A History Institute for Teachers

Date Published
Article Body

This year sees the publication of a wealth of important new literature on America in the 19th century. This abundance of excellent new contributions to the scholarship on these important years is an exciting opportunity to revisit what we all think we know about America in the 19th century, and to rethink what our students need to know.

On Saturday and Sunday, May 17-18, The Foreign Policy Research Institute (FPRI) will explore America in the Civil War Era, 1829-77: A History Institute for Teachers. Particularly intended or high school teachers, FPRI offers a simultaneous webcast of the conference available with online registration.

FPRI also offers a a far-ranging selection of audio and visual files, available online, of lectures, forums and other events including sessions from previous History institutes for Teachers.

Cold War Wrestling Match

field_image
1961, B&W photo, Meeting in Vienna: JFK and Khrushchev, Presidential Library
Question

There is a political cartoon of Kennedy arm wrestling Khrushchev, and they are both sitting on hydrogen bombs. I would like to know who drew that, when it was drawn, and where was it first seen.

Answer

Welsh-born cartoonist Leslie Gilbert Illingworth drew the famous cartoon of John F. Kennedy and Soviet Premier Nikita Khrushchev arm wrestling while sitting on hydrogen bombs. It appeared in the October 29, 1962 edition of the British newspaper The Daily Mail.

Born in 1902, Illingworth started drawing cartoons for the famous British news magazine Punch in 1927. The Daily Mail hired him as well in 1937 and he continued to provide cartoons for both publications for the rest of his career. He gained a measure of national fame for the effective cartoons he drew during England's dogged stand against Nazi Germany.

Illingworth was not an overtly political cartoonist and this is evident in this arm wrestling cartoon. One notices the characteristic Illingworth preference for detail rather than commentary on who is right or wrong. The intensity of the struggle is captured both by the energy that radiates out of Kennedy and Khrushchev's gripped hands, but also by the fact that each is sweating profusely. Each man still has his finger on the button that will detonate the bombs.

Illingworth's cartoon reminded readers that the superpower struggle would continue and that the possibility of nuclear annihilation remained.

Illingworth's drawings contrast sharply with those of Edmund Valtman, the Pulitzer Prize-winning and fiercely anti-communist cartoonist for The Hartford Times. On October 30, after the crisis had seemingly passed, his paper published a Valtman cartoon of Khrushchev yanking missile-shaped teeth out of a hideous-looking Castro's mouth. The caption above the illustration reads, “This Hurts Me More Than It Hurts You” and the cartoon clearly represents a moment of American gloating over the communists.

That the Illingworth cartoon was published in a British newspaper bears witness to the fact that the outcome of the Cuban Missile Crisis affected the fate of populations beyond those of the United States and the Soviet Union. Indeed the whole world was watching. The publication date of October 29 is also significant since on October 28, Khrushchev announced that he was withdrawing the missiles out of Cuba and the crisis seemingly had passed. Illingworth's cartoon reminded readers that the superpower struggle would continue and that the possibility of nuclear annihilation remained.

For more information

Gaddis, John Lewis. The Cold War: A New History. New York: The Penguin Group, 2005.

Frankel, Max. High Noon in the Cold War: Kennedy, Khrushchev, and the Cuban Missile Crisis. New York: Presidio Press, 2004.

Library of Congress. "Prints and Photographs Collection Online Catalog." Accessed January 2011.

Taubman, William. Khrushchev: The Man and His Era. New York: W. W. Norton & Company, 2004.

University of Kent. "British Cartoon Archive, Illingsworth Collection" Accessed January 2011.

Bibliography

Dobbs, Michael. One Minute to Midnight: Kennedy, Khrushchev, and Castro on the Brink of Nuclear War. New York: Vintage Books, 2008.

Kennedy, Robert F. Thirteen Days. New York: W.W. Norton & Company, 1999.

Illingsworth, Leslie Gilbert. "Kennedy/Khrushchev". The Daily Mail, October 29, 1962. Accessed January 2011.

Valtman, Edmund. "This hurts me more than it hurts you." The Hartford Times, October 30, 1962. Accessed January 2011.

America Abroad

field_image
Battleship USS Connecticut, 1906
Question

Was America's shift away from a predominantly isolationist foreign policy stance a historical inevitability or did Theodore Roosevelt and his persuasive image as a leader push us into the modern age of global interaction?

Answer

Political, social, economic, and cultural forces were at work at the time, but Roosevelt's actions, undertaken consciously and intentionally, had important consequences as well.

American Isolationism?

The conventional wisdom that America was generally "isolationist" until the end of the 19th century has some severe limits. It is only true if it means that the United States was reluctant to become involved in European politics (as opposed to European business, manufacturing, and trade relationships, which the U.S. was not so reluctant to engage in, despite the imposition of protectionist tariffs).

The reluctance derived from the fact that European immigrants to America, from the very beginning, had often fled to escape Europe. For them, America was a place apart, free of the "entangling alliances" (Jefferson's phrase) of entrenched interests, monarchies, and religious restrictions. The idea was fortified by geography, with oceans separating the Old World and the New.

The problem with the idea of "American isolationism," however, comes when it is taken to imply that the policy of the U.S. during this time was "peace with each other and all the world" (as President Polk said during his inaugural address) or that it was guided exclusively by the simple desire not to interfere with other peoples' lives. If the U.S. relationship with North American indigenous peoples is not evidence enough to the contrary, its relationship with Mexico throughout the 19th century—well before the Spanish-American War—should demonstrate that the U.S. did not refrain from interfering with other peoples' lives or other country's policies or from exercising military power over them.

Progressivism

The Northern victory in the U.S. Civil War and the consequent abolition of slavery, appeared to justify the use of state power to impose solutions to social problems, to demonstrate that social progress could be engineered by the state. This was the essence of "Progressivism," and, as a political or social philosophy, it was a departure from the deep-rooted American suspicion of, and aversion to, a strong central state power. Progressives sought first to uplift and re-order America, but then turned their view outward, especially with the emergence of a popular view that the valued American pioneer "spirit" would diminish as the westward settling of the continent reached the Pacific Ocean.

The Progressives contemplated doing unto other lands what they were already doing to their own; or, as Mark Twain sarcastically put it, "extending the blessings of civilization to our brother who sits in darkness."

The U.S. did not refrain from interfering with other peoples' lives or other country's policies or from exercising its military power over them.
American Action Abroad Dependent on Strengthening Naval Power

Nevertheless, if we limit ourselves to considering American actions overseas, then a sea change of sorts did occur toward the end of the 19th century. America deliberately fashioned itself into a formidable naval power. U.S. Naval officer Alfred Thayer Mahan encapsulated the rationale for this in his highly influential book, The Influence of Sea Power Upon History, published in 1890.

Not surprisingly, America's overseas reach was made possible by a large effort to expand and modernize the U.S. Navy, which began under President Chester A. Arthur in 1882, 16 years before the Spanish-American War. President Arthur also negotiated with the Kingdom of Hawaii the right to use Pearl Harbor as a coaling station for U.S. Navy ships.

It was also in 1882 that young Theodore Roosevelt published his first historical book, The Naval War of 1812. He was friends with Mahan and shared his view of the need for the U.S. to develop its navy. President William McKinley appointed Roosevelt to the post of Assistant Secretary of the Navy in 1897. He resigned the following year to fight in the Spanish-American War.

America's overseas reach was made possible by a large effort to expand and modernize the U.S. Navy
Foreign Trade

Counting the value of foreign commerce in the leading commercial nations from 1870 to 1890, the U.S. ranked 4th behind the United Kingdom, Germany, and France.

From 1850 to 1890, the dollar value of U.S. total imports and exports rose from $318 million to $1.3 billion, an increase of 400 percent. As America's own industries grew in the 2nd half of the 19th century, the percentage of manufactured goods (as opposed to raw materials) exported also grew.

Just as important, America's direct investment overseas increased, placing more American businesses in situations in which they operated within local conditions around the world. These businesses dealt directly with local foreign markets, governments, labor pools, and raw material suppliers.

Filibustering around the Americas

During this period, American business entrepreneurs in the Pacific and in Central and South America began to venture deeply into local political and even military affairs. Actions sometimes reached far beyond mere business activities, including the organization of "free lance" military expeditions called "filibusters" against governments in the Caribbean and Central and South America.

American companies, such as the United Fruit Company, came to own vast plantations in these countries and operated them as agricultural colonies. They often pressured the U.S., especially throughout the 1st half of the 20th century, to intervene militarily in countries such as Nicaragua, Honduras, and Haiti when their interests were threatened by local wars and revolutions.

America across the Pacific

The pattern of American commercial interests supported by American military power had already been set by the beginning of the 20th century. Hawaii was first annexed to the U.S. in February 1893, after immigrant businessmen and politicians from the U.S., including Sanford Dole (his cousin James would become the "Pineapple King") ousted the Hawaiian royalty, with the backing of U.S. diplomats and soldiers. The annexation was withdrawn, but was re-instituted under President McKinley in 1898, with an eye toward using Hawaii as a naval base in the Pacific to fight Spain in Guam and the Philippines.

In the Spanish-American War of 1898, naval power was decisive to the U.S. victory. Quasi-colonial competition between the U.S. and Spain was one factor in the war, as well as an ambivalent notion in the U.S. that it was expelling Old World domination (Catholic and monarchical) from the New World. This in theory helped to free the hemisphere for democratic revolution and republicanism, while at the same time advancing U.S. economic and political power over the same region.

The end of the war saw the U.S. emerge as a fully-fledged, although ideologically conflicted, colonial power. That ideological conflict regarding the destiny and direction of American foreign policy would continue through the 20th century. This new era of foreign involvement was underway before Theodore Roosevelt held any national elected office.

Roosevelt's Role

Practically speaking, of course, the U.S. had no way to become militarily entangled in Europe—even if it had wished to—until it had a navy and commercial fleet capable of protecting its own shores, but more importantly, capable of transporting troops and supplies across the Atlantic.

As the Republican Vice Presidential candidate in 1900 campaigning for McKinley's second term, Roosevelt publicly argued in favor of the annexation of the Philippines, contending that both the Philippines and the U.S. would benefit.

After McKinley was assassinated in 1901 and Roosevelt became President, he built the "Great White Fleet," four battleship squadrons of new naval ships. He then dispatched them around the world from 1907-1909 on a mission of friendship and goodwill, but with a subtext of demonstrating that the U.S. had come of age as an international naval power.

Roosevelt also strengthened and extended the Monroe Doctrine in his 1904 address to Congress. He claimed that the U.S. had the right to intervene—to exercise "international police power"—in the economic affairs of Central American and Caribbean nations in order to stabilize them. This claim became known as the "Roosevelt Corollary" to the Monroe Doctrine.

Roosevelt had wide support in the U.S. for his foreign policy bullishness, although strong and significant opposition existed against actions that appeared to be at odds with the country's own republican ideals.

He quickly recognized the legitimacy of Panamanian rebels to separate from Columbia, and he committed the U.S. to protect their independence. But this (and the U.S.'s negotiated lease for the Canal Zone) suggested an action quite at odds with the country's refusal to allow states to secede from the Union during the Civil War.

Roosevelt, however, was convinced that a canal would be built across the Isthmus of Panama and that the U.S. must control it. During the war, American ships fought in the Atlantic and the Pacific. Transferring the fleets from one ocean to the other meant sending ships around Cape Horn, a difficult, expensive, and time-consuming operation. When the canal was finished, thought Roosevelt, only if American controlled it, could the U.S. ensure its ability to defend both of its own coasts.

All of Roosevelt's actions fortified the outward-looking expansive trend in U.S. foreign policy. Roosevelt's decisions, such as undertaking the Panama Canal project and strengthening the Navy, had long term consequences for the U.S.

Bibliography

Alfred Thayer Mahan. The Influence of Sea Power upon History, 1660-1783, Boston: Little, Brown, and Company, 1890.
Alfred Thayer Mahan. The Interest of America in Sea Power, Present and Future, Boston: Little, Brown, and Company, 1898.

Theodore Roosevelt. The Naval War of 1812; or the History of the United States Navy during the Last War with Great Britain to Which Is Appended an Account of the Battle of New Orleans. New York: G. P. Putnam's Sons, 1882.
Mark Twain. "To the Person Sitting in Darkness," North American Review, Vol. 172, issue 531 (February, 1901): 161-176.

U. S. Treasury Department. Annual Report and Statements of the Chief of the Bureau of Statistics on the Foreign Commerce and Navigation, Immigration, and Tonnage of the United States for the Year Ending June 30, 1890. Washington: Government Printing Office, 1891.

Theodore Roosevelt's Corollary to the Monroe Doctrine (1905) at www.ourdocuments.gov. (Theodore Roosevelt's Annual Message to Congress for 1904; House Records HR 58-A-K2; Records of the U.S. House of Representatives; Record Group 233; Center for Legislative Archives; National Archives).

Robert Kagan. Dangerous Nation: America's Foreign Policy from Its Earliest Days to the Dawn of the Twentieth Century. New York: Vintage Books, 2007.

Warren Zimmermann. First Great Triumph: How Five Americans Made Their Country a World Power. New York: Farrar, Straus and Giroux, 2002.

Howard K. Beale. Theodore Roosevelt and the Rise of America to World Power. Baltimore: Johns Hopkins University Press, 1956.

James R. Holmes. Theodore Roosevelt and World Order: Police Power in International Relations. Washington, DC: Potomac Books, 2006.

David McCullough. The Path between the Seas: The Creation of the Panama Canal, 1870–1914. New York: Simon and Schuster, 1977.

Images:
Assistant Secretary of the Navy Theodore Roosevelt (front, center) at the Naval War College, Newport, Rhode Island, circa 1897, with the college's faculty and class members. U.S. Naval Historical Center.

Battleship USS Connecticut, BB-18, running speed trials off the Maine coast, 1906. U.S. Naval Historical Center.

The President and Congress: Constitutional Principles and Practices That Have Shaped Our Understanding of the War Powers

Description

The seminar will explore the separation of powers as it applies to the allocation of responsibility between Congress and the president concerning national security and foreign policy powers. Presidents and legislators have been warring over the question since the earliest days of the republic. The nation's political experience suggests that there are sound arguments to be made on both sides. It also suggests that the issues are unlikely to be finally resolved anytime soon. As participants in this seminar shall see, the debate between President Bush and Congress concerning the war in Iraq is but a modern re-setting of an argument that prompted a spirited exchange on the war powers between James Madison and Alexander Hamilton in 1793. Indeed, it may be argued that there is very little to this debate that was not more or less fully anticipated by those two worthies four years after the Constitution was ratified. Through a series of focused historical readings, the seminar will begin by examining the foundations of the Framers' thought and some of the controversies that exhibit the founding principles at work during the early days of the Republic. Participants will go on from there to examine selected executive-congressional debates as they arose during later military conflicts, especially the Civil War, World War II, the Vietnam War, and the current conflict in the Mideast. The seminar will meet formally for three 90-minute sessions on four days of each week. Each of these sessions will be devoted to a particular set of readings and each of the participants will have a one-on-one session with Professor Uhlmann to discuss the best ways in which the lessons of the seminar might be converted to his or her particular classroom environment. Because the seminar takes place in Washington and devotes a great deal of time to the Founders' thoughts, it would be remiss if it did not take advantage of the knowledge of Pamela Scott, a noted Washington architectural historian, who will share ways in which the art and architecture of Washington reflects the principles of the American regime. The greater part of one day during each week, she will lead specially arranged tours, including Mount Vernon.

Contact name
Patton, Susannah
Contact email
Registration Deadline
Sponsoring Organization
Claremont Graduate University
Phone number
202-965-3335
Target Audience
K-12
Start Date
Cost
Free; $2,000 stipend
Duration
Eleven days
End Date

The U.S. and the Cold War

Description

The Gilder Lehrman Summer Seminars are designed to strengthen participants' commitment to high quality history teaching. Public, parochial, independent school teachers, and National Park Service rangers are eligible. These week-long seminars provide intellectual stimulation and a collaborative context for developing practical resources and strategies to take back to the classroom.

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
646-366-9666
Target Audience
Middle and high school
Start Date
Cost
Free; $400 stipend granted
Course Credit
Pittsburg State University (PSU) is pleased to offer graduate credit to workshop participants at a tuition fee of $199 per credit hour. Participants can receive three graduate credit hours for the duration of the week.
Duration
One week
End Date