Sounds harsh but it is the truth. Below you will some excerpts from the  upcoming book “The American Citizens Handbook in Immigration-Candid conversation with a Concerned Citizen”

Second only to the illegal immigration issue, is the the lack of assimilation here. 

There is a disturbing perspective gathering steam that assimilating in the United States is assimilating into  “A White Mans Culture”.W hen in actuality, the new entrant to America is assimilating into “The American Culture”. Over the years, there have been two popular metaphors pertains to assimilation here.

The melting pot metaphor and the salad bowl metaphor was described par excellence by Bruce Thornton in his article  “America’s Problem With Assimilation “-May 24th, 2012- Defining Ideas-  Hoover Institution “In the melting pot metaphor, inalienable human rights transcend group identity.

This process of assimilation entailed costs and painful sacrifices. Having voted with his feet for the superiority of America, the immigrant was required to become American, to learn the language, history, political principles, and civic customs that identified an American as American. This demand was necessarily in conflict with the immigrants’ old culture and its values, and, at times, it led to the painful loss of the old ways and customs. But how immigrants negotiated the conflicts and trade-offs between their new and old identities was up to them, and they were free in civil society to celebrate and retain those cultures through fraternal organizations, ethnic festivals, language schools, and religious guilds

Still, they had to make their first loyalty to America and its ideals. If some custom, value, or belief of the old country conflicted with those core American values, then that old way had to be modified or discarded if the immigrant wanted to participate fully in American social, economic, and political life. The immigrant was the one who had to adjust; no one expected the majority culture to modify its values to accommodate the immigrant. After all, there were too many immigrants to do this without fragmenting American culture. No matter the costs, assimilation was the only way to forge an unum from so many pluribus.

Starting in the Sixties, however, another vision of American pluralism arose, captured in the metaphor of the salad bowl. Rather than assimilating, now different ethnic groups would coexist in their separate identities like the ingredients in a salad, bound together only by the “dressing” of law and the market. This view expresses the ideology of multiculturalism, which goes far beyond the demand that ethnic differences be acknowledged rather than disparaged.

The common identity shaped by the Constitution, the English language, and the history, mores, and heroes of America has been replaced by multifarious, increasingly fragmented micro-identities. But without this loyalty to the common core values and ideals upon which national identity is founded, without a commitment to the non-negotiable foundational beliefs that transcend special interests, without the sense of a shared destiny and goals, a nation starts to weaken as its people see no goods beyond their own groups’ interests and successes.

Long before multiculturalism ever existed, Americans wrestled with the conflicts and clashes immigrants experienced in their lives. A book from the Forties on “intercultural education” announced its intent “to help our schools to deal constructively with the problem of intercultural and interracial tensions among our people” and to alleviate “the hurtful discrimination against some of the minority groups which compose our people.” One recommendation was to create school curricula that would “help build respect for groups not otherwise sufficiently esteemed.” Modern multiculturalism takes that idea but goes much farther by endorsing a species of identity politics predicated on victimization.

The problems of illegal immigration are worsened by multicultural identity politics. Many immigrants, legal or otherwise, are now encouraged to celebrate and prefer the cultures they have fled to the one that has given them greater freedom and opportunity. Our schools and popular culture reinforce this separatism, encouraging Americans to relate to others outside our own identity group not as fellow citizens, but either as rivals for power or influence, or as oppressors from whom one is owed reparations in the form of government transfers or preferential policies. The essence of being an American has been reduced to a flabby “tolerance” that in fact masks a profound intolerance and anti-Americanism, for the group’s multiculturalism celebrates are all defined in terms of their victimization by a sinful America

We the People is not one race, not one ethnic group, or religion. It is the citizens of this democratic republic, banding together as one. A melting pot not a salad bowl . last time we saw this shift was after September 11th, 2001. There was no Irish Americans, no Asian Americans, no African Americans, for one brief period of time we are all “Americans”. 

Americans started buying flags hours after the attacks. Wal-Mart sold 116,000 flags on that Tuesday and 250,000 on Wednesday, as compared with 6,400 and 10,000 on the same days a year earlier. By Friday, Sept. 14, Wal-Mart was running out, but still sold 135,000. You couldn’t go through a day without being deluged with all types of cars, vans and trucks, flying mobile flags. 

Unfortunately, bit by bit, we slid back to our old selves, lost our civic and national pride and went back to the salad bowl.

It is said that “Diversity is our Strength”.

  I, as do many think   “Unity of Diversity is our  strength”

The strength of this country is the passing of the baton from one generation to the next, teaching and leading by example our culture. not a white man’s culture but  an American culture..

It is paramount that all immigrants strive to become American Citizens and that Americans come from all races. Every immigrant should shoulder the responsibility to at least learn the English language of this country. Not doing so, breaks down communication .

.As we end this section on assimilation, with the emphasis on English, I am referencing  an article from the, that piggybacks on the last point of it being a multi-generation problem

The Elephant in the Classroom: Mass Immigration’s Impact on Public Education… September 2016  

Public school districts across the United States are suffering under a massive unfunded mandate imposed by the federal government: the requirement to educate millions of illegal aliens, the school age children of illegal aliens, refugees and legal immigrant students. FAIR estimates that it currently costs public schools $59.8 billion to serve this burgeoning population. The struggle to fund programs for students with Limited English Proficiency (LEP), sometimes called English Language Learners (ELL), represents a major drain on school budgets. Yet due to political correctness, it is taboo to raise the issue even though scarce resources are redirected away from American citizens to support programs like English for Speakers of Other Languages (ESOL) and English as a Second Language (ESL). 

In many municipalities, LEP programs are growing faster than the school district’s ability to run—or fund—them effectively. In Alaska, California, Colorado, Nevada, New Mexico, Texas and Washington, D. C., 10 percent or more of all students are enrolled in LEP programs. The five states with the highest number of LEP students are California, Texas, Florida, New York and Illinois, respectively, which is unsurprising. It is startling, however, that the next five—Colorado, Washington, Virginia, North Carolina and Georgia, in order —are located far from the southern border and enroll at least 100,000 LEP students each (except for Georgia, which comes close at 98,603). The impact on schools is tangible: one out of every five students in Georgia and 40 percent of students in Denver—a sanctuary city—are enrolled in LEP programs. By contrast, New Jersey, a longstanding destination for immigrants, enrolls 68,396 LEP students.

This year in Chicago, for example, the school system is preparing for “historic” budget cuts exceeding 20 percent that will require laying off teachers, trimming resources and increasing class sizes. In 2016, the average property tax bill in the city mushroomed by 13 percent over the previous year, but some residents of affluent neighborhoods saw their taxes increase as much as 90 percent. “The unfortunate truth is that the pain is not over,” said a local attorney who specializes in real estate taxation. “It is just the beginning.” Chicago and many other municipalities in Illinois tout their status as sanctuary districts, yet by 2018 the state will have to almost triple its current LEP outlay and spend $1.9 billion every year to educate 186,646 English language students.

These developments illustrate the dramatic demographic transformation taking place in the Washington, D.C. area that is hitting taxpayers in the wallet. In Baltimore, Maryland
(a sanctuary city), the school system announced at least 50 layoffs in 2016, including central office staff and school police officers. In 2015, Baltimore schools eliminated 202 positions to help tackle a $63 million budget shortfall, the first layoffs in a decade. Property taxes in Montgomery County, Maryland, will rise almost 9 percent in 2016, the largest spike in eight years. Also in 2016, Calvert County, Maryland, raised property taxes and income taxes for the first time since 1987 and 2004, respectively. As is the case nationally, the flood of new immigrants continues to devastate historically disadvantaged African-Americans, many of whom lag behind academically as resources are lavished on the newcomers, including those here illegally. 

LEP students are more expensive to educate and the cost of these programs is rising. In a 2010 study, FAIR calculated that LEP costs nationwide totaled $51.2 billion (compared with $59.8 billion in 2016). Yet the underlying tragedy behind this mad dash to accommodate illegal aliens, refugees and legal immigrants is that despite all the money spent, there is little to show for it. LEP students consistently demonstrate dismal progress in all subject areas and the fallout is affecting other students. 


LEP student performance is so terrible that educators created a new term. Long Term English Language Learners (LTEL) are pupils who have been enrolled in school for six or more years but are making scant progress learning English. Three out of every five students in California fall into this category and the National Education Association estimates that nationwide, the term applies to anywhere from one quarter to half of all In many municipalities.

The low academic performance of LEP students also results in appalling graduation rates. Only 39 percent of LEP pupils in New York, 24 percent in Nevada and 20 percent in Arizona graduate on time. Of course, taxpayers continue to shell out for students who stay in high school longer than four years. Other states have higher rates, but just because someone graduates, there is no guarantee that schools are holding students to rigorous standards. Across the country, in fact, educators are lowering graduation requirements and making it harder to fail classes. Lexington, Nebraska, dropped graduation thresholds in part to accommodate its LEP population. In New York state, it is easier than ever to graduate from a public high school, but the results are tragic: the City University of New York, which absorbs a large proportion of New York City public school students, requires almost 80 percent of freshmen to take remedial courses that offer “basic skills that should have been taught in high school.” New York City is, of course, a sanctuary city.

One teacher testified that as far back as 2010, “immigrant students were pulled from English II—which counted against the scores for the school—and put into English IV, which did not count.”
As one bold Nashville teacher put it, government officials and their education lackeys want it all: “a welcome mat rolled out for immigrants, who require numerous supports.

As standards drop and student achievement declines across the country, LEP programs are draining resources for all students. Yet educators and politicians, who use political correctness and name-calling to avoid debating the issue’s merits, display a shameful lack of accountability. Only by changing course can the nation avoid a bleak future, but the time to act is now. 

I address my fellow citizens in America, speak out today. call your congress and senate representative today and stand up. Its easy to do on this website. Go to    “for more info”  and click on your state. You will find  contact information for every  congress person and Senator in the United States. Call them, twitter them, send a post. Ask them what their doing to protect you and your rights.