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Why has the impact of large-scale immigration since the 1960s been so different from that of the even larger influx of roughly 22 million non-English-speaking immigrants between the Civil War and our 1917 entry into World War I?
The answer is, in a word, education.
Multi-cultural and PC education is a virulent force that sabotages assimilation of immigrants into the political and cultural traditions of the United States.
In the earlier era the paradigm was the ‘melting pot,’ the idea that disciplined education of immigrants’ children in the public schools would teach them the English language, our history, and our Constitutional traditions, thereby transforming immigrants into Americans within a generation. The motto “e pluribus unum” (from many peoples, one nation) was taken seriously.
It worked. By the outset of World War II, the multitudes of hyphenated Americans were first and foremost Americans, however justifiably proud they were of their ancestral history and traditions.
Now in California we have illegal-immigrant Mexican demonstrators clogging highways to demand their ‘rights,’ while waving Mexican flags and carrying placards declaring that California really belongs to Mexico. In the most recent gubernatorial race, Arnold Schwartzenegger’s opponent was Lieutenant Governor Cruz Bustamente, a member and active supporter of La Raza, the lobbying group that opposes Americanization of Mexicans and promotes the goal of reclaiming California, Nevada, Arizona, New Mexico, and Texas as parts of Mexico.
Having as many as twelve million people living illegally among us as if they were an invading and occupying army quartered at the expense of legitimate citizens is bound to foment fierce opposition. It’s universal human nature, as the European experience with separatist and subversive Muslim enclaves demonstrates.
American education had long embraced the concept of cultural pluralism, that students should have an understanding of the many different cultural backgrounds and histories of peoples who had joined together to create the United States.
In the 1960s the educational theory changed into one of ethno-centrism – the idea that cultural differences should be emphasized – after President Clinton’s Baby-Boomer-anarchist generation turned college campuses into political demonstrations and sit-ins, destroying records and computer centers. Colleges led the way with black studies, women’s studies, and other ethnic studies departments, along with separate black and Hispanics dormitories.
Americanization became for students in the 1960s and 70s what spiritual religion had been for Marx a century earlier: the opium of the masses imposed by the power elite to subjugate the poor. Not just cultural separatism, but anti-Americanism became the standard.
Those Clinton-generation anti-Americans are, of course, now the faculties and administrators of our school system. They support illegals’ demands for separate, Spanish-language education, for the same reasons they support atheistic, amoral materialism: as a means to undermine the Constitutional traditions of our nation and clear the way for imposing a ‘good socialistic society.’
Let’s not forget, by the way, that Mexico is a revolutionary-socialist country in which the original collectivist clique of socialists still dominate the political scene. All the more reason for teachers’ unions and socialist educators to support illegals and Spanish-speaking separatism.
Let’s not forget, also, that were Mexico not a collectivized socialist nation, its people would not be so disproportionately poor and would not have to invade the United States to find a decent living.
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