: Feb 19 2020 |
Block 1 of 2
What Miss Hopley said to us we did not know, but we saw in her eyes a warm welcome, and when she took off her glasses and straightened up, she smiled wholeheartedly. We were, of course, saying nothing, only catching the friendliness of her voice and the sparkle in her eyes while she said words we did not understand. She signaled us to the table. Almost tiptoeing across the office, I maneuvered myself to keep my mother between me and the American lady. In a matter of seconds I had to decide whether she was a possible friend or a menace. We sat down.
Then Miss Hopley did a formidable thing. She stood up. Had she been standing when we entered, she would have seemed tall. But rising from her chair, she soared. And what she carried up and up with her was a buxom superstructure, firm shoulders, a straight sharp nose, full cheeks slightly molded by a curved line along the nostrils, thin lips that moved like steel springs and a high forehead topped by hair gathered in a bun. Miss Hopley was not a giant in body, but when she mobilized it to a standing position, she seemed a match for giants. I decided I liked her.
She strode to a door in the far corner of the office, opened it, and called a name. A boy of about ten years appeared in the doorway. He sat down at one end of the table. He was brown like us, a plump kid with shiny black hair combed straight back, neat, cool, and faintly obnoxious.
Miss Hopley joined us with a large book and some papers in her hand. She, too, sat down and the questions and answers began by way of our interpreter. My name was Ernesto. My mother's name was Henriqueta. My birth certificate was in San Blas. Here was my last report card from the Escuela Municipal Numero 3 para Varones of Mazatlan, and so forth. Miss Hopley put things down in the book, and my mother signed a card.
As long as the questions continued, Dona Henriqueta could stay and I was secure. Now that they were over, Miss Hopley saw her to the door, dismissed our interpreter, and without further ado took me by the hand and strode down the hall to Miss Ryan's first grade.
Miss Ryan took me to a seat at the front of the room, into which I shrank the better to survey her. She was - to skinny, somewhat runty me - of a withering height when she patrolled the class. And when I least expected it, there she was, crouching by my desk, her blond radiant face level with mine, her voice patiently maneuvering me over the awful idiocies of the English language.
During the next few weeks Miss Ryan overcame my fears of tall, energetic teachers as she bent over my desk to help me with a word in the pre-primer. Step by step, she loosened me and my classmates from the safe anchorage of the desks for recitations at the blackboard and consultations at her desk. Frequently she burst into happy announcements to the whole class. "Ito can read a sentence," and Japanese Ito, small and shy, slowly read aloud while the class listened in wonder: "Come, Skipper, come. Come and run." The Korean, Portuguese, Italian, and Polish first graders had similar moments of glory no less shining than mine the day I conquered butterfly, which I had been persistently pronouncing in standard Spanish as boo-ter-flee. "Children," Miss Ryan called for attention. "Ernesto has learned how to pronounce butterfly!" And I proved it with a perfect imitation of Miss Ryan. From that celebrated success, I was soon able to match Ito's progress as a sentence reader with "Come, butterfly, come fly with me."
Like Ito and several other first graders who did not know English, I received private lessons from Miss Ryan in the closet, a narrow hall off the classroom with a door at each end. Next to one of these doors Miss Ryan placed a large chair for herself and a small one for me. Keeping an eye on the class through the open door, she read with me about sheep in the meadow and a frightened chicken going to see the king, coaching me out of my phonetic ruts in words like pasture, bow-wow-wow, hay, and pretty, which to my Mexican ear and eye had so many unnecessary sounds and letters. She made me watch her lips and then close my eyes as she repeated words I found hard to read. When we came to know each other better, I tried interrupting to tell Miss Ryan how we said it in Spanish. It didn't work. She only said "oh" and went on with pasture, bow-wow-wow, and pretty. It was as if in that closet we were both discovering together the secrets of the English language and grieving together over the tragedies of Bo-Peep. The main reason I was graduated with honors from the first grade was that I had fallen in love with Miss Ryan. Her radiant, no-nonsense character made us either afraid not to love her or love her so we would not be afraid; I am not sure which. It was not only that we sensed she was with it, but also that she was with us.
Like the first grade, the rest of the Lincoln School was a sampling of the lower part of town where many races made their home. My pals in the second grade were Kazushi, whose parents spoke only Japanese; Matti, a thin Italian boy; and Manuel, a heavy Portuguese who would never get into a fight but wrestled you to the ground and just sat on you. Our assortment of nationalities included Koreans, Yugoslavs, Poles, Irish, and home-grown Americans.
Miss Hopley and her teachers never let us forget why we were at Lincoln: for those who were alien, to become good Americans; for those who were so born, to accept the rest of us. Off the school grounds we traded the same insults we heard from our elders. On the playground we were sure to be marched up to the principal's office for calling someone a bad name. The school was not so much a melting pot as a griddle, where Miss Hopley and her helpers warmed knowledge into us and roasted racial hatreds out of us.
At Lincoln, making us into Americans did not mean scrubbing away what made us originally foreign. The teachers called us as our parents did or as close as they could pronounce our names in Spanish or Japanese. No one was ever scolded or punished for speaking in his native tongue on the playground. Matti told the class about his mother's down quilt, which she had made in Italy with the fine feathers of a thousand geese. Encarnacion acted out how boys learned to fish in the Philippines. I astounded the third grade with the story of my travels on a stage-coach, which nobody else in the class had seen except in the museum at Sutter's Fort. After a visit to the Crocker Art Gallery and its collection of heroic paintings of the golden age of California, someone showed a silk scroll with a Chinese painting. Miss Hopley herself had a way of expressing wonder over these matters before a class, her eyes wide open until they popped slightly. It was easy for me to feel that becoming a proud American, as she said we should, did not mean feeling ashamed of being a Mexican.
Ernesto Gallarzo from Barrio Boy
Read the story and answer the following questions.
1 of 6
The last few lines of the first paragraph suggest that the narrator initially viewed Miss Hopley with an attitude of
2 of 6
The word "formidable" (first line of second paragraph) most nearly means
3 of 6
The purpose of the meeting between Miss Hopley and Dona Henriqueta is to
interview Dona Henriqueta for a job
Determine whether Dona Henriqueta is a good mother
enroll the narrator in school
discuss the narrator's problems
4 of 6
Miss Ryan's announcements to the class were probably intended to
5 of 6
The term "phonetic ruts" refers to the narrator's
6 of 6
Miss Hopley and her teachers helped the students to "become good Americans" by
celebrating their traditions
eliminating cultural influences
accepting unusual pronunciations
discouraging their native languages
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