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But the bilingualists simplistically scorn the value and necessity of assimilation. They do not seem to realize that there are two ways a person is individualized. So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality. Supporters of bilingual education thus want it both ways. They propose bilingual schooling as a way of helping students acquire the skills of the classroom crucial for public success. But they likewise insist that bilingual instruction will give students a sense of their identity apart from the public. Behind this screen there gleams an astonishing promise: One can become a public person while still remaining a private person. At the very same time one can be both! There need be no tension between the self in the crowd and the self apart from the crowd! Who would not want to believe such an idea?

A primary reason for my success in the classroom was that I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student.

I became a man by becoming a public man.

‘Why?’ My mother’s question hangs in the still air of memory. The loneliness I have felt many mornings, however, has not made me forget that I am engaged in a highly public activity. I sit here in silence writing this small volume of words, and it seems to me the most public thing I ever have done. My mother’s letter has served to remind me: I am making my personal life public. Probably I will never try to explain my motives to my mother and father. My mother’s question will go unanswered to her face.

So little is said about the scholarship boy in pages and pages of educational literature. Nothing is said of the silence that comes to separate the boy from his parents.

It is education that has altered my life. Carried me far.

I grew up victim to a disabling confusion. As I grew fluent in English, I no longer could speak Spanish with confidence.

Supporters of bilingual education today imply that students like me miss a great deal by not being taught in their family’s language. What they seem not to recognize is that, as a socially disadvantaged child, I considered Spanish to be a private language. What I needed to learn in school was that I had the right—and the obligation—to speak the public language of los gringos.

I think brown marks a reunion of peoples, an end to ancient wanderings. Rival cultures and creeds conspire with Spring to create children of a beauty, perhaps of a harmony, previously unknown. Or long forgotten.

Intimacy is not trapped within words. It passes through words. It passes. The truth is that intimates leave the room. Doors close. Faces move away from the window. Time passes. Voices recede into the dark. Death finally quiets the voice. And there is no way to deny it. No way to stand in the crowd, uttering one’s family language.

The boy who first entered a classroom barely able to speak English, twenty years later concluded his studies in the stately quiet of the reading room in the British Museum. Thus with one sentence I can summarize my academic career. It will be harder to summarize what sort of life connects the boy to the man.

Once upon a time, I was a ‘socially disadvantaged’ child. An enchantedly happy child. Mine was a childhood of intense family closeness. And extreme public alienation.