American empire

The American “Empire” Reconsidered

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

The Gunning of America: Business and the Making of American Gun Culture, by Pamela Haag (2016)

By Isaac McQuistion

Guns and America enjoy a symbiotic relationship, the one constantly evoked when you refer to the other. A Congressional Research Service report estimated that, in 2009, the number of firearms in the United States surpassed the number of people, 310 million compared to 306.8 million. That gap has continued to widen, and as of 2015, guns outnumbered people by 40 million. These aren’t exact figures; more concrete numbers are hard to come by. Still, they show that the number of firearms in the US, by an reasonable estimate, dwarfs that in any other country in the world. In the list of gun-loving nations, the United States has nearly twice the number of guns per capita as the next country, Serbia.

How do we explain this? How did the US become such an outlier? Many point to the Constitution and the second amendment, the right to bear arms folded into the fabric of our nation almost from its inception. Guns were what fueled westward expansion, and the citizen militia is what beat back the British. Therefore, the gun holds a spot of preeminence in the national lore of America.

Samuel Colt (via Wikimedia Commons).

Pamela Haag’s book The Gunning of America: Business and the Making of American Gun Culture, offers a meticulously researched and beautifully written corrective to this mytho-poetic view of the gun. Haag, who received a PhD in history from Yale, takes the old journalistic maxim of “follow the money” and applies it to the American gun industry. As she writes, “We hear a great deal about gun owners, but what do we know of their makers?” This is the guiding light of her book: to trace the development of the gun industry and the loose constellation of entrepreneurs who laid the foundation for what we have today. These were men like Oliver Winchester, Samuel Colt, and Eli Whitney (yes, that one).

Haag’s overall argument is that it was the gun industry itself that turned the United States into a gun-loving nation. To begin her book, she points out what many gun enthusiasts themselves have been saying for years, albeit selectively and ahistorically: that guns were tools, used and marketed as such. They were unremarkable objects, with as much emotional resonance as a claw hammer or a bow saw.

Coupled with this reputation as ordinary and functional was a style of production that limited the number of guns that could find their way to the market. Guns were originally made by blacksmiths, few of whom specialized in manufacturing firearms, and were therefore often clunky items, prone to breaking and difficult to repair.

Two Pennsylvania rifles. Rifles like this were used by militiamen and snipers during the American Revolutionary War (via Wikimedia Commons).

Eli Whitney was among the first to propose a solution to this problem. In 1801, he made a presentation before President John Adams, demonstrating the merits of constructing guns out of interchangeable parts. This approach would enable him to quickly produce a large number of reliable firearms that could be easily repaired.

This development is what made the modern gun industry viable and other manufacturers soon followed Whitney’s lead. It was not a very stable market, though. The gun business was largely tethered to the boom and bust cycle of war, with the United States government serving as its largest client. In times of peace, manufacturers turned to the overseas market, selling weapons to whichever foreign government happened to be in need of them.

But in order to expand their business, the gun manufacturers knew that they had to increase the domestic demand for their product. Through a close look at advertisements and items like dime-store Westerns, Haag brilliantly demonstrates how savvy marketing transformed the gun from a tool to an emotionally-charged emblem of masculinity, individualism, and the nation. As she writes, “what was once needed now had to be loved.”

An 1876 gun advertisement (via Wikimedia Commons).

In the earliest examples that Haag chooses, guns are listed as just one of many items that your local smithy could make and repair. Later ads would grow more sophisticated, but they would still focus on mechanical virtues and overall utility.

This began to change in the early 1900s, as the gun manufacturers switched from their previous text-heavy ads to more emotive, visual ads, rendered in full color and often regarded as works of art in themselves. They depicted excitement, romance, and nostalgia, drawing heavily on images of cowboys and hunters in the Wild West, their trusty firearm at their side as they faced down a vicious bear or band of Native Americans.

A 1898 Winchester ad (via Wikimedia Commons).

The manufacturers didn’t stop at wannabe woodsmen. They sought to make their market as wide as possible, and in doing so made the gun seem an integral part of American life and history. A key part of this process was to make owning a rifle synonymous with manhood, targeting the father-son relationship in particular. “You know [your son] wants a gun,” one ad reads,” but you don’t know how much he wants it. It’s beyond words.” Another tells fathers that a boy’s “yearning for a gun demands your attention. He will get hold of one sooner or later. It is his natural instinct.”

But guns weren’t the sole province of men. An ad for Smith and Wesson read, “Any woman can learn how to use a Smith & Wesson in a few hours, and . . . she will no longer feel a sense of helplessness when male members of the family are absent.” A Winchester ad from 1921 proclaimed that “Every man, woman or child has an inherent desire to own a gun.” Advertisements like these, alongside their countless depictions in popular culture, are what created America’s gun culture.

A 1914 Remington ad targeting women (via Wikimedia Commons).

Juxtaposed with the account of these early arms manufacturers is that of the women associated with them, and in particular Sarah Winchester, who married Oliver Winchester’s only son. Sarah led a singularly unhappy life. She lost her first daughter, Annie, when the child was only 40 days old. She’s believed to have suffered one or two more miscarriages, and she lost her husband to tuberculosis, and, shortly after, her mother also died.

At this point, Haag’s account drifts into speculation. She theorizes that Sarah thought herself cursed, haunted by the victims of all the guns that her husband and father-in-law brought into the world and thanks to whose money she lived in splendor. In a possible attempt to ward off the spirits she built the Winchester mystery house in San Jose, California, a vast mansion that she was perpetually making additions to, with stairs that lead to nowhere and rooms, fully furnished and decorated, that are completely walled off. Now a tourist attraction, it stands as an architectural depiction of madness.

The Winchester Mystery House (via Wikimedia Commons).

This is fascinating stuff and it’s readily apparent why Haag thought it necessary to counterpose her depiction of the gun manufacturers, who have all the humanity of adding machines and clearly distanced themselves and their capitalist aims from the visceral reality of the violence of the arms they made, with the almost unbearable humanity of Sarah Winchester. The one drawback is that because it is so highly speculative, this part of the book runs the risk of detracting from the brilliant research that Haag deploys elsewhere.

And the research really is quite brilliant. Haag gained access to the company archives of Winchester, Colt, and other gun manufacturers, and she makes excellent use of the privilege. Haag is a beautiful writer, able to weave together a compelling narrative studded with memorable lines and anecdotes, like the gun salesman in Turkey who, upon realizing during a demonstration that his gun was clogged with sand, solved the problem by urinating on the offending component.

Puck cartoon from 1881 satirizing gun culture in America (via Wikimedia Commons).

In the end, Haag strips away the mythology of guns in America to reveal a truth that’s both more ordinary and more profound than what existed before. It was the ineluctable logic of capitalism that drove the original gun manufacturers to seek out as wide a market as possible for their product, and it was the story that they told their customers that has lived on until today.

Pamela Haag. The Gunning of America: Business and the Making of American Gun Culture. New York: Basic Books, 2016.

Also by Isaac McQuistion on Not Even Past:
Examining Race in Appleton, WI.

Digital Teaching: A Mid-Semester Timeline

By Chris Babits

Last March, students in Dr. Erika Bsumek’s Introduction to American Indian History took their midterm exam. Most students earned good grades, but on a mid-semester assessment, a large number expressed interest in some form of extra credit. Students also indicated that since the material was very new to them (secondary curricula rarely emphasizes the American Indian past), they felt that they didn’t have a good grasp on the sequence of events covered in the class. Although Professor Bsumek, the other teaching assistant, and myself were shocked at the overwhelming request for additional work, we thought we’d try something new: a digital timeline in order to improve students’ research and writing skills.

A screenshot of the timeline.

Digital history projects have grown more popular over the past decade. Professors, instructors, and history educators have increasingly recognized the limitations of traditional assessments. Exams, quizzes, analytical essays, and book reviews — each of these can measure student learning. Exams and quizzes, for example, challenge students to recall a wide-range of information. This can include students crafting and proving original arguments, using the course’s source material in order to support one’s position. Writing essays, on the other hand, provide students the opportunity to work on their writing skills. Recent reports show how this crucial part of literacy is lacking in the workplace. History papers can play a crucial role in developing students’ analytical and writing skills, preparing them to be better in the business world and as engineers.

What these traditional assessments are missing, however, are the twenty first century skills our students need. The teaching team for Introduction to American Indian History wanted to create an extra credit assignment that combined the best parts of history education with the core components of digital humanities pedagogy. When we reflected on the midterm exams, we noticed a few things that were lacking. Most importantly, the students were right. They lacked a strong sense of chronology. How would we better equip them to understand sequence and change over time? They needed some tool to help them see these important parts of historical inquiry. A digital timeline seemed like the best way to go. Utilizing course development funds, Dr. Bsumek agreed to compensate me for the extra time this would require.

The initial step was determining which online timeline generator to choose for the project. With the growing interest in digital humanities, there are many timeline generators. After less than an hour of research, and after further consultation with Dr. Bsumek, I decided on Knight Lab’s TimeLineJS because of its user-friendly interface. My former colleague, Dr. Julia Gossard (now an Assistant Professor at Utah State University) helped me make this decision as well since she had successfully implemented several assignments in her courses with the program.

Knight Lab has created a template from which one could create their own timeline. I was initially wary of the template but, as one can see below, Knight Lab describes what type of information should be placed in which column.

Knight Lab Template (click to enlarge).

After deciding on the digital tool for the timeline, we created the instructions for students. Students could write a 150-200 word timeline entry for any person, place, event, movement, or piece of legislation from the midterm on. Before writing an entry, students had to write to me to receive approval for the entry they wished to write. Upon approval, I then asked students to find and email me an outside academic source. Only after clearing this hurdle were students approved to write their extra credit timeline entry.

The result was a collaborative study tool that students could use on the final exam. Thirty seven students out of the 156 registered for the class contributed to the timeline. I proofread each entry not only for content accuracy but also for writing style, proper grammar, and spelling errors. If students wanted the full points they could earn for extra credit, they usually had to revise one or two times.

Most students earned additional points that were added to their final grade. Twenty one students submitted two entries, markedly increasing their chance of earning a better grade in the course. More importantly, they collaborated on a project that addressed the weaknesses they identified when studying for their midterm exams. The final exams displayed a much more sophisticated understanding of sequence and change over time. Students crafted better in-class exams that highlighted a more nuanced interpretation of the history of American Indians.

How Washington Helped Fidel Castro Rise to Power

By Jonathan C. Brown

Fidel Castro had two political assets that enabled him to stay in power for a half century. He possessed the knack of turning adversity into an asset and he knew his enemies, particularly the anti-communist politicians of Washington, D.C. His guile and skill became evident early on as he established his revolution under the gaze of Presidents Eisenhower and Kennedy.

fidel_castro_-_mats_terminal_washington_1959-1

Fidel Castro in 1959 (via Wikimedia Commons).

Upon taking control of the Cuban military with his guerrillas acting as the new officer corps, he set out in January 1959 to bring to justice the thugs and killers of the old regime. He ordered Che Guevara in Havana and Raúl Castro in Santiago de Cuba to establish revolutionary tribunals to judge the police and army officers for past human rights abuses. In all, some six hundred convicted men faced the firing squads in a matter of months.

Fidel also instructed the US military mission to leave the country. He accused it of teaching Batista’s army how to lose a war against a handful of guerrillas. Cuba no longer needed that kind of military training, Castro said. “If they are going to teach us that, it would be better that they teach us nothing.”

Castro supporters in Havana joke about US criticism of the executions of Batista’s “war criminals.” (via author)

Cubans applauded these procedures as just retribution for the fear and mayhem that Batista’s dictatorship had caused. But American newspaper editors and congressional representatives condemned the executions as revolutionary terror. Fidel used this criticism to rally his followers. Where were these foreigners, he asked, when Batista’s men were snuffing out “the flower of Cuba’s youth?” Soon thereafter, the guerrilla comandante became the head of government as prime minister.

In his trip to Washington in April 1959, Castro endured the constant questions from reporters about communists showing up his new regime. President Eisenhower found it inconvenient to be in Washington when the new Cuban leader arrived. He arranged a golf game in Georgia, leaving his vice president to meet with the visiting prime minister. It was not a meeting of the minds. Richard Nixon and Fidel Castro differed on just about every subject: the communist threat, foreign investment, private capital, and state enterprise. The vice president tried to inform the new leader about which policies would best serve his people, and he ultimately described the unconvinced Castro as being naïve about communism. Unbeknownst to the CIA, the first Cuban envoys were already in Moscow requesting military trainers from the Kremlin.

Castro and Nixon following their interview in April 1959 (via author).

Then in the summer of ’59, Fidel began the agrarian reform project by nationalizing plantation lands owned by both Cuban and US investors. Without any fanfare whatsoever, communists took control of the new agency that took over sugar production. Chairman Mao sent agrarian technicians to act as advisers. The US embassy in Havana demanded immediate compensation for dispossessed American owners. Instead, they received bonds due in twenty years.

Fidel knew how to provoke yanqui reactions in ways that exposed the big power chauvinism of Washington. He hosted Soviet officials and concluded a deal to take on supplies of Russian crude petroleum. Castro asked the American-owned refineries to process the oil into gasoline, which the State Department advised them not to do. Castro had his excuse to confiscate the refineries.

A French ship filled with Belgium weapons arrived in Havana harbor in March of 1960. It exploded and killed 100 Cuban longshoremen. Castro rushed to the TV station and denounced the CIA for sabotaging the shipment. He gave a fiery anti-America speech at the funeral service in the Plaza of the Revolution to which a host of left-wing personalities flew in to attend. Simone Beauvoir and Jean Paul Sartre arrived from France, Senator Salvador Allende came from Chile, and ex-president Lázaro Cárdenas traveled from Mexico. At this event, Fidel introduced his motto “Fatherland or death, we will overcome,” and the Cuban photographer Alberto Korda took the famous image of Che Guevara looking out over the crowd.

Che Guevara in Cuba, 1960, by Alberto Korda (via author)

At that point that President Eisenhower ordered Director Allen Dulles of the CIA to devise the means to get rid of Castro’s regime in which Washington’s “hand would not show.” Agents attached to the US embassy in Havana contacted Catholic and other youth groups who objected to Fidel’s communist friends. They received airline tickets to leave the country and salaries to train as soldiers in Guatemala. Fidel had spies in Miami and Central America sending him progress reports on the émigré brigade in training. Now he had Eisenhower’s diplomats on the defensive. They had to deny Castro’s accusations about an upcoming CIA invasion.

In the meantime, Castro announced plans to socialize the economy, a project that Che Guevara headed up. What was the White House to do? The 1960 election had swung into full gear. The Democratic challenger in the first presidential debates famously said that he was not the vice-president who presided over the communist takeover of the island just 90 miles offshore from Key West. Eisenhower responded with toughness. He lowered the amount of sugar the United States imported from Cuba, and Fidel seized upon this provocation to nationalize the remaining US-owned properties, especially the sugar refineries.

By now, the exodus of Cuba’s professional classes had been expanding over the preceding year until it reached a thousand persons per week. Middle-class families formed long lines outside the US embassy in order to obtain travel visas. President Eisenhower appointed Tracy Voorhees, the man who handled the refugees from the 1956 Hungarian Revolt, to manage the resettlement. He established the Cuban Refugee Center in Miami. A mix of American charities and government offices sponsored evacuation flights, housing, job-hunting services, emergency food and clothing drives, educational facilities, and family subsidies. Let them go, Castro told his followers. He called the refugees gusanos (worms), the parasites of society.

U.S. Embassy in Havana, 2010 (via Wikimedia Commons)

Castro benefited from such American interference. It cost him nothing to get rid of his opponents, especially as the US taxpayers footed the bill. He utilized the former privilege of these gusanos to recruit peasants and workers to the new militias. The huge military parade on the second anniversary of the Revolution in January 1961 featured army troops with new T-130 tanks and army units armed with Czech weapons. Thousands of militiamen marched with Belgium FAL assault rifles.

He did not shut down the American embassy but utilized Soviet-trained security personnel to monitor the activities of diplomats and CIA men. He waited until the Americans severed diplomatic ties in order to be able to pose as the victim of US malice. Eisenhower severed diplomatic relations with Cuba to spare the new president, John F. Kennedy. Anyway, the new president very soon would have to preside over the CIA-planned invasion of the émigré brigade whose coming Castro was announcing to the world.

Now the anti-communist onus had passed to Kennedy. He could not shut down the CIA project and return hundreds of trained and irate young Cubans to Miami. Neither could he use American military forces to assist the invasion. Nikita Khrushchev had already threatened to protect the Cuban Revolution with “Soviet artillery men,” if necessary. Also, citizens in many Latin American nations took pride in Cuba’s defiance of US power. Kennedy too was trapped by his own anti-communist bravado during the election campaign. He changed some of the plans and let the invasion proceed.

Kennedy and Eisenhower confer at Camp David following the Bay of Pigs debacle (via author)

The Bay of Pigs landing of April 1961 turned into a disaster. A bomber assault by exile pilots on the Cuba revolutionary air force failed to destroy all of Castro’s fighter planes. The few remaining fighters chased the bombers from the skies and sank the ships that brought the brigade to shore. The fourteen hundred émigré fighters killed as many militiamen as possible before they ran out of ammunition on the third day. Castro put 1200 of the surviving exiles in jail. In the meanwhile, neighborhood watch groups in Havana and other cities cooperated with state security personnel in rounding up thousands of potential opponents, most of whom were processed and returned home in due course.

Che Guevara summed up the result of the Bay of Pigs when he “accidentally” met up with White House aide Richard Goodwin at an OAS meeting in Uruguay. Please convey our thanks to your president for the Bay of Pigs, Che said. “The Revolution is even more ensconced in power than ever because of the US invasion.”

More by Dr. Jonathan C. Brown on Not Even Past:

The Future of Cuba-Texas Relations
Capitalism After Socialism in Cuba
A Rare Phone Call from One President to Another

US Survey Course: American Capitalism at home and abroad

During the summer of 2016, we will be bringing together our previously published articles, book reviews, and podcasts on key themes and periods in the history of the USA. Each grouping is designed to correspond to the core areas of the US History Survey Courses taken by undergraduate students at the University of Texas at Austin.

The Rise of American Capitalism:

Check out H.W. Brands special NEP feature on the Rise of American Capitalism, including a video interview.

Mark Eaker recommends Lords of Finance, by Liaquat Ahamed (Penguin, 2009).

Henry Wiencek looks back to the Oil boomtowns of the early twentieth century, and offers some historical perspectives on the current oil boom.

And H.W. Brands shares some more Great Books on The Rise of American Capitalism.

The Rise of the Global US:

Taking a wider view, Mark Lawrence discusses the rise of America as an international super-power from the late nineteenth-century to the early twentieth-century and shares five books on International History and the Global United States.

Sarah Steinbock-Pratt reviews Amigo (2011) and the formal American Empire in the Philippones from 1899 until 1946, when the Philippines achieved independence.

Kody Jackson recommends The Fish that Ate the Whale: The Life and Times of America’s Banana King, by Rich Cohen (Picador, 2012).

And if you want to know more about the rise of US interest in Central and South America in the early twentieth century see Felipe Cruz’s review of Banana Cultures: Agriculture, Consumption & Environmental Change in Honduras and the United States, by John Soluri (University of Texas Press, 2005) and these recommended books and a film on the Amazon.

The Rise of American Capitalism:

The Rise of the Global US:

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