggle. I took a student for the 'Becas de Aztlan' program of Jose Angel Gutierrez and La Raza Unida. Shortly after arriving she called her parents to send her a ticket home........ good times, bad times. I have wrecked a station wagon in the highway of Queretaro, turning around two times in the car and barely getting a scratch. All of us danced around the car in ceremony afterwards. Another time, I drove a 6-pack pick up and on arriving in Distrito Federal, all my stuff was stolen except my manuscript.... what a gift to find it still in the briefcase left behind....

I will be leaving on June 22nd for l0 days in the distrito federal, attending a ceremonia at Teotihuacan for the 30th anniversario of the Quinto Festival de los Teatros Chicanos, 1974-2004. We are the survivors. many great gente, artistas, activistas who know the bond of xicano-mexica, and what that aztlan is not a myth but lives in our hearts.

I recall a song written by a 'cucaracha', 'me voy pa teotihuacan, muy lejos de mi aztlan, my voy bailando, me voy cantando, contenta en mi corazon, me voy bailando me voy cantando, alegre como un gorreon. voy a ver a los mascarones, ellos son los mas cabrones, hijos del sol, justicia senor, companeros de mis canciones, lucha y amor, unidos senor, companeros de mis pasiones'................ y hay mucho mas en el fuente que nos brinde Mexico la raiz de nuestra cultura...

Como siempre, Dorinda Moreno 
dorindamoreno@comcast.net

ROSE RODRIGUEZ GABALDON, CYN-D RODRIGUEZ WILLIAMS

African-American

by Crispin Rendon

Descendants of
Francisco Javier SANCHEZ and Anna VEGA and Maria Josefa ESCOBAR