18th century Archives - Not Even Past

Dispossessed Lives: Enslaved Women, Violence, and the Archive by Marisa Fuentes (2016)

After reading this book in three different graduate seminar courses, I can confidently argue that Marisa Fuentes’ Dispossessed Lives: Enslaved Women, Violence, and the Archive is one of the most important texts of our time, and a must read for anyone interested in overcoming the limitations of archival research. For many scholars of marginalized groups in the U.S., there remains a challenge in finding materials on our subjects because most of their records are not institutionalized. However, Fuentes offers a useful analytical method for extracting information from sources bent on erasing their existence.

Fuentes’ work contributes to the historical knowledge of early America through her focus on violence and how it operated during slavery and continues today through archives. She cautions scholars to avoid traditional readings of archival evidence, which are produced by and for the dominant narratives of slavery. Instead, she calls for a reading “along the bias grain,” of historical records and against the politics of the historiography on a given topic. In other words, she pushes historians to stretch fragmented archival evidence in order to reflect a more nuanced, complex understanding of enslaved people’ lives. In doing so, her work investigates the sometimes hidden intentions and power dynamics that frame people’s decision-making. Rather than placing our subjects within the categories of victims or victors, Fuentes encourages scholars to examine the “complex personhood” of everyday actions.

Dispossessed Lives provides a portrait of eighteenth-century urban slavery in Bridgetown, Barbados from the perspective of multiple black women. This includes black women’s experiences in public executions and violent punishments, their involvement in the sex economy, and their efforts to escape slavery. Fuentes makes two interventions into the scholarship on slavery in the Atlantic world. First, she challenges the narrative that plantation slavery was more violent than other forms of bondage, and argues that urban slavery was just as brutal. Second, with a focus on the centrality of gender, Fuentes’ study reveals how black women experienced constructions of their sexuality and gender in relation to white women. The main questions guiding this work were: how did black women negotiate physical and sexual violence, colonial power, and female slaveowners in the eighteenth century, and how was freedom defined and what did freedom look like in a slave society?

Map of Barbados, 1767 (via Library of Congress)

Addressing the above questions, Fuentes describes and interrogates archival silences, and then works with these seemingly useless sources to reimagine black women’s experiences, filling in historical gaps in studies of early American slavery. For example, in her strongest chapter, Fuentes works with runaway slave advertisements to narrate the experiences of an enslaved runaway named Jane, as she navigates the colonial-built environments of urban areas that were constructed to terrorize fugitive bodies. Fuentes combines other sources to depict the architectural layout of the city that Jane would have encountered in her journey, such as the Cage (a place that held runaway slaves) and the execution gallows. In doing so, she demonstrates how colonial powers designed urban areas to confine and control black people’s movement.

In another chapter, Fuentes explores how black women’s sexuality was constructed in relation to white women’s identity. In this section, Fuentes discusses the sexual entanglement of a white woman, Agatha, and two white men. The mistress sent an enslaved boy, dressed as a woman to murder one of her sexual partners during the nighttime. Utilizing the trial records of the boy, Fuentes demonstrates what the boy’s attire reveals about black women’s mobility at night. While elite white women were not allowed in public, unaccompanied, Fuentes argues that black women’s ability to cross urban spaces in the night suggests that society viewed black women as sexual agents and therefore as unwomanly. Dispossessed Lives demonstrates how white authorities positioned black womanhood in opposition to white femininity.

Fuentes further problematizes white and black people’s relationship in early America, allowing readers to fully grasp the nuanced meaning of freedom for black people. For instance, in her assessment of Rachael, a woman of color slaveowner, Fuentes challenges the dominant reading of Rachael’s agency in her active role in the commodification of black bodies. Fuentes does not refute Rachael’s agency itself but contends that Rachael was also subjugated to different forms of inequality due to the racial and gendered hierarchies within a colonial context. By questioning Rachael’s actions, Fuentes illuminates black women’s limited opportunities in the slavery era. Readers benefit from Fuentes’ take on freedom because she accounts for enslaved and freed people’s contradictory beliefs and actions.

Fuentes is a beautiful writer, and she responsibly narrates the different types of violence black women faced historically and still face (if we are not careful) through archiving practices and writing today. She intentionally acknowledges her own subjectivity in the work, and readers would appreciate this honesty from a scholar who is passionately concerned with the ethics of history and not reproducing the same historical violence. Dispossessed Lives is a must-read for all historians (professional or amateur), and I highly recommend this book for anyone interested in the possibilities for studying subaltern voices and the nuances of historical subjects and events.

Madeleine’s Children: Family, Freedom, Secrets and Lies in France’s Indian Ocean Colonies, by Sue Peabody (2017)

By Isabelle Headrick

The Isle Bourbon and the Isle de France lie in the southern Indian Ocean, 1,200 miles off the southeast coast of Africa. France acquired the islands in 1638 and 1715, respectively, and developed Isle Bourbon as a provisioning stop for grain and livestock for ships traveling between Europe and India. Although these islands shared certain features with France’s Caribbean colonies, they also differed from them in the practices of racial ideologies and the economic and slavery regimes. For example, the sugar monoculture revolution did not arrive to Bourbon and Isle de France until the early nineteenth century, after the collapse of the sugar economy in St. Domingue. In this very specific context, the narrative frame of Madeleine’s Children: Family, Freedom, Secrets and Lies in France’s Indian Ocean Colonies hinges on a betrayal.

Madeleine’s Children tells the story of Madeleine, an enslaved woman of Indian (southeast Asian) origin who was manumitted in 1789 by her wealthy French owner, Marie Anne Routier, yet was not informed of her manumission until Routier’s death nineteen years later. Routier also left Madeleine a financial bequest large enough to pay for the freedom of her enslaved twenty-two year-old son, Furcy. However, soon after (1809), Routier’s son-in-law, Joseph Lory, tricked Madeleine out of this bequest and acquired the ownership of Furcy. Furcy sued both for his freedom and for money owed to him several times without success until achieving de facto freedom in 1829 and official free status in 1848. Peabody’s inquiries revolve around the ways that that betrayal, and the consequences for the betrayed, interacted with geography, colonial politics, the legal and bureaucratic system, and economic and family entanglements. She underscores the complicated family relationships by exposing the likelihood that the frequently abusive Eugénie Lory, Marie Anne’s daughter and Joseph’s wife, was Furcy’s half-sister through the patriarch of the family, Charles Routier. In the context of growing animosity between the creole elites and the French colonial authorities, aggravated by the Indian Ocean turn toward sugar production and consequent need for slaves, Furcy’s claim to freedom and reimbursement ignited a political crisis in Bourbon.

Through her study of ship passenger lists, censuses, bills of sale, and other autobiographies, Peabody sets herself the ambitious goal of understanding both the practices of enslavement by French Indian Ocean creole elites and the experiences of slavery and freedom from the perspective of the enslaved. This is particularly challenging given the paucity of narratives by freed-people from the world of French slavery (compared to British and American abolitionist literature). However she assembles enough information about Madeleine, Furcy, and the Routiers-Lorys to emphasize the centrality of family in either unmaking or making the enslaved or freeperson’s sense of self and place. Both Madeleine and Furcy were torn from family by their owners, and their first actions upon achieving freedom were to re-embed themselves firmly in family and economic society—Madeleine, by acting (unsuccessfully) to secure her son’s freedom, and Furcy, by setting up a confectionary business, marrying, and raising children. Likewise, the meaning of travel could shift dramatically, depending on one’s position. For the enslaved, travel usually caused catastrophic dislocation and rupture, while for the colonial elites, it reinforced their place in family and commercial global networks.

Map of the Isle Bourbon (via Wikimedia)

Readers familiar with Rebecca Scott and Jean Hébrard’s Freedom Papers: An Atlantic Odyssey in the Age of Emancipation, will appreciate the significance that Peabody attaches to legal and bureaucratic documents, not only for later historians but for people fighting to obtain or maintain their freedom. In the case of Furcy, who may have been the best-documented slave in Bourbon, Peabody had to rely on archives that were incomplete. Some particularly important documents, she surmises, may have been missing by design. She argues that slavery was a system that was maintained not only through the state’s coercive laws, but by corruption and manipulation of those laws and falsification or elimination of documents on the part of the owners. This manipulation had ramifications both contemporaneously and in future years: critical documents would turn up absent, obstructing later legal recourse for Furcy. Therefore Furcy was a victim not only of the institution of slavery but of Lory’s personal corruption and unscrupulousness—traits, Peabody argues, that typified the French Indian Ocean creole elite class. The historian’s efforts to make sense of the corrupted archive, or “the chasm between the written documents and the lived experience of slavery and freedom,” is one of the pervasive themes of Madeleine’s Children.

In the conversation with other historians, Peabody seeks to deepen understandings of freedom and slavery by enlarging the focus to include the French empire as it reached beyond the Atlantic. Her attention to the slave smuggling triggered by the abolition of transoceanic slave trading reinforces studies of contraband in the late eighteenth century. And while Madeleine, Marie Anne and Eugénie all inhabited a reality far from the revolutionary feminists in mainland France, Peabody is deeply invested in understanding the experiences of women, including highlighting the entangling practices of employing enslaved women as midwives and wet-nurses. Focusing on one family’s experiences reveals the complex and messy underbelly of an empire in the process of transformation and France’s bumpy trajectory toward the promises of the 1789 revolution.

Narcotic Culture: A History of Drugs in China, by Frank Dikötter, Lars Peter Laamann, and Zhou Xun (2004)

By Horus T’an

The opium myth is one of the most important pillars of the conventional narrative of modern Chinese history. According to the myth, opium is presumed to be a highly addictive narcotic and highly harmful to its users’ health, and Great Britain used its military superiority to impost the shameful opium trade on China and turn it into a nation of opium addicts who were “smoking themselves to death while their civilization descended into chaos.” In the opium myth, opium symbolizes the imperialists’ pernicious intention to dominate China and the tragedies suffered by all the nations facing imperialist aggression. In Narcotic Culture: A History of Drugs in China, Frank Dikötter, Lars Laamann, and Zhou Xun debunk the opium myth through exploration of the history of opium in China from the sixteenth century to the mid-twentieth century. They point out that the opium myth was invented by nationalist reformers and never reflected the reality of opium in Chinese society during the late imperial period. The authors also argue that the miseries experienced by Chinese opium smokers from the end of the nineteenth century were brought on by the anti-opium campaigns launched by the Chinese authorities rather than the chemical property of opium. These campaigns degraded the opium smokers into a morally depraved status and forced them to use more harmful semi-synthetic opiates like morphine and heroin.

The opium myth analyzed opium smoking practices in China and India in isolation from the cultural and social factors sustaining these practices. In contrast, this book shows that opium in China served as an essential lubricant in male social activities. Opium was prepared and appreciated in highly sophisticated ceremonies by male social elites. Opium also served as a panacea for many ailments. Quite contrary to the incurable addicts in the opium myth, the authors argue that the opium consumed in both China and India was relatively moderate and had few harmful effects on either health or longevity. Most opium smokers were able to control the quantity of the opium they consumed, and the irresistible compulsion toward ever-increasing doses was not a common phenomenon among them.

The highlight of this discussion about the history of opium before the end of the nineteenth century is the comparison between tobacco and opium. The authors demonstrate that tobacco and opium played a relatively similar role in social activities and people showed similar attitudes toward them. There were alarms in the 1830s and 1840s from a few Han officials over moral decay and the breakdown in social order caused by the prevalence of opium. The opium myth interpreted these critiques as Chinese people’s unyielding resistance to imperialists’ attempt to turn China into a nation of opium addicts. Nevertheless, the authors prove that these alarms were based on Confucian asceticism rather than Han officials’ understanding of the addictive chemical property of opium since some officials expressed similar concern about the popularity of tobacco. In addition, the authors emphasize that the critique of opium by Han officials was related to their desire to restore the scholar-official class to the position of moral authority that it possessed during the Ming dynasty.

The authors suggest that the opium myth, which emerged at the end of the nineteenth century, was a confluence of two trends. The first is the prevalence of opium prohibition in Europe from the 1870s. Opium prohibition was “part of the medical profession’s search for moral authority, legal control and statutory power over pharmaceutical substances in their fight against a popular culture of self-medication.” The second is Chinese nationalists’ effort to defend their own country from the encroachment of imperialism. The nationalists were eager to figure out why China was repeatedly defeated by imperial powers. The authors suggest that the Chinese nationalists viewed opium smoking as the origin of national weakness rather than a personal behavior and that they saw anti-opium campaign as a useful tool to save China from a world dominated by imperial powers.

The authors’ second conclusion is that the anti-opium campaigns, rather than the opium itself, brought miseries to opium smokers. The anti-opium campaigns transformed the public image of opium smokers from gentlemen to thieves, swindlers, and beggars who were enslaved by powerful chemicals. These campaigns also transformed opium houses from a culturally sanctioned venue for male sociability into a site of perdition, a marker of uncivilized behavior and barbarism where vulgar and despicable addicts were leading the country to complete extinction. The prohibition laws passed in these campaigns gave authorities the right to arrest, punish, and kill opium smokers. Besides creating a criminal underclass, these campaigns also pushed smokers from moderate opium to more addictive and more harmful semi-synthetic opiates like morphine and heroin. Even worse, these semi-synthetic opiates are consumed in a much more harmful pattern: heroin and morphine were usually mixed with other unknown compounds and snorted, chewed, or injected with dirty needles shared by many addicts without any protection.

There are some omissions in this book. The first is the process by which the opium myth gained its concrete shape. The authors do a great job in deconstructing the opium myth but fail to dedicate enough attention to this process. This omission weakens the credibility of their argument. The second is the role of racism in the anti-opium campaigns. Opium smoking was mainly a habit practiced by Chinese and Indian. Racism against Chinese immigrants in the United States is responsible for linking opium smoking as a Chinese behavior with opium smoking as a barbarian behavior. Some Chinese intellectuals might accept the anti-opium ideas without any awareness of the racism behind it. The absence of the discussion of racism makes this book less useful than it is supposed to be in understanding how Chinese intellectuals changed their way of thinking through their interaction with the Western world. Furthermore, the authors’ conclusion that the anti-opium campaigns facilitated the spread of the semi-synthetic narcotics is also questionable. After the collapse of the Ch’ing Dynasty, some places of China witnessed the prosperity of both opium and semi-synthetic narcotics. This prosperity could not be explained just with the pressure of the anti-opium campaigns. Despite these omissions, Narcotic Culture: A History of Drugs in China serves as essential scholarship for the researchers of modern Chinese history. It re-interprets opium use in Chinese society from the sixteenth century to the mid-twentieth century and shatters one of the most important pillars of the conventional narrative of modern Chinese history. It reveals the complexity of modern Chinese history and implies the failure of the conventional narrative in addressing this complexity. The book throws lights on opium smokers’ miseries caused by the anti-opium campaigns and reminds readers that some important stories are crushed and abandoned in the writing of modern Chinese history. Narcotic Culture: A History of Drugs in China also indicates the significance of culture in shaping public opinion about narcotics and encourages readers to reconsider the effectiveness of the restrictive prohibition law in dealing with the spread of narcotics.

Did the British Empire depend on separating Parents and Children?

By Sumit Guha

Empires ancient and modern are large, hierarchical organizations, structurally founded on deep inequalities of risk and reward. The British Empire in Asia was no exception. At the front lines of imperial power were, all too often, common men (and some women) who were tricked, cozened, misled, coerced, and whipped into serving as the cannon-fodder of Empire. The temptation to desert was often present and the thought of mutiny cannot have been absent. These plebeian men were ‘kept in line’ men of status who served as commercial agents and military officers. But even among them, kickbacks and commissions were omnipresent and could grow into serious leakages of revenue or foment major acts of treason. Furthermore the wholesale desertion of a dynasty by its elite subjects was not unknown. In Britain in both 1660 and 1688, the political establishment and key army units deserted their established government to side with an invader sponsored by a foreign power. We could multiply such examples.

Transoceanic empires built by corporations like the British and Dutch East India Companies faced even greater problems because they lacked the sacred aura that surrounded kings and helped maintain nominal loyalties. It took nearly half a year for an inquiry or command to reach a functionary in Asia and it took many more months before a report or an excuse would come back. The military, commercial, or political situation could change dramatically in the interim. Many readers will be aware, for example, that the British and Americans continued to fight for six weeks in 1815 after the peace treaty was signed between the two powers. One of these peace-time battles cemented Andrew Jackson’s reputation and propelled him to the presidency. Asia was much further away and across more dangerous waters.

Corporations growing into empires, such as the Dutch East India Company and English East India Company were keenly aware of what modern organization theorists, such as Oliver Williamson, have termed the “agency problem.” This is simply the difficulty of monitoring subordinates and ensuring that they act mainly in the interest of those (“the principals”) whose “agents” they had been hired to be. In 1613, a vexed East India Company merchant, Nicholas Withington reported that the many Portuguese “renegades” were already being joined by a trickle of Englishmen, like one Robert Claxon. He converted to Islam for money but, dissatisfied with something, returned and appeared penitent. He was then trusted with Company funds and absconded for good. As the vexed Withington recounted it, Claxon:

had also turned Mahometan in the Decan, with a good allowance at [the Sultan’s] court; but, not being contented, he came to Surat, where he was pitied by us for his seeming penitence; but being entrusted with upwards of forty pounds [sterling: a considerable sum at the time] under pretense of making purchases, he gave us the slip and returned to the Decan. Thus there are at present four English renegadoes in the Decan, besides many Portuguese.

This was an example of the problems of large organizations: how can you ensure compliance and loyalty when agents are far removed and have sanctuaries beyond your control?

Even in 1787, the reforming Governor-General Cornwallis, came to India fresh from America. He often inveighed against the East India Company’s English employees for their incapacity or corruption. The editor of his letters wrote plainly of how the Company had been cheated by its senior employees in, for example, the purchase of silk.

The East India Company was an established ruling power in large parts of India after 1757. But the indiscipline and venality of even its senior-most civil and military officials once they realized how quickly they could grow wealthy brought the Company to the edge of ruin in less than 20 years. It was forced to seek a “bail-out” from the Royal Treasury. The illustration below depicts an East India Company official in regal guise, lording it over the “natives.”

An East India Company Grandee (via Getty Images)

This resulted (after some years of partisan grid-lock) in the dispatch of new governor-general with sweeping powers. This was Lord Cornwallis who came out to “reform” British India fresh from a bruising surrender at Yorktown in Virginia in 1781. He realized that neither a common language nor a common religious affiliation could guarantee either honesty or loyalty. From the time of his tenure as chief executive in India (1786-1795) therefore, the British regime carefully managed the social reproduction of European officers and soldiers. This was done to prevent the formation a dangerous Creole settler class. The Company had long sought to limit the numbers and control the conduct of private Europeans in India in order to maintain its commercial monopoly against “private trade.” Under Cornwallis, political prudence provided another rationale. The value of this strategy was made obvious when Governor General John Shore was faced with a mutiny among the East Company Army’s European officers in 1795-1796. Reflecting on the episode a year or so later, Shore’s successor in office, Richard Wellesley, wrote that:

If Europeans had been settled with their families in India; or if these men had, or could have had, their homes in that country, the Company would have lost it, [their Indian empire] and nothing could ever have regained it.

It was from awareness of this danger that, as Indrani Chatterjee was the first to show, the Company assiduously sought to limit the development a local power elite with any genealogical depth. This was intended to preempt any consequent claim to the “rights of Englishmen” that had just been forcefully raised in North America. The children of mixed European and Indian parentage were therefore turned into a socially inferior class of Eurasians, excluded from power. As early as 1786, the Company forbade the children of “native women” from traveling to England, after discovering that the Indian-born John Turing, “dark as his mother,” had done so and secured a cadet’s appointment in the Army. Two decades later, a “mulatto” candidate secured an appointment only by paying a young Englishman to impersonate him at the interview. Although disavowed progeny were increasingly excluded from the Army and higher civil service, some Eurasians were in found jobs in other state employment into the 1830s. But the official policies toward them derived from a well-established, generalized contempt for those of mixed descent. As early as 1786, Surgeon Richard Wilson, in proposing the creation of a charity school to raise such children as loyal Protestants, remarked that it “hath long been a severe and unanswerable Reproach from the Natives of this Country that Britons, above all other Nations, have neglected and despised their progeny.”

If efforts at social integration had succeeded despite such attitudes, British India might have developed into a casta-ranked society like the Spanish Americas. But the need to win the support of the indigenous clerical classes, as well as the fear of promoting a Creole elite like the treacherous Americans, led the East India Company onto a different track. In the last few decades of its rule, before the revolt of 1857, Eurasian clerks were gradually displaced in state service by Indians from the traditional clerical classes, both Hindu and Muslim and, around Bombay, also Parsi and Goan Catholic. A greater regard by the British for their own “blood” returned after 1857, when Anglo-Indians were extensively recruited into the developing railway system in order to ensure imperial control of this strategic asset. Eurasians, however, could not compete with the indigenous clerical classes in subordinate employment, that is to say, clerical work.

The government continued to follow the logic of Wellesley’s argument against allowing Europeans to set down familial roots within India, and sought to ensure that the affective ties and personal aspirations of key cadres such as Covenanted Service and Army officers should be directed toward England. The disciplinary value of this policy for the East India Company’s government is shown by Sleeman’s dedication of his Rambles and Recollections (1844), to his sister. He observed how nine out of ten Englishmen in India found their greatest pleasure in letters from their sisters at home, which filled the landscapes so dear to our recollections, with ever varying groups of the family circles, among whom our infancy and our boyhood have been passed; and among whom we still hope the spend the winter of our days.

He added that the approbation of the circles represented in these letters was an important restraint on Englishmen in India, and so the sisters should be considered “a valuable species of unpaid magistracy to the Government of India.” The psychic isolation of young men well indoctrinated in this system and left among Indians without their families was described to Emily Eden in 1837 as a “horrible solitude” that produced depression. One such officer told her of “the horror of being three months without seeing an European, or hearing an English word …” Indirectly, therefore, we may see patterns of marriage and family formation being managed by the British imperial regime to bolster the loyalty of key elements of its governing apparatus. The political and military efficacy of that apparatus thus depended on constant policing of the boundaries of ethnicity.

Legitimate reproduction was now focused on Europe-born women. Lord Cornwallis had raised official salaries both to ensure fidelity and to allow mature civil servants to make “suitable” marriages and sustain the establishment needed for them. Licit sex and open conjugality were now limited to English-born women. By the 1850s it was said of the junior-most Indian Civil Service officer that he was worth “three hundred [pounds sterling] a year, dead or alive.” Numbers of young women sailed out to India as part of what was archly termed “the Fishing Fleet.” Many did marry officials there. But it was soon discovered that their infants died in alarming numbers, doubtless aided by Victorian medicine and its therapeutic use of opium, alcohol, mercury and blood-letting for all ages and sexes. Furthermore, the still prevalent climatic theories of “racial qualities” suggested that children raised in hot climates deteriorated from the parental stock. From the mid-nineteenth century therefore, young children were usually sent back to Britain while in India fathers worked and mothers sought to monopolize all legitimate conjugality. The result was that generations of children were torn away from their parents and if boys, certainly introduced to that staple of Victorian education, the rattan cane. Two of these children were initially too young (six and three) for school, so Rudyard Kipling and his sister were left in Lorne Lodge, Southampton.

Rudyard Kipling Heritage Site at: 43 Villiers Street, Charing Cross, London (via Wikimedia)

Kipling later wrote of himself and his sister that, when he was told his parents had left him “for ever,” he “went out and wept bitterly with Judy, into whose fair head he had driven some ideas of the meaning of separation.” He also invoked the desolation he had felt in a later poem:

A Well-a-day for we are souls bereaved!

Of all the creatures under Heaven’s wide scope

We are most hopeless, who had once most hope

And most beliefless, who had once believed.

There are doubtless children in the USA today with good reason to echo that.

The American “Empire” Reconsidered

by A. G. Hopkins

Whether commentators assert that the United States is resurgent or in decline, it is evident that the dominant mood today is one of considerable uncertainty about the standing and role of the “indispensable nation” in the world. The triumphalism of the 1990s has long faded; geopolitical strategy, lacking coherence and purpose, is in a state of flux. Not Even Past, or perhaps Not Ever Past, because the continuously unfolding present prompts a re-examination of approaches to history that fail to respond to the needs of the moment, as inevitably they all do.

This as good a moment as any to consider how we got “from there to here” by stepping back from the present and taking a long view of the evolution of U.S. international relations. The first reaction to this prospect might be to say that it has already been done – many times. Fortunately (or not), the evidence suggests otherwise. The subject has been studied in an episodic fashion that has been largely devoid of continuity between 1783 and 1914, and becomes systematic and substantial only after 1941.
There are several ways of approaching this task. The one I have chosen places the United States in an evolving Western imperial system from the time of colonial rule to the present. To set this purpose in motion, I have identified three phases of globalisation and given empires a starring role in the process. The argument holds that the transition from one phase to another generated the three crises that form the turning points the book identifies. Each crisis was driven by a dialectic, whereby successful expansion generated forces that overthrew or transformed one phase and created its successor.

The first phase, proto-globalisation, was one of mercantilist expansion propelled by Europe’s leading military-fiscal states. Colonising the New World stretched the resources of the colonial powers, produced a European-wide fiscal crisis at the close of the eighteenth century, and gave colonists in the British, French, and Spanish empires the ability, and eventually the desire, to claim independence. At this point, studies of colonial history give way to specialists on the new republic, who focus mainly on internal considerations of state-building and the ensuing struggle for liberty and democracy. Historians of empire look at the transition from colonial rule rather differently by focussing on the distinction between formal and effective independence. The U.S. became formally independent in 1783, but remained exposed to Britain’s informal political, economic and cultural influences. The competition between different visions of an independent polity that followed mirrored the debate between conservatives and reformers in Europe after 1789, and ended, as it did in much of Europe, in civil war.

“A Rival Who Has Come to Stay. John Bull – Good ‘evins! – wotever ‘ll become of my ship-building monopoly, if that there Yankee is going to turn out boats like that right along?” Puck magazine, July 24, 1895 (via Library of Congress)

The second phase, modern globalisation, which began around the mid-nineteenth century, was characterised by nation-building and industrialisation. Agrarian elites lost their authority; power shifted to urban centres; dynasties wavered or crumbled. The United States entered this phase after the Civil War at the same time as new and renovated states in Europe did. The renewed state developed industries, towns, and an urban labor force, and experienced the same stresses of unemployment, social instability, and militant protest in the 1880s and 1890s as Britain, France, Germany and other developing industrial nation-states. At the close of the century, too, the U.S. joined other European states in contributing to imperialism, which can be seen as the compulsory globalisation of the world. The war with Spain in 1898 not only delivered a ready-made insular empire, but also marked the achievement of effective independence. By 1900, Britain’s influence had receded. The United States could now pull the lion’s tail; its manufactures swamped the British market; its culture had shed its long-standing deference. After 1898, too, Washington picked up the white man’s burden and entered on a period of colonial rule that is one of the most neglected features of the study of U.S. history.

Columbia’s Easter Bonnet: In the wake of gainful victory in the Spanish–American War, Columbia—the National personification of the U.S.—preens herself with an Easter bonnet in the form of a warship bearing the words “World Power” and the word “Expansion” on the smoke coming out of its stack on a 1901 edition of Puck (via Library of Congress)

The third phase, post-colonial globalisation, manifested itself after World War II in the process of decolonisation. The world economy departed from the classical colonial model; advocacy of human rights eroded the moral basis of colonial rule; international organisations provided a platform for colonial nationalism. The United States decolonised its insular empire between 1946 and 1959 at the same time as the European powers brought their own empires to a close. Thereafter, the U.S. struggled to manage a world that rejected techniques of dominance that had become either unworkable or inapplicable. The status of the United States was not that of an empire, unless the term is applied with excessive generality, but that of an aspiring hegemon. Yet, Captain America continues to defend ‘freedom’ as if the techniques of the imperial era remained appropriate to conditions pertaining in the twenty-first century.

The signing of the NATO Treaty, 1949 (via Wikimedia Commons)

This interpretation inverts the idea of “exceptionalism” by showing that the U.S. was fully part of the great international developments of the last three centuries. At the same time, it identifies examples of distinctiveness that have been neglected: the U.S. was the first major decolonising state to make independence effective; the only colonial power to acquire most of its territorial empire from another imperial state; the only one to face a significant problem of internal decolonisation after 1945. The discussion of colonial rule between 1898 and 1959 puts a discarded subject on the agenda of research; the claim that the U.S. was not an empire after that point departs from conventional wisdom.

The book is aimed at U.S. historians who are unfamiliar with the history of Western empires, at historians of European empires who abandon the study the U.S. between 1783 and 1941, and at policy-makers who appeal to the ‘lessons of history’ to shape the strategy of the future.

A.G. Hopkins, American Empire: A Global History

Collecting the World: Hans Sloane and the Origins of the British Museum by James Delbourgo (2017)

by Diana Heredia López

A biography of an English scientist during the early Enlightenment may not seem like cutting edge scholarship.. In Collecting the World, James Delbourgo tells the multifaceted story of Hans Sloane, an Englishman who amassed a collection of nearly eighty thousand natural objects and curiosities through his work in natural history, commerce, and medicine. Before he died in 1753, Sloane laid the foundations for the establishment of the first national and free museum in the world, the British Museum. Sloane is hardly ever remembered as a harbinger of the Enlightenment and much less as a serious scientist because his diverse activities and interests are impossible to capture in a single modern scientific discipline and because the eclectism of Sloane’s collection seems to lack scientific rigor. Still, Sloane’s vast collection was so impressive that it was purchased by the Royal Family to transform it into the first public museum of the world. To understand these contradictory perceptions of Sloane, Delbourgo constructs a biography that links all Sloane’s seemingly disparate activities to his ever-lasting desire to collect the world. Delbourgo is able to merge the social and personal motivations behind collecting objects while also explaining the political and religious frameworks under which natural history was practiced in the late seventeenth and early eighteenth century.

For Delbourgo it is equally important to explore both Sloane’s collections — which are now scattered through various English institutions — and the world where he constructed them. He takes the reader from Sloane’s modest origins in Ireland to London where he established his medical practice and then to Jamaica, the island that saw the naturalist and entrepreneur Sloane emerge. Delbourgo goes back to Bloomsbury to explain how Sloane consolidated his reputation as a medical practitioner, became president of the Royal Society and the Royal College of Physicians while amassing a great fortune through the sugar plantations he owned from his wife’s dowry. He continued to expand his burgeoning collection by establishing networks of collectors all over the world who would send him exotic objects and natural curiosities. This of course, would not have been possible without the endorsement of the British Empire.

Sir Hans Sloane (via Wikimedia Commons)

Even though this story might remind us of Carl Linnaeus or other eighteenth-century collectors, Delbourgo is careful to analyze the motives behind Sloane’s desire to collect. His ultimate goal was not necessarily to classify all of the objects in his collection but rather show the vast but finite world that God had laid out for human use. At the same time, Sloane was also interested in collecting the infinite variations that could exist within the same type of object. It is also worth noting that Sloane collected amulets and superstitious paraphernalia to actively demonstrate his antipathy towards magic and idolatry. Delbourgo explains how this vision was connected to a specific form of Christianity that battled against superstition and was perfectly compatible with the mechanical view of the world often associated with modern science.

Overall, Delbourgo is careful to situate Sloane and the importance of his heritage without glorifying him. The clearest example of this, and perhaps one of the most relevant contributions of the book is the emphasis on the role of slavery and Sloane’s contact with black and indigenous populations in shaping his medical and natural history practices. This allowed him not only to establish his medical career back in London but also to begin a collection of people, indeed Sloane’s interest in the study of black bodies persisted for many years. Moreover, his medical contact with slaves and natives in Jamaica also opened the possibility to collect objects from them.

Hans Sloane’s Nautilius Shell housed at the Natural History Museum in London (By Paul Hudson, via Flickr)

Collecting the World is written with vivid detail and includes several color plates of some of the most striking objects of Sloane’s collections such as a carved nautilus shell or a portable Buddhist shrine.. This book will appeal readers who are collectors themselves or museum lovers. It will definitely put the apparently innocuous and romantic activity of collecting and appreciating museum objects into a different perspective.

Also by Diana Heredia López on Not Even Past:

Of Merchants and Nature: Colonial Latin America Through Objects (No. 1)

Jerónimo Antonio Gil and the Idea of the Spanish Enlightenment, By Kelly Donahue-Wallace (2017)

By Jorge Cañizares-Esguerra

How can the life of an artisan who specialized in punchcutting and engraving help us shed light on “the idea of the Spanish Enlightenment”? Donahue-Wallace offers an illuminating perspective on the Enlightenment through the biography of an expert medal caster, Jerónimo Antonio Gil, whose career took him from provincial Zamora to Madrid and ultimately to Mexico, where he became the founder of the first royal academy of the arts in the New World.

Had Gil lived in the seventeenth century he would have become a painter, churning out religious canvasses in his native Zamora. Had Gil moved to Madrid, he would have become a criado (servant) for a stonecutter or a wood carver or an oil painter, never an artisan letrado (intellectual). When Gil left Zamora in the 1740s, however, he got a stipend to attend the new Academia de San Fernando in Madrid where he learned to cast dies for commemorative medals, to cut letter punches and counterpunches for typesetting, and to carve copper plates for engravings. He was also trained to master a literary and historical national canon in the vernacular. Gil got an education to copy the great masters but also to produce his own original designs in neoclassical style. In short, Gil was educated to become a civil servant, one of many officials in the Bourbon dynasty charged with creating a new specialized national print culture and regalist media. Donahue-Wallace explores the many medals, engravings, drawings, and typographic samples Gil produced in a career that spanned more than fifty years, twenty of which in Mexico.

Letter punches for the Royal Print. Jerónimo Antonio Gil, from Catálogo de la exposición Imprenta Real. Fuentes de la tipografía española. Real Academia de Bellas Artes de San Fernando (Public Domain).

Donahue-Wallace uses Gil’s career to make several larger arguments. First, she demonstrates the newfound importance of print culture in mid-eighteenth-century Spain. An ancien regime that had long been centered on literacy and the pushing of paperwork suddenly realized that modernization, renewal, and geopolitical survival demanded a turn to print as reason-of-state. The Bourbon invested heavily in the training of artisans (either at home or overseas) to eliminate Spain’s secular dependency on the expertise of typographers and engravers from France and the Low Countries. The new culture of print pushed a “national” and regalist project via the promotion of historical, religious, scientific, and literary texts. Gil, for example, carved and designed many copperplates to illustrate collections of national architectural monuments, antiquities, and coins as well as to illustrate books of anatomy, engineering, religion, and literature (including editions of El Quijote and the Bible). Gil also designed dozens of commemorative medals and coins to celebrate the lives of monarchs as well as the myriad institutions these monarchs had created. Coins were not only currency but also non-ephemeral media to circulate like engravings.

Don Quixote knighted by the innkeeper at the inn. Jerónimo Antonio Gil design and engraving. Don Quijote (Ibarra, Madrid, 1780), via author.

Second, Donahue-Wallace shows that in the second half of the eighteenth century poor provincials could accumulate wealth, honor, and political power as artisans. Donahue-Wallace offers the biography of a metal caster, cutter, and engraver whose status did not come from originality and genius. Gil nevertheless became prestigious enough to direct a national art academy and wealthy enough to amass one of the largest private collections of paintings, books, scientific apparatus, and curiosities in late-eighteenth-century New Spain. A poor Zamorano punchcutter rose through the ranks of the state bureaucracy to achieve nobility and wealth.

Third, Donahue-Wallace suggests that there was greater room for pedagogical innovation in Mexico than in Madrid. Donahue-Wallace follows Gil both as a student of the Academia de San Fernando in Madrid and as the founder and director of the Academia de San Carlos in Mexico. Both academies were named after the monarchs that decreed their creation (Ferdinand VI and his half-brother Charles III, respectively). San Fernando operated both as a public school to train painters, sculptors, architects, and engravers and as the recruiting space of apprentices for professors. The young Gil received a public education in the evenings at San Fernando, where teachers checked his drawing skills before live models, casts, or prints. During the day, however, Gil went to the household of the school’s leading printer-medal caster. Gil worked for almost a decade as the criado of Tomas Francisco Prieto, one of the teachers of San Fernando. To declare independence from Prieto, the master patriarch, Gil had to create an alternate network of patrons. When Gil went to Mexico to lead the Academy of San Carlos, he deliberately eliminated the master-criado traditions of San Fernando. Going against the authority of the professors of architecture, painting, sculpture, and engraving, Gil created in Mexico an academy in which masters could not recruit students as apprentices. Gil engaged in a twenty-year long battle, until his death, with second-tier Spanish artists who saw themselves entitled to use the academy to get pliant, skilled labor. Gil created an academy of art in Mexico in which teachers received large enough salaries to be expected to be full-time professors, not freelance agents in search of apprentices and commissions.

Façade of the original Academy of San Carlos (built as a new school to train minters in the 1780s). Today it is the Museo Nacional de las Culturas (via author).

Fourth, Donahue-Wallace shows that Enlightenment modernity emerged organically out of the institutions of the ancien regime; it was not an outside competing force. The idea of a public sphere of circulating prints, for example, was a Bourbon strategic initiative. Artisans relied on the good will of patrons for employment, commissions, and success, not bourgeois anonymous market forces. Finally, those struggling to liberate the youth from the clutches of master-apprentice guilds behave like old-fashioned patriarchs themselves. Donahue-Wallace demonstrates that, for all the novelty of his pedagogy, Gil remained embedded in the patriarchal values of the ancien regime. Gil arrived in Mexico with the blueprints to build a mint school right next to the stables of the viceregal palace. He also arrived with an entourage of four students, two of whom were his own children. The original school immediately transmuted into the Art School of San Carlos, to train not only printers but also sculptors, painters, and architects. San Carlos went up as two-story elongated rectangular building, one-half of which was occupied by horse stalls and storage rooms for food, forage, and wood. The upper quarter was Gil’s residency, which included salons and cabinets for San Carlos’ official acts. The lower quarter held the school’s workshops and tool rooms. It also included four tiny rooms for criados. Gil kept his sons and assistants tied to his patriarchal control for some twenty years. For these four “students,” the Academy became a boarding school. As Gil’s criados they were not allowed to set up their own households.

Miguel Costansó, Plano y projecto de una nueva oficina para la talla y troqueles de la Real Casa de Moneda, 1779 (Archivo General de Indias,MP-MEXICO,770 – 1)

Donahue-Wallace has written an important text on the relationship between artisans and the Spanish Enlightenment on both shores of the Atlantic. The book follows Gil and his artifacts in painstaking detail and offers a wide panorama of an ancien regime struggling to catch up while unwittingly devouring itself.

Kelly Donahue-Wallace, Jerónimo Antonio Gil and the Idea of the Spanish Enlightenment (Albuquerque: University of New Mexico Press, 2017).

Also by Jorge Cañizares-Esguerra on Not Even Past:

Magical Realism on Drugs: Colombian History in Netflix’s Narcos
Seeds of Empire, By Andrew Torget (2015)
Whose Classical Traditions?

Show & Tell: The Video Essay as History Assignment

From the editor: As our thoughts turn back to teaching, Not Even Past turns back to some of our posts from 2013-14 about new and best teaching experiences. (JN, August 15, 2014)

As the school year comes to a close, we end our series of monthly features on teaching history with a creative assignment devised by one of our US History professors. Instead of assigning only written or oral work, Robert Olwell was one of a handful of History faculty who asked their students to make video essays on specific topics related to the course. On this page, Olwell tells us about the assignment and we include some of the best of the videos his students created. Below we link to the instructions Olwell gave to the students. And throughout the month of May, we will post video essays our students produced in other History Department courses. (JN, May 1, 2014)

by Robert Olwell

In the fall of 2013 I taught the first half of the US history survey course (HIS 315K), which offers a treatment of the major themes of American History from 1492-1865. There was nothing unusual in this. I have taught 315K at least once a year (and often twice) since I came to UT twenty years ago. The course is designed as a lecture course, with assigned readings, and four in-class essay exams. The enrollment is generally 320 students. This time however, my enrollment was capped at only 160. The relatively small number allowed me to conduct a pedagogical experiment. In addition to their individual written essay exams, I assigned each of my students the task of working with three classmates to create a short “video essay.” Their task might fairly be described as a producing a brief research report in which they present their findings not on paper but on the screen. My hope was to enlist students’ familiarity and fascination with digital media in the cause of history and pedagogy.

In order to keep control of the project, I made several command decisions. First, I divided the class into forty teams of four students each. I allowed students no choice of partners but simply used the class roll and the alphabet to make the groups (hence team members’ last names often start with the same letter). Second, I gave the groups no choice as to their topic. I created a list of forty topics that I deemed suitable (i.e., could easily be presented in a four-five minute video) and assigned one topic to each group.

As the rubric that I posted for the assignment indicates, by far the most important part of their task was the first one: writing the “script.” In late October, my Teaching Assistants and I poured over the forty, ten-page- long scripts. (Each TA looked at ten scripts and I looked at all of them.) Our aim was to offer historical critiques and suggestions, and to make sure the students were on the right track as regards sources, bibliography, and so on. We acted more as “historical consultants” to their projects than as producers. Having never made or posted a video myself, I could offer them little or no assistance in that regard. Instead, I relied on the students’ own facility with visual and digital media to carry them through. (Having watched my two teen-aged daughters produce videos both as school projects and for fun, I rightly suspected my students would be more than capable of fulfilling this part of the assignment on their own.)

Overall, I would judge the “video essay” project to have been a great success. In their peer evaluations most students agreed; some wrote that it was the most interesting thing they had ever done in a history class. The standard of the finished videos was quite high (the average grade was a B+). There were some difficulties, of course. Some of the groups did not work well together and some students did not pull their weight. The final part of the assignment, peer evaluation, was included to address this possibility. However, most groups did cooperate effectively and I used the peer evaluations as often to reward those students acknowledged by their teammates to have been project leaders, as to punish the slackers.

Would I do it again? Yes, but. Next time, I would probably make the project optional (perhaps replacing one of the written exams), and allow students to make their own teams and choose their own projects.

Here is the assignment sheet and rubric that I handed out to the students.

And here are the six video essays that I deemed the best of the forty produced by my students last fall.

Cahokia
by Valerie Salina, Jeffrey A. Sendejar, Victor Seth, and Sharmin Sharif

The 54^th Massachusetts Volunteer Infantry Regiment (1863-65)
by Madeline Christensen, Nathan Cliett, Rebecca Coughlin, and Corbin Cruz

Anne Hutchinson
by Justin Gardner, Rishi Garg, Yanni Georghiades, and Rachelle Gerstner

The Book Of Negroes
by Will Wood, Anfernee Young, Qin Zhang, and Sally Zhang

Dr. Josiah Nott
by Salina Rosales, Felipe Rubin, and Hunter Ruffin

New Amsterdam
by Evan Taylor-Adair, Oliver Thompson, Kimberly Tobias, and Reynaldo Torres Arellano

Watch for more student videos in the coming weeks.

In the meantime, revisit Blake Scott’s examination of the coming of tourism to the Panamanian rain forest: I am Tourism/Yo soy Turismo

And check out other stories on teaching and learning:

Also by Robert Olwell, You Say You Want a Revolution? Reenacting History in the Classroom

Video assignments by Jacqueline Jones, Students Debating History: Another Look at the Video Essay

Penne Restad and Karl Hagstrom Miller on Teaching

Could a Muslim – or a Catholic or a Jew – Be President? A 1788 Constitutional Debate

by Denise A. Spellberg

The Constitution’s ban on religious tests prompted the nation’s first debate in 1788 about whether a Muslim – or a Catholic or a Jew – might one day become president of the United States. William Lancaster, a delegate to the North Carolina convention to ratify the Constitution, worried: “But let us remember that we form a government for millions not yet in existence. I have not the art of divination. In the course of four or five hundred years, I do not know how it will work. This is most certain, that Papists may occupy that chair, and Mahometans may take it.”

Lancaster asserted these future fears of a “certain” Catholic or Muslim president on July 30, 1788 as part of a day-long debate on the Constitution’s Article VI, section 3: “… no religious Test shall ever be required as a Qualification to any Office or public Trust under the United States.” His views are preserved as the final utterance in the most detailed attack on – and defense of – a uniquely American ideal of religious pluralism, one that included Muslims at the founding.

Thomas Jefferson’s 1764 copy of The Koran (Image courtesy of the Library of Congress)

The Constitution’s no religious test clause, intended to end strife among Protestants of varied denominations, also theoretically ended exclusive Protestant control over federal appointed and elected offices. An Anti-Federalist, Lancaster and the majority of delegates to the North Carolina convention, opposed not just all non-Protestant participation in the federal government but the Constitution itself. (Anti-Federalists would eventually defeat ratification by a landslide 184 to 84 vote.) Henry Abbot, an Anti-Federalist, worried at the beginning of the day’s debate that Protestant rights of conscience were not sufficiently protected: “They suppose that if there be no religious test required, pagans, deists, and Mahometans might obtain offices among us…”

For Federalists in North Carolina, support for the Constitution thus also included an inadvertent defense of the political equality of Muslims, Catholics, and Jews. James Iredell, later appointed to the Supreme Court by President George Washington in 1790, countered Abbot’s anxieties in the 1788 debate. He included Muslims in his country’s new blueprint: “But it is to be objected that the people of America may, perhaps, choose representatives who have no religion at all, and that pagans and Mahometans may be admitted into offices. But how is it possible to exclude any set of men, without taking away that principle of religious freedom which we ourselves so warmly contend for?”

James Iredell, a prominent Federalist and Supreme Court Justice who expressed support for the incorporation of Muslims into American society (Image courtesy of the U.S. Government)

Iredell’s universally inclusive stance shocked his listeners. At the time, there were 2,000 Jews in the United States and 25,000 Catholics; both were despised minorities. Catholics were perceived as dangerous because of their past persecution of Protestants in Europe and their allegiance to the Pope. All the delegates to the North Carolina ratification convention were, by law, Protestant, but seemingly none were aware of the thousands of enslaved West African adherents of Islam then in the United States.

The Muslim slave Omar ibn Said, for example, lived in Fayetteville, North Carolina from 1811 until his death in 1863, two years before the Thirteenth Amendment to the Constitution would have granted him his freedom. Omar is famous for writing his autobiography in Arabic, which is preserved still. A mosque in Fayetteville now bears his name. James Iredell, a slave owner, might argue for the rights of future Muslim citizens in theory, but even he assumed these “Mahometans” remained an exclusively foreign population. The majority of Americans associated Muslims with sixteenth- and seventeenth-century Ottoman Turkish military incursions in Europe. North African pirates remained a more immediate problem for Americans. In 1784, they began seizing American commercial shipping in the Mediterranean, left defenseless without British naval protection it the wake of Independence.

Omar ibn Said, a Muslim slave from Fayetteville, North Carolina (Image courtesy of UNC University Libraries)

At home, the fate of all non-Protestants, Muslims, Catholics, and Jews remained linked together in debate on the Constitution. The idea of Muslims and Jews as citizens with rights was not invented in the United States. John Locke, the English political theorist, first asserted the possibility in his 1689 tract on toleration. In 1776, Thomas Jefferson, who considered Locke his hero, copied this precedent: ““he sais ‘neither Pagan nor Mahomedan nor Jew ought to be excluded from the civil rights of the Commonwealth because of his religion.’” What Jefferson noted in Locke as theory, James Iredell first asserted in actual political debate in support of a Constitution that legally protected the equality of male Muslim, Catholic, and Jewish believers.

If you’d like to learn more:

The complete transcript of the North Carolina debate may be found online in Elliot’s Debates, The Debate in the Several States Conventions on the Adoption of the Federal Constitution, volume 4, pp. 191-215, http://memory.loc.gov/ammem/amlaw/lwed.html. This brief discussion is based on the author’s article “Could a Muslim Be President? An Eighteenth-Century Constitutional Debate,” Eighteenth-Century Studies, vol. 39, no. 4 (2006), pp. 485-506 and her forthcoming book, Thomas Jefferson’s Qur’an: Islam and the Founders, which will be published by Knopf in October 2013.

Recent Posts