The Long Shadow Of The 19th Century

Stamford Raffles, James Brooke, John Crawfurd and Anna Leonowens were some of those who came from Europe or the United States to Southeast Asia in the nineteenth century — and then wrote about what they saw. Their writings deserve to be read now for what they truly were: Not objective accounts of a Southeast Asia frozen in imperial time but rather as culturally myopic and perspectivist works that betray the subject-positions of the authors themselves. Reading them would allow us to write the history of the East-West encounter through critical lenses that demonstrate the workings of power-knowledge in the elaborate war-economy of racialised colonial-capitalism. Many of the tropes used by these colonial-era scholars and travellers, such as the indolence or savagery of the native population, are still very much in use today — which means we still live in the long shadow of the 19th century. (Matahari Books)

“[A] concise but authoritative narrative of the last action of the Napoleonic Wars” and its influence on French, British, German, and U.S. cultures (Military History Matters). The Battle of Waterloo ended a century of war between France and Great Britain and became a key part of their national identity, serving their political needs as the battle was refought throughout the 19th century in politics, books and art to create the myth of Waterloo. For Great Britain, Waterloo became a symbol of British hegemony while the multinational contribution to the battle was downplayed and for France it was remembered as a military disaster. Through looking at the battle’s significance in history, an insight is gained into how cultural myths and legends about a battle are made. Wellington and Napoleon both tried to shape the memory of the battle to their advantage. Wellington propagated the myth that the British won despite being outnumbered by a huge French army, while Napoleon chose to blame his subordinates for the loss, in particular Emmanuel de Grouchy. This book covers the battle’s influence on figures such as Jomini and Clausewitz, military theorists who wanted to find the objective truth of Waterloo and use it as a guide for future wars, as well as Victor Hugo (and Les Miserables) who challenged the myths of battle to transform it into a win for France from which the Republic would emerge. The way Waterloo was used for entertainment is also explored, as battlefield tourists came from all over the world to vicariously experience the legendary battle through visualizations such as the traveling panoramas in England and poetry of Sir Walter Scott.

Stamford Raffles, James Brooke, John Crawfurd and Anna Leonowens were some of those who came from Europe or the United States to Southeast Asia in the nineteenth century - and then wrote about what they saw. Their writings deserve to be read now for what they truly were: Not objective accounts of a Southeast Asia frozen in imperial time but rather as culturally myopic and perspectivist works that betray the subject-positions of the authors themselves. Reading them would allow us to write the history of the East-West encounter through critical lenses that demonstrate the workings of power-knowledge in the elaborate war-economy of racialised colonial-capitalism. Many of the tropes used by these colonial-era scholars and travellers, such as the indolence or savagery of the native population, are still very much in use today - which means we still live in the long shadow of the 19th century.

2020 marks 75 years since the end of World War II, yet even as the war slips from living memory, its legacies continue to influence current political and military thinking. This anthology will analyze these legacies for a number of countries and regions including China, Russia, the United States, the Near East, and Germany illustrating in detail how World War II is not merely a historical event, but a defining moment for current military and political thinking around the globe. This book will therefore be of interest for those interested in history, but also political and military decision makers, and followers of current political and military affairs.

Winner of the 2014 PEN Hessell-Tiltman Prize for the Best Work of History. "If you only read one book about the First World War in this anniversary year, read The Long Shadow. David Reynolds writes superbly and his analysis is compelling and original." —Anne Chisolm, Chair of the PEN Hessell-Tiltman Prize Committee, and Chair of the Royal Society of Literature. One of the most violent conflicts in the history of civilization, World War I has been strangely forgotten in American culture. It has become a ghostly war fought in a haze of memory, often seen merely as a distant preamble to World War II. In The Long Shadow critically acclaimed historian David Reynolds seeks to broaden our vision by assessing the impact of the Great War across the twentieth century. He shows how events in that turbulent century—particularly World War II, the Cold War, and the collapse of Communism—shaped and reshaped attitudes to 1914–18. By exploring big themes such as democracy and empire, nationalism and capitalism, as well as art and poetry, The Long Shadow is stunningly broad in its historical perspective. Reynolds throws light on the vast expanse of the last century and explains why 1914–18 is a conflict that America is still struggling to comprehend. Forging connections between people, places, and ideas, The Long Shadow ventures across the traditional subcultures of historical scholarship to offer a rich and layered examination not only of politics, diplomacy, and security but also of economics, art, and literature. The result is a magisterial reinterpretation of the place of the Great War in modern history.

Frederick M. Hubbell, railroad financier and builder, real estate investor, public utilities magnate, leading lawyer, and founder of Iowa’s first life insurance company, the Equitable, was at one time the wealthiest Iowan in the state’s history. Based on his diaries from 1855 to 1927, The Little Man with the Long Shadow tells the story of this industrious and imaginative entrepreneur.

During the hottest days of the summer of 1863, while the nation's attention was focused on a small town in Pennsylvania known as Gettysburg, another momentous battle was being fought along the banks of the Mississippi. In the longest single campaign of the war, the siege of Vicksburg left 19,000 dead and wounded on both sides, gave the Union Army control of the Mississippi, and left the Confederacy cut in half. In this highly-anticipated new work, Christopher Waldrep takes a fresh look at how the Vicksburg campaign was fought and remembered. He begins with a gripping account of the battle, deftly recounting the experiences of African-American troops fighting for the Union. Waldrep shows how as the scars of battle faded, the memory of the war was shaped both by the Northerners who controlled the battlefield and by the legacies of race and slavery that played out over the decades that followed.

This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican. By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.