KIDLANDIA: Come to the Museum by Julianna M. Cruz

I’m using my blog space to promote an event at our wonder-filled Mission Inn Museum. They are holding a Riverside author signing event, and I will be there to sign copies of my book, Dos Chiles, Two Chilies and my friend Cindi Niesinger will also be there to sign her new children’s book, Mouse Wedding at the Mission Inn Where’s Daddy? There are lots of other books by Riverside authors as well. I will have a sample copy of No Easy Way if you would like to look at it before ordering. All proceeds from sales will go to the Mission Inn Museum.

I hope to see everyone there!

Mission Inn Museum

1:00 pm to 4:00 pm

Sunday, October 26, 2014

 

Thanks for all your support,

Julianna M. Cruz


Julianna M. Cruz is a teacher, an author, and an Inlandian.

Cinema Culturas Film Fest – Stories Matter by Frances J. Vasquez

I cut my front teeth watching Mexican cinema at “el Teatro Azteca” on Mt. Vernon Avenue in San Bernardino. As the eldest daughter, it was my good fortune to accompany my mother to the cinema on occasional Sundays. I have fantastic memories of lively musicals, comedies, and intense dramas depicted on the silver screen. Pedro Infante, Mexico’s Clark Gable, was my movie idol. He was handsome and lovable.

He sang popular Mexican tunes like no other: rancheras, boleros, corridos. His characters, his songs spoke to me. Pedro could do no wrong – even when he notoriously portrayed a boracho, or drunkard on screen.

The power of cinema to portray and teach social commentary is boundless. I learned about the injustice of racism at el Azteca. Pedro, the protagonist in the Mexican film, “Angelitos Negros” (little Black angels) helped instill my values about racial diversity. The film title and melancholy theme song were inspired by “Píntame Angelitos Negros,” Andrés Eloy Blanco’s moving poem written in 1946 about the lack of Black angels depicted in church artworks.

The riveting story mattered. It was persuasive. Pedro’s film character taught me the meaning of true love and racial tolerance. I despised his blonde, racist filmic wife for rejecting her own baby because she was a “negrita.” The story moved me at many levels. How terrible! Poor baby. Bad mother. Good father – Pedro loved his daughter unconditionally. By the age of five, before I learned to read, I was forever hooked on Mexican cinema.

I came of age during Mexico’s Golden era of cinema. Stories were the main attraction – compelling storytelling that made us think and reflect on the dramatic plots. We laughed to comic relief in Mexican comedies. Sooner or later, Mexico’s best films made it to el Azteca where captivated audiences viewed the artistry of legendary cinematographer Gabriel Figueroa. We were exposed to the gripping writing of Joselito Rodríguez, who scripted the “Angelitos Negros” movie loosely based on Fannie Hurst’s novel, “Imitation of Life.”

A renaissance of superb Latino film offerings is emerging in our region. Cinema Culturas proudly presents the first Latino film festival to the Inland Empire on October 17 – 19, 2014. The festival theme is “Todas las historias cuentan / All Stories Matter.”

The festival will open on Friday, October 17 at the Fox Performing Arts Center in Riverside. It will feature a screening of the acclaimed film “La Jaula de Oro,” which swept the Mexican Ariel Awards, winning in several categories, including Best Picture, Best Cinematography and Best Screenplay. Although the English title is “The Golden Dream,” the title translates literally to “the cage of gold,” a reflection of the expectations and realities of those who brave the journey north to the US. The film director, Diego Quemada-Diez will be on hand for a discussion and answer questions from the audience.

Before Friday’s feature film, the Symphonie Jeunesse from San Bernardino will perform live accompaniment to a film montage highlighting the history and “Golden era” of cinema in Mexico. Compelling storytelling was the core aesthetic to their cinematic greatness.

My grandmother’s home in rural Mexico featured a huge console radio. No television. In the evenings, storytelling was our family’s favored entertainment. During one of our trips when I was ten years old, the first film story my mother asked me to recount was “Angelitos Negros.” It was a chilly evening, and family members were all gathered together around a wood-burning fire circle. I told the story and everyone engaged in dialogue to discuss the implications, the consequences, and the moral of the story. To be sure, the oral tradition of storytelling was an important part of our family culture. It inspired me to become an avid reader of books. Stories matter. They have the wonderful power to transport us to another time, another place.

Film aficionados have a unique opportunity to view superb, new, award-winning feature films, documentaries, and animated short films in Spanish (with English subtitles) and English. We can view them here in the Inland Empire. Our spirits will surely be uplifted by the stimulating stories depicted and the participatory dialogue with the film makers.

Screenings on Saturday, October 18 will be at the AMC Theaters at the Galleria in Riverside. They will showcase an outstanding selection of feature films, documentaries, and workshops with film makers. Included are films about the contributions of founding Hispanic families of Southern California.

The Sunday, October 19 program at Riverside City College features a FREE family day dedicated to acclaimed Spanish-language animated short films, community workshops, and outstanding selections from this year’s student film competition.

FACTBOX: CINEMA CULTURAS

What: Riverside’s Latino Film Festival

When: October 17 – 19

Where: Fox Performing Arts Center and AMC Theaters, Riverside

Admission: Tickets for opening night are $20, general admission; $25, preferred seating. All films on Saturday are $10, adult admission; $8, students and seniors. Free admission on Sunday.

Information and ticket pricing: www.cinemaculturas.com.


Frances J. Vasquez is native to the Inland region. She has an extensive career in education and public service. Her short stories have been published by MUSE Journal, Inlandia Anthology, and Orangelandia. She serves on the board of the Inlandia Institute.

Educating Our Children — And the Rest of Us, Too by Cati Porter

My weekday morning routine is always the same: the only variable in recent years has been where I drop them off – first it was both to Victoria, then Victoria and Gage, now Gage and Poly. Invariably, the car door slams as they hop out and disappear into the crowd. Our goodbyes are always some combination of affection and admonishment. I feel fortunate to have never had occasion to seriously question their safety or the quality of the education they are receiving.

After drop off, for years I have driven the same route downtown, taking Victoria Avenue around the bend and over the bridge where more kids on their way to Poly walk, past the Victoria Club and the arroyo, where rows of mostly bungalows line each side of the road. Just a bit farther down is the intersection of Cridge and Victoria. For years I had driven that route, past the stone-columned multi-hued cottages of Wall Manor, without any knowledge of the history of that plot of land. I only recently came to learn what once stood there – Lowell Elementary – and what its absence represents.

Early in the morning of September 7, 1965, Lowell School was set ablaze. No one has ever been charged, and likely no one ever will be, but it is almost certain that it was arson. And whether or not anyone knew it at the time, that fire served as the catalyst for monumental change.

Set back from Wall Manor, facing Cridge but with a Victoria address, is the St. James Restoration Tabernacle. Originally that building served as a kindergarten classroom for Lowell; now it’s the only remnant of that school still standing.

At the time, the Riverside Unified School District was growing, but as a result of housing covenants restricting where people of color could live, some schools, including Lowell, had become de facto segregated, which is to say, not purposefully but rather as a result of the fact that they were located in neighborhoods where minorities predominated as a result of these covenants. Even where those schools had to some degree been integrated, the opening of new schools in majority white neighborhoods had siphoned non-minority students away.

By the time of the fire, Lowell was populated primarily by African-American and Mexican-American students. Parents of students at both Lowell and Irving schools, the de facto segregated schools located in Riverside’s Eastside community, had decided that they wanted integration.

This fire occurred at the height of the Civil Rights movement, shortly after the Watts riots in Los Angeles. There was some fear that there could be more fires, and that the situation could unravel, but what happened instead was rather astonishing: the community came together, and the students were not just moved but carefully and thoughtfully placed, a few in each classroom throughout the district, so as to ensure not just desegregation but a true integration of these displaced children. Riverside Unified became the first large school district to voluntarily integrate, thanks to its strong and outspoken community leaders, and in particular, Arthur Littleworth, who sat as the chair of school board during this entire period, ensuring that the integration was implemented as smoothly and efficiently as possible.

In November, Poly High School will be unveiling a timeline dedicated to Mr. Littleworth’s life, and at the same time, Inlandia will be releasing his book, No Easy Way, which includes his personal reflections on that period as well as includes interviews with other important local figures who were there too, and details the struggles and events that led up to this voluntary and comparably peaceful integration. I say comparably, because, unlike in other parts of the country, there was no National Guard called in to escort the students, but that is not to say it wasn’t without strife. One of the many things that I learned in bringing this book into the world is that there were parents who objected to the integration, those who were present as the bus pulled up to Alcott Elementary, protesting and harassing the children as they tried simply to make their way to class, in a new school.

These days, children of all races and ethnicities attend these same schools. I don’t know whether or not it is something to be proud of, but my own sons have no clue about the concept of racially segregated schools, except in the abstract. It has never been any different during their lifetime. But now, at Poly, I have had to explain to my son who the theater is named after, and why. Why it is significant. What it stands for. And the struggle for equality in all things is far from over. And that even in a community like Riverside, there is a history that we have to overcome – as far back as the influence of the Ku Klux Klan in 1920s as a result of a nationwide revival—to the neo-Nazi resurgence in recent years, leading to community protests, and finally, the death of a local party leader by the hands of his own child.

When I moved to Riverside in 1994, I had no idea of the history here – and regrettably, so many still do not. But often, when I drop my children off at school, I try to reflect on what brought us here, what it means to be a part of this community, how grateful I am to all those that came before me, paving the way for all of our children’s futures, and how far we still have to go.

KIDLANDIA: Trout in the Classroom Time, Again!

I’m writing a little early again because tomorrow morning I’ll be helping teachers learn how to raise trout in their classrooms. Yes, I said trout. As some of you already know, my students and I have been raising trout in the classroom for close to fifteen years now. We have had a blast learning about the life cycle of trout, what their environmental needs are as they grow and change, and how we affect their environment. As students learn to care for and observe the trout they also learn to be good stewards of the earth. The Trout in The Classroom program has been developed by the Department of Fish and Game, locals to the Inland Empire, brought to teachers by the Deep Creek Fly Fishers Club. If you are interested in learning more about the program you can visit the Deep Creek Fly Fishers site. If you are a teacher who would like to be part of the Trout in the Classroom program, please come to the Isaac Walton House at Fairmount Park, Riverside, CA 92501 tomorrow,  Sunday September 14, from 8am to 1pm and ask about how you can get trained.

Have a great weekend everyone.


Julianna M. Cruz is a teacher, an author, and an Inlandian.

As a Living Language, English is Malleable and Still Changing by Matthew Nadelson

When I think back about what I really learned in college, aside from the insights I received during a handful of fascinating lectures and conversations with excellent professors, the ideas I still remember today are the conclusions I came to myself regarding the material presented, much of which were based on material presented in other courses.

Looking back, I realize that it was the culmination of these courses that allowed me to observe alternative, and often opposing, viewpoints and arrive at my own conclusions.

Of course, I wasn’t just drawing on my experience from other college courses when I came to these conclusions, but my life experiences as well. And, the clearest material was the material I could most relate to personally. Now that I have taught for eight years, I understand that a similar personal connection to the material can be beneficial to the teacher as well.

Because of this, I think the best advice I could give any teacher (of high school and above), in addition to more obvious things such as letting students’ questions and comments direct the discussion, is that we not only must show the students how the material relates to their lives, but we also must present the material in a way that relates to our own lives.

When teachers don’t do this, students lose interest. And really, why should they care about something that they can’t imagine providing any practical benefit to their lives? Grades are rudimentary motivators at best.

Another problem I see is that too often too many teachers fail to place their subject matter in the proper context. They present it almost in a vacuum.

Here is an example: About five years ago, when we were both 30, an extremely smart woman I had grown up with, asked me whether it was OK to start a sentence with “and.”

She didn’t know whether it was ever OK to start a sentence with one of the most common words in our language. I don’t know where my friend went to school, but I’m pretty sure she has lived in Orange County all her life, and somewhere along the line, a college professor had told her it was never OK to start a sentence with “and.”

Of course, what this person had neglected to tell her was that in a college-level essay, it is generally not a great idea to start a sentence with “and” because it is informal (and it could be argued that the job of a coordinating conjunction such as “and” is to coordinate between independent clauses or … blah blah blah).

But this teacher had failed to explain to my friend the importance of audience, purpose and occasion in college writing, and how all these things determine the level of formality in the writing, and also the fact that English is a living language and English punctuation is only a few hundred years old and has changed radically in that short time.

For my money, the great American poet Walt Whitman said it best:

“Language, be it remember’d, is not an abstract construction of the learn’d, or of dictionary-makers, but is something arising out of the work, needs, ties, joys, affections, tastes, of long generations of humanity, and has its bases broad and low, close to the ground. Its final decisions are made by the masses, people nearest the concrete, having most to do with actual land and sea.”

My friend’s anxiety over the use of “and” is not even the best example of this. One time an English tutor told me that he had been told by his teachers that the word “good” was never correct to use… ever – that “it should always be ‘well.’” He had no idea that “good” is the adjective and “well” is the adverb, meaning they are both good but should be used well.

Hopefully, this student wasn’t actually told this, but this is what he remembered … perhaps because he (or the instructor) couldn’t understand the practical application of such knowledge and therefore (perhaps even subconsciously) had no interest in really understanding the material.


Matthew Nadelson of Corona teaches English at Norco College and leads an Inlandia creative writing workshop every other Tuesday night at the Corona Library. Contact him at mattnadelson@gmail.com.

Inlandia’s Fall Creative Writing Workshops Set to Begin by Cati Porter

The Inlandia Institute’s Fall Creative Writing Workshops are set to begin. Led by professional writers and writing instructors, each workshop is designed to meet the needs of writers working in all genres at all levels. Currently there are six different workshop locations:

Ontario, led by Charlotte Davidson [*Closed: Full]; Riverside, led by Jo Scott-Coe; Corona, led by Matthew Nadelson; Idyllwild, co-led by Myra Dutton and Jean Waggoner; Palm Springs, led by Alaina Bixon; and San Bernardino, led by Andrea Fingerson.

Each workshop series is approximately 10 weeks long, meeting every other week unless specified. Workshops are free and open to the public but registration is required.

Please RSVP to cati.porter@inlandiainstitute.org. Registration forms will be emailed prior to and/or distributed during the first session.

And, while these workshops are free and open to the public, in order to keep them that way, we do ask that you consider an optional but suggested donation of $25 for the entire series. Information about why this is necessary is included in the registration packet.

 

Dates and times vary by location:

Ontario [*Closed: Full]

 

Led by Charlotte Davidson

6 pm – 8 pm

September 10 & 24, October 8, 22, and November 5

 

Ovitt Family Community Library

215 E C St

Ontario, CA 91764

 

Idyllwild

 

Led jointly by Myra Dutton & Jean Waggoner

2 pm – 4 pm

First Friday of every month

 

Idyllwild Public Library

54401 Village Ctr Dr

Idyllwild, CA 92549

 

Corona

 

Led by Matt Nadelson

7 pm – 8:30 pm

September 9, 23, October, 7, 21, and November 18

 

Corona Public Library

650 S Main St

Corona, CA 92882

 

Riverside

 

Led by Jo Scott-Coe

6:30 pm – 8:30 pm

September 25, October 9, 23, November 6, and 20

 

Riverside Public Library

3581 Mission Inn Ave

Riverside, CA 92501

 

Palm Springs

 

Led by Alaina Bixon

2 pm – 4 pm

October 8, 22, November 5, 19, and December 3

 

Smoke Tree Racquet Club

1655 E Palm Canyon Dr

Palm Springs, CA 92264

 

Free parking, accessible from E Palm Canyon or the Citibank lot on the corner of Sunrise/Hwy 111.

 

San Bernardino

 

Led by Andrea Jill Fingerson

3:30 pm – 5:30 pm

September 23, October 7, 21, November 4, and 18

 

Feldheym Library

555 W 6th St

San Bernardino, CA 92410


Alaina Bixon leads writing workshops, including Inlandia’s creative writing workshops in Palm Springs, edits books, and reads for the online journal The Whistling Fire. She is working on an article about women at MIT.

Jo Scott-Coe is the author of Teacher at Point Blank. Her essays can be found in Salon, Memoir, TNB, River Teeth, Hotel Amerika, Fourth Genre, and the Los Angeles Times. Jo is currently an associate professor of English at Riverside City College and the faculty editor of MUSE.

Charlotte Davidson received a Masters in English from Syracuse University followed by an MFA in poetry from UC Irvine. Her first book, Fresh Zebra, appeared in 2012. Charlotte leads Inlandia’s creative writing workshops in Ontario.

Myra Dutton is the author of Healing Ground: A Visionary Union of Earth and Spirit, which was a 2004 Narcissus Book Award finalist and a 2006 selection for “Ten Books We Love” by Inland Empire Magazine.

Andrea Fingerson has taught preschool, reading, and high school English. Currently, she teaches Child Development classes to teen parents. She received her MFA in Fiction from CSUSB. During that time she was a Fiction Editor for Ghost Town and the high school Outreach Coordinator for The Pacific Review. She is a member of the Society of Children’s Book Writers and Illustrators and is currently in the process of editing a young adult novel.

Matthew Nadelson teaches writing at Norco College and leads a creative writing workshop at the Corona Public Library (every other Tuesday from 6 pm to 8 pm) through the Inlandia Institute. He has lived and worked in Riverside County since 1997 (with the exception of a brief stint in San Diego at SDSU, where he earned his MFA in creative writing, from 2002 to 2005). His writing has been featured in more than 20 journals and anthologies, and he was recently featured on the Moon Tide Press website as their “Poet of the Month” for December 2013. His first poetry collection, American Spirit, was published in August 2011 by Finishing Line Press.

Jean Waggoner, a published fine arts reviewer, poet, essayist and story writer, has taught college English and English as a Second Language in Riverside County for the past thirteen years and co-leads the Idyllwild poetry and creative writing workshops for Inlandia Institute. Jean is an advocate for part time faculty equity and co-author of a book on the part-time professor experience, The Freeway Flier & the Life of the Mind.

* Charlotte Davidson’s workshop is now CLOSED due to maximum enrollment; please check back in winter to see if openings are available or join one of our other upcoming workshops that still have seats. San Bernardino and Corona both have openings.

KIDLANDIA: Six Degrees of Separation

It always amazes me when I meet someone who I think is a stranger and it ends up we are related in some way. I’m sure this has happened to you too. Well as weird as it sounds, it keeps happening to me. But not just with people—with situations, and even with food! Let me explain. I’ve been living with the belief that everything happens for a reason—whether that reason is divine intervention, or merely the choices one has made—one thing definitely leads to another. So, with that said, for the last month or so I have been having very powerful bouts of déjà vu. This déjà vu seems to be strongest with food, but situations in which I am meeting people are also strong. I wonder: am I really experiencing this again, or am I so focused on what I want to happen that everything is just falling into place? Let me make clear that things can’t just fall into place if you haven’t already created a place for things to land—usually through hard work and preparation. I know sounds like a philosophical ramble, but bear with me–you’ll see how it all falls into place.

For the last year, my incredibly talented husband, Curtis Cruz, has been attending the Riverside Community College Culinary Arts Academy. He left his teaching position at Redlands High School in order to pursue his passion, first he saved a year’s worth of wages  in order to go without working. He recently graduated, with medals in Hot and Cold Food competitions, and the Outstanding Baking and Pastry Award. To say the least, I am very proud. So what is he doing now? That’s where I get that strange feeling about how I fit into the whole plan. You see, over the summer, I met a distant cousin, Mitzi, and she and I formed a fast connection. During a visit to her home and business in Redlands she introduced me to a friend, who sells olive oil at a shop in Redlands, and like I said before, things started falling into place. Energy just keeps flowing in the right direction—it’s amazing, and a little scary.

Curtis and I will be sharing her booth at the Redlands Farmers’ Market next Thursday night. Look for My Goodness, Artisan Breads together with Stone Wheel Olive Oil Co. next Thursday night. What a natural pairing of two great flavors! I hope that when you let that olive oil soaked sourdough touch your tongue that your eyes close involuntarily and you let out a little sigh of pleasure. Then, and only then, will you know that feeling that I’ve been having.

Hoping to see you all again.


Julianna M. Cruz is a teacher, an author, and an Inlandian.

Literature Conference in Riverside by Isaac Williams

The Pacific Ancient and Modern Language Association (PAMLA) is having its 2014 conference at the new Riverside Convention Center from Friday, October 31 until Sunday, November 2. Workshops are varied in focus and run the gamut from classical literature to new mediums, like webcomics. In addition, many workshops are based on literature’s connection with sociopolitical issues.

Registration for the conference at its regular price closes on September 10. Students from Riverside City College, La Sierra University, University of California, Riverside, Cal Baptist University, and Chaffey College can attend for free.

If you know of any other upcoming conferences or panels that are (relatively) local, please let us know!

Laura King

The Bathing Suit
1988

“Like this.” Across the poolhouse murk, hands float
a less-loved Body Glove, manhandle me,
and drift away. I stand between a bloat
of spandex and its riding burn, Kelly
Muirshin (B.F.F.) presiding with her cloak-
and-dagger look. “That’s how it goes, I swear,”
she hoaxes. Still the lacquered eye, the smoke-
and-mirrors eye that really glints (the glare
of sunlight on the pool reflected there),
the eye the face holds candidly, the way
magicians hold productive hats. Some pair
we two girls made—the fingers and the clay,
the hot wind and the wave, the weather and
the vane, the devil and the saint she trained.

__

Laura King’s childhood memories are backdropped by swimming pools in some of the sunniest places in the Southland, including Riverside, where her parents still live. Her poetry has appeared in 14 by 14, Goblin Fruit, Lucid Rhythms, and the 2013 Dwarf Stars anthology.

Christie Hall

Wanda and Mildred

          Wanda and her mother, Mildred, first came to my yoga studio in downtown Riverside in 2003, perhaps 2002.
         The sprawling space sat downstairs in what had been the Aurea Vista Hotel and then a furniture store. We had 1,800 square feet of antique wooden floor, no heating, no air conditioning and west-facing windows that showed the parking lot across the street, pedestrians and the occasional homeless wanderer. In the afternoons and evenings, the space resounded with the sounds of young would-be ballerinas thudding onto the ballet studio floor, which comprised the same boards as my ceiling.
         Wanda brought her mother to the slow-paced class, so named to encourage seniors and those with physical problems.
         Wanda did tai chi, got acupuncture for neck problems and sought whole health. She had other physical issues she didn’t talk about much. I learned about these when she reassured other students struggling with similar problems, telling them how much yoga had helped her.
         Mildred had stiff hips, hamstrings and tight ankles. Mostly, though, she dealt with asthma in class. Any pose that involved lying on the floor left her gasping.
         They both stood about 5 feet tall and had boxy builds. They loved great jewelry and getting bargains on stylish eyeglass frames in LA. Wanda had short, dark hair. Mildred had soft, white hair. They loved their family and they constantly extended that family as a way of helping others. When they met someone in need, they literally opened their doors, whether a car door to help someone get around town or, in Wanda’s case, opening her home to a teenager who needed a place where he could just let down his guard.
         The first time they came to class, Wanda brought her mother, and yet smiled and detached herself from the outcome.  Everyone who brings a friend or loved one to yoga knows that’s all you can do. After that, either the yoga works for someone or it doesn’t. Wanda knew that no amount of pushing would work.  She loved yoga and hoped her mother would, too.
         Mildred gave me looks I came to know well, a kind of “we’ll see”, her eyebrows flicking upward, accompanied with a shrug of her shoulders and a smile so slight I almost missed it. The poses I teach don’t look particularly hard, but I ask students to question their own inner workings, and that’s where the challenge comes. For someone like Mildred, I hoped to improve her posture enough that her breath might come more easily. It’s no simple thing to change a lifetime of habits.  If you’ve spent six or more decades letting your shoulders weigh heavily on you, when a teacher asks you to do something that might release your shoulder blades back on the rib cage, “we’ll see” is normal response.
          I thought in those first few classes Mildred had been pretty much dragged there by Wanda. Over time I learned that Mildred couldn’t be dragged anywhere, but she was willing to try, often repeatedly, something that might help make life better. A few weeks after she started, she showed up with her own tiger-stripe patterned mat. Several weeks later, pneumonia kept Wanda from class for several sessions, but Mildred came on her own.
          She tried every thing I could think of to get her into some kind of inversion that might help her asthma. I tried many versions of a supported bridge pose. In one, she would come lying flat, knees bent, and lift her hips so I could slide a block under her pelvis. In another approach, she sat on a narrow stack of blankets, folded about 6 inches wide and two feet long. She lay back with the support under her spine and then let her shoulders slide off the blankets until they touched the floor. Every attempt ended with her struggling for breath.
          Even the most restful position I knew, what some of my students called “day-at-the-spa” pose, left Mildred breathless unless I built up the support. Called supine bound angle pose, it involves sitting on the floor and then lying back on a narrow stack of two blankets, with the head supported. The knees are folded outward and the soles of the feet rest against each other, with the outer thighs supported. Most students find the gentle chest opening and the hip opening deeply relaxing. She could manage it, but not enjoy it, once she was sitting up at almost 60 degrees instead of the usual 30.
          One day Mildred complained about how difficult her outing had been at an outlet mall. Her feet and ankles had hurt so much that she couldn’t walk much. I showed her how to do virasana, hero pose, while sitting in a chair. One leg at a time, she folded first one knee and then the other behind, stretching out the front of the ankle, then the back of the heel. About a month later, she reported that she was back in full shopping form, able to traverse the length of the Cabazon outlet stores.
          For some years, we stopped having her try supine poses. Then about 10 years later, she just got herself down on the floor, and lying on her back, lifted her hips up into bridge pose. She would do corpse pose lying flat, although sometimes she spent more time lying on her side.
          She had tight hamstrings and getting up and down off the floor was tough. Still, she did it, most days. Some days she didn’t, and I knew that if she could, she would. I would ask her, is this day for getting down on the floor? If not, I would set her up in the resting pose reclined in a chair. One other determining factor was the one-inch long rotator cuff tear that made it hard for her to push up off a chair.  Doctors had wanted to repair it surgically. She refused and went to physical therapy. She continued with her yoga. Eventually, she dropped the physical therapy because, she said, she hurt worse afterward.
          I watched over the years as she kept trying the poses that challenged her asthma, her hamstrings, her shoulder.
          Finally, she could keep her breathing soft and easy while taking part in supine big toe pose, a full series done lying on her back with different positioning of the legs. Her hamstrings never became what anyone else would call flexible, but the standing forward bend that had felt like torture to her hamstrings evolved until she could rest her head on the back of a chair and find some mental quiet. The rotator cuff tear ceased to be an issue as she became able to raise both her arms skyward, where once the injured shoulder prevented her from even raising that arm parallel to the floor. In a version of down dog done seated, with the arms above her head, supported by the wall, she could reach evenly through both arms.
          In the last few years, she could do it all.
Throughout the process, Wanda stayed close, protective in the way a mother might be toward an adult child who might not welcome the help. She had the same quiet smile as her mother. When they started attending class, to Mildred’s soft white hair, Wanda’s was a deep brown.
          Wanda showed up in class one day with a gray buzz cut. She had gone gray when she was 18 and had decided: Enough hours had been spent dying her hair brown. She looked beautiful with half-inch long hair. She had as many or more health issues as her mother, but I didn’t hear about any except when she needed help modifying a pose, primarily to deal with neck pain.
          More often I heard from her when something was going right: “Thanks to you. Thanks to yoga” she would tell me. I always contradicted her: “No. Thanks to you and yoga.”
          After a while, Mildred was the one bringing people to my class, some with minimal problems such as a dowager’s hump and tight shoulders, another one with Parkinson’s. She would make sure to tell me when the woman with Parkinson’s was having a particularly bad balance day or if she had fallen and been injured. Mildred would help out with bringing chairs, bolsters or wooden blocks to her friend. Usually, these things were ready to hand because Wanda had brought them over, making it easier for her mother to help her friend.
          Once after I had been gone for a couple of weeks, I started a class by saying “next we’ll do” and Mildred filled in the pause with an answer: “jumping jacks!” I learned how she had faced down a substitute teacher when he was teaching the class to jump their feet apart for wide-leg standing poses. After asking his age, she told me, she had said, “Well, you’re 28 and I’m 83, and I’m not jumping.”
          I burst out laughing and said, “Good. If you don’t take care of yourself, who will?” And I turned it into a lesson for the day: that yoga is done by cultivating discriminative intelligence, according to the Yoga Sutras, the earliest writings on the subject.
          Mildred was what I want from all my students: to be a discriminating student of yoga. She questioned, prodded, experimented. She never gave up. She was attending class until just a few months before she died of cancer. She was 86.
          At the Riverside National Cemetery, dozens of family, friends and her fellow church members gathered on a day swept clear by Santa Ana winds, mallard ducks and black coots floating on a nearby pond. The minister talked about Mildred’s family and the things she loved to do. I was surprised to learn she had been a teacher. I had known only that she had been knowledgeable about gems. She had left her native Puerto Rico to go to college in the Midwest and there she had met her husband, who was in the Air Force. Given how acutely Mildred tested me, maybe I should have known she had been a teacher herself.
          The minister said Mildred loved good cooking, particularly when someone else was doing it. We laughed. Then he said she loved yoga and dancing. My guard dropped, and I cried.
          It was a few months after that before Wanda came back to class. She had stopped coming before her mother died, she told me, because she couldn’t stop crying at the end of class when she was in corpse pose.
          When Wanda did return, it was to encourage another friend to come to yoga. This woman arrives in a Dial-a-Ride bus. The driver gets out and opens the back door and lowers the wheelchair platform so Lesley can roll up the wheelchair ramp . The bus is usually late, so Wanda leaps up and goes to open the door and to greet her friend, who suffered brain damage in a terrible car accident years earlier. Lesley rolls in with a sad smile, but always sharply dressed, sometimes with a sparkly hat and silver arm band. She was struggling with depression and Wanda thought yoga might help. Lesley says it has, she told me, partly because she feels she belongs.
          Wanda still sits at the back of the class, along the wall where students go who are not so strong or who have balance problems. Now someone else sits next to her in Mildred’s spot. Wanda finds new students to help, most recently assisting a gentle woman with Alzheimer’s who became easily confused and needed constant small reminders on what was happening.
          At first, Wanda would do an alternate pose at the end of class, but now she can do corpse pose again without crying.
          The slow-paced class has a wide range of ages and abilities. Some people sit on chairs instead of the floor for the beginning seated pose; some use a cane to negotiate the studio; some people grab straps and blocks for others.
          The slow-paced class is always packed, but even so, there’s an empty place there along the back wall near Wanda.

Christie Hall finally found herself rooted to the Inland area by her years of teaching yoga, first at a gym in Lake Arrowhead, then at her own studio in Riverside, at Riverside City College and Moreno Valley College and lately for another studio in Riverside. It’s an unlikely profession for someone who dreamed of being a foreign correspondent while attending Chaffey High School in Ontario and Pomona College in Claremont (where she earned a bachelor’s in international relations). Her journalism career had nothing at all foreign about it: She spent more than 20 years as an editor for the newspapers in Riverside and San Bernardino.