{"@context":"http://iiif.io/api/presentation/3/context.json","id":"https://arizona.aviaryplatform.com/iiif/2n4zg6hq6k/manifest","type":"Manifest","label":{"en":["Adalberto Guerrero"]},"logo":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/038/original/university-libraries-logo-2x.png?1711560609","metadata":[{"label":{"en":["Source"]},"value":{"en":["Southern Arizona History Connection, Incorporated Oral Histories"]}},{"label":{"en":["Agent"]},"value":{"en":["Guerrero, Adalberto, 1929- (Interviewee)","McEwan, Craig (Interviewer)"]}},{"label":{"en":["Date"]},"value":{"en":["2024-05-16 (created)"]}},{"label":{"en":["Coverage"]},"value":{"en":["Arizona--Tucson"]}},{"label":{"en":["Language"]},"value":{"en":["English"]}},{"label":{"en":["Description"]},"value":{"en":["\u003cp\u003eOral History Interview with Adalberto Guerrero conducted at the U. of A. Adalberto \u0026amp; Ana Guerrero Student Center. Part I --Family, Bisbee \u0026amp; Education. Part 2 --Professional life and bilingual education.\u003c/p\u003e"]}},{"label":{"en":["Format"]},"value":{"en":[".mp4"]}},{"label":{"en":["Publisher"]},"value":{"en":["University of Arizona Libraries"]}},{"label":{"en":["Rights Statement"]},"value":{"en":["\u003cp\u003eCopyright held by University of Arizona Libraries. \u003c/p\u003e"]}},{"label":{"en":["Identifier"]},"value":{"en":["MS839.003 (UID)","MS839.004 (UID)"]}},{"label":{"en":["Keyword"]},"value":{"en":["Bisbee--Mining","Don Luis Neighborhood","Lowell Junior High School","Club Iris","Naco--Turquoise Valley Golf Course","University of Arizona--Los Universitarios Club","Mexico--Cattle Rustling"]}},{"label":{"en":["Type"]},"value":{"en":["Oral Histories"]}}],"summary":{"en":["\u003cp\u003eOral History Interview with Adalberto Guerrero conducted at the U. of A. Adalberto \u0026amp; Ana Guerrero Student Center. Part I --Family, Bisbee \u0026amp; Education. Part 2 --Professional life and bilingual education.\u003c/p\u003e"]},"requiredStatement":{"label":{"en":["Attribution"]},"value":{"en":["\u003cp\u003eCopyright held by University of Arizona Libraries.\u0026nbsp;\u003c/p\u003e"]}},"provider":[{"id":"https://arizona.aviaryplatform.com/aboutus","type":"Agent","label":{"en":["University of Arizona Libraries"]},"homepage":[{"id":"https://arizona.aviaryplatform.com/","type":"Text","label":{"en":["University of Arizona Libraries"]},"format":"text/html"}],"logo":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/038/original/university-libraries-logo-2x.png?1711560609","type":"Image"}]}],"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/266/753/small/azu_ms839-003_a.mp4_1741299455.jpg?1741299463","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753","type":"Canvas","label":{"en":["Media File 1 of 2 - azu_ms839-003_a.mp4"]},"duration":2131.305,"width":640,"height":360,"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/266/753/small/azu_ms839-003_a.mp4_1741299455.jpg?1741299463","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/content/1","type":"AnnotationPage","items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/content/1/annotation/1","type":"Annotation","motivation":"painting","body":{"id":"https://aviary-p-arizona.s3.wasabisys.com/collection_resource_files/resource_files/000/266/753/original/azu_ms839-003_a.mp4?1741299385","type":"Video","format":"video/mp4","duration":2131.305,"width":640,"height":360},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753","metadata":[]}]}],"annotations":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068","type":"AnnotationPage","label":{"en":["transcript [Transcript]"]},"items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/1","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: We are here today with Professor Alberto Guerrero, and he's going to tell us about portions of his life, insights of over 90 years of being an Arizona citizen, a US citizen with Mexican American heritage, he and I have worked together on four articles for the Cochise County Historical Society journal, where he was a valuable reference on the history of Bisbee. We are conducting this interview at the Alberto and Anna Guerrero center in the Chavez building at the University of Arizona campus. When and why did your family come to Arizona?","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=10.0,56.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/2","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: My parents are from Northern Sonora, and they were both born during the dictatorship of Porfirio Diaz, when they were still young, the revolution started in 1910 and even through 1930 Mexico was still in turmoil. So when my parents were married in 1923 because of the instability of the government, because of the difficulty of making life in Mexico, they moved to they came to Bisbee, Arizona, my father had already been in the United States before. He had worked in Northern California uprooting trees and making the land available for agriculture. He had been a miner, or rather, he had started working underground since he was very, very young, and by the 1910 1900 1919 he was already an experienced minor, and had already lived in Bisbee when he went across the line again and married my mother. So when they married in 1923, September the 16th, they decided to settle in Bisbee so that they could have a more secure life. And that is, that is how they came to settle in Bisbee","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=57.0,157.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/3","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: at Alberto, your father, Ramon, was a minor. I think the Spanish for that is tierro.","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=158.0,165.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/4","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: Oh, yes, he was a Tierra refers to a minor who works in a Tito. A Tito is a chef. And for a minor to work in a shaft, it requires that he have very special skills and a lot of daring, because the mine shafts do require that skill, but they also are very, very dangerous. And yes, my father, my 1919 was a worker in the loose Scandinavia mineshaft. Yes, when he came to Bisbee, he was a very experienced miner. Yes,","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=166.0,209.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/5","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: please describe your life in Bisbee as a child,","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=210.0,216.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/6","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: there were seven of us who reached, that is seven siblings who reached adulthood, the three, the three elder of the group. There were three elders and and three younger people in our group, and we the three elders, were born in we were born in Bisbee. And then in 1930 my father realized that the position of the home where we were living was not the best. It was in a more active part of the town that is, there was a street right in front of the house. We didn't have any place to to to play, and so it was dangerous to live there. So he bought a home in Don Luis. Don Luis, as you people would say, Don Louis. Don Louis had been thought of as a as a model community. Don Louis had been planned as a model community. However, in 1929 when the depression struck, all those plans were forgotten. However. My father was able to buy a home in San Luis in november of 1930 I was born in October, excuse me, I was born in December of 1929 two months after the the depression and so the childhood life that we led was more in dongguiz Don grues happened to be a place where there was a small colony of Mexicanos, and we joined a group that was very Mexican in that they kept the traditions the they loved their culture. They spoke almost exclusively in Espanol. So we grew up at the among this neighbor, these neighbors, the we had, the morenos, the duartes, the Lopez, the leyvas and Coronavirus, there were other families, but these were families that somehow stuck together, and we considered, we were considered, almost as an extended family. So it was in this environment that we grew up, we celebrated, of course, birthdays with this ween and biscotlos and the Moreno girls were a little older than we were, and they took it upon themselves to teach us little Songs and Games. We call them rondas infantiles. The rondas infantiles are equivalent to the the games, the what do you call them? Ring Around, the roses, that type of thing we learned from there. The they had a brother, Jesus, who, when we were old enough, organized as we cleaned up a field where we would play softball. It was interesting also that we had all this background of culture that was taught to us, however, we also learned, it was during the depression that it was a normal thing, that things would be expected of us. We had certain duties. For example, all the families had wood burning stoves, and it became the responsibility of the young boys such as my brother Gustavo and me, it was our, our responsibility to supply the firewood. Now, the Luis is not in a forest, as you probably remember. So where did we get the firewood? We were lucky in that the Louise had a, I'm going to call it a station. It was a weighing station for the ore. The ore that was brought out of the mine was loaded into ore cars, which were brought down to the Luis and they were weighed in those ore cars, there were always bits of laggings and blocks and timbers that is underground, there's a lot of wood that is used, a lot of timber, and much of that timber would show up in the ore cars. So it was our responsibility to gather. We would go up into the ore cars, jump from one ore car to the other, and dig up the whatever lumber we might find, and gather it and take it home, also when we were old enough. And it seems incredible when I say when we were old enough, but we must have been maybe 1011, years old at the most, when we started Caddying in Naco. There was a golf course in Naco and we started carrying I well remember my brother was always Gustavo was always very active, and he always wanted to to be doing things. And he had learned that there was going to be a tournament, a golf tournament in Naco, so he begged my father to let him go. And my father said, Yes, you can go, if Adalberto goes with you. So we both went, and it was a large tournament, and I was lucky, even though I was just a young kid to be hired as a caddy. I had no idea what a caddy would do, and I. Remember when the golfer put the ball and hit it, and he said, Did you see where the ball went? Kid? And I said, No, sir. He says, What the hell do you think we're paying you for? So from there on, I was like a bird dog. I was immediately do following where that ball was going to land. So we carried, in fact, we were at the golf course in Naco when the Japanese bombed Pearl Harbor. We a couple of friends of mine, Gabriel, Loya gavid, Loya Tirico. We called him and somebody else didn't get a job that that morning, and as we were waiting maybe a second round, we might be able to to get a job. A it was a cook. I forget his last name. His first name was Henry. He was he was Chinese. He came out and he announced to us that they had just learned that Japan had bombed Pearl Harbor. We had no idea where Pearl Harbor was, but anyway, we were there, and we were already carrying I was going to be 12 years old. That was December the seventh. I turned 12 years old December the 11th. So I was 12 years old when the war started, and I was an experienced caddy at the time. Additionally, we were always looking for jobs. My brother and I and the other kids from Bisbee, also in 1943 we were out at Barnett's pasture, and my dad came out with a gentleman, and he says, this gentleman is looking for two people who would want to work with him. He had a watermelon farm in Hereford. The name of the of the farm was El Rio. What was? I forget the exact name, but the of Of course, I volunteered, as did a cousin of mine. And he said, Okay, if you're willing to work, be ready at seven o'clock. So he seven o'clock in the morning. He took us to El Rancho Del Rio with the name of the police and what he had already planted, the the watermelon, and he, of course, had to water and the the, I guess, they called them vines, or the guides, the water balance guides, were lying in the in the ditch where the water would be running, and he wanted to protect them from rotting away, so we had to put them up in the in the furrows. And it was hot, and there were a lot of mosquitoes. And the the other person that was with me could hardly stand the heat, and he would go and drink water, and he would remain for maybe two or three or five minutes, and then he would come back, and he would do a little work, and then again, he would go ahead. He didn't know that we were being observed, and at the end of the day, William Ben Ulmer was the name of the of the watermelon farmer. He told us that he needed only one and he picked me as so during the summer of 1943 I worked in the watermelon farm, and","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=217.0,839.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/7","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"UNKNOWN SPEAKER: this is close to the San Pedro, yes,","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=840.0,841.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/8","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: right, right at the in fact, we had lunch. My friend and I had lunch right on the on the shore, going to call it the shore of the San Pedro river. And we planned, we were going to be paid $2 a day, and we were working six days a week, and we would be working so many weeks and three months, we were going to have an enormous amount of money. Well, it turned out that I was able to do that, but, but my friend wasn't able to. He was, he was laid off.","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=842.0,878.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/9","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: Tell me about the school that you grew up in in Bisbee. The","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=879.0,883.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/10","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: old school was, was an outstanding school, really. However, we were separated into two groups, the Mexican students and the Anglos. We were separate. Until we reach the seventh grade. At that time, we used to boast that our teachers were among the best in the entire country. The school board made a point of hiring people from the Midwest because of their accent. During that time, the United States had many different accents. That was before radio was very popular, and of course, there was no television, so each area had its own accent, and it seems that the people from the Midwest were were better, or rather, I'm going to use the word more normal in their speech. And they were well prepared, because I remember that when students would join our school who were from California, generally they had to be placed one grade below us because they were not up to to our standards. We had excellent teachers at low school. We had, I think, probably one of the best teachers I've ever, ever met in in Miss pigeon. I don't remember her first name, but she was a brand new teacher. When she came to our class, she appeared to love each one of us individually, and we were all convinced that we were her teacher's pet, but principally every day, she would read to us for at least half an hour, and she instilled in us a love for reading, and especially she concentrated on Greek mythology. I remember one of the books was Pegasus, the flying horse. But anyway, she was the example of of the the true teacher. We had two other teachers who also excelled in their, in their in their major. One was Helen HESH. She was the teacher of of grammar. She was a grammar teacher. She taught us diagramming. She taught us how to analyze whatever we were reading, what a sentence was, what a paragraph was, and so on. And I profited from her enormously. The other was Ms. M Dixon. Mollyman. Dixon was her name, and she was a math teacher, and she prepared us for algebra and geometry and what have you. So we were very lucky. I'm going to say this rapidly, that when we graduated from the eighth grade, it meant the end of the education for the Mexican American students. Most of the students did not continue with high school. We graduated from high school, rather from the low school. In 1944 it was during the war there was a lot of need for for workers at Fort Huachuca. So many of us were able to falsify our birth certificate and got a job at Fort Huachuca. At my home, I had a cousin who was living with us, my sister, Mercedes Gustavo, who was a couple of years older than I and I, all four of us, got a job at Fort Bucha. I did. I completed one year of high school, and then I dropped out completely because my idea of success was working underground mining was what real men did. Nothing else mattered, only mining. The only good thing about my year that I completed of high school was that I met Anna Guerrero, who became my girlfriend, and eventually we married. So I was sure that I could get a job underground, and finally, when I was 17 years old, because 18 years was required for working underground and when I was 17 years old, I got a job. The practice was that every morning, the hiring agent, Frank as soon, would have us file. Go in and he would sit with his arms crossed, and if he liked someone, he would sit down, and then sit down, and people would sit down. Finally, I was hired the club. Iris is something that really saved me, because I was 17 at the time, I was doing odd jobs here and there, but really nothing that mattered. But a group of students, or former students, got together and formed what they called El club Ed is the club Iris. This was in, I believe it was either September or October of 1947 and the objective or the mission or the purpose of the club was to organize those of us who were dropouts from high school. And maybe give us an idea of what our culture was all about, give us some type of mission in life. So we responded well, and we had all types of social gatherings. We had inauguration ball. And then someone said, didn't we think that the objective would be to know more about our culture? Why don't we put on a play? And of course, everybody agreed, yeah, let's have a play we had no idea about, but it had to be in Espanol. Everything that we did was in Spanish, and so this had to be a Spanish play. Well, none of us had read any Spanish plays. We were not acquainted with any any theater of any type. And so we asked ourselves, what, what play are we going to put on? And someone said, yo matero tital VITAS. Yo matero cital Vitas was a corrido, and it had been turned into a Mexican music and had become a Mexican movie with Rita hilar. And I forget the I forget the name of the girl, but anyway, I said, Well, I I'm acquainted with a movie because at that time, Mexico produced the novellas cinematographic, as the the movie novels. They the movies they would turn into novels. And I had read a number of them, and I said, I read, I read the novella cinematographic. They said, well, it's very simple, why don't you adapt it and make it into a play? And it took me a couple of weeks, and the I adapted the movie into a play, I took it into the group, and they said, Hey, this is great. And they said, Okay, you and you and you. We didn't have to, we didn't have to compete for the for the for the starting or starring places in the play. They said Guerrero is going to Alberto is going to be epolito, and every one of and the thing is that we practiced, and with a within a couple of months, we had presented the play, which was an outstanding event in Bisbee. Everybody spoke about the play that club Iris had had put on. Now this was in 1947 48 when all this is coming about, the older young people, those who had returned from the service, saw what we were doing, so they organized their own club, club, and they started competing with us, but they could never compete because we also were part of a football team. We also had a baseball team. We had all types of activities. So they tried to compete with us. And the ladies, the mothers of those, of from club Iris, saw what was going on. And they organized in club Amistad, and they invited us to attend some of their functions, some of their events. The Fathers said, look what's going on. The club Iris, club Verde, club Amistad. So they formed club Cavalier, and they also had events. And during this period in Bisbee, I think it was a type of golden age, because the four groups were not competing, but they were, they were participating in beautiful activities that everyone enjoyed. It was clean fun. Tony Luba, one of the members of our club, commented many years before or many years after, he said, you know that we succeeded because at that time, we were being tempted with a lot of vice. In La Cora, there were homes or houses of prostitution and so on. And yet, none of us, none of us ever had any problems with the authorities. We never had any problems with girls becoming pregnant, so we were successful. And of course, in 1950 the Korean War broke out. June 25 remember 1950 and some of us by that time were already working underground. I got a job underground in 1948 as soon as I was 18, I got a job on your ground. So did many of my friends. We never went back to school, but you were going to ask, excuse me,","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=884.0,1590.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/11","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: were you drafted in into the military? My","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=1591.0,1595.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/12","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: girlfriend and I, and I knew that we were going to get married someday, and I had pride in that. I knew that I had to go into the service, and I didn't want to get married. I could have married and stayed out of the service. So I spoke with my girlfriend, Donna, and I told her, Look, this is what the situation is. I know I'm going to be drafted. I know that you and I want to get married. Why don't we do this? So we agreed that once I had taken my physical and I knew what my status was going to be, of course, one A and once I got my induction notice that we would marry. So we were married on November 13, 1950 and I was drafted in 19 following January, and my wife stayed with with my parents my schooling at Benjamin Harrison proved to me that I had the ability that I could compete. So I decided, Okay, I'm going to work on your ground. This was in the February. I believe that I that I got my job underground, and I worked through August. In the meantime, by July the third, our daughter was born. The first daughter had been born. When I announced to my friends at the mine, they said, You're crazy, man, no high school diploma, and and you have a good job underground that pays well, and you have a a one month old daughter, and you're going to leave all this and you're going to Tucson, where it's hot, and you think you're going to enroll at the U of A when I came, I took the entrance exam and I did what enough that I was permitted to go into a advanced English program thanks to Helen Hesch. Remember I said that in the seventh and eighth grade, I had those outstanding teachers. Helen hash had prepared me so that I could do university work. So they placed me in a special honors class for English, and then we were given a home at polo village, where the hospital is now. They were Quonset huts. And our Quonset hut was 62 a polar village. So that year, I did not have to work. At the end of the year, I went back and worked underground and then returned. And by that time, of course, I was self confident. I knew that I that nobody would keep keep me away from the university. I came back at the end of that second year, I got a job working at Hughes Aircraft. They were building the Falcon missiles. So I was working nights and studying during the day. You. And of course, I was busy. I had little time for anything. The only activities that I participated in were with the universitarios. It was a group of Hispanic students who formed because there were so few of us here at the U of A and we wanted to identify with whatever group, it were possible. So we, we, I say we, because I was asked to be one of the founding members of Los universitarios, and we were very successful in that, yes, we got to know each other. We got we were able to support each other, and that's all I can remember about my time here at the university as a student.","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=1596.0,1846.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/13","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: So then you go on to teach after your graduate your years at the university.","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=1847.0,1854.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/14","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: I Yes, I have graduated in 57 and I was not able to get a job here in Tucson as a teacher, so I continued at the Hughes Aircraft. They were paying me well. And in I don't remember whether it was February or March, but it was during the rodeo week that a friend of mine who had a job at Pueblo High School, was going to get married, and she called me and she said, I'm going to announce my my leaving the job, and why don't you come in The following day? So that's what I did. Whatever success I had, I owe to all of them, my wife, of course, and my parents. My parents were both from very humble backgrounds, but somehow they had what we call the values of middle class. They had acquired a love for reading, and they always had something to read, and they conveyed this deed to always be reading, and they shared with us so many of the stories that they had read the novels. For example, The Count of Monte Cristo was one of the favorites of my mom, el Conde de Monte Cristo. We were well acquainted with the story, because frequently we had people who would come and stay with us, young girls, especially who were friends of my mother, and she would sit down, and it was spell bounding, really spell binding to listen to my mother speak about El Conde de Monte Cristo and how Mercedes had not waited for him and my dad also had very little schooling. I believe my mother had about two years of schooling. My father may have had maybe three or four, but he learned to read, and he loved reading. It was through him that we learned much about the Arabian Nights. He was an expert in the Arabian Nights. My mother was also an expert in the Arabian Nights, but so they would talk to us about about about what they had read, but they also spoke to us about the family anecdotes and family history of how My mother's father, Javier Mendes, had been with the border patrol in Mexico, and it's interesting that we speak about the guards they were guarding against the Americans would go in and and many very reputable Americans got their wealth from the cattle that they stole across the border and drove in. Then when I got out of the service, my dad said, Okay, you have three kids behind you, three kids ahead of you. What type of model are you going to be? Because what you're going to do is what Javier and Roberto are going to do. That's what I decided. To go to school. None of the four of us graduated from high school. However, all four of us were able to get higher education and. Diplomas. Lupita, the youngest, the baby, had refused to continue with schooling. Mercedes obligated her, and she was the one to get a PhD. So So I'm proud of all my family.","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=1855.0,2115.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/15","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"UNKNOWN SPEAKER: You","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753#t=2116.0,2118.0"}]},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068","type":"AnnotationPage","label":{"en":["English [Transcript]"]},"items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266753/transcript/77068/annotation/16","type":"Annotation","motivation":"subtitling","body":{"type":"TextualBody","value":"https://d9jk7wjtjpu5g.cloudfront.net/file_transcripts/associated_files/000/077/068/original/azu_ms839-003_m.vtt?1741631745","format":"text/vtt","language":"en"},"target":"https://d9jk7wjtjpu5g.cloudfront.net/file_transcripts/associated_files/000/077/068/original/azu_ms839-003_m.vtt?1741631745"}]}]},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754","type":"Canvas","label":{"en":["Media File 2 of 2 - azu_ms839-004_a.mp4"]},"duration":2074.217,"width":640,"height":360,"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/266/754/small/azu_ms839-004_a.mp4_1741299457.jpg?1741299465","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/content/1","type":"AnnotationPage","items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/content/2/annotation/1","type":"Annotation","motivation":"painting","body":{"id":"https://aviary-p-arizona.s3.wasabisys.com/collection_resource_files/resource_files/000/266/754/original/azu_ms839-004_a.mp4?1741299385","type":"Video","format":"video/mp4","duration":2074.217,"width":640,"height":360},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754","metadata":[]}]}],"annotations":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/transcript/77069","type":"AnnotationPage","label":{"en":["transcript [Transcript]"]},"items":[{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/transcript/77069/annotation/1","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: You. We are here today with Professor Alberto Guerrero, and he's going to tell us about portions of his life, insights of over 90 years of being an Arizona citizen, a US citizen with Mexican American heritage, he and I have worked together on four articles for the Cochise County Historical Society journal, where he was a valuable reference on the history of Bisbee. We are conducting this interview at the Alberto and Ana Guerrero center in the Chavez building at the University of Arizona","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754#t=10.0,50.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/transcript/77069/annotation/2","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: campus. So I went to Pueblo and Mr. Brooks, you remember Mr. Brooks said, Hey, what a coincidence. Just yesterday, Lucy soltero told us that she's getting married and she's leaving a job. So he took me over to Mrs. Frick art, who was considered the there was no department, but she was considered the leading teacher for for Spanish, and it was a second year class. They were discussing la fiesta de los Bucha rose, and somebody raised his hand and said, se, how do you say 33rd because it was a 33rd fiesta de los Bucha anniversary, and Mrs. Frankard looked at me, and she said, Senor como sadiza, 33rd and Espanol after the 10th. We don't use the ordinal numbers. We don't say we say el decimo. Elonce said, just the numerical. And I said, three case he bought tercero. And she said, he Gracias, and that got me a job until 1957 when in October, I think it was when the Russians launched Sputnik. This country woke up and they said, Wait a minute. We thought we were superior in all fields, especially in education, but the Russians appear to be superior to us. So they determined that we were really deficient in science, math and foreign languages. Various laws were passed, among them, the National Defense Education Act, which provided for retraining of teachers in foreign languages, they also relied on linguists and on psychologists and other professionals who would determine how is a language learned? How do people normally learn their own language? Half the students at Pueblo high school were already native speakers, and they were being placed in classes where we repeating when od como Taos Trent and so on. And of course, this created problems for the students and for the teacher, because you can imagine yourself in a in a class for beginners of English when you're and that was what is going on. And she said, I'm glad you're not happy with what is going on. Half the students at Pueblo were native speakers of Spanish. And she said, why don't we do something which is so simple and so necessary, so important, why don't we establish a class of Spanish for the Spanish speakers? And thanks to her, that's what we did, beginning in 1959 from the very beginning, the students were so enthusiastic, and especially when we said, okay, look, this is a new class for you people and for me also, what do we want from this class? What do you think? And someone said, Well, I want to learn more. Espana said, the Spanish I would say that you speak is perfect. What is it that we want? We want to learn a Spanish which is more universal, because most of the Spanish that we speak is Spanish language that we use at home. So on. So we want to expand, and we want to learn the Spanish that is acceptable at all levels, that we don't want to be branded as someone who is ignorant, who does not have good enough command of the language to express himself or herself the way they should. Okay. So that was one of the things, one of the objectives, one of the main objectives, someone said, we want to learn grammar. And I said, Yes, I think it's important that we, that we learn some grammar. That is, we want to know how to describe the language that we're that we're using. And they wanted to know about the history also, and about the literature and the culture and what have you. So we all contributed to the objectives. And of course, we were very successful, not because of the teacher, but because of the enthusiasm of the students. Dr salad is sister was one of the main students, or one of the students in that first class, and she was one of the principal people who wanted to know more about what we're all about at the end of the year, because Mrs. Freak out. Had thought in this class, maybe we can teach them enough so that they can continue with third year Spanish. But at the end of the first year of Spanish for the Spanish speaking, we were way beyond any, any any other class, and the students recommended, why don't we continue with a second year of Spanish? After the second year, they said we should continue with three years of Espanol, and at the end of the third year, they demanded that we continue with four years of Espanol and we were again, I was so fortunate in having those students, because they were the ones who formed me as a teacher. They taught me how to be a teacher. So","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754#t=51.0,432.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/transcript/77069/annotation/3","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 1: you planned this curriculum. How many years did you teach at Pueblo high school? So","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754#t=433.0,438.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/transcript/77069/annotation/4","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: I attended the NDA Institute, this was the 1961 at UCLA, and had an orientation of the new approach for teaching, which went beyond what Mrs. Frequent was doing at Pueblo High School. She was very successful, but she was not using many of the techniques that that were being taught at the NDA institutes in 1962 Dr rosaldo from the University of Arizona, the Romance Languages Department, decided he also was going to offer an NDA Institute. However, this institute was going to be not for teachers of basic languages, of basic Spanish language, but for teachers of advanced of advanced languages, or Spanish. And it was going to be held in Guadalajara. And among the teachers that he selected, he asked me if I could teach a methods course at the NDA Institute. We were again at Fort, at Fort hueca to Guadalajara. We offered the Institute, and it was a most successful Institute. We did the same thing in 1963 I taught the institute class of methods class, and we were successful in 1964 Dr rosaldo, that's there, but it was Dr, dr, dr, rosaldo asked Charlie olstad To become director of the program. Rosaldo and Charlie olstad were well acquainted with what we were doing at Pueblo High School. And I suggested to Charlie oldstad, that instead of having the institute be for those of teachers of advanced Spanish, that we that we Have an institute which would prepare the teachers the the participants in these institutes were all, were all teachers, of course, from various high schools. And I suggested that the teachers we selected would be from areas with a high population of Spanish speaking students. So. That they would return to their schools and offer the same type of program that we had at Pueblo High School. So we offered that in 1965 here in Tucson, Arizona. And again, it was the first nd bilingual education and DEA Institute, and the we called it bilingual Institute, because half the half the professors were teachers of English as a second language, and the others were teachers of Spanish who would be returning to their home schools to start up program of teaching Spanish to the Spanish speaking that was in 1965 65 was an important year for us. We had the bilingual Institute institution that same year, I began a class of Spanish for the native speakers here at at at the University of Arizona, I was able to convince it. He didn't need much convincing, but Dr, dr rosaldo immediately accepted when I offered to teach the same course that we had at Pueblo High School to the Chicano or Mexican students here at the U of A it was just as logical it was as it was over there. See, we were saying that 1965 was was a key year for for what went on. It coincided with the the coming to Tucson of Monroe Sweetland. Monroe Sweetland, with with was with the National Education Association. He was forget his title, legislative consultant for the West Coast. He was here to meet with Maria urquidez. Maria urges was a very prominent educator nationally recognized because of her contributions, both in the field of education as well as in the political field. For example, She had been, she had been working with the with the White House, various administrations in in certain areas of political significance, for example, I'm trying to think of what happened in Santo Domingo during those years that Maria was asked to participate in the diplomatic conversations that they held, But Maria, at that time, was Regional Director for National Defense Education Act, the National Education Association. And they got together. Monroe wanted to inform Maria that, among other things, important things that they were discussing was the that there was going to be funds for schools that had innovative programs that were successful with minorities. And he said to Maria that he knew that the Pueblo High School was one of those schools that had a large proportion of minorities, and did Maria? Was that Maria aware of any schools that had innovative programs that had been successful? Maria said the program at Pueblo High School is an innovative program, and it has been most successful. We even had this award. Monroe apparently was not aware of that award, and he asked Maria if she were acquainted with any other schools, and but he had said, frankly, I'm not acquainted. So they both proposed. I don't know which one of them. Monroe told me that he had proposed. Maria told me that she had proposed, anyway, that that they establish a survey team which would make a survey of California, Arizona, New Mexico, Texas and Colorado, to see if there were, if they could identify any schools that had programs similar to ours. They named to this committee Maria kids was the president. They named me as Secretary Treasurer, and then they had Paul Allen lasita. Martina, Garcia, Hanko, Yama and Paul strife, we were named to a survey team which would do a survey of these states to see if we could determine if there were any programs. The Paul strife and I were the first to go out. We went to Texas, and by the way, the contacts that we had to go out to do this research were were the addresses of those people who had requested participation in the in DEA Institute we had had so I was able to from because I helped Charlie olstad, I had the records of all those people who had requested participation, and I sent out notices and asking if they had any programs, and could we come and visit them. The first one that we visited was or the first visit we had was in in the valley of what they call majiko, the Magic Valley of the Rio Grande. We visited McAllen, Texas and Laredo. In Laredo, we discovered a true bilingual program. Ours was not a bilingual program. Ours was Spanish or the Spanish speaking. Yet here we discovered that there was a program that was truly bilingual. Bucha guru Sayed Oh was the principal of the school. Harold Brantley was the superintendent. Dolores Earl was the teacher of the program, which had begun two years previously. Their their approach was that concepts would be presented in one language and then reinforced in the other language at the end of the survey, we turned it over to to the Arizona Education Association, and I forget the name of the gentleman Purdy said, maka you.","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754#t=439.0,1059.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/transcript/77069/annotation/5","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 3: But, but","format":"text/plain"},"target":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754#t=1060.0,1075.999"},{"id":"https://arizona.aviaryplatform.com/collections/3195/collection_resources/144334/file/266754/transcript/77069/annotation/6","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"SPEAKER 2: he is such an important man, and I don't know why I why? I don't remember his name, but anyway, he produced the invisible minority as a record of the survey the invisible minority. It's interesting how this this came about, because I was having lunch with Maria urquinas and Florence Reynolds at the high school, and they were talking about the publication of this little booklet, and it was going to be the results of the Tucson of the NEA Tucson survey team on the teaching of Spanish for to the Spanish speaking and and I told Maria and Florence that I had read an article recently, and the authors spoke about us as the invisible minority. And varia said, what did he call as the invisible minority? She said, why don't we use that as a title to our report? And that's how this came about. But anyway, when this was going to be released. Maria burchi, this being the person that she was the regional director and such a prominent educator, was asked to be there when the release of this booklet was taking place in Washington, DC. Maria was a very generous person, and she told me. She called me, she said, I I've been invited to but I can't, for whatever reason, I can't go and. And I want you to be the one to go to have the release of this book or this booklet. So I went, and the Monroe Sweetland was there, as were other members of the National Education Association, and they warned me that I should not be disappointed, because there weren't too many correspondence, and especially since President Johnson was going to speak about the Vietnam War, and that I shouldn't be preoccupied by the fact that after I started speaking, people would get up and leave, because especially that important announcement by by Johnson, the fact was that there were, I don't remember how many correspondence there were, and I don't remember exactly how long it took, but They were fascinated by the fact that there was another minority that was not either a black minority or a Native American minority. It was something that was beyond them, and they kept me and they had so many questions, it must have been at least close to an hour that we were there for the release. When we returned, we began immediately to plan a symposium in which we would share the findings of the survey. And the symposium was to be October the 30th and 31st we had the backing of the National Education Association. They had contacts throughout. They had from the from the University of Texas, tug Anderson and I forget how many other people, but we got together a group of educators, and it was up to Monroe Sweetland, who had been, I don't know whether he had been a senator or a a congressman from Oregon. He knew the congressional important people in education. He invited them, and we held the the symposium at the Pioneer hotel. And it's interesting why we held it at the Pioneer hotel. They sent a representative of the Department of rural education to help us with the planning. And see this is, this is the report from that conference. Sam Samuel Eldridge was the name of the of the person who came to to help us. And of course, it was a logical thing. If we're going to have a an educational symposium, why not the U of A? So I took him over to Robert Paulson. Robert and I told Dr Paulson, who was a dean of the College of Education, what we were planning on doing, and I was sure that he would want to either co sponsor or at least be the host for the symposium. And he looked at me and he said, Guerrero, I'm not interested in this, and I'm I assure you that none of my faculty would be interested in this either. And Samuel Etheridge looked at me, and I knew he was thinking, is this the Dean of the College of Education? And I said, Sam we have another Dean who was much more liberal. He is Dean Roy from the College of Liberal Arts. So we went over and I explained to Dean Roy what had happened with Dr Paulson, and he said, Well, frankly, I'm not interested either. So we had to have the symposium at the at the Pioneer hotel during the time that they were that they were considering legislation, they had hearings in California and they had hearings in Texas in support of this new approach, which would be called bilingual education. They had hearings also in Washington, DC, and again, they invited Maria kidas to represent the National Education Association in proposing bilingual education as as a means of a. Uh, bettering the education of the Mexican Americans, Maria called me, and he said, Al devel, and I won't be able to go. Could you? And of course, I was terrified. She told me that there would be a hearing and that she wanted me to testify on behalf of the National Education Association. I had to agree. I couldn't argue with Maria. And that's when, when I appeared before this small group of senators, and I spoke to them on behalf of the NEA. What people comment on now is the fact that when I started my my observations, I introduced myself. I said, my name is Alberto Guerrero. I teach because I was teaching one class in Pueblo, and I was teaching full time here, said I teach at Pueblo high school and at the University of Arizona. And then I started talking to them in Espanola. I said earlier, when the studio key, maybe when they're George Murphy is algunos comentarios has her kind. And I remember that the recorder looked up and said, Hey, what's going on and and they also, the members of the committee also looked at each other, this guy crazy or what? So I said, Okay, I can see that you're disoriented. You're confused. You have no idea what it is that I'm saying. I spoke in Spanish just to prove to you, just to give you an example of what our students face every time that they start school and they have no concept or idea what the teacher is talking about because they're being taught in a language which is not theirs. And fortunately, they responded. Well, this was in 1967 the summer of 1967 that I that I spoke at at this hearing, and by December of the same year, 1967 Congress had passed the law. And Johnson on January the second, I believe, signed Title Seven, the Bilingual Education Act of ESEA CSK, that's, that's what this is all about. Again, Maria, because of her educational expertise, had been named to what would be the the future of Pima College. She was she was voted to be a board member of Pima College, and Maria wanted representation on the team that was going to prepare for Pima Community College. What is Pima College going to be all about for whom is it? What is it going to cover, and so on. So she asked a number of us from Pueblo High School. She asked me and Diego navarete, Elisabeth, Gonzalez, Fern Ramirez. She asked us to be in that select group that would do the planning for what Pima College was to become, among other things. Among other things, we decided that Pima Community, or rather Pima College, should not be just a another Junior College which would offer courses that could serve for those who were going to continue with their higher education, that it should be a college which would respond to the needs of the entire community, whether they wanted to continue with with The higher education or not. Maybe they had a desire to know something about music appreciation. That's all that they would want. Maybe they had a special interest that should be offered. So we decided that instead of Pima College, it would be Pima Community College. Additionally, one of the most important things was that it would be an open College. Of course, I knew what open college meant, but I raised my hand when we were discussing I said, I have no idea what it is that we're talking about in open. College, and someone said, Look, Guerrero, something very simple. If you are a high school graduate, Welcome to Pima Community College. If you are beyond the high school age, you are welcome. I said, Wait a minute. What if I don't have any high school? Says, listen carefully, you don't need any any education, whatever Pima Community College is going to meet your needs, whatever. I said, for example, I'm from Arkansas, and I've never gone to school. I don't know how to read. I don't this is exactly what we're talking about. We're going to have special courses. We will teach you to read and write, and will the most basic things. If we are able to motivate you, you might want to continue with higher education, if we haven't motivated you, at least you don't have to read, at least you have the basics. I said, Wait a minute, I've got from Arkansas. I'm from Argentina, and I have a professional degree in whatever field. However, I don't know English. And someone said, Look, in Tucson, we have night classes. We have I said, Wait, wait, wait, wait. You mean that I that the doors are not opened for me at Pima Community College, I started with an open door. College said, Hey, what are you talking about? Well, I had met a friend of mine, Fred, Fred Sanchez. He was from Garfield High School in LA. He had faced this same situation and Garfield, I don't know whether 75% but it was a large percentage of students who were from throughout Latin America, and many of them did not have any command of English, whatever the practice had been fake night courses or we were we will place you in basic classes in primary school, and when you have enough knowledge of English, then you can come back to Garfield and we will take care of you. And Fred Sanchez said, no, no, no, no, no. What is required to graduate from high school, so many units in math, so many units in social science, so many units in natural science, so many units in English, of course, and so many units and what have you. And since, what I propose is that we offer these requirements in the language of the students in the language of Spanish. Since both of the kids are Spanish, let's teach them. Look. For example, math. Does it matter if I learn math in Greek or in Japanese or in Spanish or in Italian, if I know if I have good command of that material, if I know my math, it doesn't matter. So why don't we teach each one of these areas in the language that the students understand? But from the very first day, enrolled them in a class of English as a second language, but he said, Listen to me, the teacher must be a skillful in the teaching of English as a second language. This will motivate the student to learn English at the same time. He doesn't have to wait three or four more years before he enrolled in at the in high school, he will have satisfied the requirements at the same time that he's learned English, and this is what I proposed at Pima Community College. 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