Surveying the Coming Storm:Works on Nationalism Prior to WWII

word cloud created from the text of the Nationalism collection

““We are like storm-tossed passengers in a sinking ship, groping about aimlessly, knocking up against each other, without a clear perception of the situation and without plan of action.” 
Political myths and economic realities by Francis Delaisi (1927)

With the benefit of hindsight, modern scholars can identify unbridled nationalism as a leading cause of World War II. However, it is crucial to explore whether scholars of the time foresaw the impending storm caused by nationalist movements in the first half of the 20th century and if they could have predicted the grave, mass-scale atrocities that unfolded. To shed light on the perspectives of scholars from a century ago, the IAS library has curated a Hathi Trust collection titled “Surveying the Coming Storm: Works on Nationalism Prior to WWII.” This collection aims to provide texts available at the time, enabling modern researchers to delve into the theories and conclusions formulated by scholars a hundred years ago regarding the waves of nationalist movements that swept across the globe.

Nationalism in The Interwar Period 

The interwar period serves as a particularly significant juncture for the study of nationalism. Following the First World War, the collapse of several empires left a power vacuum in various parts of the world. In the process of reconstructing and defining new states, a movement emerged to establish nations based on national identities1. The underlying belief at this time was that a state founded on a national identity would best safeguard the interests and rights of the respective national group. While national identities and nation-states existed before and after this period, these nationalist movements differed from their predecessors, such as the American and French national movements, as they aimed to create a state centered around a specific nationality rather than a nation formed by people belonging to a state2. This branch of Nationalism places a great deal of importance on defining a national identity based on ethnic, linguistic, religious affiliations or other social constructs.

This method of Nationalism brought to the forefront the complex issues surrounding human rights and Nationalism. The endeavor to categorize nationalities into fixed identities inevitably marginalized certain groups, leaving them without a place or protection within the new nation-state. These marginalized groups were perceived as a constant threat to the nation-state because their mere existence challenged the Nationalist ideals upon which the new nation-states were built, often resulting in the forced expulsion of perceived minorities. Widespread population transfers became a characteristic of this system, where people faced pressure or were forcibly displaced from their homes to their purported nation-state, regardless of whether they or their ancestors had ever resided in that territory. An example of this can be seen in the case of Greeks who were forcibly uprooted from their homes in Turkey and relocated to Greece during and after World War I3. Moreover, those who lacked a formal nation-state aligned with their national identity suffered even worse fates. The targeting of Jewish communities, who did not possess a nation-state of their own, during the Second World War exemplifies the dire consequences of Nationalist violence for minorities in states dominated by Nationalist ideals4. The texts included in this collection reveal that scholars of the 1920’s-30’s were aware that the surge of Nationalism worldwide could and would lead to violence, but others focused on the promises of these movements.

As shown by the texts in this collection, not everyone was a devotee of Nationalism. Sydney Herbert wrote in his 1920 publication Nationality and Its Problems that “It needs no long argument to prove the dangers which must arise when a state … is in the hands of men with nationalist aims”.  Many scholars preferred more cosmopolitan ideas, such as Internationalism, a movement that encourages the international cooperation of states and nations.  While the Internationalists ultimately failed to block the Nationalist movements that took over Europe, they did make significant contributions to international politics. The League of Nations, for example, followed the Internationalist ideals of greater global connections, even though it was severely limited by Isolationist and Nationalist movements. These contrasting movements are discussed at length in this collection and provide interesting fodder for further understanding of the scholars’ viewpoints on the movements. 

Why bibliographies?

When examining scholarly works from the past, bibliographies serve as invaluable tools. A bibliography is a curated collection of citations centered around a specific topic. The most useful bibliographies are compiled by experts in the field, ensuring that the listed works are highly relevant to the study at hand. In the pre-internet era, bibliographies were particularly crucial for anyone seeking to delve into a particular subject since they provided a consolidated resource of books and articles on a given topic. Even in the digital age, bibliographies remain invaluable as they are carefully curated, emphasizing scholarly value over generic search engine results.

Some bibliographies also offer annotations, providing the editor’s summaries or thoughts on the listed works. These annotations further assist in assessing the value of each work. For instance, Koppel Pinson, the editor of one of the bibliographies used for this project, offers insights into foundational works, comprehensive summaries of the field, and works that are comparatively weaker. Although these annotations cannot be directly added to the Hathi Trust collection items, they can be found in the original bibliographies.

For this project, two bibliographies were instrumental in identifying contemporary texts on nationalism. Florence S. Hellman of The Library of Congress published a bibliography in 1934 titled “Nationalism: a selected list of writings since 1918, with a section on economic nationalism,” which proved to be an invaluable resource. The second bibliography used was Koppel Pinson’s 1935 work “A bibliographical introduction to nationalism, with a foreword by Carlton J.H. Hayes.” Pinson’s bibliography offered a more comprehensive range of resources, wider language coverage, and extensive annotations compared to the Library of Congress bibliography. Despite their differences, both bibliographies featured considerable overlap in terms of coverage. It is worth noting that these bibliographies are American publications, which may introduce a bias in the listed resources—a factor that researchers utilizing the collection should bear in mind. For example, neither bibliography includes the writing of Rosa Luxemburg, a revolutionary socialist and Marxist philosopher, who wrote extensively on the issue of nations and Nationalism in this time.

About this collection

The two bibliographies collectively listed over six hundred unique resources, spanning five languages and originating from various countries. Within the Hathi Trust collection, 379 titles are available, with 264 of the titles available for full text viewing. The remaining 115 titles are in the “Limited Search Only” capacity due to copyright restrictions, but researchers can still conduct text searches within these items to determine their relevance. It is important to mention that certain resources listed in the bibliographies, such as articles from periodicals or specific sections of textbooks or encyclopedias, were not included in this collection. The inability to add specific sections of a publication to the collection and the potential negative impact on text analysis projects influenced this decision. However, researchers specifically seeking articles will find a significant collection of articles in the Library of Congress bibliography.

Potential for the Collection

Apart from its research potential, this project has highlighted the need to digitize and add certain resources to Hathi Trust. Several works considered important by the bibliographies’ authors are not yet available in full text or limited search on Hathi Trust, such as Bernard Joseph’s Nationality: Its Nature and Problems and Conrad Gill’s National Power and Prosperity, a Study of the Economic Causes of Modern Warfare. Identifying historically significant books in the field of nationalism that have not yet been widely digitized is an essential step in their preservation.


Furthermore, the collection has room for expansion. Both bibliographies used as the basis for this collection are American publications from a specific time period, suggesting the existence of additional works significant to the study of nationalism that were not included due to their time and place of publication. Discovering more bibliographies to incorporate into the collection would be a valuable endeavor.


In addition to conveniently gathering historically important resources for reading, this collection holds immense potential for text analysis. The Hathi Trust Research Center Analytics provides essential tools for applying analytical algorithms to the Hathi Trust digital library. Researchers embarking on such analyses typically begin by creating a collection of texts to analyze, a step this collection already fulfills. For more information on how to use the Hathi Trust Research Center Analytics, please refer to their “Getting Started” page and “HTRC Workset Tutorials”.


The “Surveying the Coming Storm: Works on Nationalism Prior to WWII” collection offers an invaluable resource for exploring the perspectives of scholars from a century ago and understanding their theories and conclusions about the nationalist movements that shaped the world. By providing access to the texts available at the time, this collection enables researchers to delve into the complexities of nationalism in the interwar period and its far-reaching consequences. Moreover, the collection’s potential for expansion and its compatibility with text analysis tools further enhance its value as a tool for comprehensive research and examination of this significant historical topic.

References

  1. Zimmer, O. (2013). Nationalism in Europe, 1918–45. In J. Breuilly (Ed.), The Oxford Handbook of the History of Nationalism. Oxford University Press.
  2. Grant, S. (2006). A nation before nationalism: The civic and ethnic construction of America. SAGE Publications Ltd.
  3. Roshwald, A. (2013). Nationalism in the Middle East, 1876–1945. In J. Breuilly (Ed.), The Oxford Handbook of the History of Nationalism. Oxford University Press.
  4. Smith, A. (2006). Ethnicity and nationalism. SAGE Publications Ltd,
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What the Trump Era Could Mean for Librarians and Educators – Historical Reflections on Promoting Tolerance, Intercultural Understanding, and Global Perspectives

Protesters in front of former Chicago Public Library and Grand Army of the Republic Hall, Chicago, Illinois, November 11, 2016

Protesters in front of former Chicago Public Library and Grand Army of the Republic Hall, Chicago, Illinois, November 11, 2016

Regardless of political affiliation, the recent elections in the United States have left many educators and librarians wondering how to make sense of what appears to be a dramatic political shift that impacts both our ideas of knowledge and notions of tolerance, multiculturalism, and global perspectives. This is not the first time we’ve experienced this kind of societal challenge, and a historical perspective may provide guidance regarding the challenges educators, librarians, and funding agencies that focus on fostering global and intercultural perspectives may face.

In a recent op-ed piece, Benjamin Soskis, historian of philanthropy at the Center for Nonprofit Management, Philanthropy and Policy at George Mason University, addresses how philanthropists and foundations might need to adjust to changes in the political landscape and respond to apparent lapses in support for both rural populations and others disconnected from the global economy[i].  Soskis’ analysis pointedly looks back to the challenges and activities of 20th Century philanthropy programs that broadly addressed educational issues in the US.  Soskis also alludes to the need to support dialogue and understanding that counters worldviews focused narrowly on ethnic nationalism and skepticism of international entanglements.

Soskis’ look back at the 20th Century is prescient in the observation of a focus on the educational needs of rural Americans but also in pointing to political parallels to what the United States and world may be facing.  Edward Kolodziej, Emeritus Professor of Political Science at the University of Illinois, recently noted in a lecture on global governance that global politics may be moving back to a model last seen in the 1920’s.[ii]

How did some educators and librarians address these problems during this era?

Bookplate from International Mind Alcove program.

Bookplate from International Mind Alcove program.

In 1918, the Carnegie Endowment for International Peace (CEIP) partnered with educators and libraries to promote what we would now consider global perspectives and intercultural understanding.  Through what were called International Mind Alcoves the CEIP freely distributed books aimed to encourage cosmopolitan thinking across the globe in order to foster the social and economic conditions for peace.[iii]  During the program’s 40 year history, the alcoves grew from a group of small, informal, book collections to a well-funded and highly organized operation. These books were used to promote learning about international relations and cultures and to influence people to realize their “duties, rights, and obligations” as humans within an international system.[iv] Beginning in 1918 and ending in 1948, the International Mind Alcove program established 1,120 adult collections and 447 juvenile collections in mainly rural US public libraries, plus additional collections throughout Europe, Latin America, the Near East, and Asia.

The notion of the “International Mind” was promoted heavily by the CEIP’s chairman of the Division of Intercourse and Education, Nicholas Murray Butler. The overall aim of this work was to replace nationalism with internationalism by nurturing perspectives that transcended political boundaries. This type of advocacy falls within Akira Iriye’s definition of cultural internationalism and the “variety of activities undertaken to link countries and people through the exchange of ideas and persons, through scholarly cooperation, or through efforts at facilitating cross-national understanding”.[v] Central to cultural internationalism is the idea that the key to a sustained peace is cross-cultural knowledge engendered by education and exchange. In the early and mid 20th Century, this new form of internationalism focused on the growing sense of a “global community in which all nations and people shared certain interests and commitments”.[vi]

The International Mind Alcove program’s history reveals an often complicated and controversial relationship between the State, education movements, society, and funding agencies. Just as current debates focus on the authority of knowledge and the confusing distribution of propaganda and false news through social networking platforms, early and mid 20th Century information dissemination generated debate about the value and power of knowledge in the public sphere.  These debates often played out in public libraries around the selection of books. For example, in Harlingen, Texas, it was reported that the  Public Library board debated the need for “more books on Americanism” as a way to “combat the spread of communism” in an article that also noted “an interesting report on the popularity of the International Mind Alcove collection”.[vii]

The role of knowledge and media in the juxtaposition of Americanism and internationalism also featured heavily on Capitol Hill.  In a series of Congressional speeches Massachusetts Representative George Tinkham, who was skeptical of internationalism, warned that “the manipulation of public opinion from sources which do not represent the general public will become the poisoned cup from which the American Republic will perish.”  Tinkham called for “a congressional investigation of the propaganda methods of the CIEP and its allies [to] . . . insure preservation of American independence and American neutrality”.[viii]  By the early 1950’s, these educational programs were again under fire. Through House Resolution 561, the 82nd US Congress investigated whether or not tax-exempt foundations were misusing their funds to support activities that countered national interests. The committees were charged with conducting a “full and complete investigation and study of educational and philanthropic foundations and other comparable organizations which are exempt from Federal income taxation to determine if any foundations and organizations are using their resources for purposes other than the purposes for which they were established, and especially to determine which such foundations and organizations are using their resources for un-American and subversive activities; for political purposes; propaganda or attempts to influence legislation”.[ix]  The Chicago Daily Tribune, which had long been critical of internationalist programs, editorialized that “huge foundations in the country have been diverted into propaganda for globalism”.[x] On the other hand, the New York Times, editorialized on the “dangers to freedom of scholarship, research and thought that lie half-hidden between the lines” of the committee’s investigation.[xi]

There is a clear historical connection between the continued debate between worldviews and the pendulum may be swinging once again toward ethnic nationalism and isolationism.  It is also apparent that educators and librarians continue to play a key role in helping communities navigate differences in worldviews amidst a media environment that inspires distrust in knowledge and the existence of multitruths. What lies ahead is unknown.  It is clear, however, that our work to provide opportunities for cultural engagement and to promote a critical understanding of the media and knowledge production are as important now as a century ago.

 

[i] Opinion: New Realities for Philanthropy in the Trump Era. (2016, November 10). Retrieved November 18, 2016, from https://www.philanthropy.com/article/Opinion-New-Realities-for/238379/

[ii] See: Kolodziej, E. A. (2016). Governing globalization : Challenges for democracy and global society. London: Rowman & Littlefield International.

[iii] See: W, W. S. (2014). International Mind Alcoves: The Carnegie Endowment for International Peace, Libraries, and the Struggle for Global Public Opinion, 1917–54. Library & Information History, 30(4), 273–290. https://doi.org/10.1179/1758348914Z.00000000068

[iv] Butler, N. (1923). ‘The Development of the International Mind.’ Advocate for Peace, 85 (1923), p. 344–45.

[v] Iriye, A.  Cultural Internationalism and World Order. (Baltimore: Johns Hopkins University Press, 1997), p. 3.

[vi] Iriye, A. Global Community: The Role of International Organizations in the Making of the Contemporary World. (Berkeley: University of California Press, 2002), p. 18.

[vii]  ‘Rotarians make gift to library.’ Heraldo de Brownsville. October 16, 1938, p. 5.

[viii] Tinkham, G. H. (1933). ‘Nicholas Murray Butler’s Attitude ‘Seditious’. Milwaukee Sentinel, February 26, 1933.

[ix] US Congress. House. Special Committee to Investigate Tax-Exempt Foundations. Tax-exempt Foundations: Hearings before the Special Committee to Investigate Tax-Exempt Foundations and Comparable Organizations. 83rd  Congress. (US Government Printing Office, 1954), p. 1.

[x] Fulton, W. 1951. ‘Foundations Wander into Fields of Isms: Divert High Aims; Probe Planned Diverted to Globalistic and Red Propaganda.’ Chicago Daily Tribune, October 15, 1951, p. 1.

[xi] ‘Foundation Inquiry.’ New York Times, December 11, 1952.

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