By S Robert Gnanamony
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The principle vehicle of this change was the public education system (Negron de Montilla, 1971). In 1899, Victor Clark, the interim director of Puerto Rican schools, recommended that English replace Spanish as the language of instruction, maintaining that it would be just as easy to teach Puerto Ricans English as it would be to replace their patois with standard Castilian Spanish. When this policy failed, he advocated teaching both English and Spanish. This initial policy of bilingualism also was supported by the next commissioner of education for Puerto Rico, Martin Brumbaugh.
S. desire to make Puerto Rico an English-speaking territory. Roosevelt wrote to Gallardo that Puerto Ricans would profit from “the unique historical circumstance which has brought them the blessings of American citizenship by becoming bilingual,” but he emphasized that bilingualism will be achieved “only if the teaching of English throughout the insular education system is entered into at once with vigor, purposefulness, and devotion, and with the understanding that English is the official language of our country” (Osuna, 1949: 391).
Both the post-1965 era and the period of Americanization campaigns—defined as the decades between the 1890s and the 1920s—aimed at the “new immigration” from southern and eastern Europe (Graham and Koed, 1993), shared a significant upsurge of newcomers, who were thought to be significantly different from the native-born population and incapable of being assimilated. The debates that raged over immigration and language policy expose the extent of the anxiety about who was to be included in the nation, which has compelled a reexamination of what it means to be an American.