Free TRAITORS by Gerardo Robledo Page B

unforgettable occasion which I’m sure Mr. Rolmes will remember, Luis’s effort was outstanding. Not only was he the youngest volunteer, but it seemed that he had a lot of experience. We’ve also been to many other places. Count on my support, and I will speak with Mr. Rolmes. I’m certain that he will not refuse to help us.”
    The following morning, Zina and Norberto met as they had agreed to go to their old school and try to talk with the Principal, Rebecca Johnson. At her office they were warmly welcomed as they were greatly admired and fondly remembered by the school staff.
    The Principal received them in her office and they discussed the issue regarding Luis. The appreciation that Luis had gained was not only for being an outstanding student, but also for being an active member of the student council, in charge of civil activities. Aided by his charisma and hard work, Luis won the confidence of the entire student council and the faculty members.
    To start with, the Principal offered to issue a letter of reference in Luis’ favor and allowed the two to enter the school premises and seek more support from both students and teachers. However, she made it that her presence during the next hearing would be limited because of many factors that governed her position.
    They waited a long time to meet with the new President of the student council, Jonathan Cruz. Upon finally meeting him, he immediately offered his unconditional support. He said that he would ask all his friends to help seek support in any way they could to help Luis. He also committed to speaking with the teachers and convincing them to back Luis.
    Norberto and Zina left the school happy with what they had accomplished so far. They entrusted the rallying of students and teachers to Jonathan.
    The following morning, the student council gathered outside the office of the Principal who already knew the reason for their visit.
    “Mrs. Johnson, we know that Zina and Norberto spoke with you about the issue of Luis,” said Jonathan. “Thank you for your letter, but we would like to know what we could do to make you decide to attend the hearing. Most students agree, since they still remember and admire Luis. We can collect signatures if you want.”
    “I admire your intention to help,” the Principal said. “But I think you are taking the problem too seriously. To start, I will write a letter of good conduct and send it immediately; but I cannot go beyond where my work mandate permits. Let me investigate and if it’s allowed, I will be happy to oblige. For now return to class. You have permission to talk to teachers and students but keep in mind that I don’t want too much fuss in school. The examination period is approaching and I do not want students to be distracted. Don’t give me any reason to prohibit you from carrying this out in school.”
    The news spread like wildfire among students and teachers. The topic immediately formed a division among them. The vast majority were in favor of supporting Luis, while a low percentage of students decided to distance themselves from the controversy for various reasons: some may not have liked Luis that much, while others were oblivious to the living conditions of immigrants. Although the vast majority of students were Hispanic, some were children of immigrants who had not themselves struggled to stay in the country. Either by birthright or otherwise, they simply had legal status and did not want to get involved with problems other than their own.
    Some teachers spoke about the issue, and others preferred not to comment on it. Jonathan went to the History teacher, Mr. Ortega, and said, “Do you think we should join in to show stronger support? You know the history; you understand that many of us came to this country with the intention of having a better life—not only for ourselves but for our families back home.”
    “Look, kid… ,” Professor Ortega said, “although what you say is true, things have