Embedded Files
Study Guide
Study Guide
Chapter Learning Objectives:
The student will be able to explain the social, economic, and political impact of the second Industrial Revolution and global migration of labor at the regional and national level of the late Nineteenth-early Twentieth Centuries.
The student will recognize the development and impact of main ideologies, reform movements, and growth of international influence in late Nineteenth Century- early Twentieth Century World War I years.
Key Terms:
As you read and view the videos, use the following terms to help you take notes.
The Concept of “Empire"
American Intervention in China
American interventions in Mexico
American missionaries
The U.S.S. Maine
William McKinley
Yellow Journalists
The Spanish-American War
The Philippine–American War
Anti-Imperialism
Theodore Roosevelt
“The Big Stick,” “The Roosevelt Corollary,” and Theodore Roosevelt’s Foreign Policy
American interventions in Latin America
The Panama Canal
Women and Imperialism
“Civilization”
Sources of Immigration
Anti-Immigrant Sentiment
The Chinese Exclusion Act
Catholicism and American culture
Short Answers:
As you read the chapter and view the videos, take notes on the following questions. Be sure to provide specific examples from this text in your responses. Your responses should be in your own words to demonstrate your understanding of the content. Quoting the text or assigned videos is encouraged, but an explanation should precede or follow the quote to demonstrate how it is germane to the short answer question. Responses should be at least 1-2 paragraphs:
What were the primary reasons for American intervention in foreign affairs in the late-19th and early-20th century?
How did yellow journalism contribute to outbreak of the Spanish-American War?
Why was the Spanish-American War referred to as a “splendid little war?” Is that description fitting?
How did the United States gain control of the Philippines?
Be sure that you can discuss and analyze the debates over American imperialism within the United States. What were some of the justifications for expansion? What were the arguments against?
What was the Roosevelt Corollary and how did it change American foreign policy?
What is meant by the phrase “dollar diplomacy,” and how did it pertain to US interventions in Latin America?
How was imperialism a “gendered” concept?
What issues existed concerning immigration in the US in the late-19th and early-20th centuries? Be sure to consider the factors behind immigration, questions of assimilation, and political responses in your answer.
What kinds of immigrants were most likely to be “excluded” from entry into the United States? Why?
Chapter Essay Prompt:
In a 5-8 paragraph essay, respond to the following:
Explain why America abandoned isolationism and began looking outward at the end of the nineteenth century. Analyze the consequences and significance of the Spanish-American War. Discuss the impact of Presidents McKinley and Roosevelt's leadership in leading America into a position of a regional and world power.
I. Introduction
I. Introduction
The word empire might conjure images of ancient Rome, the Persian Empire, or the British Empire—powers that depended variously on military conquest, colonization, occupation, or direct resource exploitation—but empires can take many forms and imperial processes can occur in many contexts. One hundred years after the United States won its independence from the British Empire, had it become an empire of its own?
In the decades after the American Civil War, the United States exerted itself in the service of American interests around the world. In the Pacific, Latin America, and the Middle East, and most explicitly in the Spanish-American War and under the foreign policy of Theodore Roosevelt and William Howard Taft, the United States expanded on a long history of exploration, trade, and cultural exchange to practice something that looked remarkably like empire. The question of American imperialism, then, seeks to understand not only direct American interventions in such places as Cuba, the Philippines, Hawaii, Guam, and Puerto Rico, but also the deeper history of American engagement with the wider world and the subsequent ways in which American economic, political, and cultural power has shaped the actions, choices, and possibilities of other groups and nations.
Meanwhile, as the United States asserted itself abroad, it acquired increasingly higher numbers of foreign peoples at home. European and Asian immigrants poured into the United States. In a sense, imperialism and immigration raised similar questions about American identity: Who was an “American,” and who wasn’t? What were the nation’s obligations to foreign powers and foreign peoples? And how accessible—and how fluid—should American identity be for newcomers? All such questions confronted late-nineteenth-century Americans with unprecedented urgency.
II. Patterns of American Intervention
II. Patterns of American Intervention
As you read the material in section II, take notes on the following:
What were the primary reasons for American intervention in foreign affairs in the late-19th and early-20th century?
When responding to the section study guide question, take notes on the following:
Open Door Policy
Guam
Hawaii
Mexico
Middle East
American interventions in Mexico, China, and the Middle East reflected the United States’ new eagerness to intervene in foreign governments to protect American economic interests abroad.
The United States had long been involved in Pacific commerce. American ships had been traveling to China, for instance, since 1784. As a percentage of total American foreign trade, Asian trade remained comparatively small, and yet the idea that Asian markets were vital to American commerce affected American policy and, when those markets were threatened, prompted interventions.1 In 1899, secretary of state John Hay articulated the Open Door Policy, which called for all Western powers to have equal access to Chinese markets. Hay feared that other imperial powers—Japan, Great Britain, Germany, France, Italy, and Russia—planned to carve China into spheres of influence. It was in the economic interest of American business to maintain China for free trade. The following year, in 1900, American troops joined a multinational force that intervened to prevent the closing of trade by putting down the Boxer Rebellion, a movement opposed to foreign businesses and missionaries operating in China. President McKinley sent the U.S. Army without consulting Congress, setting a precedent for U.S. presidents to order American troops to action around the world under their executive powers.2
The United States was not only ready to intervene in foreign affairs to preserve foreign markets, it was willing to take territory. The United States acquired its first Pacific territories with the Guano Islands Act of 1856. Guano—collected bird excrement—was a popular fertilizer integral to industrial farming. The act authorized and encouraged Americans to venture into the seas and claim islands with guano deposits for the United States. These acquisitions were the first insular, unincorporated territories of the United States: they were neither part of a state nor a federal district, and they were not on the path to ever attain such a status. The act, though little known, offered a precedent for future American acquisitions.3
Merchants, of course, weren’t the only American travelers in the Pacific. Christian missionaries soon followed explorers and traders. The first American missionaries arrived in Hawaii in 1820 and China in 1830, for example. Missionaries, though, often worked alongside business interests, and American missionaries in Hawaii, for instance, obtained large tracts of land and started lucrative sugar plantations. During the nineteenth century, Hawaii was ruled by an oligarchy based on the sugar companies, together known as the “Big Five.” This white American (haole) elite was extremely powerful, but they still operated outside the formal expression of American state power.4
As many Americans looked for empire across the Pacific, others looked to Latin America. The United States, long a participant in an increasingly complex network of economic, social, and cultural interactions in Latin America, entered the late nineteenth century with a new aggressive and interventionist attitude toward its southern neighbors.
American capitalists invested enormous sums of money in Mexico during the late nineteenth and early twentieth centuries, during the long reign of the corrupt yet stable regime of the modernization-hungry president Porfirio Diaz. But in 1910 the Mexican people revolted against Díaz, ending his authoritarian regime but also his friendliness toward the business interests of the United States. In the midst of the terrible destruction wrought by the fighting, Americans with investment interests pleaded for governmental help. But the U.S. government tried to control events and politics that could not be controlled. More and more American businessmen called for military intervention. When the brutal strongman Victoriano Huerta executed the revolutionary, democratically elected president Francisco Madero in 1913, newly inaugurated American president Woodrow Wilson put pressure on Mexico’s new regime. Wilson refused to recognize the new government and demanded that Huerta step aside and allow free elections to take place. Huerta refused.5
When Mexican forces mistakenly arrested American sailors in the port city of Tampico in April 1914, Wilson saw the opportunity to apply additional pressure on Huerta. Huerta refused to make amends, and Wilson therefore asked Congress for authority to use force against Mexico. But even before Congress could respond, Wilson invaded and took the port city of Veracruz to prevent, he said, a German shipment of arms from reaching Huerta’s forces. The Huerta government fell in July 1914, and the American occupation lasted until November, when Venustiano Carranza, a rival of Huerta, took power. When Wilson threw American support behind Carranza, and not his more radical and now-rival Pancho Villa, Villa and several hundred supporters attacked American interests and raided the town of Columbus, New Mexico, in March 1916, and killed over a dozen soldiers and civilians. Wilson ordered a punitive expedition of several thousand soldiers led by General John J. “Blackjack” Pershing to enter northern Mexico and capture Villa. But Villa eluded Pershing for nearly a year and, in 1917, with war in Europe looming and great injury done to U.S.-Mexican relations, Pershing left Mexico.6
The United States’ actions during the Mexican Revolution reflected long-standing American policy that justified interventionist actions in Latin American politics because of their potential bearing on the United States: on citizens, on shared territorial borders, and, perhaps most significantly, on economic investments. This example highlights the role of geography, or perhaps proximity, in the pursuit of imperial outcomes. But American interactions in more distant locations, in the Middle East, for instance, look quite different.
In 1867, Mark Twain traveled to the Middle East as part of a large tour group of Americans. In his satirical travelogue, The Innocents Abroad, he wrote, “The people [of the Middle East] stared at us everywhere, and we [Americans] stared at them. We generally made them feel rather small, too, before we got done with them, because we bore down on them with America’s greatness until we crushed them.”7 When Americans later intervened in the Middle East, they would do so convinced of their own superiority.
The U.S. government had traditionally had little contact with the Middle East. Trade was limited, too limited for an economic relationship to be deemed vital to the national interest, but treaties were nevertheless signed between the U.S. and powers in the Middle East. Still, the majority of American involvement in the Middle East prior to World War I came not in the form of trade but in education, science, and humanitarian aid. American missionaries led the way. The first Protestant missionaries had arrived in 1819. Soon the American Board of Commissioners for Foreign Missions and the boards of missions of the Reformed Church of America became dominant in missionary enterprises. Missions were established in almost every country of the Middle East, and even though their efforts resulted in relatively few converts, missionaries helped establish hospitals and schools, and their work laid the foundation for the establishment of Western-style universities, such as Robert College in Istanbul, Turkey (1863), the American University of Beirut (1866), and the American University of Cairo (1919).8
III. 1898
III. 1898
As you read the material in section III, take notes on the following:
How did yellow journalism contribute to outbreak of the Spanish-American War?
Why was the Spanish-American War referred to as a “splendid little war?” Is that description fitting?
How did the United States gain control of the Philippines?
When responding to the section study guide question, take notes on the following:
Cuba
Spain
The Maine
The Philippines
1898 Treaty of Paris
Philippine-American War
Emilio Aguinaldo
Although the United States had a long history of international economic, military, and cultural engagement that stretched back deep into the eighteenth century, the Spanish-American and Philippine-American Wars (1898–1902) marked a crucial turning point in American interventions abroad. In pursuing war with Spain, and then engaging in counterrevolutionary conflict in the Philippines, the United States expanded the scope and strength of its global reach. Over the next two decades, the United States would become increasingly involved in international politics, particularly in Latin America. These new conflicts and ensuing territorial problems forced Americans to confront the ideological elements of imperialism. Should the United States act as an empire? Or were foreign interventions and the taking of territory antithetical to its founding democratic ideals? What exactly would be the relationship between the United States and its territories? And could colonial subjects be successfully and safely incorporated into the body politic as American citizens? The Spanish-American and Philippine-American Wars brought these questions, which had always lurked behind discussions of American expansion, out into the open.
In 1898, Americans began in earnest to turn their attention southward to problems plaguing their neighbor Cuba. Since the middle of the nineteenth century, Cubans had tried unsuccessfully again and again to gain independence from Spain. The latest uprising, and the one that would prove fatal to Spain’s colonial designs, began in 1895 and was still raging in the winter of 1898. By that time, in an attempt to crush the uprising, Spanish general Valeriano Weyler y Nicolau had been conducting a policy of reconcentration—forcing Cubans living in certain cities to relocate en masse to military camps—for about two years. Prominent newspaper publishers sensationalized Spanish atrocities. Cubans in the United States and their allies raised cries of Cuba Libre! And while the U.S. government proclaimed a wish to avoid armed conflict with Spain, President McKinley became increasingly concerned about the safety of American lives and property in Cuba. He ordered the battleship Maine to Havana harbor in January 1898.
The Maine sat undisturbed in the harbor for about two weeks. Then, on the evening of February 15, a titanic explosion tore open the ship and sent it to the bottom of the ocean. Three quarters of the ship’s 354 occupants died. A naval board of inquiry immediately began an investigation to ascertain the cause of the explosion, but the loudest Americans had already decided that Spanish treachery was to blame. Capitalizing on the outrage, “yellow journals”—newspapers that promoted sensational stories, notoriously at the cost of accuracy—such as William Randolph Hearst’s New York Journal called for war with Spain. When urgent negotiations failed to produce a mutually agreeable settlement, Congress officially declared war on April 25.
Although America’s war effort began haphazardly, Spain’s decaying military crumbled. Military victories for t
The United States came quickly. In the Pacific, on May 1, Commodore George Dewey engaged the Spanish fleet outside Manila, the capital of the Philippines (another Spanish colonial possession), destroyed it, and proceeded to blockade Manila harbor. Two months later, American troops took Cuba’s San Juan Heights in what would become the most well-known battle of the war, winning fame not for regular soldiers but for the irregular, especially Theodore Roosevelt and his Rough Riders. Roosevelt had been the assistant secretary of the navy but had resigned his position in order to see action in the war. His actions in Cuba made him a national celebrity. As disease began to eat away at American troops, the Spanish suffered the loss of Santiago de Cuba on July 17, effectively ending the war. The two nations agreed to a cease-fire on August 12 and formally signed the Treaty of Paris in December. The terms of the treaty stipulated, among other things, that the United States would acquire Spain’s former holdings of Guam, Puerto Rico, and the Philippines.
Secretary of state John Hay memorably referred to the conflict as a “splendid little war,” and at the time it certainly appeared that way. Fewer than four hundred Americans died in battle in a war that lasted about fifteen weeks. Contemporaries celebrated American victories as the providential act of God. The influential Brooklyn minister Lyman Abbott, for instance, declared that Americans were “an elect people of God” and saw divine providence in Dewey’s victory at Manila.9 Some, such as Senator Albert J. Beveridge of Indiana, took matters one step further, seeing in American victory an opportunity for imperialism. In Beveridge’s view, America had a “mission to perform” and a “duty to discharge” around the world.10 What Beveridge envisioned was nothing less than an American empire.
But the question of whether the United States should become an empire was sharply debated across the nation in the aftermath of the Spanish-American War and the acquisition of Hawaii in July 1898. At the behest of American businessmen who had overthrown the Hawaiian monarchy, the United States annexed the Hawaiian Islands and their rich plantations. Between Hawaii and a number of former Spanish possessions, many Americans coveted the economic and political advantages that increased territory would bring. Those opposed to expansion, however, worried that imperial ambitions did not accord with the nation’s founding ideals. American actions in the Philippines brought all of these discussions to a head.
The Philippines were an afterthought of the Spanish-American War, but when the smoke cleared, the United States found itself in possession of a key foothold in the Pacific. After Dewey’s victory over the Spanish fleet in the Battle of Manila Bay, conversations about how to proceed occupied the attentions of President McKinley, political leaders from both parties, and the popular press. American and Philippine forces (under the leadership of Emilio Aguinaldo) were in communication: Would the Americans offer their support to the Filipinos and their ongoing efforts against the Spanish? Or would the Americans replace the Spanish as a colonial occupying force? American forces were instructed to secure Manila without allowing Philippine forces to enter the Walled City (the seat of the Spanish colonial government), hinting, perhaps, at things to come. Americans wondered what would happen next. Perhaps a good many ordinary Americans shared the bewildered sentiments of Mr. Dooley, the fictional Irish-American barkeeper whom humorist Finley Peter Dunne used to satirize American life: “I don’t know what to do with th’ Ph’lippeens anny more thin I did las’ summer, befure I heerd tell iv thim. . . . We can’t sell thim, we can’t ate thim, an’ we can’t throw thim into the th’ alley whin no wan is lookin’’.”11
As debates about American imperialism continued against the backdrop of an upcoming presidential election, tensions in the Philippines escalated. Emilio Aguinaldo was inaugurated as president of the First Philippine Republic (or Malolos Republic) in late January 1899; fighting between American and Philippine forces began in early February; and in April 1899, Congress ratified the 1898 Treaty of Paris, which concluded the Spanish-American War and gave Spain $20 million in exchange for the Philippine Islands.12
Like the Cubans, Filipinos had waged a long war against their Spanish colonizers. The United States could have given them the independence they had long fought for, but, instead, at the behest of President William McKinley, the United States occupied the islands and from 1899 to 1902 waged a bloody series of conflicts against Filipino insurrectionists that cost far more lives than the war with Spain. Under the leadership of Emilio Aguinaldo, Filipinos who had fought for freedom against the Spanish now fought for freedom against the very nation that had claimed to have liberated them from Spanish tyranny.13
The Philippine Insurrection, or the Philippine-American War, was a brutal conflict of occupation and insurgency. Contemporaries compared the guerrilla-style warfare in challenging and unfamiliar terrain to the American experiences in the so-called Indian Wars of the late nineteenth century. Many commented on its brutality and the uncertain mission of American troops. An April 1899 dispatch from a Harper’s Weekly correspondent began, “A week has passed—a week of fighting and marching, of jungles and rivers, of incident and adventure so varied and of so rapid transition that to sit down to write about it makes one feel as if he were trying to describe a dream where time, space, and all the logical sequences of ordinary life are upset in the unrelenting brutality of war.”14 John Bass described his experiences in detail, and his reportage, combined with accounts that came directly from soldiers, helped shape public knowledge about the war. Reports of cruelty on both sides and a few high-profile military investigations ensured continued public attention to events across the Pacific.
Amid fighting to secure the Philippine Islands, the federal government sent two Philippine Commissions to assess the situation in the islands and make recommendations for a civilian colonial government. A civilian administration, with William H. Taft as the first governor-general (1901–1903), was established with military support. Although President Theodore Roosevelt declared the war to be over in 1902, resistance and occasional fighting continued into the second decade of the twentieth century.15
Debates about American imperialism dominated headlines and tapped into core ideas about American identity and the proper role of the United States in the larger world. Should a former colony, established on the principles of freedom, liberty, and sovereignty, become a colonizer itself? What was imperialism, anyway? Many framed the Filipino conflict as a Protestant, civilizing mission. Others framed American imperialism in the Philippines as nothing new, as simply the extension of a never-ending westward American expansion. It was simply destiny. Some saw imperialism as a way to reenergize the nation by asserting national authority and power around the globe. Others baldly recognized the opportunities the Philippine Islands presented for access to Asian markets. But critics grew loud. The American Anti-Imperialist League, founded in 1899 and populated by such prominent Americans as Mark Twain, Andrew Carnegie, and Jane Addams, protested American imperial actions and articulated a platform that decried foreign subjugation and upheld the rights of all to self-governance. Still others embraced anti-imperialist stances because of concerns about immigration and American racial identity, afraid that American purity stood imperiled by contact with strange and foreign peoples. For whatever reason, however, the onset or acceleration of imperialism was a controversial and landmark moment in American history. America had become a preeminent force in the world.
IV. Theodore Roosevelt and American Imperialism
IV. Theodore Roosevelt and American Imperialism
As you read the material in section IV, take notes on the following:
What was the Roosevelt Corollary and how did it change American foreign policy?
Be sure that you can discuss and analyze the debates over American imperialism within the United States. What were some of the justifications for expansion? What were the arguments against?
What is meant by the phrase “dollar diplomacy,” and how did it pertain to US interventions in Latin America?
Under the leadership of President Theodore Roosevelt, the United States emerged from the nineteenth century with ambitious designs on global power through military might, territorial expansion, and economic influence. Though the Spanish-American War had begun under the administration of William McKinley, Roosevelt—the hero of San Juan Hill, assistant secretary of the navy, vice president, and president—was arguably the most visible and influential proponent of American imperialism at the turn of the century. Roosevelt’s emphasis on developing the American navy, and on Latin America as a key strategic area of U.S. foreign policy, would have long-term consequences.
In return for Roosevelt’s support of the Republican nominee, William McKinley, in the 1896 presidential election, McKinley appointed Roosevelt as assistant secretary of the navy. The head of the department, John Long, had a competent but lackadaisical managerial style that allowed Roosevelt a great deal of freedom that Roosevelt used to network with such luminaries as military theorists Alfred Thayer Mahan and naval officer George Dewey and politicians such as Henry Cabot Lodge and William Howard Taft. During his tenure he oversaw the construction of new battleships and the implementation of new technology and laid the groundwork for new shipyards, all with the goal of projecting America’s power across the oceans. Roosevelt wanted to expand American influence. For instance, he advocated for the annexation of Hawaii for several reasons: it was within the American sphere of influence, it would deny Japanese expansion and limit potential threats to the West Coast, it had an excellent port for battleships at Pearl Harbor, and it would act as a fueling station on the way to pivotal markets in Asia.16
Roosevelt, after winning headlines in the war, ran as vice president under McKinley and rose to the presidency after McKinley’s assassination by the anarchist Leon Czolgosz in 1901. Among his many interventions in American life, Roosevelt acted with vigor to expand the military, bolstering naval power especially, to protect and promote American interests abroad. This included the construction of eleven battleships between 1904 and 1907. Alfred Thayer Mahan’s naval theories, described in his The Influence of Sea Power upon History, influenced Roosevelt a great deal. In contrast to theories that advocated for commerce raiding, coastal defense, and small “brown water” ships, the imperative to control the sea required battleships and a “blue water” navy that could engage and win decisive battles with rival fleets. As president, Roosevelt continued the policies he established as assistant secretary of the navy and expanded the U.S. fleet. The mission of the Great White Fleet, sixteen all-white battleships that sailed around the world between 1907 and 1909, exemplified America’s new power.17
Roosevelt insisted that the “big stick” and the persuasive power of the U.S. military could ensure U.S. hegemony over strategically important regions in the Western Hemisphere. The United States used military intervention in various circumstances to further its objectives, but it did not have the ability or the inclination to militarily impose its will on the entirety of South and Central America. The United States therefore more often used informal methods of empire, such as so-called dollar diplomacy, to assert dominance over the hemisphere.
The United States actively intervened again and again in Latin America. Throughout his time in office, Roosevelt exerted U.S. control over Cuba (even after it gained formal independence in 1902) and Puerto Rico, and he deployed naval forces to ensure Panama’s independence from Colombia in 1903 in order to acquire a U.S. Canal Zone. Furthermore, Roosevelt pronounced the Roosevelt Corollary to the Monroe Doctrine in 1904, proclaiming U.S. police power in the Caribbean. As articulated by President James Monroe in his annual address to Congress in 1823, the United States would treat any military intervention in Latin America by a European power as a threat to American security. Roosevelt reaffirmed the Monroe Doctrine and expanded it by declaring that the United States had the right to preemptive action through intervention in any Latin American nation in order to correct administrative and fiscal deficiencies.18
Read Arguments for US IMPERIALISM AND AGAINST (Refer to the following links to offer examples of the "contradictory feeling and actions...")
2. ANTI-IMPERIALIST: Contra-Empire
As you read the material in section V, take notes on the following:
How was imperialism a “gendered” concept?
V. Women and Imperialism
V. Women and Imperialism
With much satisfaction, Columbia puts on her “Easter Bonnet,” a hat shaped like a warship and labeled World Power. By 1901, when this political cartoon was published, Americans felt confident in their country’s position as a world leader. Wikimedia.
Debates over American imperialism revolved around more than just politics and economics and national self-interest. They also included notions of humanitarianism, morality, religion, and ideas of “civilization.” And they included significant participation by American women.
In the fall of 1903, Margaret McLeod, age twenty-one, originally of Boston, found herself in Australia on family business and in need of income. Fortuitously, she made the acquaintance of Alexander MacWillie, the top salesman for the H. J. Heinz Company, who happened to be looking for a young lady to serve as a “demonstrator” of Heinz products to potential consumers. McLeod proved to be such an attractive purveyor of India relish and baked beans that she accompanied MacWillie on the rest of his tour of Australia and continued on to South Africa, India, and Japan. Wherever she went, this “dainty young girl with golden hair in white cap and tucker” drew attention to Heinz’s products, but, in a much larger sense, she was also projecting an image of middle-class American domesticity, of pure womanhood. Heinz saw itself not only as purveying economical and healthful foodstuffs—it was bringing the blessings of civilization to the world.25
When commentators, such as Theodore Roosevelt in his speech on “the strenuous life,” spoke about America’s overseas ventures, they generally gave the impression that this was a strictly masculine enterprise—the work of soldiers, sailors, government officials, explorers, businessmen, and scientists. But in fact, U.S. imperialism, which focused as much on economic and cultural influence as on military or political power, offered a range of opportunities for white, middle-class, Christian women. In addition to working as representatives of American business, women could serve as missionaries, teachers, and medical professionals, and as artists and writers they were inspired by and helped transmit ideas about imperialism.
Moreover, the rhetoric of civilization that underlay imperialism was itself a highly gendered concept. According to the racial theory of the day, humans progressed through hierarchical stages of civilization in an orderly, linear fashion. Only Europeans and Americans had attained the highest level of civilization, which was superficially marked by whiteness but also included an industrial economy and a gender division in which men and women had diverging but complementary roles. Social and technological progress had freed women of the burdens of physical labor and elevated them to a position of moral and spiritual authority. White women thus potentially had important roles to play in U.S. imperialism, both as symbols of the benefits of American civilization and as vehicles for the transmission of American values.26
Civilization, while often cloaked in the language of morality and Christianity, was very much an economic concept. The stages of civilization were primarily marked by their economic character (hunter-gatherer, agricultural, industrial), and the consumption of industrially produced commodities was seen as a key moment in the progress of “savages” toward civilized life. Over the course of the nineteenth century, women in the West, for instance, had become closely associated with consumption, particularly of those commodities used in the domestic sphere. Thus it must have seemed natural for Alexander MacWillie to hire Margaret McLeod to “demonstrate” ketchup and chili sauce at the same time as she “demonstrated” white, middle-class domesticity. By adopting the use of such progressive products in their homes, consumers could potentially absorb even the virtues of American civilization.27
In some ways, women’s work in support of imperialism can be seen as an extension of the kind of activities many of them were already engaged in among working-class, immigrant, and Native American communities in the United States. Many white women felt that they had a duty to spread the benefits of Christian civilization to those less fortunate than themselves. American overseas ventures, then, merely expanded the scope of these activities—literally, in that the geographical range of possibilities encompassed practically the entire globe, and figuratively, in that imperialism significantly raised the stakes of women’s work. No longer only responsible for shaping the next generation of American citizens, white women now had a crucial role to play in the maintenance of civilization itself. They too would help determine whether civilization would continue to progress.
Of course, not all women were active supporters of U.S. imperialism. Many actively opposed it. Although the most prominent public voices against imperialism were male, women made up a large proportion of the membership of organizations like the Anti-Imperialist League. For white women like Jane Addams and Josephine Shaw Lowell, anti-imperialist activism was an outgrowth of their work in opposition to violence and in support of democracy. Black female activists, meanwhile, generally viewed imperialism as a form of racial antagonism and drew parallels between the treatments of African Americans at home and, for example, Filipinos abroad. Indeed, Ida B. Wells viewed her anti-lynching campaign as a kind of anti-imperialist activism.
As you read section VI takes note on the following:
What kinds of immigrants were most likely to be “excluded” from entry into the United States? Why?
What issues existed concerning immigration in the US in the late-19th and early-20th centuries? Be sure to consider the factors behind immigration, questions of assimilation, and political responses in your answer.
What kinds of immigrants were most likely to be “excluded” from entry into the United States? Why?
VI. Immigration
VI. Immigration
For Americans at the turn of the century, imperialism and immigration were two sides of the same coin. The involvement of American women with imperialist and anti-imperialist activity demonstrates how foreign policy concerns were brought home and became, in a sense, domesticated. It is also no coincidence that many of the women involved in both imperialist and anti-imperialist organizations were also concerned with the plight of new arrivals to the United States. Industrialization, imperialism, and immigration were all linked. Imperialism had at its core a desire for markets for American goods, and those goods were increasingly manufactured by immigrant labor. This sense of growing dependence on “others” as producers and consumers, along with doubts about their capability of assimilation into the mainstream of white, Protestant American society, caused a great deal of anxiety among native-born Americans.
Between 1870 and 1920, over twenty-five million immigrants arrived in the United States. This migration was largely a continuation of a process begun before the Civil War, though by the turn of the twentieth century, new groups such as Italians, Poles, and Eastern European Jews made up a larger percentage of the arrivals while Irish and German numbers began to dwindle.
Although the growing U.S. economy needed large numbers of immigrant workers for its factories and mills, many Americans reacted negatively to the arrival of so many immigrants. Nativists opposed mass immigration for various reasons. Some felt that the new arrivals were unfit for American democracy, and that Irish or Italian immigrants used violence or bribery to corrupt municipal governments. Others (often earlier immigrants themselves) worried that the arrival of even more immigrants would result in fewer jobs and lower wages. Such fears combined and resulted in anti-Chinese protests on the West Coast in the 1870s. Still others worried that immigrants brought with them radical ideas such as socialism and communism. These fears multiplied after the Chicago Haymarket affair in 1886, in which immigrants were accused of killing police officers in a bomb blast.28
Nativist sentiment intensified in the late nineteenth century as immigrants streamed into American cities. Uncle Sam’s Lodging House, published in 1882, conveys this anti-immigrant attitude, with caricatured representations of Europeans, Asians, and African Americans creating a chaotic scene. Wikimedia.
In September 1876, Franklin Benjamin Sanborn, a member of the Massachusetts Board of State Charities, gave an address in support of the introduction of regulatory federal immigration legislation at an interstate conference of charity officials in Saratoga, New York. Immigration might bring some benefits, but “it also introduces disease, ignorance, crime, pauperism and idleness.” Sanborn thus advocated federal action to stop “indiscriminate and unregulated immigration.”29
Sanborn’s address was aimed at restricting only the immigration of paupers from Europe to the East Coast, but the idea of immigration restrictions was common across the United States in the late nineteenth century, when many variously feared that the influx of foreigners would undermine the racial, economic, and moral integrity of American society. From the 1870s to the 1920s, the federal government passed a series of laws limiting or discontinuing the immigration of particular groups, and the United States remained committed to regulating the kind of immigrants who would join American society. To critics, regulations legitimized racism, class bias, and ethnic prejudice as formal national policy.
The first move for federal immigration control came from California, where racial hostility toward Chinese immigrants had mounted since the midnineteenth century. In addition to accusing Chinese immigrants of racial inferiority and unfitness for American citizenship, opponents claimed that they were also economically and morally corrupting American society with cheap labor and immoral practices, such as prostitution. Immigration restriction was necessary for the “Caucasian race of California,” as one anti-Chinese politician declared, and for European Americans to “preserve and maintain their homes, their business, and their high social and moral position.” In 1875, the anti-Chinese crusade in California moved Congress to pass the Page Act, which banned the entry of convicted criminals, Asian laborers brought involuntarily, and women imported “for the purposes of prostitution,” a stricture designed chiefly to exclude Chinese women. Then, in May 1882, Congress suspended the immigration of all Chinese laborers with the Chinese Exclusion Act, making the Chinese the first immigrant group subject to admission restrictions on the basis of race. They became the first illegal immigrants.30
On the other side of the country, Atlantic Seaboard states also facilitated the formation of federal immigration policy. Since the colonial period, East Coast states had regulated immigration through their own passenger laws, which prohibited the landing of destitute foreigners unless shipmasters prepaid certain amounts of money in the support of those passengers. State-level control of pauper immigration developed into federal policy in the early 1880s. In August 1882, Congress passed the Immigration Act, denying admission to people who were not able to support themselves and those, such as paupers, people with mental illnesses, or convicted criminals, who might otherwise threaten the security of the nation.
The category of excludable people expanded continuously after 1882. In 1885, in response to American workers’ complaints about cheap immigrant labor, Congress added foreign workers migrating under labor contracts with American employers to the list of excludable people. Six years later, the federal government included people who seemed likely to become wards of the state, people with contagious diseases, and polygamists, and made all groups of excludable people deportable. In 1903, those who would pose ideological threats to American republican democracy, such as anarchists and socialists, also became the subject of new immigration restrictions.
Many immigration critics were responding to the shifting demographics of American immigration. The center of immigrant-sending regions shifted from northern and western Europe to southern and eastern Europe and Asia. These “new immigrants” were poorer, spoke languages other than English, and were likely Catholic or Jewish. White Protestant Americans typically regarded them as inferior, and American immigration policy began to reflect more explicit prejudice than ever before. One restrictionist declared that these immigrants were “races with which the English-speaking people have never hitherto assimilated, and who are most alien to the great body of the people of the United States.” The increased immigration of people from southern and eastern Europe, such as Italians, Jews, Slavs, and Greeks, led directly to calls for tighter restrictive measures. In 1907, the immigration of Japanese laborers was practically suspended when the American and Japanese governments reached the so-called Gentlemen’s Agreement, according to which Japan would stop issuing passports to working-class emigrants. In its forty-two-volume report of 1911, the U.S. Immigration Commission highlighted the impossibility of incorporating these new immigrants into American society. The report highlighted their supposed innate inferiority, asserting that they were the causes of rising social problems in America, such as poverty, crime, prostitution, and political radicalism.31
The assault against immigrants’ Catholicism provides an excellent example of the challenges immigrant groups faced in the United States. By 1900, Catholicism in the United States had grown dramatically in size and diversity, from 1 percent of the population a century earlier to the largest religious denomination in America (though still outnumbered by Protestants as a whole). As a result, Catholics in America faced two intertwined challenges: one external, related to Protestant anti-Catholicism, and the other internal, having to do with the challenges of assimilation.
Externally, the Church and its members remained an “outsider” religion in a nation that continued to see itself as culturally and religiously Protestant. Torrents of anti-Catholic literature and scandalous rumors maligned Catholics. Many Protestants doubted whether Catholics could ever make loyal Americans because they supposedly owed primary allegiance to the pope.
Internally, Catholics in America faced the question every immigrant group has had to answer: to what extent should they become more like native-born Americans? This question was particularly acute, as Catholics encompassed a variety of languages and customs. Beginning in the 1830s, Catholic immigration to the United States had exploded with the increasing arrival of Irish and German immigrants. Subsequent Catholic arrivals from Italy, Poland, and other Eastern European countries chafed at Irish dominance over the Church hierarchy. Mexican and Mexican American Catholics, whether recent immigrants or incorporated into the nation after the Mexican-American War, expressed similar frustrations. Could all these different Catholics remain part of the same Church?
Catholic clergy approached this situation from a variety of perspectives. Some bishops advocated rapid assimilation into the English-speaking mainstream. These “Americanists” advocated an end to “ethnic parishes”—the unofficial practice of permitting separate congregations for Poles, Italians, Germans, and so on—in the belief that such isolation only delayed immigrants’ entry into the American mainstream. They anticipated that the Catholic Church could thrive in a nation that espoused religious freedom, if only they assimilated. Meanwhile, however, more conservative clergy cautioned against assimilation. While they conceded that the United States had no official religion, they felt that Protestant notions of the separation of church and state and of licentious individual liberty posed a threat to the Catholic faith. They further saw ethnic parishes as an effective strategy protecting immigrant communities and worried that Protestants would use public schools to attack the Catholic faith. Eventually, the head of the Catholic Church, Pope Leo XIII, weighed in on the controversy. In 1899, he sent a special letter (an encyclical) to an archbishop in the United States. Leo reminded the Americanists that the Catholic Church was a unified global body and that American liberties did not give Catholics the freedom to alter church teachings. The Americanists denied any such intention, but the conservative clergy claimed that the pope had sided with them. Tension between Catholicism and American life, however, would continue well into the twentieth century.32
The American encounter with Catholicism—and Catholicism’s encounter with America—testified to the tense relationship between native-born and foreign-born Americans, and to the larger ideas Americans used to situate themselves in a larger world, a world of empire and immigrants.
VII. Conclusion
VII. Conclusion
While American imperialism flared most brightly for a relatively brief time at the turn of the century, new imperial patterns repeated old practices and lived on into the twentieth century. But suddenly the United States had embraced its cultural, economic, and religious influence in the world, along with a newfound military power, to exercise varying degrees of control over nations and peoples. Whether as formal subjects or unwilling partners on the receiving end of Roosevelt’s “big stick,” those who experienced U.S. expansionist policies confronted new American ambitions. At home, debates over immigration and imperialism drew attention to the interplay of international and domestic policy and the ways in which imperial actions, practices, and ideas affected and were affected by domestic questions. How Americans thought about the conflict in the Philippines, for example, was affected by how they approached immigration in their own cities. And at the turn of the century, those thoughts were very much on the minds of Americans.
Helpful Material to further develop your notes
Helpful Material to further develop your notes
VIII. Primary Sources
VIII. Primary Sources
After the surrender of the Spanish in the Spanish-American War, the United States assumed control of the Philippines and struggled to contain an anti-American insurgency.
2. Rudyard Kipling, “The White Man’s Burden” (1899)
As the United States waged war against Filipino insurgents, the British writer and poet Rudyard Kipling urged the Americans to take up “the white man’s burden.”
3. James D. Phelan, “Why the Chinese Should Be Excluded” (1901)
James D. Phelan, the mayor of San Francisco, penned the following article to drum up support for the extension of laws prohibiting Chinese immigration.
4. William James on “The Philippine Question” (1903)
Many Americans opposed imperialist actions. Here, the philosopher William James explains his opposition in the light of history.
5. Mark Twain, “The War Prayer” (ca.1904-5)
The American writer Mark Twain wrote the following satire in the glow of America’s imperial interventions.
6. Chinese Immigrants Confront Anti-Chinese Prejudice (1885, 1903)
Mary Tape, a Chinese immigrant mother, fought for her daughter, Mamie Tape, to integrate public schools in California. The case, Tape v. Hurley (1885), reached the California Supreme Court in 1885 and, despite a favorable ruling for Tape, the San Francisco Board of Education built a segregated Chinese school which Mamie Tape was forced to attend. In the following letter, Mary Tape protested the denial of her daughter’s entry to Spring Valley School; Lee Chew immigrated from China at the age of 16. He worked as a domestic servant for an American family in San Francisco, started a laundry business, and later ran an importing business in New York City. In the following passage, he attacked anti-Chinese prejudice in the United States.
7. African Americans Debate Enlistment (1898)
Thousands of African-American troops served in in the Spanish-American and Philippine-American Wars. Confronted with racial violence and discrimination at home, they did so with a mix of hope, skepticism, satisfaction, and disappointment. Here, the Indianapolis Freeman reports on recruiting efforts in Hartfod, Connecticut.
In this 1899 cartoon published, Uncle Sam lectures his new students: The Philippines, Hawaii, Puerto Rico, and, Cuba. Past and potentially future U.S. acquisitions fill the rest of the classroom.
9. “Declined With Thanks” (1900)
In this political cartoon, tailor President McKinley measures an obese Uncle Sam for larger clothing, while Anti-Expansionists like Joseph Pulitzer unsuccessfully offer Sam a weight-loss elixir. As the nation increased its imperialistic presence and mission, many like Pulitzer worried that America would grow too big for its own good.
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