Volume VI - April 6, 2004

Welcome to the E-Comp! - a complimentary monthly newsletter brought to you by Prolinguistica.com.


First, apologies...

...for the lateness of this month's issue of E-comp! And by way of explanation, information that may be of interest to some of you.

Since July of last year I've been pursing licensing as a dyslexia correction facilitator through Davis Dyslexia Association International®. I plan to add this service to those offered by Prolinguistica. Licensing is obtained by attending about 7 weeks of training, and doing approximately 180 hours of field work. I've just completed the training sessions and 120 hours of fieldwork. That training prevented me from getting this issue out on time.

Although Davis Dyslexia Association is known all over the world, it's a low key operation, and if you have no urgent personal concern about dyslexia, you may not have heard of it. Initially, I checked it out because part of the correction process involves working with clay. I've long used clay in language classes, so this piqued my interest. In addition, most of us are probably worried about the significant number of students who are referred to "special ed" or placed on medications (such as Ritalin), but in spite of the best efforts and intentions of all involved, don't subsequently receive instruction that meets their needs. I've also always been intrigued by the fact that "special" students do so well with TPR; I've often had students in my classes who were "special ed" qualified, yet who seemed bright, sensible, functional in the real world, just not so functional in school. So I visited the website, www.dyslexia.com, and read Ron Davis' book, The Gift of Dyslexia, which started me down a fascinating road of discovery. I highly recommend you read this book. Be prepared to be surprised.

One of the things Davis has been doing is looking into ways to apply his ideas in a classroom setting. The licensing I'm pursuing is to provide programs for individuals. But Ron Davis and his colleagues have come up with a program called Davis Learning Strategies ®, which is designed to be used in K, 1st, and 2nd grade classrooms. You can find out about DLS at www.davislearn.com. A seven year pilot study in California is described at the site; the results were stellar: no special education referrals from classrooms where the Davis Learning Strategies were used, but higher than usual referrals to gifted and talented programs. So watch the Prolinguistica website this summer - you'll see an announcement of a subdivision and new services, with links to information about DDAI ® and Davis Learning Strategies.


For your reading pleasure…

Talk about your less commonly taught languages...
Pupils to learn Elvish in school
PA News

Pupils at a city school are being given the opportunity to learn an Elvish language devised by Lord of the Rings author JRR Tolkien. Students at Turves Green Boys’ Technology College in Birmingham are being offered weekly out-of-hour lessons in Sindarin - a conversational form of Elvish invented by the Oxford academic and based on Welsh sounds.

The school’s special needs co-ordinator Zainab Thorp said she was offering the out-of-hour classes to the boys, some of whom had special educational needs, to boost their self-esteem.

Mrs Thorp said: “The recent success of the Lord of the Rings films has increased the interest in learning Elvish.

”The children really enjoy it. It breaks the idea that education should simply be aimed at getting a job.”

She said Tolkien was expert in ancient languages who had developed two forms of Elvish. Sindarin was based on Welsh sounds and was the more commonly used, while Quenya, which related to Finnish, was largely a ceremonial language.

Mrs Thorp said: “A couple of the boys are very into role-playing games. Knowing Sindarin is useful when giving orders to their Elvish armies.

”The reason I’m offering the lessons is to give the boys, some of whom have special educational needs, something to boost their self-esteem.

”They have responded very well and are eager to learn more. It’s also very useful if they want to go on to university to study, as it involves looking at some of Tolkien’s old manuscripts. This develops some very complex skills.”

The secret language of Chinese women
Tongue devised by 'sworn sisters' came down through centuries

Edward Cody, Washington Post
Sunday, February 29, 2004

Pumei Village, Hunan Province, C -- Nowadays, it would be called empowering women. But back then, centuries ago, it was just a way for the sworn sisters of this rugged and tradition-laden Chinese countryside to share their hopes, their joys and their many sorrows.

Only men learned to read and write Chinese, and bound feet and social strictures confined women to their husband's homes. So somehow -- scholars are unsure how, or exactly when -- the women of this fertile valley in the southwestern corner of Hunan province developed their own way to communicate. It was a delicate, graceful script handed down from grandmother to granddaughter, from elderly aunt to adolescent niece, from girlfriend to girlfriend -- and never, ever shared with the men and boys.

So was born nushu, or women's script, a single-sex writing system that Chinese scholars believe is the only one of its kind.

"The girls used to get together and sing and talk, and that's when we learned from one another," said Yang Huanyi, 98, a wrinkled farmer's widow whom scholars consider the most accomplished reader and writer among a fast- dwindling number of nushu practitioners. "It made our lives better, because we could express ourselves that way."

Renewed interest
Scholars and local authorities have taken renewed interest in the exclusive language, trying to preserve it as the last women who are fluent reach the end of their lives. Generations of women in the region once penned their diaries in nushu, and the few journals that survived offer a unique chronicle of these private lives long ago. Today, girls learn Chinese along with the boys, so learning nushu has less appeal.

Nushu in some ways resembles Chinese, if some of the characters were stretched and altered. But it also differs in many respects. For example, according to researchers, the letters represent sound -- the sounds of this region's Cheng Guan Tuhua dialect -- and not ideas, as in the Chinese ideograms that men studied and wrote. Nushu was written from top to bottom in wispy, elongated letters in columns that read from right to left.

Much remains unknown about nushu. Its origins, reaching perhaps as far back as the third century, have been the subject of scholarly exchanges among a handful of researchers in China and elsewhere. They know it was used in Hunan's Jiangyong County, in south central China about 200 miles northwest of Guangzhou, and believe it was limited to what is now Jiangyong's Shungjian Xu Township, which includes Pumei and these days has a population of around 19, 000 people. But even that is not certain.

What seems clear is that nushu was fostered by the region's ancient custom of "sworn sisters," whereby village girls would pledge one another fealty and friendship forever. The tight sorority, which included growing up together in cobbled village lanes and gathering with adult women to weave and embroider, inevitably was shattered when the time for marriage came. Tradition dictated that a bride go away to her groom's home -- and that is where nushu came in.

Three days after the wedding, the adolescent bride would receive a "Third Day Book," a clothbound volume in which her sworn sisters and her mother would record their sorrow at losing a friend and daughter and express best wishes for happiness in the married life ahead. The first half-dozen pages contained these laments and hopes, written in nushu that the groom couldn't read. The rest were left blank for the bride to record her own feelings and experiences -- in nushu -- for what would become a treasured diary.

The sworn sisterhood tradition has led some scholars to speculate that nushu developed as a secret language for lesbians, according to Zhao Liming, a literature professor at Tsinghua University in Beijing who helped bring nushu to researchers' attention in the 1980s and is one of the foremost authorities on it.

Way to express themselves
"But that is not true," she said in an interview. "They just wanted a way to express themselves." She added: "Women needed a spiritual life. They could not write Chinese, but they wanted to express their feelings."

Most important to the women who learned it, sometimes memorizing letters written on the palms of their hands because of a lack of paper, nushu liberated them from illiteracy.

The way nushu came to light some 20 years ago also has been clouded in competing theories.
Lin Lee Lee at the University of Minnesota has written that a Jiangyong County woman visiting relatives in Beijing in 1982 astounded them by singing and then writing a language and script they could not understand. The relatives passed along their amazement to scholars, she said in a conference presentation, and research into the strange female writing system began.

But Zhou Shuoyi, 78, a self-described countryside intellectual who lives in nearby Yongzhou city, said he knows better, and he explained why.

Zhou's father, a schoolteacher, was impressed by the strange writing he couldn't understand and urged the young Zhou to investigate. Later, working for the Jiangyong County cultural department in the 1950s, Zhou said he discovered a number of elderly peasant women still mastered nushu. A speaker of the Tuhua dialect, he was also able to get a whiff of what nushu was about -- and what a cultural discovery there was to make.

"At that time, many grandmothers could sing it, write it and read it," he said in an interview. "In society at that time, there was injustice between men and women, and women needed this language as a way to express themselves."

Zhou reported his findings to authorities in Beijing, but by then the Cultural Revolution had convulsed China. As an intellectual, Zhou said, he was branded a rightist and forced to halt his work. Red Guard zealots destroyed the nushu documents he had painstakingly accumulated.

"But the stuff in here could not be burned," he smiled, pointing at his head and its tufts of white hair.
So in 1979, when calm had returned, Zhou said, he went back to work at a local museum and resumed his interest in nushu, eventually learning to read and write.

In 1982, he said, he wrote a book about the region's culture, including a section on nushu. Scholars from relatively nearby Wuhan, from faraway Beijing and eventually even from abroad started dropping by. Nushu had been discovered.

"Now a lot of people are studying it, and a lot of people come here to ask about it," he said.
1,500-word vocabulary

Zhao said that over the last 20 years she has guided a number of graduate students, Chinese and foreign, in studying nushu at Tsinghua. Estimates of its contemporary vocabulary range from 670 to 1,500 words. A dozen of Zhao's students recently started compiling them in a dictionary. The students include three young men, she specified with a smile.

But aside from scholars, Zhao and Zhou said, fewer than 10 people can fluently read and write nushu. Yang, the 98-year-old, has little time left. Several other women in Jiangyong County who can read and write, or at least read, also have neared the end of their lives.

Local authorities nevertheless have seized on nushu's cultural value, and on its tourism potential. An $80,000 school and museum went up last year here in Pumei, where Hu Mei Yue, 42, visits every Saturday to teach nushu to any village girls who show up.

Hu, who learned from her grandmother, the late Gao Yinxin, also embroiders bags and handkerchiefs with nushu writings to sell to tourists, who people here hope will start coming soon to see what they have baptized "Pumei, Nushu Cultural Village."

"It's very interesting, and Gao Yinxin left this valuable thing for our village," said Hu Linyin, 10, a Pumei girl attending Hu's session Saturday.

"I don't know how people can write like this," remarked classmate Hu Cui Cui, 12, who said she can read about 200 words. "Each word is like a flower.

"In Siberia, a Race To Write a Dictionary Before the Subject Dies
As Khanty Dialects Fade, Ms. Parnyuk Scribbles; Qaqi and the Three Bears
March 26, 2004

LUKASHKIN YAR, Russia -- Lyuba Parnyuk had traveled thousands of miles across frozen swampland to make an elderly woman sing, but the sun was going down, and the young linguist's tape recorder was still empty. Outside, her Siberian snowmobile driver was cold and hungry. "Please," she pleaded. "Just one song."

Sitting next to her in the remote cabin was 71-year-old Elizaveta Sigilyetova, one of the last living speakers of a rare dialect of Khanty, a regional tongue nearly overwhelmed by Russia's slavic majority. Forced to speak Russian since her school days, the petite grandmother was slow to remember her native language. But finally, fiddling with the tails of her headscarf, she filled the room with a hoarse melody:
"Änkel wajah qimlen semkan lalten pa qit' qaskin ninet."

"The eagle owl with sad eyes sings that all the men and women have gone."

Delighted, Ms. Parnyuk scribbled down new words and coaxed a few more songs from her hostess. It was a coup for the 22-year-old graduate student, who braves blizzards and voyages to the farthest corners of the taiga to document little-known languages before they die out.

Based in Tomsk, an oil and university town lined with 18th-century log cabins, Ms. Parnyuk and her colleagues at Tomsk State Pedagogical University are fighting a global epidemic: Linguists estimate that two-thirds of the world's 6,500 languages will disappear this century as the increasingly global economy and culture promote a few dominant languages.

A crossroads of migrating peoples since the Stone Age, Siberia's forests once echoed with the songs and legends of the Saams, the Karels, the Veps and Moris, and dozens of other tribes. Their remoteness helped preserve their cultures for centuries, but Siberia's Russification over the last 50 years means the last generation of about 30 language groups is now dying off.

To many -- even to some native Siberians -- the drive to preserve local tongues seems futile. Yet every time a language is lost, thousands of years of culture, religion and medical knowledge die with it, linguists argue. They worry about the disappearance of Pongyong (in Nepal), Arabama (in Australia) and Lower Sorbian (in Germany).

"If you wait another two years in this region, it'll be too late," Ms. Parnyuk said after her recording session, sipping tea in the kitchen of a nearby Khanty family.

Khanty ways of saying "bear":
. "Ih"- Bear, as hunters would say it
. "Pupi" - Bear, as women or children would say it
. "Qaqi" - Bear, a sweet nickname that means "little brother"
. "Worong Qu" - Bear, meaning "man of the forest"
. "Mä elle ih welsim" - I killed a big bear

Ms. Parnyuk's travels took her to three remote villages along the Ob River, a shallow waterway 2,000 miles east of Moscow that once supported thousands of Khanty.

The tribe is distantly related to the Finns, Estonians and Hungarians, who migrated west from Siberia 40,000 years ago. Some linguists also see links to native Americans.

For centuries the Khanty fished and hunted rabbit and moose near the Ob. Their language had no alphabet but was rich with legends about mammoths, shamans and pagan gods. Awestruck by bears, the Khanty invented a whole separate vocabulary to describe the animal and its body parts.

Slavic missionaries turned up in the 18th century to preach Christianity. Then the Russian Revolution brought lasting change. Bent on forging hundreds of ethnic minorities into one Soviet citizenry, the Bolsheviks herded Khanty children to boarding schools and adults to collective farms, where they were forced to speak Russian.

When the Soviets discovered oil in Siberia in the 1960s, millions of Russian-speaking workers invaded Khanty land to drill wells and build cities.

Demoralized, most Khanty either assimilated into Russian life or took to drink, typically vodka or moonshine. "Russians tell us to this day that we weren't literate, we couldn't read or write. Well, OK, they brought culture, literacy and education, but they also destroyed our way of life," says Klavdia Demko, a Khanty activist who helps arrange Ms. Parnyuk's travels.

In the 1950s, a distinguished Soviet linguist named Andrei Dulzon began meticulously documenting indigenous languages, traveling by motorboat to remote settlements along the Ob. Today, at the university in Tomsk, surrounded by stacks of Mr. Dulzon's vocabulary-card files, graduate students compile dictionaries, write ABC books for kids, and train teachers to keep up the languages in rural schools. They set out on expeditions as often as possible.

Andrei Filtchenko, a Tomsk linguist finishing his Ph.D. on Khanty dialects at Rice University in Houston, once walked 40 miles through a bog to visit two elderly Khanty hunters. Navigating the knee-deep water in rubber boots, he finally reached a log house sitting on a shallow lake. Delighted by the company, the hunters regaled him with tall tales about bears.

"Ninety percent of my language data comes from bear stories," says Mr. Filtchenko, who developed an interest in indigenous people after reading "The Last of the Mohicans" as a child.

Khanty superstitions pepper every journey. Last summer, Mr. Filtchenko cut himself while swimming. The wound swelled. The next day, several Khanty led him to a sacred log cabin where he laid a piece of cloth and a few coins before a wooden deity inside. "The cut healed in one or two days," he says.

Ms. Parnyuk paid for her recent two-week expedition herself, keeping costs to under $250. She stayed with families and often hitched rides with drivers such as Father Alexei, an orthodox priest who drove her from village to village in a 1979 Moskvich, the Soviet equivalent of a Ford Escort. The priest's rattly car broke down twice and finally plowed into a snowbank.

In Lukashkin-Yar, population 600, Ms. Parnyuk cruised from cabin to cabin on a snowmobile in the minus 40 degree temperatures. She found only three remaining Khanty who could speak the regional dialect, known as Alexandrovskoye. They helped the linguist correct a draft of a Khanty dictionary and filled her notebook with legends.

After her tea break, she zoomed off to another elderly informant, a retired oil worker who had chatted at length with her the previous summer. Ducking into the door of his disheveled hut, she found him sitting in his undershorts, drunk on moonshine. "Tell us about all the oil fields you've explored," she said gently. But realizing it was no use, she left a package of food and departed.

The Tomsk linguists hope to finish their Khanty dictionary by 2008. Ms. Demko, the activist, has offered to raise money from local Khanty to help sponsor the book.

"We are all counting on Lyuba," she says. But she admits young Khanty such as her nephew, a computer programmer, are more interested in studying English.

Ms. Parnyuk, who now speaks Khanty better than many of her informants, has few illusions that her work will restore the Alexandrovskoye dialect.

Still, she adds, the Khanty have remarkable faith in renewal. "When they bury someone, they put broken things in his grave," she says. "They think that in the next life, all broken things will become whole again."

Write to Jeanne Whalen at jeanne.whalen@wsj.com1

Mi Historia, NY Culture

On a makeshift set in Florida, 24 journalism production students at Aspira South Leadership Charter School are making a movie. And the script -- written by the middle-schoolers -- tells the story of their lives as the children of migrant workers.
Read about it at: http://www.miami.com/mld/miamiherald/8073746.htm

Preschoolers Study Foreign Tongues
Education Week
March 24, 2004
By Linda Jacobson
Lafayette, Calif.
The 4-year-olds grab foam alphabet letters from a pile in the middle of a table, matching them to the large words on pieces of construction paper: le pantalon, la cravate, les savates.
"Trés bien, Chloe," instructor Catherine Jolivet-Johnson praises one of the preschoolers.
Interest in foreign-language instruction in preschool is growing, both among parents and early-childhood educators trying to meet the demand. The interest, though, comes at a time when some districts are scaling back on such programs in the elementary grades in order to spend more time on reading and mathematics—the subjects currently tested to comply with the federal No Child Left Behind Act. Read the rest of the article at:

In the "Oh, please..." department...
British Government Hopes New Language Tests Will Motivate Students
A new five-year contract between the British government with the University of Cambridge Local Examinations Syndicate (UCLES) to begin developing foreign language tests for seven year-olds. By September, 2005, exams for eight languages (German, Urdu, French, Italian, Spanish Chinese, Punjabi and Japanese) should be ready. At the end of the contract, assessments for 26 languages will be in place. The British government believes that by grading students at a young age, like they do for playing a musical instrument, students will be more motivated to learn foreign languages at a young age. If you can stand to read it, visit:

And this is bad news because...?
National FL Assessment Delayed
Plans for administering the first national assessment in a foreign language, Spanish, has been postponed. According to Peggy G. Carr, the associate commissioner of the National Center for Education Statistics, participation issues cast doubt on whether the test - at two hours, the longest NAEP assessment - can be given in its current form. The test of students' proficiency in Spanish was going to be administered to 12th graders and would gauge how well these students who studied Spanish could speak, read, listen, and write in this language. To read this article, visit (free subscription required):

An Interview with Sonia Nieto
During this interview, Nieto discusses two books that she is working on. Dear Paulo is a book in which teachers have written letters to Paulo Freire, a greatly influential Brazilian educationalist, about how his ideas have impacted them and their practice in the classroom. Nieto also discusses her second book, Why We Teach, a sequel to her What Keeps Teachers Going? Nieto also talks about issues facing educators today, including the standardization movement and the achievement gap. Listen to or to read the interview, at:

Beginning Teachers Feel Unprepared to Teach ELLs
The Public Education Network has released a new report in which beginning teachers share their perspectives and opinions on their first years in the classroom. Results of teacher surveys included in this report indicate that one of the areas teachers feel least prepared for is addressing the learning needs of English language learners.
Read about it at:

English in Decline as a First Language
Stefan Lovgren for National Geographic News
February 26, 2004
It may be time to brush up on your Mandarin. According to one new study, the percentage of the global population that grew up speaking English as its first language is declining. In addition, an increasing number of people now speak more than one language. In the future, English is likely to be one of those languages, but the Mandarin form of Chinese will probably be the next must-learn language, especially in Asia. Read more about it at:

Resources you might be interested in….

PBS American Family, "Journey of Dreams"
The National Council of La Raza (NCLR) is participating in a national outreach campaign focused on health issues in conjunction with the premiere of the new season of the acclaimed public television dramatic series, American Family. The new season of American Family, "Journey of Dreams," chronicles the multigenerational saga of one family's pursuit of the American Dream. It begins airing on the Public Broadcasting Service (PBS) April 4. This year's American Family traces the history of the Gonzalez family from the Mexican Revolution to today. The American Family Web site includes Web pages on health, teachers' guides, and other Web resources.
More information at: http://www.pbs.org/americanfamily/
And on NCLR at: http://www.nclr.org

Animal Web Sites in Spanish and Catalan
* "Welcome to the Zoo" - photos and information on endangered animals.
* Animalia - photos, articles and general information.
* The Madrid Zoo - organizes animals by region of origin.
* Valencia Zoo - photos of animals they house in their facilities.
* The Barcelona Zoo - information on its resident animals, photos and a virtual visit to the zoo with 360º images. http://www.zoobarcelona.com/ZOO_Barcelona/Catalan/catalan.asp

New Articles at Krashen Web Site
Stephen Krashen has posted three new articles on his web site:
* "The Acquisition of Academic English by Children in Two-Way Programs: What does the Research Say?"
* "Let´s Tell the Public the Truth about Bilingual Education"
* "The Case for Narrow Reading"
To read the articles, visit:

New Lesson Plan Collection
LEARN NC, the North Carolina teachers' network, recently re-released its lesson plan search engine on their Web site. Lesson plans in the collection are for classes in K-12 and include the following subjects: Arts, Computer Technology Skills, Educational Technology, English Language Arts, Foreign Language, Guidance, Healthful Living Education, Health, Information Skills, Language Arts, and Mathematics. To view the collection, go to:

Hands on Baking - El futuro en tus manos
This is a free online and offline resource developed by Wells Fargo, offering financial literacy lessons in English and Spanish. All of the materials are available via Internet, CD-ROM, and print. The curriculum includes topics such as: budgeting, bank accounts and services, borrowing money and maintaining credit, buying a home, investing, and starting and managing a small business. Additional resources include a dictionary of financial terms and printable worksheet templates.
For more information, visit:
Or call (toll-free): Tel: (866) 650-6228

New Web Site Archives Indigenous Languages of Latin America
This is a digital archive of recordings and texts in and about the indigenous languages of Latin America. It offers recordings of naturally-occurring discourse -- conversations, narratives, ceremonies, speeches, and songs. Many recordings are accompanied by transcriptions in Spanish, English, or Portuguese. The archive also provides dictionaries, grammars, ethnographies, and teaching materials.
Visit: http://www.ailla.org/site/welcome.html

New NCLRC Language Resource Newsletter Published
The National Capital Language Resource Center 's (NCLRC) monthly online newsletter posts current research findings, effective teaching methods, and professional development opportunities for foreign language educators. The March, 2004 issue of the "NCLRC Language Resource" has articles on:
* "Building a New Public Idea about Language"
* "Who Is Paying the Bills? The Federal Budget and Foreign Language Education in U.S. Schools and Universities?"
* "Language Lesson: Paintings -A Medium for Oral Communication"
* "What Is Culture?"
To read the entire issue, visit:

PacifiCare Latino Health Scholars Program Scholarships
for Bilingual, Bicultural Students

Deadline: June 30, 2004
Scholarships are available for Spanish-speaking, bicultural high-school students who want to pursue careers in the healthcare industry.
The $2,000 scholarships are available for students in Arizona, California, Colorado, Nevada, Oklahoma, Oregon, Texas, and Washington. High-school seniors with a minimum grade-point average (GPA) of 3.0 and who are fluent in Spanish are eligible to apply. Applicants must show proof of acceptance into a university, community college, or an accredited technical college and must be enrolled in an approved healthcare program at the time they receive the scholarship.For more information, visit: http://www.pacificarelatino.com

Semillas Literarias
Student Writing Contest

Dual Language Education of New Mexico
Deadline Extended from April 16 to April 30
Winners may have their authored and illustrated book published and featured at La Cosecha 2004 Dual Language Conference. This is an opportunity to showcase students' writing, artistic talents, as well as dual language programs.For more information and official entry form, go to the Dual Language Education of New Mexico website at:
For more information, contact:

Downloadable Brochures from CAL

Working Together to Build a Multilingual Society (PDF)

This brochure offers tips for parents, teachers, school administrators, and policymakers to help establish or improve a multilingual environment in homes and schools. Doing so not only addresses American security and economic needs, but also creates opportunties for Americans, both at home and abroad.
Sets of 10 are $7.50 per set Order online
Sets of 50 are $35.00 per set Order online
Sets of 100 for $50.00 per set

Why, How, and When Should My Child Learn a Second Language (PDF)

This brochure helps parents and schools become aware of the benefits of helping children learn a second language at an early age. It can be used with school boards, parents, and school and district staff to advocate for new or improved early foreign language programs.
Sets of 10 are $7.50 per set Order online
Sets of 50 are $35.00 per set Order online
Sets of 100 for $50.00 per set

Why Start and Maintain an SNS Program
Use this brochure to advocate for a Spanish for Native Speakers program in your school or district, start one, or improve one already in place. The brochure can be used with school board members, school and district administrators, Spanish teachers, and parents of Spanish-speaking students.
Sets of 10 are $7.50 per set Order online
Sets of 50 are $35.00 per set Order online
Sets of 100 for $50.00 per set

Scholarships, Internships, and Fellowships for Latino Students
The Congressional Hispanic Caucus Institute (CHCI) has published the 2003-04 Directory of Scholarships, Internships, and Fellowships for Latino Students for Hispanic students looking forways to pay for college. View the Directory at:
To view the CHCI Web site, visit:

El Pueblo, Inc. offers scholarship resources "regardless of immigration status." For more information, visit: http://www.elpueblo.org (click on "Youth Program," then "Scholarships")

The College Foundation of North Carolina also offers free workshops to assist Hispanic students with finding resources to finance their higher education.
To view their Web site, visit: http://www.CFNC.org
Or call for more information:
Tel: (866) 866-CFNC

Thinking about it…

To David, About His Education

The world is full of mostly invisible things,
And there is no way but putting the mind's eye,
Or its nose, in a book, to find them out,
Things like the square root of Everest
Or how many times Byron goes into Texas,
Or whether the law of the excluded middle
Applies west of the Rockies. For these
And the like reasons, you have to go to school
And study books and listen to what you are told,
And sometimes try to remember. Though I don't know
What you will do with the mean annual rainfall
On Plato's Republic, or the calorie content
Of the Diet of Worms, such things are said to be
Good for you, and you will have to learn them
In order to become one of the grown-ups
Who sees invisible things neither steadily nor whole,
But keeps gravely the grand confusion of the world
Under his hat, which is where it belongs,
And teaches small children to do this in their turn.
— Howard Nemerov

from The Collected Poems of Howard Nemerov (University of Chicago Press).
found at: http://cadee.blogspot.com/


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