Who said that?

[El Supremo]

I didn't want to put this in the Lounge. But where should it go?

Not all illegal immigrants are ignorant...

It was the first day of school and a new student named Pedro Martinez, the son of a Mexican restaurateur, entered the fourth grade.

The teacher said, "Let's begin by reviewing some American history. Who said 'Give me Liberty, or give me Death?'"

She saw a sea of blank faces, except for Pedro, who had his hand up. "Patrick Henry, 1775."

"Very good!" apprised the teacher. "Now, who said, 'Government of the people, by the people, for the people, shall not perish from the earth'?"

Again, no response except from Pedro: "Abraham Lincoln, 1863."

The teacher snapped at the class, "Class, you should be ashamed! Pedro, who is new to our country, knows more about its history than you do!"

She heard a loud whisper from the back of the classroom: "Screw the Mexicans!"

"Who said that?" she demanded.

Pedro put his hand up. "Jim Bowie, 1836." Bowie's wife was Mexican, so I don't find this very funny

At that point, another student in the back said, "I'm gonna puke."

The teacher glared and asked, "All right! Now, who said that?"

Again, Pedro answered, "George Bush to the Japanese Prime Minister, 1991."

Another student yelled, "You're INCREDIBLE!"

Pedro jumped out of his chair waving his hand and shouting to the teacher, "Bill Clinton to Monica Lewinsky, 1997!"

Now, with almost mob hysteria, the teacher said, "You little punk ... if you say anything else, I'll kill you!"

Pedro frantically yelled at the top of his voice, "Gary Condit to Chandra Levy, 2001."

The teacher fainted, and as the class gathered around her on the floor, someone said, "Oh crap, we're in BIG trouble now!"

Pedro whispered, "Saddam Hussein, 2003."

Finally someone throws an eraser at Pedro and another student shouts "Duck"!

Teacher, just waking, asked "Who said that?"

Pedro answered: "Dick Cheney, 2006!"

[baldguy]

1. And little Pedro would be the one blamed for all the trouble.

[annabanana]

2. (giggle). . . . . . .n/t