Transnational Archives - Not Even Past

Humanity: A History of European Concepts in Practice From the Sixteenth Century to the Present, edited by Fabian Klose and Mirjam Thulin (2016)

This review was originally published on the Imperial & Global Forum on May 22, 2017.

By Ben Holmes (University of Exeter)

What does it mean to belong to the human race? Does this belonging bring with it particular rights as well as responsibilities? What does it mean to act with humanity? These are some of the big questions lying at the heart of a new edited collection from Fabian Klose and Mirjam Thulin, Humanity: A History of European Concepts in Practice From the Sixteenth Century to the Present (2016). Based on a 2015 conference at the Leibniz Institute in Mainz, the book, as the title suggests, is not a purely conceptual history of the term “humanity.”[1] Rather it looks to discover “the concrete implications of theoretical discourses on the concept of humanity.” In other words, how did ideas of “humanity” guide European practices in areas like humanism, imperialism, international law, humanitarianism, and human rights?[2] The editors argue that despite the implied timeless, universal nature of the term, humanity is both a changing, dynamic concept, and has been prone to create divisions as much as it promotes commonality. Although the volume is a study of European conceptions of humanity, the contributions are transnational, displaying how conceptions of humanity were practiced in Europe and in the continent’s interactions with the wider world over the course of five-hundred years.

Leibniz Institute of European History (via Wikimedia Commons).

The volume is divided into four sections. The two chapters in section one explore how ideas of humanity developed over the volume’s five-hundred year period. Francisco Bethencourt demonstrates how, since antiquity, ideas of the humanity or sub-humanity of different categories of people have created legal and political divisions between the rights of free man and slave, civilized and barbarian, or man and woman. Although these distinctions have gradually eroded in response to more inclusive notions of humanity, Bethencourt warns that hierarchical ranking of peoples remains “one of the persistent realities of [the] human condition,” thus disabusing “triumphalist narratives” which would portray modern notions of “humanity” as the culmination of an inevitable progress of enlightened beneficence.[3] Paul Betts looks more closely at the politicization of humanity during the twentieth century. He also shows humanity was not the sole property of progressive politics; throughout the century “humanity remained a slippery term, and could be aligned to various causes,” including fascist, communist, or racist ones which legitimated what many would consider inhuman practices like apartheid. Betts provocatively concludes by suggesting that an intellectual estrangement exists between the aspirational notions of common humanity today and those notions that characterized previous generations of internationalists.

The rest of the chapters in the book are structured according to what the editors describe as”‘three essential areas” that constitute sub-topics of humanity. Thus, Part II revolves around the development of ideas and debates surrounding morality and human dignity in the context of major transnational movements like humanism, colonialism, or missionary activity. Compared to the later sections, some of the chapters in Section II study humanity in a slightly more theoretical fashion than as a “concept in practice.” Mihai-D. Grigore’s chapter situates Desiderius Erasmus’s (1466-1536) sixteenth-century political writings as emblematic of a wider transition from theological to political understandings of humanity, and Mariano Delgado’s chapter presents the Spanish Franciscan friar Bartolmé de Las Casas’s (1484-1566) arguments for recognizing the humanity of indigenous populations of Spain’s “New World.” In doing so, they provide a study of the changing ideological conceptions of humanity rather the practical implications of these ideas. This should not detract from two very useful case studies of sixteenth-century debates about human nature; but it does raise the question of how far one pushes the idea of a “concept in practice” In contrast, Judith Becker’s contribution on nineteenth-century German Protestantism in India illustrates the practical implications of ideas of humanity by showing how the missionaries’ belief in the unity of mankind guided both the evangelistic and humanitarian aspects of their missionary work in India.

Portrait of Desiderius Erasmus of Rotterdam, by Hans Holbein the Younger, 1523 (via Wikimedia Commons).

Section III examines themes around humanitarianism, violence, and international law, and illustrates how theories of humanity practically affected European attempts to remedy or restrain the violence of warfare or slavery. Thomas Weller provides an intriguing case study on the contributions the sixteenth-century Hispanophone world made to the arguments later famously espoused by eighteenth-century Anglo-American abolitionists in their protests against the transatlantic slave trade. While questioning any straightforward evolution between the arguments of sixteenth-century writers like Tomás de Mercado (1525–1575) or Luis de Molina (1535-1600) and eighteenth-century transatlantic abolitionists like William Wilberforce (1759-1833), Weller does highlight an under-researched topic concerning what he considers “humanitarianism before humanitarianism.” Picking up the antislavery story, Fabian Klose shows that while British abolitionist narratives about African humanity helped shape the national and international legislation that ended the transatlantic slave trade, these same appeals to protect humanity also legitimated new forms of violence, like armed intervention and colonial expansion in order to enforce the ban. Further emphasizing that the relationship between humanity and humanitarianism is far from straightforward, Esther Möller shows the tensions over the concept in the Red Cross Movement in the second half of the twentieth century. Specifically, the implementation of humanity as the first of the seven Fundamental Principles of the Red Cross precipitated debates in the movement between those who saw humanity as a politically neutral concept, and those national societies involved in anti-colonial struggles, which argued that engagement with politics was a humanitarian duty. Humanity, intended as a principle to unite national societies, actually highlighted the regional and political divisions in the movement.

American Red Cross Society Building, 1922 (via Wikimedia Commons)

The final section focuses on how humanity has influenced social and benevolent practices like charity, philanthropy, and solidarity movements. Picking up the themes of Möller’s chapter, Joachim Berger shows the difficulties of using humanity as a rhetorical device to unite a transnational movement like international Freemasonry. In international forums for European Freemasons, humanity acted as an “empty signifier” which papered over national differences, but these regional differences were re-exposed whenever practical action to support “universal brotherhood,” like transnational charity, was proposed. Studying nineteenth century Catholic philanthropic groups’ promotional campaigns for child-relief in Africa and Asia, Katharina Stornig highlights the at-times dissonant nature of European conceptions of humanity. These philanthropic campaigns used universalist rhetoric of a common humanity to present a moral imperative to save distant children, while simultaneously emphasizing the “barbarity” and “inhumanity” of these children’s parents, who they deemed responsible for this suffering. Gerhard Kruip’s chapter, using church documents to explore the Catholic Church’s attitudes towards solidarity and justice, is part history and part call-to-arms. Kruip exhorts the current Catholic hierarchy to do more to promote global justice by becoming less western-centric, less centralized, “and more open to all the different cultures of the human family,” while also calling for greater state regulation and collective action to ensure a fairer distribution of “common goods for humanity as a whole.”

Cardinals leaving St. Peters (via Wikimedia Commons).

Johannes Paulmann concludes the volume by tying the big themes together with his four main perceptions on humanity. Firstly, humanity has often been defined by its antonyms, most obviously by behaviors of inhumanity. Secondly, the abstract nature of humanity allowed the concept to fulfill a diverse array of functions for a multiplicity of causes. Paulmann’s third and fourth perceptions question the static nature and universality of humanity. Not only was humanity dynamic, which its proponents often understood as a process and goal rather than a fixed reality, but many of these ideas of ‘progress’ implied notions of hierarchies in terms of civilization or development. Paulmann’s conclusion provides a welcome theoretical summary, bringing together the volume’s diverse collection of topics.

The volume’s scale and scope will make this book attractive to scholars of humanitarianism, international law, and human rights. The structure of the volume, while generally clear, could have been explained in more depth for the benefit of non-specialists. For instance, dividing humanitarianism and charity into two separate sections may require clarification to anyone unfamiliar with the theoretical difference between the two. Moreover, some chapters occasionally skirted between themes of humanitarianism, charity, and missionary, which created a bit of confusion. Nevertheless, this is a very important collection of case studies exploring the European concept of humanity and its spread, and leaves the door open to future works focusing on non-European conceptions of the term and how non-Europeans may have actively re-shaped and reinterpreted European ideas.

[1] For such histories, see Hans Erich Bödeker, ‘Menscheit, Humanitӓt, Humanismus’, in Otto Brunnter et. al. (eds.) Geschtliche Grundbegriffe. Historisches Lexikon zur politisch-sozialen in Deutschland vol.3 (Stuttgart, 1982).

[2] A vast corpus of works exist on each of these areas, which are too many to list here. For humanitarianism see Michael Barnett, Empire of Humanity: A History of Humanitarianism (Ithaca, 2011). For humanitarianism’s relationship with imperialism see Rob Skinner and Alan Lester, ‘Humanitarianism and Empire: New Research Agendas’, Journal of Imperial and Commonwealth History 40:2 (2012), 729-747. On human rights see Stefan-Ludwig Hoffman (ed.), Human Rights in the Twentieth Century (Cambridge, 2011).

[3] For more criticism on ‘triumphalist narratives’ of human rights see Samuel Moyn, The Last Utopia: Human Rights in History (London, 2012).

Dolores del Río: Beauty in Light and Shade, By Linda B. Hall (2013)

By Ann Twinam

Linda Hall provides a compelling biography of one of the most famous and beautiful women of the twentieth century: actress Dolores del Río. She traces critical stages from del Río’s sheltered life as a daughter of a Mexican elite family to her early marriage and transition to Hollywood starlet in the 1920s, where she figured in silent and then talking pictures; to her return south where she became a pivotal actress of the Mexican “Golden Age of Cinema” of the 1940s. In later decades, technology revived del Río’s celebrity, when a new generation viewed her film performances on the newly-invented television.

Hall concentrates on del Río’s professional and personal life through analysis of letters, interviews, film contracts and posters, movie reviews, and local newspapers. These track the ups and downs of her career, her multiple husbands, her real and possible lovers, and her famous friends. Woven throughout, are the pervasive themes of how gender, sexuality, race, transborder crossings, changing technologies and celebrity defined del Río’s career.

dolores_del_rio — Dolores del Río (via Wikimedia Commons)

Every camera loved Dolores del Río. Still, a persistent theme running throughout her career was the continuing mandate to negotiate even her astonishing beauty through the constraints of class, gender, race and Mexican-ness. After her 1925 arrival in Hollywood she, her directors and the studios emphasized her origins as an elite Mexican, her status as a lady playing ladylike parts. In later years, with her celebrity assured, she assumed roles that more emphasized her sexuality or challenged racial norms as she portrayed Native women. When Hollywood parts diminished, del Río returned to Mexico in 1942. She collaborated with director Emilio “El Indio” Fernandez and co-star Pedro Amendáriz to produce some of the classics of Mexican cinema including Maria Candelaria. She sporadically revisited Hollywood including a cameo in 1960 playing the Indian mother of “Elvis.”

Del Río was not only herself a celebrity, she moved in the circles of the famous. Hall traces Hollywood business and social friendships that included Marlene Dietrich, Greta Garbo, Mary Pickford, Douglas Fairbanks, Charlie Chaplin, Orson Welles, and William Randolph Hearst. Del Río also maintained her transborder contacts with Mexico, as she counted Diego Rivera, Frida Kahlo, José Clemente Orozco, Pablo Neruda, Emilio “El Indio” Fernandez, and co-star Pedro Armendáriz among her intimate friends.

orson_welles__dolores_del_rio_1941 — Dolores del Rio and Orson Welles in 1941 (via Wikimedia Commons).

If there is any flaw in this marvelous biography, it seems rooted in the very ambiguities and opaqueness of del Río’s life. She never wrote an autobiography. Hall deftly surmounts such challenges by writing “around” the business and personal life of del Río, although questions remain. How did she overcome the dominance of husbands, directors and studios to chart her own path? Were her first two husbands gay? Did she engage in affairs with Greta Garbo or Frida Kahlo? How much wealth did she eventually accumulate, given the fabulous sums paid to pre-depression stars?

edf8dd35e9b8af543baae12727303e47 — Dolores del Río mural by artist Alfredo de Batuc in Hollywood, California (via Picryl).

Linda Hall has offered an engaging look into what historians can likely uncover of this enigmatic star. She concludes that del Río “led a rich, fulfilling up-and-down life that was unusual largely because of her celebrity, her great wealth, her beauty and ultimately her power to shape her own destiny.” Hall’s book proves to be a fascinating resource for readers interested the history of women, gender, sexuality, transborder crossings, celebrity, and film.

Linda Hall. Dolores del Río: Beauty in Light and Shade. Stanford: Stanford University Press, 2013.

Also by Ann Twinam on Not Even Past:

Purchasing Whiteness: Race and Status in Colonial Latin America.
15 Minute History Episode 52: The Precolumbian Civilizations of Mesoamerica.
No Mere Shadows: Faces of Widowhood in Early Colonial Mexico, by Shirley Cushing Flint (2013).

History TAs on Learning to Teach

Even the most gifted teachers had to learn how to teach history and most of us needed a lot of help getting started. This month Not Even Past asked graduate students to reflect on their first teaching experiences as Teaching Assistants in History classes. They responded with insight, humor, and even a little hard won wisdom. Reflections here by Chloe Ireton, Cacee Hoyer, Jack Loveridge, Cameron McCoy, and Elizabeth O’Brien.

Chloe Ireton

As a graduate student in the History Department at the University of Texas at Austin, I have had valuable opportunities to learn how to teach history. Over the last three semesters I have worked as a Teaching Assistant in a lecture course on United States History since 1865. The 300+ students in the course listen to two hours of lecture a week and then participate in discussion sections of thirty-five students for one hour a week, taught by one of four TAs or Dr. Megan Seaholm who directs the course. The sections aim to create small learning environments for students to engage in sustained discussion and focus on important academic skills such as critical thinking, reading, writing, and discussion skills. Each seminar leader also creates a closed online social media group where students complete tasks, engage in graded online discussions about specific topics, and communicate with other students and the Teaching Assistant about the course.

This US History course is the first large lecture courses in the History Department to carry an “Ethics and Leadership Flag.” All UT undergraduates are required to take at least one Ethics Flag course, which is intended to “expose students to ethical issues and to the process of applying ethical reasoning in real-life situations.” The Ethics Flag component of the course taught students to explore the ethical reasoning of historical actors and to interrogate contrasting moral values in different historical time periods. We focused on four key ethical themes: poverty in the late nineteenth century, eugenics and state-sanctioned forced sterilizations in the early twentieth century, the Targeting of Civilians during the Second World War and specifically the use of atomic bombing, and lastly Civil Disobedience in the second half of the twentieth century. In the seminars, students reflected on the ethical reasoning of historical actors through primary source analysis. What did each person see as the key ethical issue at stake? Who did they see as the key moral actor(s) responsible for solving this issue? Did they see any alternatives? Did they see a certain action as ethically required or permissible and why?

At the end of the course, feedback from many students referred to these discussions as hugely important in the development of their critical thinking skills and their understanding of others and of history in general. The majority of the students found it enlightening to engage in discussions with peers who approached the topics differently from themselves. As the discussion leader, I found that the ethical framework of these seminars encouraged a high level of student engagement and provided a space for students to learn important skills in primary source reading, critical thinking, argumentation, and discussion, but most importantly in developing a sense of historical differences. I was fortunate to collaborate in the process of planning and integrating of the Ethics and Leadership Flag into the course. The TAs, Dr. Megan Seaholm (History), Dr. Eric Busch (Sanger Learning Center), and Dr. Jess Miner (Center for the Core Curriculum) met every fortnight during three academic semesters to plan seminars and debate the most appropriate forms of assessment. In our fortnightly meetings, we took turns presenting seminar lesson plans, each of which we critiqued until deciding on the most appropriate format. This experience provided a crucial venue for professional development in discussing best teaching practices with experienced teachers.

In organizing discussion seminars for this course, I adhered to a pedagogical philosophy called “task-based learning.” It is broadly defined as student centered and often student led learning through students’ active engagement in relevant tasks, commonly in collaboration with their peers. Adherents of this pedagogy believe that when learners are actively engaged in a task they become invested in the outcome of their own learning and the skills that they acquire along the way. In task-based learning approaches, the educator acts as a guiding toolbox to aide students’ learning rather than as a vessel that carries knowledge and imparts it in a teacher centered learning environment. For one weekly seminar, I planned a task-based lesson on National Security and free speech in the United States during World War I, which aimed to elaborate on the theme of the lecture that week, develop students’ primary source reading and critical thinking skills, and abilities to analyze historical sources and themes. Students read The Espionage Act of 1917 and President Woodrow Wilson’s 1917 speech about the need to enter WWI in order to make a world “safe for democracy.” I provided guiding questions and divided students into small discussion groups, which identified a wide array of perspectives on what these sources signified and whether they could and should be read together. In these discussions, students engaged actively in the type of historical thinking skills that we wanted them to acquire. For example, since the class represented a variety of opinions about the significance of the readings when read together, students became aware of the importance of historiographical debate and the role of historians’ perceptions in their own interpretations. In the second half of the class, students read two court cases where individuals who publically spoke out against the draft during WWI were found guilty of charges under the Espionage Act. For example, students read excerpts from Schenck v. United States, 249 U.S. 47 (1919), a United States Supreme Court decision, in which Justice Oliver Wendell Holmes, Jr., concluded that those distributing leaflets that urged resistance to the draft could be convicted of an attempt to obstruct the draft (a criminal offense) because they posed a “clear and present danger.” This activity helped to contextualize the meaning and effect of the Espionage Act and prompted students to revisit the original question of whether we should read President Woodrow Wilson’s speech on the need to spread democracy across the world alongside the Espionage Act. For the post-seminar online discussion task, students reflected on the questions and documents that they found most interesting. They also read a news article about the Obama Administration’s use of the Espionage Act in order to engage in a discussion on the differences between the use and purpose of the Espionage Act in the early twentieth and early twenty-first centuries.

This semester I am embarking on a new challenge as I am working as a Supplemental Instructor for a large US History Survey course. This means that I am offering two hourly discussion sections every week for students in this course. These seminars are designed to help students with course material and also to develop the skills that they need to become successful and autonomous learners. We will be covering diverse topics such as reading and note-taking skills, writing skills, preparation for specific assignments, discussion seminars, debating skills, historical thinking skills, and reading and analyzing primary sources, to name just a few. All of these sessions aim to support students’ progress in the class. The challenging aspect of these seminars is that they are voluntary. As the discussion leader, I have to be prepared for attendance to vary between a handful of students and hundreds. The Supplemental Instruction program (directed by the Sanger Learning Center) also provides continuing professional and pedagogical support through biweekly meetings with a supervisor and Supplemental Instructors from other departments within the College of Liberal Arts. These meetings aim to provide a forum to discuss teaching methods and our classroom experiences over the course of the semester.

Completing my PhD at the History Department at the University of Texas at Austin has provided an unrivalled venue for developing as a historian. Excellent support of my intellectual trajectory and research project (which I have not discussed in this post), combined with the opportunity to teach on exciting and innovative History courses make this a wonderful department in which to train as a historian.

***

Cameron D. McCoy

I would like to start this reflection with a quote from a friend. When asked to describe his undergraduate experience at the United States Naval Academy, he replied, “It was everything I thought it would be and a thousands things I never imagined.” As a UT History Teaching Assistant for the course in the Black Power Movement, my friend’s words found a suitable place to rest.

I am sure TAs do not even cross the mental radar of students until after the first exam. We morph into something a little more than a disembodied e-mail solicitor by the midterm, and then two weeks before the final the TA becomes the end-all-be-all. Prior to this—according to most students—the teaching assistant is the class scribe, sends pestering e-mails, listens and deals with complaints, and is supposed to know the syllabus verbatim at a moment’s notice. Of course this all falls under “… and a thousand things I never imagined.” Anything unfavorable is the Teaching Assistant’s fault and anything favorable is the professor’s doing. I can always count on the behavior of the students to hit the same currents throughout each semester, which brings the comfort of knowing it is “everything I thought it would be” and the familiar chaos of “a thousand things I never imagined.”

Surprisingly, I discovered that I never had to sell history to the students. Neither was I under fire in attempting to defend the discipline and virtues of history. The professor designed the course in such a way that the material was palatable and fairly easy to consume.

I did find when grading exams that the students’ interpretation of the material varied. Each student personalized the material, from ultra-conservative to highly polemic, from rigid to liberal, and from nonchalant to finely precise. I found this fascinating and the variety assisted me in better understanding how students communicated. I also enjoyed reading essays that expressed the student’s growth from learning the course material. Several students’ views drastically changed throughout the semester, specifically concerning how the black power movement connected directly to how universities function and how many social issues of 2014 are direct descendants of the 1960s.

***

Jack Loveridge

Teaching History at a major public university in the United States means stretching outside of your intellectual comfort zone on a regular basis. Teaching Assistants (TAs) are often assigned to courses somewhat beyond their principal fields of study. Many unwitting Latin Americanists, for instance, might find themselves cast before a crowd of inquisitive undergraduates, struggling to cough up the basics of the Missouri Compromise. A historian of Russia might be cornered in a hallway and asked where everyone was running during the Runaway Scrape or what was so abominable about the Tariff of Abominations. These are our occupational hazards.

As a student of British imperial rule in South Asia in the twentieth century, I felt a nervous pang when I found myself TA-ing for Dr. James Vaughn’s course, entitled History of Britain: The Restoration to 1783. Though a bit closer to home for me than the assignments drawn by many of my colleagues, the long, gouty march of Stuarts and Hanoverians, punctuated by a decade of Cromwellian fun, is hardly my strong suit. Not only did the scope of the course predate my period of expertise, part of it also predated Britain itself. (England and Scotland did not tie the knot until the Act of Union in 1707. Incidentally, whether their marriage will endure the test of time shall be seen with a Scottish independence referendum this September.) Beyond that bit of Jeopardy trivia, what on earth did I know about the seventeenth and eighteenth centuries?

My initial hesitation notwithstanding, I plunged forth into my first teaching assignment. I read the requisite materials and then some, devoured half a dozen BBC documentaries, and memorized the English monarchs since William the Conqueror for an added parlor trick. As it turned out, this period of English history helped to explain a great deal about the evolving British Empire and, more surprisingly, the contemporary global economy. Most of all, engaging with an unfamiliar period of history proved humbling, but it also gave me an opportunity to approach the readings and lectures as a student and not a teacher. This, in turn, ultimately helped me to address students’ questions with a bit more empathy.

On occasion, one of my many bright students would ask a question for which I simply had no good answer. At first, these instances embarrassed me. How could I, the respected TA, wearer of fishbone-patterned blazers, and sipper of tiny coffees, ever fail to answer a student’s question? Gradually, though, I realized that even when I didn’t have the knowledge my students sought, I typically knew how to find it. Moreover, I could teach students how to find and interpret that knowledge themselves.

The point for teachers of History of all stripes, I think, is to find comfort in the discomfort of branching out into the unknown. All of us are learning right along with our students and that’s how it should be. After all, the objective of any school or university is to build an open society that asks questions, fosters lifelong learning, and enables the sharing of knowledge. That’s what we do here and doing it well is as much about not knowing everything as it is about knowing anything at all. To be effective teachers, we must feel free to honestly say, “I don’t know,” and follow it up with a spirited, “But let’s find out.”

***

Elizabeth O’Brien

This semester I am TAing for a course designed to introduce students to the history of U.S. relations with Latin America. About half of the students are freshmen and most have very little knowledge of Latin American history. During discussion, some students requested information regarding the colonial “caste” system, which was mentioned in the readings but not explained. After class I decided to look online for some further reading for them.

It was very difficult to identify an accurate and academically rigorous article that was accessible for lower-division undergraduates. First, I looked at several websites, but I could not use them due to blatant historical inaccuracies. Then I skimmed a few full-length scholarly articles, but they were far too dense and lengthy for the students.

I realized that Not Even Past was a perfect source for the concise and accessible explanation that I needed. I found an article by Dr. Susan Deans-Smith, “Casta Paintings,” which clearly explained how seventeenth and eighteenth-century authorities sought to define, label, and categorize the offspring of Spaniards, Indigenous natives, and Africans. They developed an intricate “caste system,” which was represented in paintings that depicted mixed racial groups. Deans-Smith’s article was complete with images. For example, one painting showed a Spanish man, his Mestiza (Spanish and Indigenous) wife, and their “Castiza” daughter. Several students reported that they read the piece and emerged with a much better understanding of racial and social categories in the history of Latin America.

***

Cacee Hoyer

Top Five Experiences as a TA

#5: A student wanted to meet to discuss her exam. During the almost half-hour long discussion, the student contradicted every comment I had made on her paper. I coolly tried to explain why she had lost points for this or that and she consistently insisted I was wrong. Eventually, she gave up her debate tactics and just blurted out “well are you going to give me any points back or not!” I just stared at her and explained how I generally didn’t do that unless there was a blatant mistake. At which she responded, “then why are we even supposed to meet with you!” As she stomped away, I was saddened as I realized she was an honor student because she could play the game and work the system, however, she failed to learn how to love learning.

#4 A student emailed me to explain he was not able to turn in his assignment on time because he had spent the night in jail. After I explained this wasn’t a University sanctioned excuse, he eventually turned in the assignment. A few weeks later he approached me in class, introducing himself as the guy who had emailed about spending the night in jail. I thought I should point out to him that perhaps using that tagline earns him points with his friends, but that it doesn’t quite work that way with his TA.

#3 I was leading a discussion in class, which quickly ran out of control when one student who persistently claimed he liked to be “provocative,” made racially inappropriate references that set off another girl quite vocally. At one point I was afraid we were going to have an all out brawl! My head was spinning, and so was the class…right out of control. That was definitely a learning experience for me!

#2 On final exams, several students still refer to Africa as a country.

#1 A student practically tackles me when she gets her exam back. She had struggled on the first exam and had been working very hard, coming to office hours and emailing me constantly. She was so excited she almost knocked me down! But in a good way.

More to read on innovations in teaching history

Banner Credits:

Les Grande Chroniques de France (via Wikimedia Commons)

Gene Youngblood lecturing at Rochester Institute of Technology, 1982 (via Wikimedia Commons)

The Future of Cuba-Texas Relations

By Jonathan C. Brown

Jonathan Brown teaches courses on the history of Latin American revolutions. He is now completing a manuscript on “How the Cuban Revolution Changed the World.” Professor Brown took the first of his four trips to Cuba in 2006. On the very day that the government announced President Fidel Castro’s incapacitating illness (August 1), Brown was touring the prison cum-museum where Fidel and Raúl Castro spent two years as political prisoners. Brown heard the news of the leadership change from the museum guide herself at the moment she was showing him the prison beds these two revolutionaries occupied in 1954. What a memorable moment for an historian!Since then, Professor Brown has busied himself negotiating the exchange agreement between the University of Texas and the Universidad de La Habana, organizing two UT conferences on Cuba, bringing three Cuban scholars to campus as visiting professors, reading thousands of documents on U.S.-Cuba relations, and delivering dozens of talks and papers on his research. Here are his thoughts on the implications for Texas-Cuba connections.

Within a week of President Barack Obama’s announcement about the renewal of diplomatic relations with Cuba, the Austin American Statesman ran a cartoon entitled “America Prepares to Invade Cuba.” It depicted a line of passengers dressed in beach wear boarding a plane heading to Havana.

The skyline of Havana has scarcely changed since 1959. The building below left is the Hotel Nacional, built in the 1920s. Photo by Reggie Wallesen. — The skyline of Havana has scarcely changed since 1959. The building below left is the Hotel Nacional, built in the 1920s.

Perhaps the cartoonist exaggerated, for President Obama merely loosened existing restrictions. Cuban Americans may travel to the island several times per year and send more money to relatives there. Non-Cuban Americans may travel there more freely, although special licenses are still required. The U.S. government will allow Americans to use their credit and debit cards in Cuba. The president may have cut the Gordian Knot ending 54 years of mutual hostility and eliminating one of the last vestiges of the Cold War. But he did not sever it completely.

Likely presidential candidate Jeb Bush has already stated that, if elected, he would reinstate travel restrictions. With two conservative Cuban Americans also likely to run for the presidency, including Senator Ted Cruz of Texas, the Cuban Embargo will remain a lively issue of debate. By the way, Jeb Bush holds a BA in Latin American Studies from the University of Texas at Austin.

The Cold War between Washington and Havana will not end until Congress says it’s over. That may not happen any time soon. Many Senators and Congressmen from Texas oppose the repeal of three pieces of “Cuban boycott” legislation dating from 1963, 1992, and 1996. Together these laws restrict travel, trade, and investment.

What changes may we expect in Texas-Cuba relations in the near term? More Texans will visit Cuba, not technically as tourists but in “cultural” exchanges. Students too. Literature professor César Salgado already is planning to take UT students on a Maymester trip to Cuba at the end of the spring semester.

President Obama’s announcement has ended restrictions on the use of U.S. credit and debit cards in Cuba—a positive boon that will enable Texans to compete for hotel rooms and rental cars on a par with travelers from Mexico and Canada. United and American Airlines are contemplating direct flights to Cuba from Houston and Dallas. For now, we Texans have to go through special charter flights from Miami International Airport. Of course, there are illegal alternatives that I do not recommend.

The Cuban and Texas flags flying together during a pleasure ride outside of Havana. This event (minus the Texas flag) made page 3 of the NY Times on November 12, 2007.

Will U.S. recognition encourage Cuban politics to become more democratic? Cuban leaders will say they have already established democracy. The Revolution assures equality for all and no citizen lacks for health care, education, and basic subsistance. Socialism, they say, has no room for the privileged and wealthy “one percent.” President Raúl Castro told the Cuban people that U.S. diplomatic recognition will not make the Communist Party give up power. He will hold power until 2018, when most of this year’s freshmen class will graduate from UT-Austin.

Where is Fidel Castro? He’s retired. Fidel never recovered fully from his 2006 operation for an intestinal blockage, and he has not appeared in public for many months. Raúl Castro is his brother.

Would Cuban political continuity be a good thing? Yes and no. Political stability will preserve the integrity of the Revolutionary Police and Armed Forces. Gang warfare, drug trafficking, and blatant corruption do not plague the Cubans as they do citizens of other Latin American countries. Even though many neighborhoods are blighted for the lack of building materials, Americans should feel safe wandering through Cuban cities. For example, personal safety in Havana compares favorably to Chicago, where the mayor’s son got mugged last month. Political continuity also has a downside. As in China, more engagement with the United States will not make the Cuban government any more tolerant of political protest. Dissidents will continue to face intimidation, prison terms, and deportation. At the very least, diplomatic engagement should remove Washington’s hostility as an excuse for suppressing domestic protesters.

Will Texas benefit economically from the loosening of restrictions? Very definitely, yes. Texans already sell agricultural products to Cuba through a “humanitarian” exclusionary clause in the embargo. American suppliers may send food and pharmaceuticals if the Cuban government pays for them before shipment. The arrangement is cumbersome.

A family stops by a booth at the Havana trade fair in 2008.

For several years, the Texas-Cuba Trade Association, of which I am a volunteer consultant, has lobbied Washington to remove U.S. export limitations. President Obama accomplished as much as he could and Texas producers expect Cuban trade to expand. One Texas A & M economist predicts that our state’s exports to Cuba of chicken, pork, rice, beans, wheat, and corn could top $400 million within a couple of years.

Has the U.S. economic boycott really kept Cuba poor, as its leaders often claim? Only somewhat. Since 1990, when the Soviet subsidies ended, Cuba came to rely on trade and investment from every country of the world except the United States. Still, the Cubans are barely better off than when they lost Moscow’s largesse. Government over-regulation prevents entrepreneurial initiative. I traveled through the countryside last summer and observed little growing in the fields other than invasive spiny bushes called marabú. Cubans have to buy two-thirds of their foodstuffs from abroad.

Rural transport in the Sierra Maestra mountains where Fidel Castro fought as a guerrilla leader.

Will Texas corporations receive repayment for the land and businesses confiscated by the Cuban Revolution in 1959 and 1960? No, they will not. Texas cattlemen as well as Standard Oil (today ExxonMobil of Irving, Texas) had grazing lands and oil refineries seized by revolutionary militias. Today, the Cuban government cannot afford repayment. Yet it will be strong enough to resist any such demands.

Will Cuban-Americans living in Texas be able to reclaim their lost properties? They might try but they will not succeed. Political continuity will reject such claims, and citizens now living in those houses and working those lands will resist as well.

How will loosening restrictions in U.S.-Cuban relations affect revolutionary programs promoting socialist equality? It already has. Since the end of generous Soviet subsidies in 1990, the Castro government promoted more tourism. Needing foreign exchange, Fidel also encouraged relatives abroad to send cash remittances to family members in depressed Cuba. Those Cuban citizens who had relatives abroad suddenly got more money to buy essentials than those who still depended principally on state rationing.

Cuba still maintains a dual monetary system. The state pays its employees in pesos. The hotels, shops, and restaurants operate on convertible dollarized pesos, called the CUC. One CUC equals about 20 pesos. Workers in the tourist industry get tips in CUCs and automatically make more money than state workers, teachers, public health workers, and even physicians. Therefore, income differentials are already disrupting socialist equality.

Will Cuban race relations change with an upsurge of tourism? Some experts say that more than half of Cuba’s eleven million people have some degree of African heritage. Remember that sugar and slaves went together in the Caribbean like cotton and slavery did in Texas. Because sugar grew all over Cuba and cotton only in the Deep South, African influences are much stronger in Cuban society and culture than in the United States. The 1959 Revolution further boosted Afro-Cuban prominence because many middle-class whites chose to flee to Miami.

Two visiting yankis sit in with a Havana street band. The author plays the bongos and on my right, John Parke Wright, a Florida cattleman, riffs on the harmonica. — Two visiting yanquis sit in with a Havana street band. The author plays the bongos and on my right, John Parke Wright, a Florida cattleman, riffs on the harmonica.

Cuban race relations are refreshing and debilitating all at the same time. Today in the streets of Havana, visitors notice how easily persons of diverse racial backgrounds mingle. They work, play, socialize, marry, eat, and live together to a greater extent than in the United States. Fidel Castro boasted that the revolution ended discrimination in Cuba because it eliminated class distinctions. Yet racial prejudice did not end. White males continue to dominate the ruling party and military elites. Moreover, hotel employers apparently believe that European tourists prefer white hostesses and black maids, white waiters and black kitchen workers. More white Cubans live abroad and their remittances go predominately to white relatives in Cuba. The poorest and least healthy Cubans are mainly black.

Cubans lounging on the wall along the famous Malecón, Havana’s seaside boulevard.

Is President Obama correct that United States recognition will benefit the Cuban people? It will not change the government, and economically some will benefit more than others. However, I am convinced that U.S. diplomatic recognition of Cuba will benefit Texans as much as the Cuban people. Those UT students who want to learn about the Cold War in Latin America and about the largest Caribbean island will take advantage of the executive order. So will Texans who cherish the freedom to experience the only capital (Havana) of Latin America that does not have a traffic jam, the only cities of Latin America that still look like they did 50 years ago, and new places to snorkel that are not in Mexico. Believe it or not, Cuba has more live music than Austin.

Cuba’s government is renovating run-down buildings such as this one in the historic Havana Vieja.

Finally, what about those vintage Fords and Chevys? In the near term, they will remain the vehicles of choice in urban transportation. These 1940 and 1950 American models – DeSotos, Imperials, Buicks, Chryslers, Cadillacs, Nash Ramblers, and a Studebaker or two – share the roads with Soviet Ladas of the 1970s and modern Japanese automobiles. Detroit’s old cars have become part of the cultural identity of the country. But sooner or later, whenever commercial restrictions are lifted by Congress, Texas collectors may be able to repatriate many of these old-fashioned gems.

This author’s advice: Get yourself to Cuba before this aspect of the country’s charm disappears.

Student Showcase – From the Ashes: MacArthur’s Responsibility for Rebuilding Japan

Jake Manlove
Rockport-Fulton Middle School
Junior Division
Individual Performance

Read Jake’s Process Paper

General Douglas MacArthur was a giant of the 20th-century world. After successfully leading Allied troops to victory in the Pacific, he oversaw the post-war occupation of Japan, a time of astonishing political, economic and social change across the country. But what kind of man was he? For Texas History Day, Jake Manlove researched the life and work of General MacArthur. But he also wanted to understand how this iconic American dressed and acted in daily life. Read about the work Jake did for his performance project:

Douglas MacArthur, 1945 (U.S. National Archives)

I wanted to do a performance because I have done performances for the past two years and liked working with props and costumes. l decided to portray General Douglas MacArthur, since he was Supreme Commander of Allied Powers (SCAP) and was the center of reforms undertaken in post-war Japan. I wanted my props to be historically accurate. My research on MacArthur’s uniform led to reenactment pieces purchased on EBay including an accurate hat and pipe. I was inspired to use a slide projector after l found unpublished photos taken in Japan by MacArthur’s personal driver at the Texas Tech University Library. I feel that the photos represent key points of the rebuilding and provide a unique perspective to my performance.

MacArthur signs the Japanese surrender document aboard the USS Missouri (National Archives and Records Administration)

MacArthur’s responsibility for rebuilding Japan fits the theme of Rights and Responsibilities in several aspects. President Truman accepted responsibility for dropping the atomic bombs on Japan. General MacArthur thought that violated the rights of Japanese women and children who were not soldiers, which addresses actions that are issues of morality. MacArthur also accepted responsibility for reconstructing Japan and created the new Japanese Constitution to guarantee the democratic rights of Japanese citizens after the occupation ended. MacArthur taking responsibility for Truman’s destruction of Japan helped them not only recover but prosper over the years.

Catch up on more remarkable THD projects:

A performance on the Orwellian reign of Joseph Stalin

A website on the global influence of one man’s non-violent philosophy

The story of “America’s Dirty Little Secret”

Student Showcase – Colossus of the North

Eduardo Castañeda
Nimitz High School
Senior Division
Individual Exhibit

Read Eduardo’s Process Paper

In 1904, President Theodore Roosevelt announced a new “Corollary” to the Monroe Doctrine of 1823: that the United States would no longer simply protect Latin America from foreign powers, but actively intervene in their domestic affairs. Over the coming decades, the American government became highly involved in Latin American politics, commerce and military matters. The Roosevelt Corollary has since been a deeply polarizing moment in world history. To some, it inaugurated an era of muscular and confident American foreign policy. To others, especially in Latin America, Roosevelt’s policy represented an act of imperialism designed to protect American military and commercial interests.

Eduardo Castañeda of Nimitz High School considered the heated debate surrounding the Roosevelt Corollary with an exhibit at Texas History Day, “Colossus of the North.” He talked about the experience of researching this controversial topic in his process paper:

A selection of Eduardo’s exhibit, “Colossus of the North”

Having been born in a Latin American country, I am interested in the foreign relations between the United States and Latin American countries. After researching several U.S.-Latin American topics, I discovered the “Roosevelt Corollary” to the Monroe Doctrine, which explained the interactions between the U.S., and Latín American countries. The “Roosevelt Corollary” justified the right for U.S. intervention in Latin American countries, and the responsibility to become a police force for the entire Western Hemisphere.

Another section of Eduardo’s exhibit

The “Roosevelt Corollary” to the Monroe Doctrine fits this year’s theme, “Rights and Responsibilities in History.” For decades, the “Corollary” impacted the political, economic and social structure of the Western Hemisphere. This interpretation transformed the US. foreign policy from a preventative one, according to the Monroe Doctrine, to one that justified and encouraged U.S. intervention in Latin America. The “Corollary” promoted Stabilization of economies, military intervention and protection of US. Commercial interests. ln 1905, the U.S. took control of Dominican customs houses, and managed the tax Collections. ln many cases, military forces were sent to various locations in Latin America to subdue rebellions, assist revolutions that favored the US. and protect projects that the U.S. had an economic stake in. Professor Noel Maurer explained, “The Panama Canal would not have been built Without a U.S. sponsored revolution against Colombia, or payment for the construction and future use of the Canal.” The “Roosevelt Corollary” influenced other countries at the time, but it was the face of American foreign policy and transformed it throughout the 20th century. Roosevelt’s extension of the previously passive Monroe Doctrine changed how the United States interacted with the rest of the world. The U.S. had inherited the right to monitor the activities inside the Western Hemisphere, and undertaken the responsibility to enforce its Will upon those countries.

Last week’s Texas History Day projects:

The World War II internment you may not have learned about in AP US history

The painful story behind the Indian Removal Act

And one community’s famous response to segregation

Omens of Adversity: Tragedy, Time, Memory, Justice, by David Scott (2014)

by Lauren Hammond

On October 19, 1983, members of Grenada’s People’s Revolutionary Army assassinated Prime Minister Maurice Bishop of Grenada and seven of his associates, triggering the sequence of events that led to the sudden end of the Grenada Revolution. With the prime minister dead, the hastily established ruling military council unsuccessfully attempted to restore order to stave off the military invasion being planned in Washington, D.C. But just days after Bishop’s death, President Ronald Reagan launched Operation Urgent Fury to save American lives and ostensibly restore democracy to the island of Grenada. Having established their authority, U.S. military officials rounded up the leadership of Grenada’s socialist party, the New Jewel Movement, and the army high command, whom the Grenadian people and the U.S. blamed for the murders. Later known as the Grenada 17, these men and women would be tried, convicted, and sentenced to hang for the deaths of Bishop and his compatriots, despite a lack of credible evidence linking them directly to the assassinations.

In Omens of Adversity, Caribbean anthropologist David Scott wrestles with the connection between time and tragedy, engendered by what the Grenadian people experienced as the catastrophic collapse of the popular movement as they lived on in the post-socialist moment. In the wake of the assassinations and the U.S. intervention, Grenadians who came of age during the revolution and watched its ruin found themselves “stranded” in the present, bereft of hope for the future, and grieved they had to be rescued by the United States, whose power the New Jewel Movement had set out to challenge. Adding insult to injury, the U.S. played a role in the disappearance of the bodies of Bishop and the others, robbing the families of the deceased and the entire revolutionary generation of a chance to mourn the prime minister and the future free of Western hegemony he had embodied. In assessing the socialist experiment in Grenada and its end, Scott argues that although the Grenada Revolution is often forgotten, it is nevertheless a key event in the world history of revolutions because it signaled an end to the possibility of post-colonial socialist revolution and the ascendancy of Western neo-liberalism.

Prime Minister Maurice Bishop of Grenada (Encyclopedia of Puerto Rico)

Traditionally, scholars of liberal political change see trials such as that of the Grenada 17 as markers that signify the transition from the illegitimate old regime to the new transparent liberal order. However, despite the apparent triumph of the Western tradition, the transition to liberal democracy has had its flaws. Using the trial of the Grenada 17 and its aftermath, Scott raises questions about truth, justice, and democratic transitions. The investigation and trial were full of irregularities, including the torture of the defendants. Scott emphasizes that instead of an earnest attempt to secure information and justice, the goal of the 1986 prosecution of the Grenada 17 was to criminalize the NJM leadership and their political ideology. He describes the proceedings as a late Cold War “show trial” crafted to demonstrate what happened to those in America’s “backyard” who sought revolutionary socialist or communist self-determination. Instead of indicting the 17, Scott reframes them as “leftovers from a former future stranded in the present.”

Members of the Eastern Caribbean Defense Force participate in Operation Urgent Fury (Wikimedia Commons)

Although the jury found the Grenada 17 guilty, the anomalies in the investigation and trial meant that the Grenadian people still had questions about what happened and why. Public interest was aroused when a group of high school boys began investigating the disappearance of the victims’ bodies. A truth and reconciliation commission was constituted and began to research the events of October 19 in late 2001. However, these efforts were tainted, too. The report recapitulated the standard narrative of the events, complete with anti-communist biases that demonized the NJM – unsurprising in light of the commissioners’ refusal to meet with the Grenada 17. However, Scott’s reading of the report’s appendices containing statements from NJM leadership shows that a different story could have been told. Unfortunately, it seems unlikely that the people of Grenada will ever know the full truth about what happened to Maurice Bishop and the others. After all, in the neoliberal era, the socialist past can only be a criminal one.

The Dual Mandate in British Tropical Africa, by Frederick John Dealtry Lugard (1965)

by Ogechukwu Ezekwem

Born to an English family in India in 1858, Frederick Lugard rose to become the colonial Governor of Nigeria, Britain’s most valued African possession. His The Dual Mandate, first published in 1922, became a handbook for all British administrators in tropical Africa, and influenced British colonial policies across the continent. It offered a comprehensive evaluation of the nature and challenges of British rule in Africa.

Lugard asserted that the direct cause of Africa’s partition was France’s search for rehabilitation in north and west Africa, following its defeat in the Franco-Prussian war. This ambition resulted in a scramble between France and Germany for African spheres of influence, to which Britain was “unwillingly” compelled to participate. To shield British spheres of influence from external intrusion, the British Foreign Office declared them as Protectorates. Territories acquired through conquest, cession, settlement, or annexation were designated as Crown Colonies. Apart from east and southern Africa, where the terrain and temperate weather offered convenient habitation to European settlers, the African tropics held few incentives for white settlers. However, the region provided abundant sources of raw materials and markets for manufactured goods.

1897 print depicting a battle between British forces and Mahdist fighters in the Sudan (Library of Congress)

According to Lugard, Britain held a dual responsibility in Africa: administration and economic benefits for the metropole, as well as the “native’s” uplifting. His recommendations for Africa’s governance revolved around three principles – decentralization, continuity, and cooperation. Decentralization at all levels of government, with a strong coordinating authority in the center, allowed for greater efficiency. Continuity was vital because Africans trusted foreigners reluctantly. Therefore, effective British officers should retain their posts without undue interruptions. He also proposed that, during Governors’ annual leaves, they should be represented by a Lieutenant Governor, selected from the Provincial Administrative Staff, rather than the Colonial Secretary. Decentralization and continuity could only be achieved if cooperation existed within the administrative chains, especially between the provincial staff and local rulers. The success of Lugard’s Indirect Rule policy — administration through local chiefs, under the close supervision of British colonial officers — a system that he tested comprehensively in Nigeria, depended on cooperation. He also encouraged local heirs’ education in order to prevent the emergence of a separate educated class that might challenge the authority of accepted rulers. As a way of harnessing the empire’s economic benefits for Britain’s post-World War 1 recovery, Lugard recommended the construction of strategic railways across British Africa. He concluded that British governance offered happiness and welfare to “primitive” peoples. “If unrest and desire for independence exists,” he asserted, “it is because the natives have been taught the value of freedom and independence, which for centuries they had not known.”

Early 20th-century European poses with African Pigmies (Wikimedia)

Lugard writes in a clear style. His book is a masterpiece of literature and policymaking, though contemporary readers will find his defense of British colonialism in Africa racist and paternalistic. Firstly, he reiterated the supposed unwilling nature of Britain’s involvement in Africa. He blamed Africa’s partition on French and German rivalry, while ignoring that Britain’s economic interests and national prestige hung in the balance too. Secondly, he argued that Britain practiced a beneficent regime that taught Africans the value of freedom and liberty, hence their desire for independence. He ignored colonialism’s oppressive nature and the shortcomings of British rule, which caused protests against the government. He overlooked the “freedom and liberty” existing in indigenous structures, hence the sustained resistance by Africans against European domination. Lugard’s administrative template rules out an independent Africa, free from British control, at least for the indefinite future. Nonetheless, The Dual Mandate in British Tropical Africa is illuminating for readers seeking to understand the foundations of British colonial policies in Africa.

You may also like Ogechukwu Ezekwem’s review of The Making of Man-Midwifery: Childbirth in England 1660-1770

Visible Empire: Botanical Expeditions and Visual Culture in the Hispanic Enlightenment, by Daniela Bleichmar (2012)

by Christina Marie Villarreal

The European Enlightenment occurred as an ongoing dialogue of ideas—a discourse composed of voices from around the globe. As Daniela Bleichmar demonstrates, southern Europe, long ignored in scholarship on the Enlightenment, had a crucial voice in the conversation.

In Visible Empires, Bleichmar claims that Imperial Spain, more than any other contemporary empire, used visual documents like paintings and maps to make the empire tangible and, in this way, “governable.” Images, she argues, made visible the hidden or secret. Bleichmar highlights the Hispanic World’s investment in knowledge production at the peripheries of empire. She emphasizes how scientific investigations, specifically botanist and natural history expeditions, fit into the Spanish Empire’s attempt to reestablish itself as a European political and economic power in the late eighteenth century. Her findings demonstrate how relationships between the center and periphery of empire were often a matter of perspective.

Bleichmar makes use of the long ignored and beautiful visual archive of botanical paintings produced by Spanish expeditions around the Atlantic. She reads these centuries-old detailed depictions of flora and fauna to stress the relevance of vision to governing of the empire. For Spain, these illustrations provided visual evidence of worlds across the sea and of our ability to understand nature. They buttressed Spain’s ownership of the unseen. The Spanish metropole also used this method to understand the racial compositions of distant populations. New Spain’s casta paintings and Peru’s taxonomical illustrations gave the metropole a window into their kingdoms abroad. Simultaneously, the project supplied the peripheries of empire with the agency to codify their populations. While knowledge of its far-off inhabitants gave the metropole a sense of discovery and ownership, the power to produce pictures of their world gave people on the periphery power of their own.

An image from "Flora Huayaquilensis," a visual collection of South America's plants as seen by Spanish botanist Juan José Tafalla during a 1785 expedition through Peru and Chile. ([Juan Tafalla], “Flora Huayaquilensis,” ourheritage.ac.nz | OUR Heritage - See more at: http://otago.ourheritage.ac.nz/items/show/7696#sthash.r8R9WHhx.dpuf)

An image from “Flora Huayaquilensis,” a visual collection of South America’s plants seen by Spanish botanist Juan José Tafalla during a 1785 expedition through Peru and Chile. ([Juan Tafalla], “Flora Huayaquilensis,” ourheritage.ac.nz | OUR Heritage)

During the Enlightenment, intellectuals and others contested and refined the themes of art, science, and knowledge using visual representations. The “correct” representation did not always come from the center or metropole but, as Bleichmar explains, it was often difficult to tell where in the empire botanical Enlightenment projects began. Indeed, knowledge moved in multiple directions. Bleichmar explores how some naturalists understood colonial agendas in ways that differed from the intentions of the Spanish metropole. Consider Basco y Vargas’ pepper initiative in the Philippines. He prioritized his local economic goals over the philosophical inquiries coming from Spain. In this case, the periphery directed knowledge production as Basco y Vargas determined what botanical investigation to support.

Allegiances and relationships to a “center” thus differed depending on local context. However, by suggesting “the goal of this intensive natural history investigation… was nothing less than to rediscover and reconquer the empire at a time of intense crisis,” Bleichmar seems to suggest that Spain held more control over the direction of knowledge production. In addition, the author admits that the only a limited audience saw or studied the visual illustrations produced by enlightenment botanist. These minor inconsistencies leave the reader with a lingering question: to what extent did “visual” knowledge shape the empire at large?

Botanical drawing from “Flora Huayaquilensis” (Pinterest/Carlos Adanero)

Aside from images, Bleichmar also examines the tremendous written archive that preserves the voices of botanist and economists. While historians typically use images in their work without fully exploring the significance they held for their creators, the author’s examination of written sources provides the reader with a fuller understanding of the botanical illustrations. Paired with Bleichmar’s engaging prose, Visible Empires constitutes a thorough interpretation of southern European Enlightenment and provides a fine example of a historical investigation achieved with beautiful visual sources.

More books on Early Modern science:

Jorge Cañizares Esguerra’s review of Shores of Knowledge: New World Discoveries and the Scientific Imagination

Laurie Wood’s review of The Discovery of Jeanne Baret: A Story of Science, the High Seas, and the First Woman to Circumnavigate the Globe

Mapping The Slave Trade: The New Archive (No. 10)

by Henry Wiencek

Roughly 12 million Africans were forcibly transported to Europe, Asia, the Caribbean, and the Americas. It’s hard to conceptualize so many men and women being uprooted from their homes. But Emory University’s Trans-Atlantic Slave Trade Database helps users understand the vast proportions of this perverse exodus. The site pieces together historical data from 35,000 slave voyages between 1500 and 1900 and arranges them onto graphs and maps, offering readers a geographic, demographic, and even environmental context for the slave trade.

Screenshot of “Overview of the slave trade out of Africa, 1500-1900” (Emory University)

While people may assume that one singular “slave trade” took place, the database maps demonstrate that many existed. And not just across the Atlantic, but around the globe. Overview of the slave trade out of Africa, 1500-1900 charts the routes slave traders followed from Africa to various international ports. But you might be surprised at some of their destinations—traders ventured from East Africa to Arabia, Yemen, the Persian Gulf, and even various ports in India. Although the largest number of slaving ships do land in Brazil or the Caribbean, this map demonstrates that Africa’s slave trade was very much feeding a world market. The variety of international ports participating in the trade is also striking. This was not a black market undertaken by a depraved few, but rather a thriving worldwide industry that brought ships, employment and wealth to numerous communities on both sides of the Atlantic. The maps make this point visually with striking impact.

Screenshot of “Wind and ocean currents of the Atlantic basins” (Emory University)

The site also reminds readers that the process of moving enslaved Africans across the ocean was as much an environmental process as an economic one. The map, Wind and ocean currents of the Atlantic basins reveals how oceanic forces played a role in determining the travel routes for slave ships. Red and blue lines respectively denote winds and currents swirling between Africa and the Americas, facilitating particular geographic courses better suited for crossing the ocean. These natural forces effectively created two separate “slave-trading systems,” as the site identifies them: one originating in Europe and North America and the other originating in Brazil. Historians have certainly detailed the racism and greed motivating the slave trade, but comparatively little time examining the environmental processes that made it possible. Particular centers of trade emerged along the coasts of Brazil, the Caribbean and West Africa to meet an economic need, but also to harness the currents and winds essential to moving so many men and women such vast distances. And here too, the visual character of the map makes it easy to see how natural forces worked to shape the historical events.

Numerical timeline graphing the number of African captives in the trans-Atlantic slave trade between 1500 to 1866 (Emory University)

In addition to these visual aids, the site also includes a more quantitative rendering of this nefarious business. A timeline graphs the number of captives who embarked and disembarked between 1500 and 1867. Users can make the information even more precise by expanding or contracting the time frame or manipulating different variables, including sites of disembarkation, embarkation, and nationality of the slave ship. This visual tool reveals a steadily growing trade, with the number of embarked Africans peaking at around 115,000 in 1792. You will also find a chilling disparity between the number of “Embarked” and “Disembarked” Africans in the statistics—a powerful indication of the deadly voyages these individuals were forced to endure.

A white slave trader inspecting an African male up for sale, ca. 1854 (Wikimedia Commons)

The sheer numbers documented in the Trans-Atlantic Slave Trade Database are astonishing. With much of the globe participating, an elaborate network of ports, ships and trade routes uprooted millions of African souls with ruthless efficiency. Some users might find the site’s emphasis on graphs and maps to be sanitizing or dehumanizing to the enslaved individuals—too many numbers and figures, not enough people. But the story this site wants to tell is a big and highly important one. The African slave trade had a global reach; it was an environmental force as well as an economic one; and it displaced millions upon millions of men and women from their homes. Visualizing the statistics makes the global reach of their human toll palpable in new ways.

Earlier editions of the New Archive:

Charley Binkow reads through declassified CIA documents relating to the creation of Radio Free Europe

And Henry Wiencek explores a new, more visual, way of understanding emancipation in America

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