The Inescapable Network of Mutuality

¨Bah hua liomh biore.¨  In Irish cities like Galway, this Gaelic expression was the only way to get a pint of the best Guiness you´ve ever tasted.  While British rule in Ireland sought to eradicate all traces of the Gaelic influence on Ireland, this indefatigable culture lives on in the west coast of Ireland in particular.  Despite burning down the churches and razing ruins, despite prohibiting Gaelic teaching in schools and converting Celtic names to their English counterparts, Gaelic is still spoken, though mostly by the old.

Driving through Vigo, the largest city in Gallicia, Spain, I came across ruins that predated the Roman conquest of the Gaels in Spain.  Though little remains of El Castro, this city which once thrived both in the forest and on the bay, it is highly reminiscent of towers and dolmens in Ireland.  Highly aware of this coincidence, I began to notice more telling signs of interconnectedness between northwest Spain and the home of my Celtic forefathers the McCarthys and Burkes and Emmetts.  The distinct language of Gallicia, la lengua de los Gallegos, bears striking similarities to words in Gaelic.  Signs in this part of Spain bear words like ¨Beade¨and ¨Domh¨¨, both words which one is just as likely to find on a Sunday drive through rural Ireland.  The rich and verdant climate of this area makes me speculate that the Gaels felt right at home when they landed on the shores of the land of Eire. 

In Ireland, primary students are required to take Gaelic lessons, in hopes that by inundating the next generation, the Gaelic heritage and culture can be preserved and honored.  Gallicia is going through much of the same dilemmas, since its language was viciously suppressed during the Franco regime and needs to rebound if it is not going to be absolutely absorbed in popular Spanish. 

All of this makes me wax philosophical and grow proud of the indomitable spirit God placed in mankind.  In much the same way John F. Kennedy praised the immigrant spirit to thrive and survive in his book A Nation of Immigrants, I am wowed by the successful movements of people throughout history.  From the eternally migrant Jewish culture which serves as the basis for numerous religions and modern law to the Spanish culture and language which spanned seas and continents, people simply desire an opportunity to use their gifts in the pursuit of happiness.  From the pyramids of Egypt to the same pyramids in Aztex Mexico, to the persistent reoccurrence of flood myths in virtually every culture, immigration is far from a new phenomen which countries are struggling to legislate and control.  Immigration is a constant, and therefore cannot be prohibited but rather controlled so as to benefit the sending country, the receiving country, and the immigrants themselves.  The past successes of migrating peoples bear witness to the possibility of real immigration reform in the United States of America, especially in this age of globalization.

When I return to my classroom of F114 in Simon Rivera High School in Brownsville, Texas, on the southernmost border between two North American countries at peace, I will most assuredly come back with a renewed dedication to devoting my time and efforts to enabling immigrants and guiding the immigration legislation in the United States.  At the same time, I am overjoyed to bring back to my students the long view of immigration history.  When I teach my 7th period class, I cannot wait to tell Ms. Gallegos that her family comes from northernmost Spain, where her ancestors spoke a language closer to my Irish predecessors than her español mexicana.  As I travel back to the place where some legislators misguidedly are pressing for a border wall between two countries separated only by an imaginary line, I hope I will be able to civilly speak reason into the public debate.  Immigration is more than Mexican migrant workers attempting to work cheap labor in U.S. fields, just as it is more than Spanish conquistadores and English Puritans and Italian shoemakers and Irish coal-miners and Pennsylvania Dutch bakers and Polish meat-packers and Scandinavian farmers.  To take a long view of immigration is to understand that the United States need laws which uplift human personality and grant legal status to that spark of the divine which is as omnipresent in the immigrant as the resident hence, now, and forevemore.

¨Mas claro no canta el gallo. The rooster couldn´t sing it any clearer.¨

Who will speak for the students?

    Today one of my students celebrated his 17^th birthday. This bright senior also managed to win first place in a South Texas Informative Speech District competition. As his coach, I will be traveling with him to San Antonio for the UIL Regional Meet. The event is sure to be packed with fawning friends and proud parents, as well as hundreds of other young high-schoolers dreaming of making it to States. However, this lad, for whom I wrote a recommendation to Rice University, will not even have his mother there. The only two roads north out of the Valley, Highways 77 and 83, both have checkpoints which temporary residents are not permitted to pass. While his mother can legally reside in border towns like Brownsville, she cannot witness her son’s beautiful speeches nor visit her talented hijo when he attends Texas Tech this fall.

    This young man is not alone. In my high school of 2,200 students in a city of more than 12,000 high-schoolers and almost 49,000 students, countless kids deal with this and more every day. Some students live with aunts and grandmothers during the week, separated from their biological mothers in Matamoros across an International Bridge. Others live lives of solitude in sparse apartments, forbidden by their parents to leave for fear of getting deported. Some students drive from Mexico every single day, others cook and clean for a family they traveled a thousand miles from the heart of Mexico to serve as a maid. Thousands and thousands of students shift codes every day as they make the long journey from their father’s espanol and their English classes, such as mine.

    Countless of my students benefit from positive immigrant legislation every single day. A trip to my classroom would show you boys and girls coming of age in Texas, the same boys and girls who are finding themselves in Pennsylvania and the same boys and girls learning their potential in Minnesota. Extralegal residents, endowed with the same souls and minds and dreams as children everywhere, are allowed to sit in these desks and listen to my lectures because of a landmark court case. In the 1982 Supreme Court Doe v. Plyler case in regards to “Alien Children Education Litigation,” Peter Schey helped prove it was a violation of the 14^th Amendment to deny public education to undocumented children. Along with hundreds of students who have stepped foot in my classroom of F114, 100,000 children are annually admitted to Texas schools because of Peter Schey’s successful advocacy.

    Peter Schey is one of the preeminent lawyers in our nation today, and he is currently tackling further injustice toward immigrants and border residents by readying a class-action lawsuit against the government’s attempts to enact the Secure Fence Act of 2006 in Texas. He is defending UT-Brownsville Professor Eloisa Tamez as she opposes the government’s desire to survey and sequester part, if not all, of her Spanish land-grant acreage. Obviously, the border wall lawsuit is about more than just an unsightly barrier. At its heart, it would have the same crushing effects as denying 100,000 children an education. Schey realizes that building a wall between the United States and Mexico is an affront to every legal immigrant in this nation. Schey recognizes that the Secure Fence Act of 2006 is a distraction from the real negotiations about immigration which must take place if my students are going to have the opportunity to attend university. Peter Schey is filing lawsuits because the DREAM Act is a law which helps people achieve their dreams, while the Secure Fence Act’s sole purpose is deterrence. Schey understands that the border region and its unique way of life are under fire, that the Secure Fence Act would affect la frontera exponentially more than any other region of the country, that asking border residents to make this staggering sacrifice is akin to Napoleon asking the chickens to sacrifice their baby chicks for the good of the cause in Animal Farm, a sacrifice none others are asked to make.

    My students are watching this nation. They are inspecting us adults to see if we really are trying to make the world a better place for all and not just a few. Students like those on Speech Club are contemplating careers in politics and law, so they are encouraged to see that famous attorneys like Peter Schey are willing to stake their reputation on cases which affect their lives. My students are watching me, waiting to see if I am willing to advocate for them in meaningful ways, waiting to see that I care enough to speak out. We must not disappoint these dreamers nor frustrate our future leaders; we must not leave a wall as a legacy for them to tear down.

La Frontera or My Students as Teachers

    We teachers often say that we learn much more from our students than we could ever hope to teach in a year. This took on new meaning as I marched this past spring break on the No Border Wall Walk from Roma to Brownsville, TX, from March 8-16. Though I can boast good high school teachers and an undergraduate degree in English from Penn State, my real learning started a year and a half ago when I moved down to la frontera.

    I knew no one. My nearest family was 2,000 miles away on the other border. I drove my Dodge Spirit from the Saint Lawrence of upstate New York to the Rio Grande of downstate Texas. It took me a while to reconcile a New York minute to a Mexican manana, and for the first few months I was overwhelmed with the new culture and my first year teaching. I quickly realized my few years of high-school Spanish class in Troy, Pennsylvania, was probably not going to cut it in a place where close to 90% of people claim Spanish as their first language.

    And so, thousands of miles away from my fiance and my family, my freshman high-school students taught me about family, about priorities, about volunteerism, nonviolence, and communication. When I was forced to condense my 16 years of education into a single lesson plan day after day, I quickly realized the important lessons I had learned over the years and those teachers who had done a great job. My students were patient, and over the semesters I have gained a working fluency from a multitude of one-on-one tutoring sessions, parent-teacher conferences, and after-school “Teach Mr Webster Spanish” classes.

    They must have been so proud when I went from monosyllabic responses to being able to understand when they used vulgarity in the class (well, at least most of them were happy). Some students still express surprise when they learn I have phoned home to their parents to tell them good or bad news about their child’s progress in my class; the other students chime in with, “DUH! Ya el habla espanol!”

    So, it was with great pride that I shared the following article with my students on the first Monday of classes back from spring break. It ran on in La Frontera on March 12, 2008.

“De acuerdo con el profesor de inglés como segundo idioma de la Escuela Preparatoria Rivera en Brownsville y organizador de la marcha, Mathew Webster señaló que su razón principal de estar en contra del muro son sus estudiantes (en su mayoría inmigrantes), que llegan al Valle con sus familias para tener un mejor futuro.
“En mis clases todos mis estudiantes son inmigrantes y como entrenador de fútbol, también todos los jugadores son inmigrantes, los cuales tienen familias y una vida en ambos lados, manifestó Webster. “Por lo que creo que este muro es horrible y una falta de respeto a la cultura, la vida y a las familias”.
El agregó que la idea de reparar el dique y utilizarlo como muro sigue siendo algo negativo para esta región ya del lado de México se verá como un simple muro.
“El mensaje para la gente del Valle es tener esperanza, el muro aun no existe y tenemos la esperanza de que si unimos nuestras voces contra este lograremos impedir la construcción”, concluyó el maestro de inglés.” http://www.lafronteratx.com/articles/fronterizo_18389___article.html/marchan_muro.html

http://link.brightcove.com/services/link/bcpid1287042959/bclid1287021539/bctid1453536169

In this 15-minute interview, I was able to communicate in my newfound second language that because my students and soccer players are immigrants and have lives on both sides of the river, I believe a wall is a horrible symbol lacking respect for their culture, lives, and families. I was also able to impart that the message this March was trying to send was that the Valley must have hope, because the wall does not exist yet. We must have hope and unite our voices to stop the construction of this border wall.

    My students, barring the one or two who chuckled at my sometimes forced Spanish pronunciation, were overjoyed to see that I had made this much progress. 7^th period even clapped for their maestro. I have rarely been prouder, and neither have they.

    After they said they would continue to give me more lessons, I shared the most important thing they had taught me. The primary reason I am against the wall is not the environment it will destroy, the economy it will cripple, the beauty it will abolish, the politics it will play, or the dollars it will disappear. The main reason I am against any sort of border wall is because my students deserve better than a border wall. Because they have taught me the plight of the immigrant in this country, I will campaign with the rest of my life for real immigration reform rather than symbols of evil like a border wall. Because my students and their families deserve to have the same opportunities as people in the rest of these United States, I am absolutely opposed to any border wall or border-levee compromise that distracts from the real, pressing issue of providing for immigrant students through legislation like the DREAM Act.

    To last year’s students of F210 and this year’s students of F114, thank you for the life lessons you have taught your teacher. I pray I have been able to impart some life lessons to all of you as well.

http://s239932935.onlinehome.us/index.php/brownsville-walk.html