Officially Against Official English

    Common sense seems to dictate that we live in a country where English is the dominant language, therefore it seems logical to make English the official language of the United States. A group by the name of U.S. English is fighting for this Official English, stating that it is essential and beneficial for both the U.S. government and its citizens. They believe Official English would unite Americans and provide a common means of communication. U.S. English believes that Official English would encourage immigrants to learn English. With English as the official language all government business, at all levels, would be conducted strictly in English. U.S. English ignores two important factors in its argument for Official English, why it is so hard for immigrants to learn English and how removing other languages would change the core structure of our country and its diversity.

    U.S. English cannot have it both ways. On the one hand, the group argues that it is not the government’s responsibility to provide services in each language spoken in the United States. But on the other hand, the group also believes that there should be exceptions that permit the use of other languages. These exceptions include emergency, safety, and health services, judicial proceedings, foreign language instruction, and tourism promotion. Although those who support Official English do not say so directly, these exceptions seem to imply that those against the use of foreign languages in government services would have no problem using different languages, just so long as the government is benefiting from their use.

    According to U.S. English, “through Official English, immigrants will understand that they must know English to fully participate in the process of government.” U.S. English surely is right that one must understand English to fully participate in the process of government, but regardless of whether one is an immigrant or not, one has the right to decide how fully they participate in the process of government. Whereas the government does not have the right to deny one citizen any particular resource it offers another citizen, regardless of the language they speak. In order to be eligible for citizenship, U.S. Citizenship and Immigration Services requires that all applicants must have “an understanding of the English language, including an ability to read, write, and speak… simple words and phrases… in ordinary usage in the English language.” Therefore law already demands that an immigrant know some English. In granting an immigrant citizenship, the government is acknowledging that they already have a basic understanding of the language. Once granted citizenship, the government takes on the responsibility of upholding the same rights to these immigrants as it would to those whose native language is English. If the only way of presenting these rights is through the use of a foreign language, the government must do so, as to not exclude any one citizen. An immigrant cannot be denied equal treatment because they are not fluent in English, because when they became citizens they were under the impression that their English was “good enough.” Their rights should now include the appropriate resources needed to improve their English.

    It follows, then that if these resources are not adequate, immigrants will not be able to improve their English. If U.S. English is right that one in twelve Americans struggle with English, as I think they are, then we need to reassess why they struggle with the language, and how we can help. If one in twelve Americans struggle with English, implementing an Official English language would be restricting one in twelve Americans from participating in their society and government. Those in favor of Official English protest the large sums of money spent on providing multilingual services. By focusing on the amount of money spent teaching foreign speakers English, U.S. English overlooks the deeper problem of why this money seems not to not be efficiently spent.

    In the U.S. English’s view, “Official English promotes unity.” In making this comment, the group believes that the nationalities that make up the United States have “melded us into one people.” While I agree with the importance of unity, I do not believe that the United States is a nation consisting of only one people. I believe we are a nation consisting of countless types of people, each contributing a unique culture and style to our country. U.S. English points to research finding that the number of languages spoken by United States citizens is on the rise. The group goes on to specifically list each language that is spoken in different places, such as schools, across the country. They present this data in a negative manner, as if diversity is something to be frowned upon, rather than embraced. Children in all of Maine’s public schools combined speak 82 different languages, and I think this an accomplishment, something to be proud of. It would seem to me attending such a multicultural school would be a privilege. I imagine that such a diverse population of children would positively influence one’s education, allowing kids to expand their own viewpoints and become more accepting. Continuing their argument for unity, U.S. English goes on to claim that separate language groups cause racial and ethnic conflict. I find that the conflict comes in alienating these separate language groups, rather than embracing them. Consider an article in The Washington Post about 16-year-old Zach Rubio, for example. Zach was suspended from school for a day and a half for speaking Spanish in the hallway of his school, between classes. Zach harmed no one when he spoke, yet he was sent to the principle’s office and suspended. This would be the norm if Official English were to be implemented. To me this does not promote unity; it alienates a young child who is accepting his culture.

    In short, those who support Official English legislation are right to argue the importance of being proficient in the English language. Nevertheless, they exaggerate when they claim that declaring English the official language of the United States is “essential.” It is not absolutely necessary. If that was the case, English would already be the official language and no debate would be needed. The idea of an Official English language goes against the very reasons our nation was founded. We all know the story of the giant “melting pot” and Ellis Island. Many of us have ancestors who immigrated to the United States, fleeing persecution or seeking change, all filled with the hope America represents. English made up just a small percent of the languages these men and women spoke. Where would we be if those immigrants had not been given the resources they needed to succeed? Who would have laid the groundwork for the great nation America has become? Our country needs to hold strong to the principles established in her foundation, welcoming diverse cultures and embracing others with the tools they need to succeed, regardless of the language they speak.


Works Cited

“A Guide to Naturalization.” Who is Eligible for Naturalization. N.p., n.d. Web. 17 Apr     2010.     <http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a754    3f6d1a/?vgnextoid=4df39ddf801b3210VgnVCM100000b92ca60aRCRD&vgnext    channel=4df39ddf801b3210VgnVCM100000b92ca60aRCRD>.

Reid, T.R. “Spanish At School Translates to Suspension.” Washington Post 09 Dec.     2005: n. pag. Web. 17 Apr 2010. <http://www.washingtonpost.com/wp-    dyn/content/article/2005/12/08/AR2005120802122.html>.

“U.S. English.” U.S. English, Inc., n.d. Web. 17 Apr 2010. <http://www.us-english.org/>.

The End of a Dream

    McDonough uses details from Perry Smith’s dream to contrast with the reality of his crime. McDonough chose to include the details of Smith’s bizarre “Vegas night club” (3) dream because it mirrored the dreams he hoped to achieve in his life. McDonough’s poem “April 14, 1965: Perry Smith” captures Smith’s madness, allowing the reader an intimate glimpse into the murderer’s life.
    McDonough starts the poem with details from Smith’s “Vegas night club” dream, in order to show the insanity of a man who would dream of Vegas as he approaches death. McDonough is quick to write that Smith is “on Death / Row” (2,3). By introducing this so soon in the poem, the reader immediately finds out that Smith committed a crime of the highest punishment. This thought sticks with the reader throughout the rest of the poem, strategically placed so that Smith’s sentence never leaves the reader’s mind. Immediately following the fact that Smith is on death row, McDonough writes “A Vegas night club” (3). The image of a “Vegas night club” directly contrasts “Death Row.” The phrase “A Vegas night club” ends with a period, but not a line break. McDonough uses the placement of the period to make the reader stop, allowing one to wonder why a man on death row would dream of Las Vegas. McDonough emphasizes the location of the “Vegas” dream, not only because Las Vegas was where Smith was captured for his crime (Capote 215). Vegas is also a symbol of sin and over the top displays of wealth. Vegas represents a hope that people find in money.
    Perry Smith was a dreamer. He and his accomplice, Richard Hickcock, killed a family of four in hopes of finding $10,000. They wanted this money to support their dream of buying a boat and diving for treasure (Capote 100). McDonough omits this information about Smith, but still provides the reader with details of another ostentatious dream. McDonough uses words like “stage” (4) and “bows” (5) to show Smith’s desire for attention. “He’s dancing around, / singing” (4) and “the place is packed” (6). Smith seems to be noticed, even praised for his talents. Smith yearns for attention after his crime, he is put on a “stage” to be executed and his story is written about. McDonough is mirroring other’s responses to Smith’s crime with the details “no applause, none” (5). This shows her reluctance to idolize Perry Smith’s crime by giving him the attention he craved. Rather, she is focusing on why a man would desire attention for such a violent crime.
    McDonough shifts the tone of her poem after Smith realizes his audience consists of the “ghosts of the hanged” (8). When Smith recognizes the “Negroes, mostly. Men.” (6), he knows that “he’s there to join them” (8). This is interesting because McDonough may be referring to slaves that were hung in lynching. In many cases these men were innocent victims, unlike Smith. McDonough uses this insight into his dream to show that although Smith admitted guilt in committing his crimes, he may think of himself as innocent. By killing the Clutter family, Smith believes he was only trying to achieve his dreams of Vegas, wealth, and buried treasure.
    After coming to this realization, Smith understands that his pursuit of his dreams will lead to his demise. McDonough uses images of Vegas to represent the road to his execution. “Gold-painted steps have led to a scaffold” (9), these are the same “gold-painted prop-steps” (4) of the Vegas “stage” (4). McDonough uses the word “trap” (10) to describe not only a trap door, but Smith’s feeling of being trapped, as if he was tricked into going into a night club, only to leave in death. This is when the fun and “dancing” and “singing” ends, now “his top hat tumbles” (10). McDonough chooses words that bring to mind a loss of control. His hat “tumbles” and it falls off, rather than being deliberately removed. The use of the word “falls” (11) implies an involuntary movement. The words “Urinates, defecates” (11) bring to mind someone ill, with no control over their bodily functions. McDonough follows these words with “dies” (11). His lack of control makes him feel dead, although he has not been executed yet. McDonough makes it clear in the last line of the first stanza that Smith is still “awake” (12), yet dead.
    McDonough uses bleak words to describe the warehouse where the execution takes place. These words contrast sharply with the “gold” hue of the Vegas dream scene. There are “thirteen steps” (14), a number widely known as unlucky and lacking the glamour of the “gold-painted prop-steps” Smith sees in his dream. Whereas Smith was “singing” in his dream, there is “No hymn” (14) sung during his execution. The bleak nature of the execution scene makes Smith withdrawal. It doesn’t reflect his personality found in his sleep, or the nature of his dreamer identity. McDonough ends her poem with the detail “He spat out his gum in the chaplain’s outstretched palm” (15). This ending shows Smith’s removal from his execution. He does not feel as if he should show respect to the chaplain. He as accepted his fate and has felt dead since he woke up from his dream.
    McDonough strategically picks phrases from Truman Capote’s book, In Cold Blood, and includes them in italics throughout her poem. It should be noted that she changes the order of these words and inserts her own words between the different phrases. For example, Capote writes “His top hat tumbled; urinating, defecating, Perry O’Parsons entered eternity” (Capote 319). McDonough changes this line to “The trap door opens beneath him, his top hat tumbles, / and he falls. Urinates, defecates, dies” (10, 11). McDonough is able to add a poetic element to Smith’s story, giving the lines a more defined rhythm. She is also able to emphasize Smith’s feeling of entrapment. Replacing “eternity” with “dies,” McDonough changes the diction so that his death is a final ending, not a resting place. By focusing on Perry Smith’s death row dream, McDonough’s poem adds a new dimension to the execution of Smith.


Works Cited

Capote, Truman. In Cold Blood. 1st Vintage international ed. New York:                 Random House, Inc., 1965. Print.
McDonough, Jill. “April 14, 1965: Perry Smith.” Habeas Corpus. Cambridge,             United Kingdom: Salt Publishing, 2008. Print.

On February 1st, my mom and I took my dog, Sweet Pea, on a visit to a local nursing home. Sweet Pea is a trained therapy dog, part of a group called SCDogs. She travels around the Clemson area with a group of other therapy dogs, and their owners, of course. They offer the type of love and compassion that sometimes only animals can express.

Sweet Pea just loves her job! Once she puts on her little blue vest, her whole personality changes, and she is no longer the spoiled Basset Hound, with the “Queen of the World” attitude that gave her the name Sweet Little Princess of Peabody. Sweet Pea becomes calm and submissive, a one eighty from the dog who constantly steals her brother dog’s bones and pees on the carpet.

Each of the visits starts with a meet and greet, so the dogs can become familiar with each other, and get the butt sniffing and barking out of the way. There were three other dogs at the Sterling House that day. First there was Amos, the group leader’s dog, and very much a group leader himself. He is a Golden Retriever and is so at ease with his duties. He leads the group with a confidence and never gets nervous or antsy, as some of the other dogs can do around the large groups. His signature move is a body lean, where he puts all his weight against your leg and nuzzles into you. Next was Abby, a Cavalier King Charles Spaniel, brown and white with a coat of silk. She comes up barely half way to your knee and stares at you with the sweetest little bug eyes in the world! Then comes Rudder, an energetic black lab with a habit of sprawling out in the middle of the floor with his legs pointing in opposite directions.

Once the four dogs meet they all head into the nursing home. They gather in the foyer and the residents slowly get up and make their way towards the furry commotion. Sweet Pea immediately trots up to the first stranger she sees and plops down, begging for her belly to be rubbed. In fact, you see more of Sweet Pea’s belly than any other part of her during the visit. It’s interesting to watch how the residents respond to each dog’s presence. Some of them rush to greet the dogs, while others hold back, wary of these new creatures invading their home, and others just ignore the dogs completely.

After about twenty minutes in the foyer, the group of dogs makes their way through the halls of the home. At each door the leader knocks, and asks if they want to visit with the dogs. If they do, the dogs go in, a few at a time, and you get to spend a few minutes talking to the residents. The dogs are the main attraction, but they open up the conversation so you connect more to the people you meet. I talked to one woman about a book we had both just read, a lot of the people I met told me about their families, or asked me about school.

The visit lasted only about an hour, but I still haven’t lost the feeling of well-being that came with this cultural event. The dogs bridged a connection between groups of strangers. By cheering up the older residents of the nursing home, I was cheered up. The dogs delivered a unique and irreplaceable type of therapy.

Name: Victoria Witte

Major and Minor: English, minoring in Political Science

Hometown: Clemson, SC

Favorite Book: The Summer Book, by Tove Jansson

Favorite Movie: Breakfast at Tiffany’s

Favorite Band/Musician: The Dixie Chicks