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Chapter 1
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14 q Chapter 1 TheMeltingPot “AssimilationtoOneAnother” In1915,thepragmatistphilosopherJohnDewey wrotetoHoraceKallenthat,althoughhe“neverdidcareforthemelting potmetaphor,”hedidfeelthat“genuineassimilationtooneanothernotto Anglo- Saxondom—seemstobeessentialtoanAmerican.”1 Dewey’sambivalence hereisinstructive.Despitehis(andKallen’s)distasteforthemetaphor,he usestheterm“meltingpot”toevoke“genuineassimilation,”anassimilation distinctly“tooneanother”and“nottoAnglo-Saxondom.”Thisunderstanding ofthetermdidnotgowithoutsayinginthevolatileteens:Deweyhadto spellitout.Kallenhadjustpublishedhisfamouscritiqueofthemeltingpot, “DemocracyVersustheMelting-Pot”;Dewey,forhispart,wasusingtheword “assimilation”toarticulateavisionofsocialbeingresistanttoboththerepressive Americanizationcampaignsofthemid-teensandKallen’svisionofthe separate“substanceandform”ofthe“nationalities”makinguptheUnited States.2 AsIshowinthischapter,Dewey’sambivalentattachmenttotheterms “assimilation”and“meltingpot”wasverymuchofhisera—as,indeed,washis sensethattheprocessesthesetermsdenotedstillrequireddefinition. The melting pot does not seem so indefinite today; rather, it seems a closedstory,anunfashionableconcept,aversionofrepressiveassimilationin theserviceofculturalhomogenization.3 Inacceptingthisnarrative,wehave lostsightofboththereasonsthatcompelledsmartandsensitivethinkerslike Deweytoargueinfavorofthemeltingpot,andtheequallyimportantand THE MELTING POT 15 complicatedproblemsthatDeweyandothermelting-potproponentsidentified (andsometimesmissed)inthemodel.Thischapterrefusestheclosed storyand,instead,tracksthemeltingpotinallofitsoriginalelasticityand contradiction.TheclusterofideasthatJohnDeweydefendedas“genuine assimilationtooneanother”areasrelevantandcontentioustodayasthey wereintheteens;theyhaveagreatdealtoteachusabouttheblindspotsof morerecentthinkingaboutidentityandsocialchange.Whencontemporary literaturedepictsethnicityintheUnitedStatesasacomplicated,never-pure state;whenitapproachestheselfasaconstruction,puttogetherfrombitsand piecesandexquisitelysensitivetoenvironment;whenitrepresentsculture asmobileandmalleable,itbespeaksanoccludedbutindubitablemeltingpot lineage.Further,asscholarsandcriticsincreasinglyseektothinkacross boundaries(ofnationality,race,class,andgeography,tonamejustafew) wewoulddowelltoreflectonthesuccessesandfailuresofamuchearlier attempttothinkacrossboundaries.Forallofthesereasons,itistimefora nuancedandupdatedunderstandingofthemeltingpot. Ourcurrentassociationofassimilationwithculturaluniformitywassecured bytheethnicrevivalsofthesixties;NathanGlazerandDanielP.Moynihan’s BeyondtheMeltingPot(1963)wasmostinfluentialincastingthemeltingpot asarepressive(andultimatelyunsuccessful)paradigmofassimilation.4 But HoraceKallenwasthereasearlyas1915,associatingthemeltingpotwith “thecompletecutting-offoftheancestralmemoriesoftheAmericanpopulations ,theenforced,exclusiveuseoftheEnglishlanguageandEnglishand Americanhistoryintheschoolsandinthedailylife”(CD,112). Clearly thisrepressivemeltingpotisnofantasy—indeed,ithasalongandinfluential history.ThefamousWorldWarI“melting-pot”graduationceremonyat theFordMotorCompanyEnglishSchool,forexample,requiredimmigrants toactouttheirabandonmentofdistinctethnicoriginsforanundifferentiated “Americanness.”Inthisdramaworkerswearingvariousnationalcostumes processedfromasteamshipintothe“FordEnglishSchoolMelting Pot”andemergedallidenticallyattiredin“Americanclothes”andwaving Americanflags.5 TheodoreRoosevelt,similarly,sawnoinconsistencyin enthusiasticallysupportingIsraelZangwill’splayTheMelting-Potandequally enthusiasticallydenouncing“hyphenated”identities.Kallen’scritiqueof thisAmericanizinguseofthemeltingpotfindsitsmark.However,theideology ofFordandRooseveltrepresentsonlyapartialportraitofthemelting pot—the“Anglo-Saxondom”thatJohnDeweyrejectedforassimilation“to oneanother.” Despitetheirverydifferentagendas,FordandKallensharedatotalizing visionofthemeltingpot,whichhasinturnsetthetermsofourcontemporary [3.141.30.162] Project MUSE (2024-04-24 07:13 GMT) 16 MELTING...