Learning the Difference Between New Mexico and Arizona

If there is one thought you come away with after driving 1,100 miles across the southwest desert from Phoenix through Tucson, eastward to Alomogordo, NM, then northward to Santa Fe and Taos and back down to Albuquerque, as Gilda and I did last week, it is that pioneer men and women had grit uncommon to most humans. 

What took us just some 20 hours of driving in air-conditioned comfort over a week’s time probably took as much as 73 days in a covered wagon averaging 15 miles per day. If the pioneers arrived after late spring when temperatures hover for months between 85 and 106 degrees Fahrenheit, depending on the location, you had to wonder what made any of them want to stay in this natural convection oven. Forget that hooey about it being “dry heat.” A furnace blast of hot, 100 degree air is hot, hot, hot.

Yes, there are points of breathtaking beauty. But even now, with air conditioning universally available in your home, your car, your place of business unless it is outdoors, the heat is oppressive. Weighty. Energy sapping. What could have tempted the early settlers who did not have the benefit of air conditioning? Surely the local Native Americans did not weave a welcome mat for them.

Time out. Let’s take a step back. Most of you, no doubt. have a Western European orientation. And by Western European I mean Great Britain, France, Germany, Italy and North Sea and Baltic Sea countries. When I wrote “early settlers” you probably thought of Americans and immigrants of European heritage heading west in wagon trains. 

Yet the reality is the southwest was colonized by the Spanish almost a hundred years before the first successful English settlement in Jamestown,VA. In elementary school my teachers barely taught the history of western America. For us, the history of the American Frontier began with the Louisiana Purchase of 1803 and Lewis and Clark. But that same frontier was largely a Spanish and then Mexican territory until the United States captured it in the Mexican-American War of 1848.

We didn’t covet all that we took. Sure, California had gold. But Arizona and New Mexico had lots of Catholic, Spanish speaking residents. Our white, Anglo-Saxon, Protestant Congress had no desire to extend citizenship to that type of resident. The U.S. Congress denied New Mexico’s repeated applications to be admitted to the Union from 1850 until 1912 when New Mexico and Arizona finally matriculated from territory to statehood.

Given the current debate on immigration and the antipathy of many toward Hispanic newcomers, it is enlightening to note New Mexico’s and Arizona’s respective attitudes toward their Spanish-speaking residents as embodied in their state constitutions.

New Mexico includes two specific sections I’ll reproduce here:

“Text of Section 8: 

“Teachers to Learn English and Spanish 

“The legislature shall provide for the training of teachers in the normal schools or otherwise so that they may become proficient in both the English and Spanish languages, to qualify them to teach Spanish-speaking pupils and students in the public schools and educational institutions of the state, and shall provide proper means and methods to facilitate the teaching of the English language and other branches of learning to such pupils and students.”

“Text of Section 10: 

“Educational Rights of Children of Spanish Descent 

“Children of Spanish descent in the state of New Mexico shall never be denied the right and privilege of admission and attendance in the public schools or other public educational institutions of the state, and they shall never be classed in separate schools, but shall forever enjoy perfect equality with other children in all public schools and educational institutions of the state, and the legislature shall provide penalties for the violation of this section. This section shall never be amended except upon a vote of the people of this state, in an election at which at least three-fourths of the electors voting in the whole state and at least two-thirds of those voting in each county in the state shall vote for such amendment.” 

Arizona’s constitution is silent on both areas.

Lessons to be Learned

Spent an engrossing 95 minutes Tuesday afternoon watching The Gatekeepers, the Academy Award-nominated documentary that interviewed six former heads of Shin Bet, the Israeli internal security service.

I won't bias your opinion of this film by injecting my analysis of the merits of what was conveyed by them.  I urge all to see it. It’s a refreshing presentation of ideas and events from key participants in Israel’s history since 1967. I was captivated by the candor of these six men, especially when I compare two interviews I saw and heard with former Supreme Court justice Sandra Day O’Connor this week. She's promoting a new book she wrote about the Court, but when pressed by Leonard Lopate of WNYC-NPR or Jon Stewart of The Daily Show for specific insights into the inner workings of the Court, the best they were able to elicit was the fact that when the justices get together for lunch they individually order food from the Supreme Court building cafeteria.

What I do want to highlight from the film it how fragile relationships between peoples—especially enemies—can be. They can turn on a phrase spoken with casual sincerity but unintended consequences. Shortly after Israel took control of the West Bank and Gaza and their more than one million Palestinians after the Six Day War in 1967, Israel undertook a census of the territories. As one of the Shin Bet directors recounted, Israelis would knock on Palestinian doors, announce themselves, and say in Arabic they were there to “count the men.” But the word for “count” sounds disastrously close to another word that would not instill confidence or bonhomie. That other word is “castrate.” Whether it was Israeli mispronunciation or Palestinian mishearing, a casualty of understanding ensued.

Which brings me to my own experience with language, in my case, English. If you’ve ever tried to teach English to anyone from a non-English speaking country, you would know that English is a darn hard language to learn. Too many words sound alike. Too many words have multiple meanings. Too many words, depending on their usage, can be either nouns or verbs, or adjectives. 

For more than a year I have been tutoring English as Second Language students at our high school during their study hall. I stay away from math assignments. English. History. Geography. Simple science lessons. I'm pretty good at imparting some knowledge in those subjects.

But the lessons aren’t always easy. It doesn’t help that my Spanish (most of the students are from Latin America) is limited to 20 words or so. I had a major breakthrough today. Trying to explain “cowgirl,” I made little headway saying it was a female cowboy. The student had no idea what a cowboy was. Fortunately, all those years watching westerns paid off. I said “vaquero.” A connection was made.

It’s not always that simple, or lucky. Today I was helping a student study vocabulary. He had to identify words as nouns, verbs or adjectives and define them. Sounds straight forward. Only trouble was many of the words crossed over into multiple designations. Words like “cheer.”  Or “refuse.” How did you read refuse—as a verb (re-fuse) or as a noun (ref-use)?   

What about homonyms, such as profit and prophet. The other day a girl asked about Judaism, Christianity and Islam. When I started to tell her about the prophets Moses and Mohammed, she became bewildered. She wanted to know why I was talking about money.

Learning to master a language means learning idioms. Today’s idioms included “putting one’s foot in one’s mouth,” “get out of the car and assume the position,” and “no good deed goes unpunished.” 

I try to spend two hours a day, several times a week, tutoring. Sometimes, real estate work intrudes on my time commitment. So do food deliveries to seniors on Wednesdays. Don’t presume going to the Tuesday movies does—school ends hours before the first screening of the day. Helping these kids gain a better understanding of their new surroundings is among the most gratifying work I’ve ever done. When it’s your turn to retire, you could find few pursuits more fulfilling, rewarding and necessary than spending time assisting ESOL students acclimate to America.