Immigrants traveled hundreds of miles from their homes, only with what possessions they could carry, in order to obtain the rights and chase the promise that America had to offer. Mary Antin illustrates in The Promised Land how if given the chance, immigrants will represent the promises and virtues of American society. Antin shows that public education, freedom from religious persecution, and freedom of expression as a citizen are aspects of life Americans may take for granted but immigrants certainly do not.
One of the promises of coming to America was the public education. Upon arrival, children of immigrants who could go to school were promptly registered in the public school system. Before coming to America, some immigrant children had
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In the Old World, these children did not have the opportunity to attend school, thus this restricted their knowledge base to only the knowledge of the community. To many immigrants, schooling and education was of the utmost importance as it provided the potential for upward mobility for the entire family: “He could send his children to school, to learn all those things that he knew by fame to be desirable” (Antin, 161). Often times, the older children would have to work, and would in turn become stuck in the Old World, in order for the younger ones to go to school. This allowed the younger children to escape into the New World and in turn embody the promises of a better life in America. Mary Antin’s family was no exception. While, Mary was allowed the privilege of receiving an education, the same privilege was not given to her older sister Frieda, who had to work in a factory making garments in order to help support the family: “[Mary] was led to the schoolroom, with its sunshine…while, [Frieda] was led to a workshop, with its foul air, care-lined faces, and the foreman’s stern command” (Antin …show more content…
Mary went from not even attending school in Russia, to star pupil in America, illustrating the promise that America had to offer immigrants. American afforded Mary with opportunities that were impossible in her home country of Russia. Even though Frieda also lived in America, her circumstances represent the realities of the Old World. For instance, Frieda’s only way of learning about American history was through Mary, as she was not afforded time to read while working. By not attending school, Frieda did not only became stuck in the Old World mentality in terms of education but also in terms of marriage. Her father “had put Frieda to work out of necessity. The necessity was hardly lifted when she had an offer of marriage, but my father would not stand in the way of what he considered her welfare” (Antin, 218). Frieda was not given the opportunity to marry for love, as was the American way, but was married out of necessity for her welfare, reminiscent of the Old World mentality. Public education provided Mary with the opportunity to marry not because she had to in order to survive, but because she wanted to. The stark contrast between the lives of Frieda, representing life in the
This historical document, The Frontier as a Place of Conquest and Conflict, focuses on the 19th Century in which a large portion of society faced discrimination based on race, ethnicity, and religion. Its author, Patricia N. Limerick, describes the differences seen between the group of Anglo Americans and the minority groups of Native Americans, Asian Americans, Hispanics Americans and African Americans. It is noted that through this document, Limerick exposes us to the laws and restrictions imposed in addition to the men and women who endured and fought against the oppression in many different ways. Overall, the author, Limerick, exposes the readers to the effects that the growth and over flow of people from the Eastern on to the Western states
In a lively account filled that is with personal accounts and the voices of people that were in the past left out of the historical armament, Ronald Takaki proffers us a new perspective of America’s envisioned past. Mr. Takaki confronts and disputes the Anglo-centric historical point of view. This dispute and confrontation is started in the within the seventeenth-century arrival of the colonists from England as witnessed by the Powhatan Indians of Virginia and the Wamapanoag Indians from the Massachusetts area. From there, Mr. Takaki turns our attention to several different cultures and how they had been affected by North America. The English colonists had brought the African people with force to the Atlantic coasts of America. The Irish women that sought to facilitate their need to work in factory settings and maids for our towns. The Chinese who migrated with ideas of a golden mountain and the Japanese who came and labored in the cane fields of Hawaii and on the farms of California. The Jewish people that fled from shtetls of Russia and created new urban communities here. The Latinos who crossed the border had come in search of the mythic and fabulous life El Norte.
The busy season for the shop she was working on came and the owner of the shop kept demanding for what we call overtime. She got fired after she said, “I only want to go home. I only want the evening to myself!.” Yezierska was regretful and bitter about what happened because she ended up in cold and hunger. After a while she became a trained worker and acquired a better shelter. An English class for foreigners began in the factory she was working for. She went to the teacher for advice in how to find what she wanted to do. The teacher advised her to join the Women’s Association, where a group of American women helps people find themselves. One of the women in the social club hit her with the reality that “America is no Utopia.” Yezierska felt so hopeless. She wondered what made Americans so far apart from her, so she began to read the American history. She learned the difference between her and the Pilgrims. When she found herself on the lonely, untrodden path, she lost heart and finally said that there’s no America. She was disappointed and depressed in the
As the hostility toward immigrants had begun to relax, the residency period was reduced to two years by 1824. More reforms were made over several decades, and by 1870 new legislation gave persons of African descent, Asians and other non-white groups access to citizenship. As the country matured and became more multiracial, additional legislation would be passed to prevent “protected groups” from discrimination and exclusion. Present day, the United States is still a country of immigrants and continues to expand its laws to be inclusive of all its citizens and residents. All participants who contributed to the diversity of this county helped to create the vibrant economy and democracy that we know
Immigration played a large part in public education. With so many children immigrating to America for an education, schools were being packed with students. However, many of these students were not going to school and instead were working in
“Life, Liberty and the Pursuit of Happiness”, three common goals immigrants came to America seeking with hopes of the promise to prosper and gain success. However, during the Gilded Age it seemed as though these were attainable only for the select few, while others left the land they knew to spend their lives toiling away in pursuit of the American dream, many never understanding how unattainable it really was. While the Gilded Age was a time of an industrial boom and a growing economy, those working by the sweat of their brow to make the success of this time possible, were not actually ever grasping this wealth, but rather putting right back into the pockets of the wealthy. The Gilded Age compromised the American Dream by limiting the chances of the immigrant working class, and thus creating a cycle of missed opportunities keeping the immigrants from progressing much further then when they came to America to begin with.
Roark, James, et al. The American Promise: A History of the United States, 4th ed. Boston:
As America began to industrialize and the American Dream became a reality for some, immigrants flocked to the New World. As they transitioned from the Old World to this New World in the U.S., many new issues arose surrounding the breaking away from old beliefs and discovering gender equality. Although the female protagonists in both Bread Givers and Yentl, the Yeshiva Boy come from different backgrounds, both women struggle to break away from the traditional role of Jewish women. From the Old World, Yentl, from Yentl, the Yeshiva Boy, was blessed to have a father that encouraged her education but a society that did not. Oppositely, Sara, from Bread Givers, had many opportunities in America, but had to gain footing in the New World without her
"Immigrants and the American Dream." Society 33.n1 (Nov-Dec 1995):3(3). Expanded Academic ASAP. Thomson Gale University. 26 Sep. 2006.
Portes, Alejandro and Ruben G. Rumbaut, “Immigrant America: A Portrait.” Kiniry and Rose 336-337. Print.
John Higham wrote, Strangers in the Land: Patterns of American Nativism, 1860-1925, to expose, or paint a picture on, the history and origin of the rejection of immigrants by native-born Americans. Higham discusses many different kinds of immigrants that are affected by one of the three stylized themes which are: anti-Catholicism, anti-radicalism and people Anglo Saxon ethnocentrism. He shows us how these three groups are affected and also displays how native born Americans face a crisis, and in return that these groups suffer even more. Higham poses a great argument and backs himself with good sources to get his point across. Through his vivid examples and emotional appealing tone, he catches the attention of those who might have not realized
Ronald Regan describes America as, “…a place in the divine scheme that was set aside as a promised land” (“Loosing the American Dream”). Do Regan’s words have any truth to them? How can America be a promised land when immigrants are still fighting for the chance to pursue the American Dream and social acceptance? Immigrants have different motives for coming to America some may seek citizenship for political freedoms that they once did not have due to uprising civil wars in their native country. Others may come for social freedoms that they were not awarded in their home country due to sexual orientation. Others may come for economic freedoms that allows them to go from rags to riches. No matter the reason, immigrants risk everything for a chance to pursue the American dream. So why is it so hard for immigrants to earn a spot as a citizen of the United States of America? Why are immigrants still facing narrow-mindedness criticism for being foreign? It is time for Americans to change their prejudice views of immigrants.
Many immigrants came to America during the 1920s in hopes of escaping the harsh poverty of their previous country. After the initial excitement of the new country wore off though, immigrants once again found themselves poverty stricken but this time, in America. The novel, Bread Givers, written by Anzia Yezierska, reveals the struggles that immigrants often encountered in the new world through the eyes of seventeen year old, Sara Smolinsky, and her family. The Smolinsky family immigrated from Russia to America in the 1920s and lived in a dirty, crowded street tenement on the Lower East Side of New York. Living with her three older sisters, mother, and father, Sara became fed up with the life which she was living. She had to work hard every
In early American history, society believed that women did not have a place in education and high-level learning. They were told not to bother their brains with such advanced thinking. Middle and upper class women learned to read and write, but their education ended there. A woman’s place was said to be in the home, cooking, sewing, and taking care of the children. In the case of upper class women, their “to-do” list was cut even shorter with the servants present to do the work.
Will and in this essay the author challenges the citizenship status of children born to illegal immigrants. Will argues that the 14th Amendment, which grants citizenship to any person born in the United States, is being misinterpreted. He explains how this misinterpretation leads to the actual act of illegal immigration. For example, by essentially rewarding the children of illegal immigrants with an American citizenship Will demonstrates how this provides an incentive for illegal immigration. The author makes clear the idea that when the 14th Amendment was written in 1866 it could not have included illegal immigrants since that concept did not exist at that time. He continues by using Indians as an example of people not included in the 14th Amendment since Indians and their children owed allegiance to their tribes. Finally, the author uses a decision by the Supreme Court in 1884 that declared both person and country must consent to the citizenship; therefore, if the source is illegal then the child should not be considered a