The discussion of the American Civil War as a bourgeois revolution, reopened by John Ashworth’s recent work, needs to be based on a more explicit conceptualisation of what the category does, and does not, involve. This essay offers one such conceptualisation. It then deals with two key issues raised by the process of bourgeois revolution in the United States: the relationship between the War of Independence and the Civil War, and whether the nature of the South made (...) conflict unavoidable. It then argues that the American Revolution is unique for two reasons: the non-feudal nature of Southern society and the fact that the Northern industrial bourgeoisie, unlike their European contemporaries, were still prepared to behave in a revolutionary way. (shrink)

This essay replies to critics of my earlier piece in Historical Materialism which looked at the origins of the American Civil War. The essay re-emphasises the importance of the shift to wage labour in the North, it re-asserts the need to incorporate slave resistance as a key factor in any causal account of the sectional conflict, and it argues that the ultimate northern victory in that conflict should be seen as constituting a ‘bourgeois revolution’. It engages specifically with (...) the criticisms and some of the alternative interpretations offered by Charles Post, Eric Foner and Neil Davidson. (shrink)

On the occasion of the 150th anniversary of the beginning of the American Civil War, Historical Materialism has brought together some of the most significant Marxist scholars working in this area to debate the issues. This text introduces some of the questions raised by the Civil War and Southern slavery for Marxists and introduces the essays that follow.

Benson: Certain logical principles govern explanations of human behavior: alleged causes must actually occur before their effects; men must be aware of events that allegedly affect them; explanations must jibe with generalizations about behavior and have intrinsic plausibility. Historians often neglect these principles. The best example is analysis of public opinion. Comparison of Thucydides with the historiography of the American Civil War shows both must assess public feeling on specific issues at a given time and place; but historians (...) lack the tools to do this, and have recourse to dubious assumptions . Sometimes even the principle of chronological priority is violated. Consistent application of the four logical principles above would at least narrow the range of potentially verifiable explanations and consequent disagreement.Strout: Specification of a "fundamental cause" of the Civil War or other events is best construed as a retrospective observation that the cited 16cause" figures centrally in some reconstructed story. Historians explain through stories, narrations, which aim at comprehending the dramatic "logic" of a sequence of events rather than at scientific explanation. At worst general questions of causality are an irrelevant source of interminable disagreement, at best a stimulus to research, potentially resulting in a more coherent story and increased understanding. Causal accounts seem indispensable largely because explanations often involve purposes and reasons in causal disguise. (shrink)

Summary The article analyses the extensive and passionate responses that the American Civil War and the issues it raised elicited from John Stuart Mill. While it attempts to offer a brief but comprehensive overall account of Mill's influential involvement in debates on the Civil War both in Britain and in America, it focuses particularly on Mill's defence of racial equality for the American ?negroes? both during the war and in the course of debates on reconstruction after (...) the war. Mill's concerted efforts to contribute to the improvement of Anglo-American relations and to influence both British public opinion and how that opinion was viewed from America are also analysed. Detailed attention is paid to Mill's strong views on reconstruction, which have not received the attention they deserve. A number of Mill's views and ?crotchets? were tested in the debates on reconstruction, and, whenever he had to choose between conflicting principles, his uncompromising hatred of slavery and racial inequality took priority over any other considerations (even ones as important as educational qualifications for voters, and free trade). (shrink)

This paper introduces arguments from Slavery, Capitalism, and Politics in the Antebellum Republic1 to suggest that the Civil War arose ultimately because of class-conflict between on the one hand, Southern slaves and their masters and, on the other, Northern workers and their employers. It does not, however, suggest that either in the North or the South these conflicts were on the point of erupting into revolution. On the contrary, they were relatively easily containable. However, harmony within each section could (...) be secured only at the cost of intersectional conflict, conflict which would finally erupt into civil war. The Civil War was a ‘bourgeois revolution’ not only because it destroyed slavery, an essentially precapitalist system of production, in the United States but also because it resulted in the enthronement of Northern values, with the normalisation of wage-labour at their core. (shrink)

In this book, George Schedler offers moral and legal perspectives on two legacies of the Civil War: the adoption of the Confederate flag by Southern states and the question of African American reparations. Schedler's analysis of reparations focuses on the principle that whatever the enslaved would have earned and enjoyed had they not been enslaved should determine compensation.

The point of this article is to test how well Josiah Royce’s philosophy of community can be utilized to conceptualize moral injury and recovery.1 The term “moral injury” is of recent coinage, articulated by those working with combat veterans and their challenges returning to civilian life, particularly veterans returned from Vietnam and from America’s recent presence in the Middle East. The basic idea is that, in combat, soldiers harm their own moral capacities by committing or participating in acts that they (...) understand to be morally repugnant. The consequences of such harm include difficulty with participating well or fully in civilian life, even to the point of committing violence against loved ones. Despite the... (shrink)

The four essays by Ashworth, Blackburn, Nimtz and Post all make important contributions to our understanding of the causes and consequences of the American Civil War, and to modern analysis of these questions within a Marxist tradition. Although they differ among themselves on key issues, they direct attention to problems too often neglected by other historians: the rôle of class-conflict within North and South in the coming of the War; the part played by slave-resistance in the sectional conflict; (...) the nature of the economic relationship between slave and free economies; and a shift in control of the national state as an enduring result of the conflict. (shrink)

Metaphors of medicine are common, such as war, which is evident in much of our language about health‐care where patients and healthcare professionals fight disease, or the game, which is one way to frame the nurse–doctor professional relationship. This study analyses six pilot episodes of American (Grey's Anatomy, Hawthorne, Mercy, Nurse Jackie) and Australian (All Saints, RAN) medical television programmes premiering between 1998 and 2009 to assess one way that our contemporary culture understands and constructs professional relationships between nurses (...) and doctors. Analysis shows that these popular television programmes frequently depict conflict, with games, civil war and mutiny between nurses and doctors over patient safety rather than professionals working collaboratively in teams to deliver health‐care. Although the benefit of this televised conflict is the implication that nurses are knowledgeable, skilled professionals, the negative connotations include a dysfunctional and dangerous healthcare system, and also ongoing power struggles. Given that popular culture can sometimes influence the public's understanding of real‐life nursing practice, it is important to explore what these metaphors of conflict are communicating about the nurse–doctor relationship. (shrink)

In 2020, our research collective facilitated a photovoice project titled “Picturing Our Realities: Arts-based Reflections with Central American Youth in Canada,” which brought together young, second-generation, and one-and-a-half-generation (born in another country and moved at a young age) Central American identifying people in Toronto to talk about their experiences growing up as children of immigrants. This photovoice project reveals the ways the civil war and migration process is a haunting presence in the lives of second and 1.5 (...) generation Central American Canadians as they grow up and carve their paths as adults. We can see how unresolved social conflict emerges and shapes family memory, sense of self, understandings of community, and means of engaging in community activism and community work. We argue that this act of remembering and paying homage to previous generations is a means of confronting and resisting past injustices and forming ways of healing from the afterlives of violence. This recognition of the afterlives of mass violence, and the calls of action that this recognition entails, may form a powerful catalyst for community organizing and creating community spaces to respond to historical hauntings and structural violence. (shrink)

Foreword -- 1. The War Within -- 2. The Cult of Experience -- 3. The Long March -- 4. America's Transformers -- 5. American Restoration -- 6. Twenty-twenty Vision -- Acknowledgments.

Ask any Civil War historian about the cost of the Civil War and they will recite a host of well-known assessments, from military casualties and government expenditures to various measures of direct and indirect costs. But those numbers are not likely to include an appraisal of the humanitarian crisis and suffering caused by the wartime destruction of slavery. Peace-time emancipation in other regions and in other societies certainly presented dangers and difficulties for the formerly enslaved, but wartime emancipation (...) chained the new opportunities and possibilities for freedom to war’s violence, civil chaos, destruction and deprivation. The resulting health crisis, including illness, injury, and trauma, had immediate and lasting consequences for black civilians and soldiers. Although historians are more accustomed to thinking of enslaved people as the beneficiaries of this war, rather than its victims, we cannot assess the cost of this war until we answer two important questions: first, what price did enslaved people have to pay because their freedom was achieved through warfare rather than a peacetime process; and secondly, in this war in which so many Americans paid such a high cost, to what extent did racism inflate the cost paid by people of African descent? In answering these questions, we reconsider this specific war, but we must also tie the U.S. Civil War to a larger scholarship on how wars impact civilians, create refugee populations, and accelerate harsh treatment of people regarded as racial, religious, or ethnic outsiders. We are reminded that war is not an equal-opportunity killer. (shrink)

The U.S. Civil War chained slave emancipation to war's violence, destruction and deprivation. The resulting health crisis, including illness, injury, and trauma, had immediate and lasting consequences. This essay explores the impact of ideas about race on the U.S. military's health care provisions and treatment of former slaves, both civilians and soldiers.

Jonathan Ebel has long been interested in how religion helps individuals and communities render meaningful the traumatic experiences of violence and war. In this new work, he examines cases from the Great War to the present day and argues that our notions of what it means to be an American soldier are not just strongly religious, but strongly Christian. Drawing on a vast array of sources, he further reveals the effects of soldier veneration on the men and women so (...) often cast as heroes. Imagined as the embodiments of American ideals, described as redeemers of the nation, adored as the ones willing to suffer and die that we, the nation, may live—soldiers have often lived in subtle but significant tension with civil religious expectations of them. With chapters on prominent soldiers past and present, Ebel recovers and re-narrates the stories of the common American men and women that live and die at both the center and edges of public consciousness. (shrink)

Au début du xixe siècle, la formation des officiers de l’armée des États-Unis s’effectue à l’Académie militaire de West Point. Défaillante en de nombreux points, y compris sur le terrain de l’enseignement mathématique, elle est transformée par Sylvanus Thayer en 1817, alors qu’il revient d’un séjour en Europe lors duquel les établissements militaires français ont fait l’objet de scrupuleuses observations. La supériorité des méthodes françaises – l’articulation mathématico-ingéniérique qui structure les curricula, le rôle de la géométrie descriptive et l’analyse dans (...) l’appréhension de l’art de la guerre, l’usage des manuels – semble chose donnée pour acquise du côté américain, si bien que, dans le sillage de West Point, d’autres académies militaires « à la française » ouvrent avant-guerre. Soutenant l’idée d’une « infusion française » plus ou moins passive, l’historiographie alimente bien souvent un récit qui mythifie et cristallise le rôle de la France dans la formation mathématique des militaires américains de la première moitié du xixe siècle, un récit qui minore, de fait, par son caractère univoque, l’importance des espaces intermédiaires – scientifiques, pédagogiques, institutionnels et éditoriaux – où entrent en contact les territoires émetteurs et récepteurs. Cet article montre comment les acteurs qui œuvrent à la formation mathématique dans les écoles militaires aux États-Unis – superintendants, professeurs et auteurs de manuels – procèdent par décomposition et réassemblage des savoirs et méthodes français, dont le « transfert » depuis l’autre côté de l’Atlantique et au sein du territoire américain emprunte des circuits moins prétendument polarisés et hiérarchisés, et très fortement soumis à une forme de rationalisation locale. (shrink)

The Civil War generated hundreds of history paintings. Yet, as this essay argues, painters failed to create any iconic, lasting images of the Civil War using the conventions of grand manner history painting, despite the expectations of many that they would and should. This essay first examines the terms by which I am evaluating this failure, then moves on to a consideration of the American history painting tradition. I next examine several history paintings of Civil War (...) scenes in light of this tradition and argue that their “failure” to capture the meaning and essence of the war resulted from a breakdown of the narrative conventions of history painting. Finally, I glance briefly at Winslow Homer’s Civil War scenes, arguably the only ones which have become canonical, and suggest that the success of these images comes from their abandonment of old conventions and the invention of new ones. (shrink)

Science expanded rapidly from the second half of the nineteenth century onwards. This expansion was closely linked with the expansion and transformation of the university system. Especially within the US, science gained solid institutional footing in a period in which a series of reforms in higher education placed the scientific disciplines at the center of an emerging system of modern universities. The scientific university became a hallmark of the modern era.The expansion of science came with its differentiation. Within the system (...) of science, an increasing number of disciplines could emerge and crystallize. Scientific work also increasingly distinguished itself from its social and cultural environment. It.. (shrink)

Intellectual historian Andrew Jewett sets an enormous task for himself: to trace the history and context of science and values relations over the course of some hundred-odd years of U.S. history. He does this to further an argument that science was once explicitly connected to the study of human values, and that the story that explains how science became value neutral is a contingent one. It could have happened differently, he argues, and it should have. Furthermore, because that history is (...) contingent, we are free to still change our academic habits and to allow the social sciences to be sciences alongside the natural and physical sciences. The reason this would be worth doing, according to Jewett, is.. (shrink)

Lysander Spooner has become one of the most influential anarchist thinkers of the nineteenth century, but the details of his transition toward anarchism are unclear. This paper explores this question. I argue that although Spooner was a natural-rights Jeffersonian prior to the Civil War, it is clear he was not yet an anarchist. His writings on the constitutionality of slavery demonstrate the seeds of anarchism, but also show his willingness to effect change through the legislative process. After the Dred (...) Scott ruling, he became markedly more radical, but the American Civil War was the catalyst for his embrace of the anarchism for which he is known today. More specifically, I contend that Spooner’s 1864 letter to Charles Sumner is the first written expression of his anarchism, a position that was retroactively explained through his No Treason pamphlets. (shrink)

In a well-known 1964 essay on the “recovery” of American religious history, Henry F. May observed that some scholars had “revived” religious interpretations of the nation's greatest political crises, including the Civil War. But there was more work to be done. “A religious, or partly religious explanation of the Civil War,” May suggested, would “rest on two assertions: that serious and intractable moral conflicts were important in causing the war and that in nineteenth-century America such conflicts were (...) particularly difficult to avoid or compromise because of the dominance of evangelical Protestantism in both sections.” In fact, both the importance of the moral conflict over slavery and the role of evangelicalism in intensifying hostilities were already attracting attention as historians reexamined previous emphases on economic factors and political bungling as explanations of a tragically unnecessary war. (shrink)

Marx’s analysis, supplemented by that of Engels, of the US Civil War is as instructive, if not more, as any of their writings to illustrate their ‘materialist conception of history’. Because the American experience figured significantly in the young Marx’s path to communist conclusions, the outbreak of the War in 1861 obligated him to devote his full attention to its course. His application of their method allowed him to see more accurately the course of the War than his (...) partner. Also, he was able to see what President Abraham Lincoln had to do, that is, to convert the War from one to end secession to one to overthrow slavery, before the President himself. Despite its contradictory outcome, Marx’s expectation that the War would put the US working class on terra firma for the first time was justified. (shrink)

Liberia’s protracted civil conflict was sustained for a period of fourteen years, killing approximately 250,000 Liberians and displacing half of the population. Liberia’s war, like othe...

Textbooks are a significant element of the social studies curriculum and teacher pedagogical choice (Apple, 2004; Apple & Christian-Smith, 1991). Students’ views of American history are dramatically affected by the textbook narratives to which they are exposed, and teachers often tilt their curricular choices based on the textbooks available to them ( Luke, 2006 Schug, Western & Enochs, 1997 ). The history of our nation's armed conflicts is often presented, through our textbooks and our pedagogy, as a history of (...) reluctant violence, which promotes a particular moral agenda that exerts control over our students’ future beliefs and decisions. This is particularly important with regard to our textbook depictions of the U.S. Civil War, which holds a curricular status as a necessary and moral conflict. This study examines the manner in which U.S. history textbooks present the U.S. Civil War, as compared to relevant historiography, and presents recommendations for how teachers may approach the moral realities of war with their students. (shrink)