Hunger of Memory is the story of Mexican-American Richard Rodriguez, who begins his schooling in Sacramento, California, knowing just 50 words of English, and concludes his university studies in the stately quiet of the reading room of the British Museum.Here is the poignant journey of a "minority student" who pays the cost of his social assimilation and academic success with a painful alienation - from his past, his parents, his culture - and so describes the high price of "making it" in middle-class America.
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December 31, 1981
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Excerpt from Hunger of Memory by Richard Rodriguez
I remember to start with that day in Sacramento -- a California now nearly thirty years past -- when I first entered a classroom, able to understand some fifty stray English words.
The third of four children, I had been preceded to a neighborhood Roman Catholic school by an older brother and sister. But neither of them had revealed very much about their classroom experiences. Each afternoon they returned, as they left in the morning, always together, speaking in Spanish as they climbed the five steps of the porch. And their mysterious books, wrapped in shopping-bag paper, remained on the table next to the door, closed firmly behind them.
An accident of geography sent me to a school where all my classmates were white, many the children of doctors and lawyers and business executives. All my classmates certainly must have been uneasy on that first day of school -- as most children are uneasy -- to find themselves apart from their families in the first institution of their lives. But I was astonished.
The nun said, in a friendly but oddly impersonal voice, 'Boys and girls, this is Richard Rodriguez.' (I heard her sound out: Rich-heard Road-ree-guess.) It was the first time I had heard anyone name me in English. 'Richard,' the nun repeated more slowly, writing my name down in her black leather book. Quickly I turned to see my mother's face dissolve in a watery blur behind the pebbled glass door.
Many years later there is something called bilingual education -- a scheme proposed in the late 1960s by Hispanic-American social activists, later endorsed by a congressional vote. It is a program that seeks to permit non-English-speaking children, many from lower-class homes, to use their family language as the language of school. (Such is the goal its supporters announce.) I hear them and am forced to say no: It is not possible for a child -- any child -- ever to use his family's language in school. Not to understand this is to misunderstand the public uses of schooling and to trivialize the nature of intimate life -- a family's 'language.'
Memory teaches me what I know of these matters; the boy reminds the adult. I was a bilingual child, a certain kind -- socially disadvantaged -- the son of working-class parents, both Mexican immigrants.
In the early years of my boyhood, my parents coped very well in America. My father had steady work. My mother managed at home. They were nobody's victims. Optimism and ambition led them to a house (our home) many blocks from the Mexican south side of town. We lived among gringos and only a block from the biggest, whitest houses. It never occurred to my parents that they couldn't live wherever they chose. Nor was the Sacramento of the fifties bent on teaching them a contrary lesson. My mother and father were more annoyed than intimidated by those two or three neighbors who tried initially to make us unwelcome. ('Keep your brats away from my sidewalk!') But despite all they achieved, perhaps because they had so much to achieve, any deep feeling of ease, the confidence of 'belonging' in public was withheld from them both. They regarded the people at work, the faces in crowds, as very distant from us. They were the others, los gringos. That term was interchangeable in their speech with another, even more telling, los americanos.