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América - A História Não Contada dos Latinos - 3 º Episódio - A Solidariedade Numa Nova Era
Neste episódio, John Leguizamo descobre que, embora os latinos fossem frequentemente relegados à margem da sociedade dominante, sempre deram contribuições profundas à nação e que a história latina é a história dos Estados Unidos.
Neste episódio, John Leguizamo descobre que, embora os latinos fossem frequentemente relegados à margem da sociedade dominante, sempre deram contribuições profundas à nação e que a história latina é a história dos Estados Unidos.
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00:00A CIDADE NO BRASIL
00:30For hundreds of years of colonization, Latinos are still facing discrimination and racism.
00:35We have been absolutely part and parcel of the foundations of this country, of the development of this country, of the prosperity of this country on our backs.
00:48On the battlefield, we saw our Latino patriots overcome discrimination to become heroes.
00:54During World War II, Sylvester Herrera would be awarded the Medal of Honor.
01:00A couple of soldiers told me, hey, what are you doing in this army? You're a Mexican.
01:05But here's the thing. The more you push our people down, the more we rise up.
01:10And in the 20th century, young Latino activists fought for their civil liberties.
01:16Come on up, brothers. We are waiting for you.
01:19Much the way African Americans were fighting against this same racial injustice long perpetuated on people of color.
01:25In the classrooms, Latino students fought for equal education.
01:32We said we've had enough of racism and abuse.
01:36We didn't fight for just our rights, but for the rights of all.
01:41And Latinas often led that charge.
01:43When people fight and begin to win, that changes consciousness.
01:48We're going to talk to historians, activists, and even some of the people that lived through this history.
01:54I had this anger inside of me, but I never knew what to do with it until I learned how to organize.
02:00Si, se puede.
02:01And it all comes down to one word.
02:05Resistencia. Resistance.
02:06When you watch the news today, you see young activists like Malala or Greta Thunberg risking their lives for causes they believe in.
02:31Or think about Rosa Parks bravely sitting at the front of the bus.
02:35But you know who else led civil rights and labor movements throughout the 20th century?
02:40Young Latinas.
02:42And of course, what can't they do?
02:50In 1917, there were typhus outbreaks in Mexico.
02:59Any Mexican hailing from Mexico was seen as a disease carrier.
03:03This meant that white Americans could go into Mexico, and when they came back, they didn't need to undergo inspection.
03:10But Mexicans regularly needed to undergo inspection at the U.S.-Mexico border.
03:16And that inspection was invasive and dangerous.
03:19Hundreds of dirty, lousy, destitute Mexicans arriving in El Paso daily will undoubtedly bring and spread typhus unless a quarantine is placed at once.
03:38There were rumors that women were being photographed when they were naked, and one of these laborers was Carmelita Torres, who was 17 years old and a housekeeper.
03:50Carmelita Torres refused to undergo the inspection.
03:55Carmelita Torres leads riots when refused permission to enter El Paso without complying with the regulations the women collected in an angry crowd at the center of the bridge.
04:14Carmelita Torres, led by Carmelita Torres, an auburn-haired young woman of 17, they kept up a continuous volley of language aimed at the immigration and health officers.
04:24Within an hour, there were 200 other people that are protesting along with her, what now we know as the 1917 bath riots.
04:39Thousands of people joined in. Carmelita was arrested, and she went missing.
04:47And to this day, we do not know what happened to her.
04:51But we do know that the bath riots did spark another even darker historical moment.
04:59Because U.S. officials didn't just use kerosene to disinfect Mexican laborers.
05:05No, they used another poisonous chemical.
05:09The deadly pesticide, Zyklon B.
05:13And sadly, others were inspired by the U.S. Border Patrol's use of Zyklon B.
05:18The Nazis, in their concentration camps.
05:25There are events like the bath riots that are essential to American history, but that we don't learn about in school.
05:31Then there are events everyone's heard of, like the stock market crash of 1929.
05:37But what we rarely learn are how those well-known events shaped the Latino experience in this country.
05:44October 29, 1929 was a day like no other.
05:50With the devastating stock market crash known as Black Tuesday, the economy collapsed, and we entered the Great Depression.
05:57So, looking to avoid blame, President Hoover stoked his base's racial fears and kicked out Mexican-American citizens using one neat campaign slogan,
06:09American Jobs for Real Americans.
06:12And we all know what he meant by real Americans.
06:15The repatriation programs were government-sponsored programs where Mexicans and Mexican-Americans were forcibly removed from their homes and deported to Mexico.
06:35Almost at every economic downturn, the Mexican population has always been targeted.
06:43The terrible contradiction, of course, is that many of those who were deported were also American citizens, because they were the children of the persons being deported.
06:50An estimated 2 million Mexican-Americans were deported during this time.
07:00I had no idea that repatriation went all across America.
07:03I just thought it was in the Southwest.
07:04I didn't even know it was in California.
07:06But it's not even there.
07:07It's in Seattle, Portland.
07:09It's in Milwaukee.
07:10It's in Chicago.
07:11It's in St. Louis, Oklahoma.
07:12At a time where nobody had resources, Mexicans and Mexican-Americans were seen as economic drains.
07:21Any time you went to the government for care was considered charity.
07:26Many of these Mexican parents weren't seeking charity on behalf of themselves.
07:31They were seeking it when their children became sick or if they passed away.
07:35And therefore, the parents were basically deported for seeking services for their American citizen children.
07:44I know we weren't the only immigrants here at the time.
07:48And a vast majority of other immigrants were demonized as well.
07:51Greeks, Italians and Jews.
07:54But nobody was deported like we were.
07:57Today, we examine a tragic part of American history where we betrayed the justice part.
08:06Almost two million individuals were deported from the United States in the 1930s.
08:13Some estimate that almost 60% of those that were deported were United States citizens.
08:18And they were deported for but one reason.
08:22They just happened to be of Mexican descent.
08:24In 2005, after 80 years, the state of California finally passed the Apology Act,
08:34acknowledging the illegal and unlawful activities of the repatriation program.
08:40Latinos who managed to stay in the United States experienced extreme levels of racism and exploitation in the workplace.
08:48But many wouldn't stand for it, including labor leader Emma Tenayuca.
08:55Emma Tenayuca was an incredibly inspiring woman.
08:59She was born and raised in San Antonio in a poor neighborhood.
09:03But at age 16, she joined a picket line for workers at a cigar factory.
09:11The workers had the right to organize.
09:13And it was under that concept that the cigar workers went out on strike here.
09:19It's peculiar.
09:19It's a woman who were among the first.
09:22It's a woman who have led.
09:23From a very young age, she started organizing with different workers.
09:28And she's most well-known for her leadership in the 1938 Pekanscheller strike of 12,000 workers.
09:35And she was only 21.
09:39I'm incredibly honored to meet Emma's niece, Cheryl.
09:43Nice to meet you, Cheryl. What a pleasure.
09:44Pleasure to meet you, John.
09:46I can't wait to learn all about your aunt, Emma Tenayuca.
09:54I didn't know that Latin people had participated in unionizing America for all Americans.
10:00She was a very bright and interested and aware child.
10:04She knew what was going on in her community.
10:07By that time, the aggression had been winning throughout every city and every place.
10:12The pecan shelling industry at that time in San Antonio was the leading industry, making record profits.
10:31Business owners just felt like they could get away with paying them as little as possible.
10:35Pecan shellers were only making $2 a week.
10:41And if that wasn't onerous enough, their wages were actually reduced even more.
10:46The justification that the company gave for those low wages was said,
10:50well, we're feeding you. You can have as many pecans as you want.
10:55It wasn't just about the wages, but it was also about their working conditions.
10:59Women and children were working in conditions that were deplorable, where the ventilation was terrible.
11:04The dust from shelling pecans was very dangerous to inhale and could lead to death.
11:11She had the gift of her voice, and she was able to instruct people that to effect change,
11:19they could not do anything alone.
11:21Any effort of Mexican workers to organize was meant the brutal force from the very beginning.
11:31So when you went out to meet those powers, then you had to have guts.
11:40People aren't aware how dangerous it is and how much courage it takes to be an activist.
11:45Voices like Emma Tanayuka's starts a fire in America.
11:49I believe the Ku Klux Klan was very upset.
11:54She said, there were many times when I thought I might be lynched.
11:58She was afraid not so much for her own safety, but for that of her family.
12:03In my family, women are very strong.
12:05They were activists.
12:05My mom's an activist.
12:07What do you think it is about Latin women that makes them so strong, so fierce?
12:12Maybe it's part of our culture.
12:15Her personality was very strong, but she also had a tenderness about her.
12:19I just have a feeling, a very strong feeling, that if ever this world is civilized,
12:25it'd be more the work of women.
12:28Ultimately, they were successful.
12:29They did win their demands for better wages and for better working conditions.
12:35Activists like Emma and Carmelita led by example.
12:41And they weren't the only ones.
12:42Powerful Latinas like Puerto Rican Luisa Capetillo and Guatemala and Luisa Moreno
12:48were also on the front line, igniting change for the rights of workers.
12:58Remember how during the Depression, the U.S. deported Mexican-American citizens
13:03to protect American jobs?
13:05Well, flash forward to World War II, and guess who needs soldiers in the battlefields?
13:11That's right, the United States.
13:16Nearly 500,000 Latinos served in World War II, yet we hear very little from their stories.
13:25Silvestre Herrera was 27 years old when he received his draft notice.
13:35Well, his father sat him down and told him,
13:38look, you don't have any obligation to go into the U.S. forces
13:44because you were not born in the U.S.
13:47You were born in Mexico.
13:50And that his parents had died when he was very young.
13:54When Silvestre was 18 months old, his uncle brought him over to El Paso, Texas
13:59and raised him as his own.
14:01He tells his uncle that he's going to go ahead and join
14:07because he doesn't want anyone to die in his place.
14:12Silvestre Herrera was assigned to the 36th Infantry Division.
14:17He was sent to fight against Hitler's Nazi forces on the European mainland.
14:23In May of 1945, the 36th Division was fighting near Merzweiler, France.
14:29They came across heavy German machine gun fire.
14:33Silvestre was able to capture eight German soldiers.
14:37That same day, they continued to move forward
14:40and were hit again by two German machine guns.
14:44Silvestre charged the machine gun Ness
14:47and stepped on a landmine that blew off one of his feet.
14:51He continued to crawl and fire at the enemy
14:54when he stepped on another mine that blew off his other foot.
14:58Silvestre got to his knees, continued to fire
15:02so that his unit could outflank the German machine gun Ness.
15:08For his actions, Silvestre Herrera would be awarded the Medal of Honor,
15:13the highest award that can be bestowed on a soldier
15:17for actions on the battlefield.
15:23Harry Truman presented Silvestre Herrera the Medal of Honor.
15:27The president told Silvestre,
15:30I would rather get one of these than be the president of the United States.
15:39This site is dedicated to the Latino American heroes
15:42who received the Congressional Medal of Honor,
15:45our nation's highest award for bravery.
15:48For love of country, they performed above and beyond the call of duty.
15:51We're the most awarded ethnic minority in each and every single war
15:57is a huge contribution to this country.
16:00And to have Guy Gabaldon, an 18-year-old East L.A. kid
16:04who captured 1,300 enemy soldiers by himself in World War II.
16:13Guy Gabaldon was born and raised in Los Angeles.
16:16He grew up with a Japanese family,
16:19so he spoke fluent street Japanese.
16:23He enlisted in the Marine Corps,
16:25and when he arrived in Saipan that night,
16:29when they're huddled there,
16:31he starts hearing something familiar.
16:34He starts hearing Japanese,
16:36and then he realizes it's the enemy.
16:38On his own, he leaves his position and goes,
16:43and before anybody knows it,
16:45he comes back with Japanese prisoners.
16:48He had gone over there and talked to them in Japanese,
16:53and so as a result, he got them to surrender.
16:57And when the commanding officer saw that,
16:59he threatened to have him court-martialed,
17:01and he warns him,
17:02don't ever do that again.
17:04Well, that same night, he goes back again,
17:07and he brings even more prisoners.
17:10And eventually, the commanding officer says,
17:13go ahead, do whatever you want.
17:16Guy Gabaldon was captured by himself
17:18between 1,300 and 1,500 enemy soldiers.
17:23With respect to the portrayal of Latinos
17:26in movies and television,
17:29and a lot of it gets distorted,
17:32and a lot of it gets misinterpreted
17:35and sometimes appropriate.
17:37Guy Gabaldon's story was told in an American movie.
17:42Hell to eternity!
17:44The amazing true story of Guy Gabaldon,
17:47the Marine who captured more than 1,000 enemy prisoners,
17:50single-handed.
17:52Starring Jeffrey Hunter.
17:53He is portrayed not by a Latino,
17:57but an Anglo by the name of Jeffrey Hunter.
18:00Guy was 5'3",
18:01and Jeffrey Hunter is 6'2",
18:04with blue eyes.
18:05They never really mentioned the fact
18:08that he was a Chicano, Mexican-American.
18:10I would like more historical records
18:15to reflect publicly
18:17that Guy Gabaldon
18:19was very patriotic American
18:22that sacrificed for his country,
18:25and that he should be awarded
18:26the Medal of Honor for his exploits,
18:29but he's not really given that kind of credit.
18:34It's very important for America
18:36to know how much we've sacrificed,
18:38because we deserve our stories to be told.
18:41We deserve our stories to be in history textbooks.
18:45And you have the story of the men of Company E,
18:48the only all-Mexican-American unit in World War II.
18:52Company E in the 141st Infantry of the 36th Division
18:57was originally a National Guard unit
19:00out of El Paso, Texas.
19:02Company E in the 36th Division
19:04spearheaded the Allied landing at Salerno, Italy.
19:08to fight against Hitler's Nazi forces
19:11becoming part of the first D-Day.
19:18And many other Latino groups
19:20contributed significantly in World War II.
19:23There were Cuban-Americans,
19:25Dominican-Americans,
19:26and let's not forget the Borinqueneers,
19:29an all-Puerto Rican outfit.
19:30The 65th Infantry was also known
19:34and is still known in Puerto Rico
19:35as the Borinqueneers.
19:37And so this name stems out of the Taino name
19:39for Puerto Rico,
19:40which is Borinquen or Boriquen.
19:43They saw conflict in World War II,
19:45and particularly their history
19:47is very important to the Korean War.
19:50They were proud of being Puerto Rican,
19:52but at the same time,
19:53they needed to navigate
19:54a very hierarchical military institution
19:57that sought to demean them.
20:00They were always carrying their flags
20:02around everywhere they went,
20:05and that was the thing
20:06that was attacked by generals.
20:09So one of the things that they did
20:10was they made them shave their mustache.
20:13And this is important
20:14because for them it was a sense of pride,
20:16it was a sense of their manhood.
20:18It's interesting when we see the record
20:22of Puerto Rican soldiers
20:24of the 65th Infantry in the Korean War,
20:27they brought with them their guitars,
20:29and although they were fighting,
20:31in the middle of the war,
20:32they would sing their songs
20:34in order to feel at home.
20:37They saw themselves as Puerto Ricans first
20:39and then as U.S. soldiers.
20:42So they died and they fought
20:43protecting the United States,
20:45but they never lost sight
20:47of their Puerto Ricanidad.
20:54Latino contributions
20:55to the U.S. military
20:57are significant.
21:01Many of them gave their very lives
21:03for the very freedoms we enjoy today.
21:06They served with distinction and pride,
21:11not only because they were Latinos,
21:14but because they were American patriots.
21:17My dad was a World War II veteran.
21:21My uncles fought in World War II in Korea,
21:25so it was like a family tradition.
21:28I volunteered to go to Vietnam.
21:31A couple of soldiers told me,
21:32hey, what are you doing in this American army?
21:35You're a Mexican.
21:36It made me think.
21:37I said, yeah, what am I doing here?
21:40When I get back home,
21:42I'll just be another Mexican.
21:44People have a hard time realizing
21:46that we have sacrificed our bodies,
21:49our spirits, and our souls
21:51in defense of the United States.
21:54We are part of history.
21:55We are part of this society.
21:57We have contributed to the United States,
22:01but not just in the wars,
22:02but as a working people.
22:06On the battlefield, they were heroes.
22:08But imagine fighting for your country,
22:11risking your life,
22:12and returning home to face
22:13state-sanctioned racism and discrimination.
22:15Even in the fields,
22:17Latino farm workers suffered
22:19inhumane working conditions
22:21and were persecuted
22:22because of their language and heritage.
22:25Now, these terrible conditions
22:27inspired many to take action
22:29to fight for the rights of these workers,
22:31including the labor union,
22:33United Farm Workers,
22:34led by Dolores Huerta and Cesar Chavez.
22:37The rise of the United Farm Workers
22:52is the single most important event
22:55in Latinx history.
22:57Come on up, brothers.
22:58We are waiting for you.
23:00Dolores Huerta is central
23:02to the rise of the farm worker movement.
23:04Because remember,
23:05there have been generations
23:07of agricultural workers,
23:09African, Latinos, Asian, etc., etc.,
23:13who had tried to organize
23:14and were defeated time and time again.
23:16I'm out here in Southern California
23:18to meet with labor leader
23:20and activist Dolores Huerta.
23:22As a young girl,
23:24you were experiencing segregation,
23:27discrimination.
23:27Can you describe what that was like?
23:29Well, I think it was mostly
23:30the kind of discrimination
23:32that you felt from your teachers
23:33and from police
23:35where they were always harassing us.
23:36They would love
23:36if we weren't doing anything wrong,
23:38you know,
23:38and it was constant.
23:40One of my girlfriends
23:40wanted to be a nurse,
23:42and they told her,
23:42you can't be a nurse.
23:43You have to study domestic work,
23:45how to clean houses.
23:46When Dolores was in school,
23:51she was a very devoted student,
23:53and she had this one favorite teacher
23:55who broke her heart
23:57because one day she said to her,
23:59I don't believe you wrote this essay.
24:02It's too well written.
24:04By the time I graduated from high school,
24:07most of my black and brown friends
24:08and Filipinos,
24:09they had dropped out,
24:11not finishing high school,
24:12but we call it push-out.
24:13Yeah, because you have
24:15an unwelcome climate,
24:16the way that you're treated
24:17in the schools
24:17that the kids don't feel welcome.
24:20And I had this anger inside of me,
24:22but I never knew what to do with it
24:24until I learned how to organize.
24:27When you became an activist,
24:28did you have role models?
24:30How did you figure out
24:31how to become such a great organizer?
24:33Once I learned
24:34that you can get people together
24:36and then you could put pressure
24:37on the politicians,
24:39you know,
24:39be it city council,
24:40as school board members
24:41and that you get registered people
24:43to vote,
24:44get them to vote
24:44and elect people to office,
24:47then that was willpower.
24:49In 1965,
24:50Cesar Chavez
24:51left the community service organization
24:53and with Dolores Huerta
24:54formed the United Farm Workers Association.
24:58They united with
24:59the Filipino grape pickers
25:00who were also on strike
25:02for better pay
25:03and working conditions.
25:04In solidarity,
25:06they not only refused
25:07to pick the grapes,
25:08but they also boycotted
25:10the purchase of the grapes
25:11in stores and markets
25:13all over the country.
25:15I think that all of us
25:16are looking for a place
25:18under the sun.
25:19By that, I mean,
25:20for a union that we can belong
25:21as farm workers
25:22was going to be built
25:23by farm workers
25:24and it's going to be
25:25for farm workers.
25:26With the strike
25:26and with the boycott,
25:28we were trying to get farm workers
25:29basic human rights,
25:31toilets in the field,
25:33cold drinking water,
25:35hand washing facilities,
25:36rest periods,
25:38the right to have a union
25:39and also unemployment insurance
25:41which farm workers did not have.
25:43Just basic human rights.
25:45The decision, the outcome,
25:46is really in the hands of aliens,
25:48people who are not citizens.
25:50They're people.
25:51People who are right now
25:52planting and picking the crops
25:54that are feeding the whole country.
25:56Was it easy to organize farm workers?
25:58It was not easy
25:59because there was so much fear
26:01among the farm workers.
26:03It took us actually three years
26:04to organize on the ground,
26:06meeting family by family
26:07with them and telling them,
26:09you can change this.
26:11It's an injustice
26:11when you think about it.
26:13It's unbearable
26:14when you have to live through it.
26:16That's where the union responded.
26:18This is what we want to eliminate.
26:20We want to establish some security
26:22and some dignity for ourselves,
26:26a dignity based on dollars and cents,
26:29I guess.
26:29Yeah, we need money.
26:31Money that we've earned already.
26:33Dolores and Cesar knew
26:35that they were up against
26:37a very difficult struggle.
26:41What were the fears?
26:42Well, the fear is number one,
26:44that you can get blacklisted,
26:46that nobody would ever give you a job.
26:48And not only you,
26:49but your family
26:49would also get blacklisted.
26:51Was it fear of violence as well?
26:52Or just...
26:53Oh, a lot of fear of violence, yeah.
26:56Sometimes people got beaten up,
26:58you know, very, very badly.
27:00Sometimes by the sheriffs.
27:02And sometimes by who?
27:03And sometimes by the growers.
27:07What do you think of the idea
27:08of a union for farm workers?
27:10I think it's ridiculous.
27:12Do you think that without a union,
27:13the farm workers can improve
27:14their condition and create...
27:16It has been done right here.
27:18Do you want to live in this camp?
27:19I wouldn't live here.
27:20You know, you're being very impudent.
27:22I want to live here.
27:24This is, I call, an impudent question.
27:26Will you run the camp?
27:27I won't answer any more of your questions.
27:34Unfortunately, we had five people
27:36that were killed during the strikes.
27:40The first one was a young Jewish girl
27:41from Boston named Ann Freeman.
27:44The second one was a young man
27:46from Yemen, Najee Daifala.
27:48And the third one was a Mexican,
27:50Juan de la Cruz.
27:51Another one, Rufino Contreras.
27:53And the last one was a young man,
27:55named Rene Lofus.
27:56So we had five people killed,
27:58even though we, as a union,
28:01and during the strikes
28:01and the boycotts were nonviolent.
28:03Were you arrested?
28:09Were you incarcerated?
28:10I guess I was arrested about 20 times.
28:13They would get injunctions against us
28:15and take us to jail.
28:17And you kept going back?
28:18Kept going back.
28:19That's incredible.
28:23If we quit, we lose.
28:25Think about all those farm workers
28:26that were on strike.
28:28Because the strike lasted for five years.
28:29Five years?
28:30Five years.
28:31Right, that must have been very difficult
28:32for you to stay motivated for five years,
28:34pushing people who were losing their income.
28:38Dolores Huerta was one of the negotiators.
28:41Just the fact that she was a woman.
28:44And, you know, by definition,
28:46only men were businessmen.
28:48And so there she is challenging them.
28:50And, of course, they used slurs, right,
28:53to stereotype her,
28:54and they called her the dragon lady.
28:55At the end of the boycott,
28:58we had 17 million Americans
29:00that did not eat grapes.
29:02I would have never thought
29:03that America could be united
29:04to help Latino farm workers
29:07fight against the corporations
29:09or the farm owners.
29:10It's amazing that they saw your cause
29:12as a noble cause.
29:13Before I mention any names,
29:21to all those of you who came here,
29:24contributed money and brought food,
29:26we thank you, especially.
29:27During Obama's campaign,
29:29he adopted your slogan,
29:31Si se puede.
29:32Yes, we can.
29:33How did that feel for you?
29:35Well, when I met that President Obama,
29:37he said to me,
29:38I stole your slogan.
29:39And I said, yes, you did.
29:41Can I borrow it?
29:42Yes, you can.
29:43The grape strike changed conditions
29:45for American farm workers forever.
29:48Ten major agricultural companies
29:50have recognized the union
29:51and agreed to its terms,
29:53which included salary increases,
29:55unemployment insurance,
29:57one day off per week,
29:58and better working conditions.
30:01While Dolores Huerta and others
30:03were fighting for civil liberties
30:04in the fields,
30:06Latinos continued to be subjected
30:07to Jim Crow laws,
30:09also known as Juan Crow laws.
30:11And these Jim Crow laws
30:13were statutes
30:14that legalized segregation
30:16and made Latinos
30:17second-class citizens
30:19in their own country.
30:25In the early 20th century,
30:27the Jim Crow laws
30:28were developed
30:29to separate blacks from whites.
30:33Latinos had their own system
30:34of Jim Crow,
30:35which people now refer to
30:37as Juan Crow.
30:38They couldn't live
30:39in every neighborhood.
30:41They had to attend
30:42segregated schools,
30:44segregated churches.
30:47So here we have
30:48the effects of Jim Crow laws
30:50in the Southwest,
30:52because we were in larger populations
30:53in the Southwest.
30:54And as you can see,
30:55the order is,
30:56it's intense.
30:57No dogs, Negroes,
30:58or Mexicans.
30:59And if you're Mexican,
31:01you're at the bottom of it,
31:02even lower than dogs.
31:04Segregation has many implications
31:07and many consequences.
31:09In our particular case,
31:11Spanish language
31:12has been used
31:12as a racist trope.
31:15And for those of us
31:15who were in school,
31:16we were forbidden
31:17to speak Spanish.
31:18And for every word of Spanish
31:20that you spoke,
31:20we were hit with a bat
31:21that had been shaved
31:23with holes at the end.
31:24So you went home
31:25and your mother
31:26might bathe you
31:27when you were five years old.
31:28She asked,
31:29well, you know,
31:29what are those marks
31:30on your rear end?
31:31And I told her,
31:32I said, I got spanked.
31:33Well, did you misbehave?
31:34I said, I don't know.
31:36But I didn't know
31:36why I was being spanked.
31:38What occurs is
31:39that the child
31:40then learns
31:40to associate pain
31:42with the language
31:43that the child is speaking.
31:45Now, that language
31:46is internalized
31:48very early on.
31:50The language
31:50that's spoken
31:51by a mother
31:52to her child
31:53when she's cooing
31:54her child,
31:55ay, mijito lindo,
31:57o le está cantando
31:58en español,
32:00has a deep implication.
32:01because you learn then
32:02that you've got
32:03to hate this language
32:04that your mother
32:05raised you upon.
32:11When most immigrants
32:13come to the United States,
32:14within two to three generations,
32:16they assimilate
32:17and many lose
32:18their native language.
32:22How would you feel
32:23if you were forced
32:23to write
32:24I will not speak Spanish
32:26hundreds of times
32:27on a piece of paper?
32:29Or imagine if your school
32:30had a mock burial
32:31of Mr. Spanish.
32:32That's exactly
32:33what happened
32:34at some schools
32:34in the United States.
32:37And in 1954,
32:38school segregation
32:39was abolished
32:39by the landmark
32:40Brown versus
32:41Board of Education case.
32:44But for decades before,
32:45Latino families
32:46had been leading
32:47the charge
32:47against this horrible policy,
32:50including the historic case
32:51of Mendes v. Westminster.
32:56In the Mendes v. Westminster case
33:00in 1946,
33:01you have Gonzalo Mendes
33:03who sends his sister
33:06to register his kids
33:08and her kids
33:09in a school
33:10and is told,
33:12we'll register your kids
33:14because her kids
33:15were lighter skinned
33:16but not your brother's kids.
33:18Silvio was eight years old.
33:21Gonzalo and Felicitas
33:23looked at their daughter
33:24and said,
33:26you know,
33:26this isn't right.
33:27This is discrimination.
33:30Because they understood
33:31that it wasn't just
33:32a separate school.
33:33It was an inferior school.
33:35It was one in which
33:36the facility itself
33:37was inferior
33:38and so there was no hope
33:40for the future
33:41without a good education.
33:43They hire an attorney
33:44who says,
33:46have you heard about
33:46this happening
33:47with other families?
33:48And he says,
33:49yes,
33:49and he says,
33:49get them together.
33:50We're going to do
33:51a class action lawsuit.
33:53Our greatest resource
33:55is the skill
33:56and the vision
33:57and the wisdom
33:58of our people.
33:59If your education
34:00falters or fails,
34:02everything else
34:03that we attempt
34:03is the nation
34:04will fail.
34:05If you succeed,
34:06America will succeed.
34:09Over half
34:09the Mexican-American children
34:11have less than
34:12eight years of school.
34:13How long
34:14can we pay that price?
34:16The Mendez
34:17versus Westminster case
34:18was pivotal.
34:20It was foundational
34:21to establish
34:23that separate
34:23is not equal.
34:25After a hard-fought
34:27legal battle,
34:28the Mendez
34:29of Puerto Rican
34:29Mexican family
34:31won.
34:33The Mendez
34:33versus Westminster case
34:35is an example
34:36of triumph
34:37and victory
34:38in Latino history,
34:40but it's one
34:41that's also made
34:42possible
34:42by shared alliances.
34:45By David Marcus,
34:47the Jewish-American lawyer
34:48who took on the case.
34:49By Thurgood Marshall
34:51and the NAACP
34:52who said,
34:53you know,
34:54we understand
34:54your struggle
34:56because it is ours.
34:57By Japanese-Americans
34:59who had only recently
35:01come back
35:02from internment camps
35:03and were really trying
35:04not to ruffle
35:05any feathers
35:06to show that
35:07they were patriotic Americans
35:08and yet said,
35:09this is a struggle
35:10that's worth it
35:11for us to speak out against.
35:13Mendez
35:13versus Westminster
35:15ended segregation
35:16in schools
35:17in California
35:18and it was crucial
35:19in setting the precedent
35:20for the national case
35:21Brown versus Board
35:23of Education
35:23in which the Supreme Court
35:25found segregation
35:26in schools
35:27to be unconstitutional.
35:30The Mendez case
35:32was a real victory
35:33for equal education,
35:34but the fight
35:35wasn't finished.
35:36Even after school
35:37desegregation
35:38became the law
35:39of the land,
35:40majority Latino schools
35:41still receive
35:42less funding
35:43and resources,
35:44putting their students
35:45at a disadvantage.
35:47Pioneering teachers
35:48like Bolivian
35:49Jaime Escalante
35:50continued to demand
35:51real education equality.
35:54Teaching
35:54is a blessing.
35:56and the students
35:57get everything out
35:58because they have
35:58someone that is really
35:59sharing and giving
36:00of knowledge
36:01and there's nothing
36:02more powerful than that.
36:04So to me,
36:04Jaime Escalante
36:05became the vehicle
36:08that changed my life.
36:09Did you know
36:10that neither the Greeks
36:11nor the Romans
36:12were capable of using
36:12the concept of zero?
36:14It was your ancestors,
36:16the Mayas,
36:17who first contemplated
36:18the zero,
36:19the absence of value.
36:21It's your story.
36:22You burros
36:22have math in your blood.
36:23using all that
36:27I had learned
36:28from doing
36:29Jaime
36:30and his understanding
36:32that children
36:33will rise
36:34to the level
36:34of expectation.
36:37Yes.
36:37And Jaime Escalante
36:38changed the course
36:40of the way
36:41that we understand
36:42the teacher.
36:43The teacher
36:43is the essence
36:44of understanding.
36:45and blessed,
36:48I mean,
36:48so many of us
36:49had great teachers.
36:50So to me,
36:50mentors are everything.
36:51I mean,
36:51I wouldn't be here
36:52if it wasn't for
36:53teachers who
36:54really taught
36:55so beautifully,
36:55loved history
36:56or loved literature
36:57or acting teachers.
36:59Then you find
37:00your path in life.
37:01That's right.
37:02Eddie,
37:02I mean,
37:03you know,
37:03you're a legend,
37:04you're an inspiration
37:05to all of us.
37:06When I saw
37:07Jaime Escalante
37:08on film,
37:09all of a sudden
37:10I felt like,
37:11wow,
37:12if Edward Almost
37:13can do it,
37:13maybe I can do it too.
37:15It just,
37:15it gives you hope.
37:17That's right.
37:18You also did
37:18an incredible movie
37:19called The Walkouts
37:21based on the original
37:22walkouts that happened
37:23here in L.A.
37:24as a protest
37:25to bad public schools
37:27and lack of supplies,
37:28lack of funding.
37:29Let's go, let's go,
37:31let's go, let's go,
37:32let's go, let's go,
37:33let's go, let's go,
37:33let's go, let's go,
37:35let's go, let's go,
37:36let's go, let's go, let's go,
37:36let's go, let's go, let's go,
37:37let's go, let's go, let's go, let's go,
37:37In 1968,
37:39students stood up
37:40and walked out of the classroom
37:42trying to bring awareness
37:43to something that they've been
37:44trying to push for years
37:46and that was just equality
37:47and teaching.
37:49The 1968 walkouts
37:51were just one in a series
37:54of movements to fight
37:55for civil rights
37:56among Latino youth
37:57because young Americans
38:00of Mexican descent
38:01had adopted Chicano
38:03as a term of cultural unity
38:04and defiance
38:05and fed up with racism
38:07and police brutality
38:07in their community
38:08in schools,
38:09Latinos organized
38:10and fought for justice
38:12and equality
38:13demanding their voices
38:14be heard
38:15and the Brown Berets
38:17were one of the groups
38:18that led the way
38:19in that struggle.
38:24The 1968 East L.A. walkout
38:27was the first urban uprising
38:29of young Chicanos
38:31in the United States.
38:33The Brown Berets
38:34were a group of young men
38:36and women
38:36who were angry
38:37of the racism
38:38and the conditions
38:39we faced in the barrio.
38:44We often think
38:46about African Americans
38:47in the quest
38:48for civil rights,
38:48but Latinos
38:50were also fighting
38:51for their rights
38:52in every way.
38:55I attended Garfield High
38:57and I was a 10th grader
38:59and we took on
39:01adult role
39:02to protest
39:03for the right
39:04for an education.
39:06Sal Castro
39:07was the instructor,
39:09the teacher
39:09that allowed them
39:12to understand
39:12the differences
39:13outside of their
39:15school district.
39:16He led the walkouts.
39:19There had to be
39:20changes in education
39:21in order for the Mexicans
39:23to get a real
39:23equal opportunity.
39:25They were protesting
39:26all their inferior conditions,
39:29a system of inequity
39:30in their schools.
39:32We're going to walk
39:33until we get some action
39:34because we're tired
39:34of talking.
39:37Let the students
39:38back into the library
39:39so maybe they can
39:39learn how to read.
39:40The ways in which
39:41they were tracked
39:42into shop
39:44or homemaking,
39:46the general messages
39:47that they were receiving
39:48from their teachers
39:49saying,
39:49why teach you
39:50these subjects
39:51when you aren't going
39:51to go on to college,
39:52you're going to go on
39:53to do manual labor.
39:55And so it was them
39:56pushing back.
39:57We created
39:58a survey
39:59by collecting
40:00the concerns
40:02of other students
40:04and their ideas
40:05about what's going
40:05on in the schools.
40:07We took the surveys
40:08into the Board
40:08of Education
40:09and we waited
40:10and we waited
40:11and we waited
40:12and there was
40:13no response.
40:14He's our principal
40:15from our school
40:16and he's not even
40:17there sitting down.
40:18You know,
40:18we go talk to him
40:20and he walks
40:20out of the office.
40:21We invited him here
40:23to attend the meeting
40:24and why isn't he here?
40:26And the role
40:27of the Brown Berets
40:27was to go
40:28to the high school,
40:29whether it's
40:29Garfield High School,
40:30Lincoln High School,
40:31Roosevelt,
40:32to talk to parents,
40:33to talk to students,
40:35to start raising
40:35the demands
40:36that we wanted
40:37a quality education,
40:39we wanted bilingual education,
40:41we wanted ethnic studies.
40:43The 5th of March
40:45in the afternoon,
40:46the fire alarm went off.
40:49The students
40:50had the signal
40:51that they were going
40:52to stand up
40:52and walk out
40:53and it started happening.
40:54So we all walked out
40:56on the front lawn
40:57and the chant began,
41:00walk out,
41:01walk out,
41:02walk out.
41:03Walk out, walk out,
41:05walk out, walk out.
41:06And it wasn't
41:07just one school,
41:08it was the 5 high schools
41:10in the East Los Angeles area.
41:13I was right inside of this,
41:14I was 18 years old
41:15myself at the time.
41:16When 5 schools
41:17walked out
41:18at the same time,
41:19it was all over.
41:2012 students
41:23from UCLA
41:24and different
41:25major universities
41:26and Sal Castro,
41:27all of the leaders
41:28of the walkouts
41:29threw them in jail.
41:31Were arrested
41:31because they were protesting.
41:32Exactly.
41:33A peaceful protest
41:34but they arrest
41:35the leaders
41:36because...
41:3720,000 kids,
41:39John,
41:39they were not ready for it.
41:41To arrest
41:42as of right now.
41:44The sheriffs
41:45were formed
41:47in a long line
41:48in their full outfits
41:49and they were proceeding
41:52to come toward us.
41:54So the danger,
41:56the violence,
41:57was very apparent.
42:01When the students
42:02walked out,
42:03they had signs
42:04that really showed
42:05that through line
42:07of oppression
42:08that they had experienced,
42:09not just in their lives
42:11but their parents'
42:12generation
42:13and generations before.
42:14The parents of these kids
42:16were scared
42:16and I don't blame them.
42:18Wow.
42:19What did the police do?
42:19What was it?
42:20They beat them.
42:21They beat the kids.
42:22Savagely.
42:29I was accosted.
42:31I was attacked.
42:33I was questioned.
42:35They pulled no punches
42:36to attack us
42:38physically,
42:39psychologically
42:40and on the campus
42:41so that we had
42:42no protection.
42:44Absolutely no protection.
42:53Brutal.
42:54On kids,
42:55on kids.
42:55We're talking about
42:5613-year-olds,
42:5614-year-olds.
42:57on kids, yeah.
43:0113 of us
43:02were arrested
43:03for conspiracy
43:05to disrupt the peace,
43:07disrupt the schools.
43:11But an appellate court
43:12threw the case out
43:14because they concluded
43:16that it was our right
43:17to protest
43:18freedom of speech,
43:19freedom of assembly.
43:20So all those charges
43:21were dropped.
43:23There were many
43:24positive results
43:25that came out
43:25of the walkouts
43:26in terms of
43:27the school board
43:28finally adopting
43:29some of the demands
43:31that they had been making.
43:33We got more
43:34Chicano teachers hired
43:35and administrators.
43:36We got bilingual education.
43:38We won some victories
43:39and we made history.
43:42The whole situation
43:44bred a great feeling
43:47of understanding
43:48of strength and power.
43:50If you want something done,
43:51you have to raise your voice.
43:52You have to talk.
43:53You have to get it out there
43:53and you have to start
43:54speaking your mind.
43:55You have to start
43:55writing about it.
43:56You have to start
43:57doing movies about it.
43:59You got to start
43:59bringing the art forms.
44:03This is the dream footage
44:05that I've always saw
44:06in my imagination.
44:07Like, where were we
44:08in the 60s and 70s
44:11when everybody
44:11was protesting
44:12and fighting
44:13against the war
44:14for civil rights?
44:16And there we are
44:17in huge numbers
44:18all across the United States.
44:20And it motivates
44:21and inspires you
44:22to keep going,
44:23to keep fighting.
44:25We had all this activism
44:27that's just never
44:29talked about,
44:30never included
44:30in any documentaries.
44:32And it does a disservice
44:33to history
44:33because you're excluding
44:35a huge portion
44:36of the population
44:37that contributed
44:38to your country.
44:39Here we are at the Museum
44:48of the City of New York.
44:49You know,
44:50every time I look
44:50at footage
44:51about New York City
44:52and activism,
44:53you never see
44:54Latin people.
44:55You just never see
44:55them represented.
44:56You never see
44:57them included.
44:58And yet,
44:59we were there.
44:59And we were actually
45:01the big motivators.
45:02And especially here
45:03in New York City,
45:04we had the Young Lords,
45:05this big,
45:06powerful organization
45:07of Puerto Rican
45:08intellectuals
45:09here in Spanish Harlem.
45:19So here we are
45:20with the Young Lords,
45:21who are the Puerto Rican
45:23counterpart
45:23of the Black Panther Party.
45:25The organization
45:26emerges in Chicago
45:27in 1968,
45:29and it spreads
45:30to New York
45:31in 1969.
45:32And how old
45:33are they now?
45:33And these are like
45:3417, 18, 19-year-old kids
45:37who have been transformed
45:39and radicalized
45:40by all the struggles
45:42of the 1960s
45:43and have become revolutionaries.
45:46What we want
45:46is the type of society
45:48where our people
45:49commune decently
45:50as opposed
45:51to how they're meeting now.
45:52The Young Lords,
45:53like the Black Panthers,
45:54upheld the power
45:56and needs
45:56of the collective
45:57and that people
45:59at the bottom
45:59of society
46:00should organize
46:01collectively
46:02to transform it
46:03in their interest.
46:05Preach.
46:05Preach.
46:06Listen.
46:10The Young Lords
46:10was the most significant
46:12cultural, political,
46:13and social event
46:14of our generation.
46:15They forget that
46:16it was Jesus
46:16who said,
46:17feed the hungry
46:19and close the poor.
46:20We were the first generation
46:21born, raised,
46:22and educated
46:22in this country,
46:23and we were not
46:24going to take
46:25the same lies
46:26that were fed
46:27to our parents.
46:28We demonstrated
46:29how to provide services
46:30to our community,
46:31whether it was health,
46:32whether it was food,
46:33whether it was legal.
46:35It was time
46:36for people
46:37to kind of
46:38disgorge themselves
46:39and find, you know,
46:40another way
46:41of doing things.
46:45The television
46:46was the new medium
46:48of that period,
46:49and so they figured out
46:50how to amplify
46:52their story
46:54on television
46:54through dramatic actions.
46:56They also identify
46:59health, education,
47:01housing as issues
47:03that they're going
47:04to address.
47:08And they're committed
47:10to radical action
47:11in the streets.
47:12They take over
47:13buildings and hospitals
47:14to shift the conversation.
47:20The Young Lords
47:22were negotiating
47:23with Lincoln Hospital
47:23for months,
47:24and some of the things
47:25that we had talked
47:26about, you know,
47:27had to do
47:28with patient care,
47:28basically.
47:29There were blood splatters
47:30on the walls.
47:32You would find cockroaches.
47:33I mean,
47:33it was just horrendous.
47:42Patients,
47:43particularly black
47:44and brown patients,
47:45were dying
47:46in the care
47:46of doctors
47:47in this hospital.
47:48Is your emergency
47:49room service adequate?
47:51Absolutely not.
47:52It could not possibly
47:53be adequate
47:54in the physical plant
47:56that we have
47:56at Lincoln Hospital.
47:58The hospital
47:58was not up to code
47:59to protect the communities
48:01that it was supposed
48:01to be serving.
48:03And that is precisely
48:04why the Young Lords
48:05came in
48:06and occupied the hospital.
48:09When we went
48:09to the hospital,
48:10we took it over
48:11at 5 o'clock
48:12in the morning
48:13and the media
48:14was there.
48:15There was a lot
48:16of support,
48:17basically,
48:17from the hospital staff,
48:18particularly from doctors
48:19that had to work
48:20in these conditions.
48:22We went into
48:23the nurses' residence
48:24because we didn't want
48:25to interfere
48:25with patient care.
48:28And we emptied out
48:29the building
48:29and had complete control
48:31of that building.
48:32Now,
48:33the Young Lords
48:34would carry rifles,
48:35they would carry guns,
48:36but this was not
48:37a violent occupation.
48:38It was a symbolic action.
48:40And it only took
48:41a few hours.
48:42They occupied the building,
48:43they sent the message,
48:44then they dressed
48:45as doctors
48:46and left,
48:47no one knowing
48:48how they went out.
48:52Although actions
48:54may appear revolutionary,
48:56there were really reforms.
48:58It's okay to break the rules
48:59for the greater good,
49:01understanding
49:01what the consequences are,
49:03you know?
49:03And we got up
49:04every morning
49:05and understood that
49:06and that's how
49:07we served our community.
49:11The Young Lords
49:12are important
49:13because they drafted
49:14the first known
49:15Patient Bill of Rights.
49:16something that we take
49:18for granted.
49:19And these were kids,
49:20by the way.
49:20I would have never thought
49:20that the Young Lords
49:21would have created this.
49:22Yeah, it's how beautiful
49:23is that.
49:23And these were kids.
49:24And this was started
49:24by the Young Lords.
49:25And this was started
49:26by the Young Lords.
49:26Young people
49:27who had a great heart,
49:29who had courage
49:29and wanted to speak out.
49:31They established
49:31the notion
49:32that if I'm going
49:34to see a doctor,
49:34the doctor has
49:35to talk to me
49:36in a way that I can
49:37understand.
49:38So I need a translator.
49:40Right, right.
49:40Which happens
49:41in all the hospitals,
49:43in all the languages.
49:44Yeah.
49:44Part of what
49:52the Young Lords
49:53did
49:54was establish
49:56the sense
49:56of togetherness
49:57and common cause.
49:59That kind of unity
50:00between
50:02black Americans,
50:04migrants
50:05from Latin America,
50:06Puerto Ricans,
50:07Mexicans,
50:08and poor whites
50:09could challenge
50:10inequality
50:12in a very profound way
50:14in this country.
50:15Getting to stand up
50:16to the people,
50:16the Puerto Rican people,
50:17and say,
50:18that's enough.
50:18That's enough.
50:19I just felt like
50:20it's really important to me
50:21to get Latin history.
50:24Our contributions
50:25to America,
50:26our contributions
50:26to the world
50:27on film,
50:29in books,
50:30in movies,
50:32because it's the only way
50:33to authenticate
50:35our contributions
50:36to America.
50:37And we still have
50:38a language
50:38and a culture
50:39and a bond
50:39and a history
50:40of oppression,
50:41and we come from
50:42great empires,
50:43and that's who we are.
50:49It's essential
50:50that we set the record
50:51straight about
50:52Latina, Latino,
50:54Latinx history.
50:56It's important
50:57for people
50:58to understand
50:58their origins,
51:00being exposed
51:00to where other people
51:01come from.
51:02It develops
51:03a different sense
51:04of citizenship.
51:06To learn our history
51:07is healing,
51:08and this whole country
51:09needs to heal.
51:11The key to the advancement
51:12of humanity
51:12is to allow us
51:14to do our stories,
51:15but they should be
51:16more inclusive.
51:17That's the word.
51:17Right.
51:19We're actually connected
51:20to so many different people.
51:22Our African heritage,
51:23our European heritage,
51:24our indigenous heritage,
51:25we are connected
51:26to everybody.
51:28That is the recipe
51:29for harmony.
51:31There's been Latinos
51:32in this country
51:32for 500 years,
51:34you know,
51:34before it was even
51:35formed as a country.
51:37Where would this country
51:38be without the Mexican labor,
51:41without the Puerto Rican
51:42and Latinos as a whole?
51:45People who are right now
51:46picking the crops
51:47that are feeding
51:47the whole country.
51:48We didn't know
51:49that our people
51:50had a very powerful
51:52tradition of pro-indigenous
51:54movements
51:55or pro-labor movements.
51:56We weren't taught
51:57any of those things.
51:58When I get in the classroom,
52:00I want my students
52:01to be able to see
52:02our ancestors clearly
52:04so we can see
52:05ourselves clearly.
52:06Let the students
52:06back into the library
52:08so maybe they can
52:08learn how to read.
52:09To young people
52:10like my kid,
52:11my daughter,
52:12you know,
52:12I want them to feel
52:13proud of who they are
52:15and to feel part
52:17of this country.
52:18Children that grow up
52:19in subsequent generations
52:21need to have
52:22that sensation
52:23of belonging.
52:24Our history books
52:26need to be changed.
52:27Our curriculums
52:28and our schools
52:29need to be changed
52:30so that little kids
52:31will understand,
52:32number one,
52:32that we have only
52:33one human race
52:34and that we are
52:35all one people.
52:37And that way
52:37we can stop discrimination,
52:39stop domination
52:40against other people
52:42and treat each other
52:43as brothers and sisters
52:44and cousins.
52:45My journey
52:53to uncover
52:54the real history
52:55of Latinos
52:56began with these questions.
52:58What's the true story
53:00of my people?
53:01What would we teach
53:02our kids about our history
53:03if we hadn't been colonized?
53:05So I tugged at that thread
53:07and an amazing new world
53:09opened up to me.
53:10I explored sacred tunnels
53:12of Teotihuacan.
53:13I learned about Latino patriots
53:15who birthed this nation.
53:17I delved deep
53:18into the stories
53:19of fierce Latina icons
53:21like Emma Tenayuca
53:22and Dolores Huerta.
53:24And along the way,
53:25I learned that
53:26at every key moment
53:27of our country's past,
53:29we were there.
53:30Latinos are not just
53:32an asterisk in history.
53:34Our story is the history
53:36of the United States.
53:37But the work
53:38of decolonizing
53:39our history
53:40isn't complete
53:41because we have
53:43to keep uncovering
53:44and celebrating
53:45the stories
53:46of those who came
53:47before us.
53:48And when you rescue
53:49that history,
53:50you realize what a deep
53:51and meaningful influence
53:52Latinos have had
53:53on American history
53:54and culture.
53:56And one day soon,
53:57every kid in America
53:58will know
53:59that Latino history
54:00is American history.
54:02So thank you
54:03for taking this journey
54:04with me.
54:04I've been enlightened
54:05in a way
54:06that I've never imagined.
54:07And I hope it's done
54:08the same for you.
54:38Let me know
54:39where you are.
54:41I hope you leave
54:42the same for you.
54:43So funny
54:44and you listen
54:45in me,
54:45and beware
54:46and withdrawing
54:47the möj склад
54:48that you see
54:49in your mind.
54:50Amen.
54:53Amen.
54:54Amen.
54:55Amen.
54:56Amen.
55:01Amen.
55:03Amen.
55:04Amen.
55:04Amen.
55:04Amen.
55:04Amen.
55:05Amen.
55:05Amen.
55:06Amen.
55:07Amen.
55:07And yourselves
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