Interview with Dr. Melissa Kean: Framing the Current COVID-19 Pandemic within the History of Rice’s Response to the Spanish Flu and World War I

Dr. Melissa Kean served as the Centennial Historian at Rice University where she has worked in the University Archives at the Woodson Research Center in Fondren Library for over twenty years. 

Spencer: Given that Rice is now dealing with a major crisis due to the COVID-19 pandemic, could you please contextualize how U.S. entry into World War I monumentally affected Rice and can you explain how Rice responded to the situation in its early history?

Dr. Melissa Kean: The thing about World War I at Rice is that we had just barely gotten started. There were still no grown trees on campus. The war had the potential to essentially kill the institution because so many of our students and our faculty left to go fight in the war. It was a crisis. One of the things that kept us going is that because we weren’t charging tuition at the time, that didn’t mean we lost all our revenues just because the size of the student body went down. We also received revenue from the military because of our willingness to support the war effort after we turned the campus into an arm of the U.S military. This was obviously very problematic, but we were in survival mode as an institution. It was effectively one of the biggest events, if not the biggest event, of Rice’s first 25 years as an institution. 

Spencer: You wrote a blog post in 2018 on the Rice History Corner Blog about how there is only one first-hand account in the Rice archives about the 1918 influenza epidemic at Rice. In the first hand account, the student talks about how one of the dormitories was converted into a field hospital. Why do you think so little was recorded on the matter? Was it because people at the time didn’t realize how historically significant the Spanish Flu of 1918 would become or do you think there were other reasons involved?


Dr. Melissa Kean: In the first hand account, we see that all the doctors and the nurses in the field hospital at Rice were military nurses and doctors because the entire campus was under military regulation as there was a war going on. As the Spanish Flu was tearing through Houston, we were in the middle of a world war and that had to take precedence over everything else and we didn’t shut down. The Thresher shut down completely and there are no publications for the entire fall semester of 1918 so that is one of the reasons why we don’t know much about what was happening on campus at the time. If you ever look at the Rice Campanile editions from 1917 or 1918, all the students were wearing military garb. It was essentially a military camp. One additional thing about the Spanish Flu epidemic is that there isn’t much written down in the Rice archives because there was no vaccine for many things that we routinely vaccinate for today. People just didn’t have the same expectation of personal safety that we have today. In Houston, there was still living memory of horrible yellow fever epidemics in the late 19th century. We didn’t have antibiotics then and we didn’t have mosquito control like we have today. All kinds of diseases would routinely blaze through a city. And Houston’s humid climate was favorable for mosquito-borne diseases to develop and there was not an expectation that everyone at the time was entitled to good health. It was a very different mindset about the risk of being alive.

A Conversation with Dr. Maas on Thucydides

Dr. Maas is the William Gaines Twyman Professor of History at Rice University. His research interests are in ancient Greece and Rome, late antiquity and early Byzantium.

Spencer: A political scientist, Graham Allison, used the phrase the “Thucydides Trap” to refer to the idea that war is always the result when one power threatens the power of another. How does Thucydides express his ideas regarding the inevitability of conflict between two strong powers in the History of the Peloponnesian War? Also, why is Thucydides so important to understand within the field of international relations in addition to history?

Dr. Maas: I do not entirely agree with Allison’s reading of Thucydides. He writes from the perspective of contemporary political science, and the “Trap” that he mentions is his own formulation, not Thucydides’.  When Thucydides wrote in the fifth century BC, some thinkers had already begun to look for causal principles for natural phenomena. In that same spirit, he seeks to find the causes of the great war between Athens and Sparta, the Peloponnesian War, which he thought was the greatest war ever fought. Thucydides calls his work historia, which we translate as history. That is a bit of an anachronism, however, for the field of history (or political science) did not yet exist. For him, historia means “investigations.” Thucydides is a man asking us to think deeply and honestly about the causes of human action, considering all available evidence. His work is an intellectual breakthrough.  For him, the ultimate cause of the war was fear, which he sees as the basis of human activity. In the case of the Peloponnesian War, he concludes that the Spartans started the war because they feared the growth of Athenian power. He says that this is the “least talked about reason” for the war. He wants his readers to consider the nature of fear and its role in human behavior. His analysis is subtle, and he uses different words to indicate different aspects of fear. He thinks that the Athenians, the Spartans, or any political community, can have a lot to lose – and that they knew it, too. He is also aware of what happens when a society ceases to flourish and starts to fall apart under the influence of fear. He shows us that in these circumstances social norms are broken, citizens start killing each other, and lies become truth – a very Orwellian perspective. For example, he discusses the revolution in Corcyra and how the social fabric was shredded in civil conflict. I think it is concern about the possibility of social catastrophe that led him to investigate why the war broke out.  He concluded that the Spartans were fearful of the growing power of the Athenians, and the Athenians were afraid of losing their primacy.  Thucydides is talking not so much about a balance of power, but a shift in the metrics of power and who is perceived to be in a paramount position.

Spencer: When the political scientist Graham Allison uses the term “Thucydides Trap” to understand the inevitability of the current tension between two major powers like China and the United States, would you argue that this is an anachronistic use of Thucydides by applying the phenomena that Thucydides observed to modern-day international politics?

Dr. Maas: Thucydides is certainly thought provoking, and he intends to be. He thinks there are lessons to be learned from close, honest analysis of evidence, and that his investigations might have lasting value, as they do. We are still studying him. However, I do not think of his work as a cookbook with hard and fast recipes. We should be very cautious about invoking inevitability. Thucydides may tell us why Sparta and Athens went to war and what the consequences were for Athenian society and empire, but he also shows us how with wise and steady leadership, such as the Athenians enjoyed under the ascendancy of Pericles, a community can flourish and not let fear control social action. So yes, I do think Allison’s use of Thucydides is a bit anachronistic and that it betrays certain contemporary perspectives. By all means, though, we should keep engaging Thucydides from all of our analytical positions. He would want us to see how his ideas are relevant to today’s circumstances.

Spencer: In the Mytilenian debate, we see a debate square off between Cleon and Diodotus after enough Athenians felt their original decision to kill the Mytilenians (after the Mytilenians had revolted against the Athenians) was overly cruel. In the debate, Cleon advocates for the Mytilenian citizens to be given the death penalty. On the other hand, Diodotus advocates for them to be spared. Diodotus seems to focus on the benefits of political expediency for the Athenians when he argues that the citizens should not be executed despite the fact that his position is very advantageous for the Mytilenians since it would spare them. What does Thucydides’ account of this debate reveal about human nature and politics? 
Dr. Maas: Neither of them is directly concerned with notions of justice or morality in a way that we might expect today. What they are talking about is what would be the best course of action for Athens. The idea of fear lies at the heart of their debate. They are concerned about what Athens has to lose, and which response to the revolt will serve Athenian purposes best.  Cleon argues that Athens will have less to fear if they massacre the Mytilenians. Diodatus asks what is to be gained by taking revenge.  The question of restoration of Athenian honor, which Athenians felt was threatened by the revolt and which animates the debate, is a reaction to fear. The decision they reach about the rebels is based on what will create less fear. Thucydides’ presentation of the debate is crystal clear, devoid of sentiment, and extremely unnerving.

Spencer: Thucydides writes what many would consider something very similar to a disclaimer in his introduction regarding the nature of the speeches he records. Could you please talk about what this disclaimer is and why Thucydides’ ability to write these speeches should be respected, instead of critiqued by modern-day standards, within the field of historiography? 

Dr. Maas: I think your use of the word “disclaimer” misrepresents Thucydides’ efforts. Thucydides’ discussion of his historical method is great for a number of reasons, and we should praise him for his efforts to be factual and up-front about his data. First of all, remember that in the fifth century BC, recording the speeches would have been impossible. Even if we did have recordings, people interpret speeches differently, a fact that Thucydides knew well. That is why he spoke to as many people as possible who had actually heard the speeches. Thucydides is trying to get to the heart of what was really said, and he is trying to crystallize the truth. He gets evidence from all sides and he tells us what the people meant to say, trying to be as objective and honest as possible. He has chosen a few speeches, distilled them to their essence, and then used them to develop his ideas as he unfolds his greater narrative of the war. For example, he uses the debate of Cleon and Diodotus in order to juxtapose their positions. They stand for different things and different ideas. Considering them leads us to think about the specific circumstances as well as more general issues, just as we are today. In a sense, he is guiding our thoughts. In the modern day, many people believe that there is such a thing as pure objectivity, but I think that is a fantasy. Any investigation, whether of history or science, involves the perspectives of the analyst. We must recognize that fact and take it into account, not dismiss it. To get back to Thucydides, he is very clear in presenting what a speaker had to say, though not necessarily verbatim. At the second level, he is a historian building an argument, telling a story, and giving an analysis – that is why the speeches are so important. They are milestones in his account, and they are not idly chosen. They represent greater themes that he is trying to develop. That is why he tells us about what Pericles has to say in his famous Funeral Oration near the beginning of his book. The oration gives us a picture of what human flourishing might mean in a successful community. With this speech, Thucydides also implies what the Spartans are starting to fear. As we go through the narrative, we see how the speeches help him make his larger point, but that certainly does not invalidate their value. We should respect Thucydides’ objectivity and his relentless effort to record the facts correctly. We also have to respect the fact that he is working with the data he has so painstakingly assembled. He is not simply stating that the facts speak for themselves, and he points the facts in the direction that he thinks can best illuminate his analysis. He seeks objectivity and also seeks honesty. When we follow Thucydides and attempt historical investigation, we must be honest above all other things. Thucydides is one of the most relentlessly self-aware and honest political analysts I have ever read. 

Contextualizing the COVID-19 Pandemic with Dr. Lan Li

Dr. Li is an assistant professor in the Rice University History Department. She is a historian of the body and filmmaker focusing on medicine and health in global East Asia. She received her PhD in History, Anthropology, and Science Technology and Society Studies from MIT in 2016 and served as a Presidential Scholar in Society and Neuroscience at Columbia University. 

This interview was conducted in April of this year. 

Victoria Saeki Serna: Could you contextualize COVID-19 within the history of pandemics and medicine? Is COVID-19 comparable to other pandemics in history - such as the Sars outbreak of 2003 - in terms of the global reaction or medical challenges?

Dr. Li: What’s different about COVID is how it's impacted us profoundly day to day – we’ve never had schools close like this. Even with Sars, there wasn’t a big public health reaction where schools and museums closed, where both private and public institutions held  themselves responsible for the spread of the virus and for each other’s safety. However no pandemic affects everyone equally despite it being called a pandemic. This is not a surprise and this is not unique to COVID. A lot of people who work on disaster politics and the ethics of how to respond to disasters and catastrophes know that these affect people differently based on their socioeconomic position. New York is a classic example where depending on your zip code, where you work and what kind of job you have are directly linked to your chances of getting COVID and dying of COVID. This has a lot to do with the medical treatment that is available - COVID is poking holes in our already overwhelmed healthcare system. When you see stories of women who are pregnant getting COVID because they’re at the Brooklyn hospital and they have a child or have to have labor induced early – those are typical of all these complications the healthcare systems are facing. There is also a language that is blocking us from seeing the bigger picture. We talk about physicians fighting at the front lines – I have friends who are still going to work at hospitals and they do feel unsafe, and they are scared – but they still nonetheless have faith in the mundaneness of going to work. This is distracting us from the bigger problems: how are the resources being distributed, how is the system actually broken and can we find ways to make it more efficient, what are the hierarchies of power in play. It shouldn’t be that difficult and yet why is it so expensive and impossible to get face masks to people? That is the bigger scheme of things. So that’s nothing new, that’s definitely obvious from the start. There’s something else that is not totally new about COVID which is the economic confusion – what policies you implement to mitigate the economic consequences of a pandemic and how they are passed. A lot of people are worried about the economic crisis and the inequities it is exposing. 

COVID is still very current – we’re in week five of quarantine in Houston – no one knows how long it will last because you’re dealing with an invisible infectious disease and the only way you can avoid getting hit is by not touching anyone. So there are different things that make this feel new – the fact that we are still in it, and that we don’t know how it will end. We also don’t know how it will look like if the numbers will change. But there are things that are familiar – the patterns of how it’s affecting groups of people based on where they live, what their jobs are and what their financial security looks like – that is not a surprise at all.

Victoria: You’ve discussed a lot about the socioeconomic effects of the pandemic. Could you tell us your thoughts on the response of the United States – how the policies so far have or have not addressed these issues?

Dr. Li: Inequality of data is another reflection of economic disparities. If you have the money to test, the numbers of those infected will get bigger and bigger and they will make themselves visible. In places and countries where testing is impossible, we just don't have the data. If you can have a testing center it's because you can afford it, but again these tests don't have to be that expensive. There are DIY home kits for testing for COVID or other types of chronic and acute diseases, yet those aren't as readily available. Part of the issue is that these distribution chains are based off of a capitalistic model, and so they can get very expensive really quickly. Patents are also very tricky to handle and legal issues are complicated, so if you see more numbers of infection statistics it's also a reflection of the fact that people can afford these tests. This is kind of the “catch-22” where the more visible the pandemic is it almost feels more dire, whereas places where there aren't enough testing facilities there might be less visible so it goes both ways. One of my students lives on a military base and they have a drive-thru center with doctors standing around so no one at this military base is at risk – although we've seen US military personnel be dismissed because of COVID related issues so that's not to say that everyone is the same – but this is to say there are some communities that are more readily served. Again, the distribution of testing reflects socioeconomic inequalities. Not to be super critical, but everyone is recognizing that now and it can still be scary, but it's also become this everyday thing, it's become a mundane thing that can prevent you from taking action.

Victoria: Could you compare the response of the United States to that of China or the international community as a whole?

Dr. Li: In China staying home is almost easier to socially engineer because of the political system. For such a long time, until 1978, China was effectively under a dictatorship – and it's not to say that it still isn’t, as there are a lot of similarities to a true dictatorship today. This social pressure of confirming, of behaving a certain way – the biopolitics are really strong in China which is why you see so much literature on biopolitics from China. At the same time, it's hard to generalize because each precinct is different, each province is different, and each city is different. In Beijing for instance you have a lot of migrant workers, so if you are trying to measure the success of coverage in China, Beijing is going to be different from the countryside. 

Another thing – in the United States a lot of people are blaming Mayor DeBlasio for not reacting sooner. The first reaction of the New York people on Mayor DeBlasio’s response was, “New Yorkers don't behave this way.” There was a cultural response because of this social expectation of what New Yorkers behave like. It’s hard to compare responses between countries because of these local differences in economics and cultural expectations, which is why most ethnographers and historians like to talk about trans-local comparisons – compare cities rather than countries to see things play out in a much more interesting series of patterns that people don't expect.

A lot of the differences in responses to public health crises are also in basic education – in elementary school we were taught to duck and cover so we have these safety regulations to a point where it controls your behavior. Similarly in China in the 70s, when my parents were in school, they had the campaign to get rid of the four pests – mosquitoes for malaria, rodents for plague, airborne flies, and sparrows so there would be these campaigns of people shooting down sparrows with homemade BB guns. Maybe, if we had a more publicized health campaign that is a usual part of life, our behaviors would be different.

Victoria: Earlier in the interview you mentioned at-home testing kits – what medical developments of the past will help us develop tests and cures? How long do you think it will take to find a cure?

Dr. Li: The very idea of a cure is complicated. There is a long history of discourse in medicine that debates the idea of a simple cure – many people think if you have a vaccine that will solve all of your problems, but most people working in the healthcare industry know that this is not the case at all. Vaccines take a long time to develop and distribute. Making a vaccine involves millions of chicken eggs which have to be stored in military bases, the techniques of creating a vaccine are very difficult. Most people fall into this magic bullet myth where if you just have the pill, if you just have the injection, you will be safe. That never quite happens in reality – if you look at the history of diabetes there is a book called Bittersweet, it talks about the transmutation of disease. When you introduce a new treatment it involves this whole infrastructure of technology where that disease changes, so getting insulin injections doesn't cure diabetes it only makes a child with diabetes look healthier, and once it's replaced there are symptoms of a lifetime of dialysis or having to withstand a ton of insulin injections. So there are these kinds of chronic issues in which there really isn’t ever a cure that fully solves the problem – the “cure” just turns the disease into something else. So it’s hard to think of the idea of a full cure for COVID.

Even if you had a vaccine, it doesn't solve the socioeconomic problems that worsen this kind of crisis. People are sick and people are still dying – that's never going to go away – but there is a way to distribute resources and preventative measures more equitably. It’s not sexy at all – no one wants to be told how to take care of yourself, be told“here is something to wear on your face,” we want to be taken care of. The history of the medical field is such that it has made itself paternalistic – when we enter the clinic we want to be cared for, we want to be told what is wrong with us, but that is not what the medical field was like a hundred years ago. But sometimes not getting sick is as easy as preventing it by yourself or having the resources to find ways to prevent it.

Victoria: I didn’t know cures were so complicated, and I think we should all take a step back and think about this misinterpretation of cures more often in the public sphere.

Dr. Li: What I want to say again about cures is that for a lot of chronic issues, including lung cancer, things that we assume can be preventable, it's hard to even find the cause.

If you have a complicated situation, again, say for instance, a woman living in Brooklyn and she is giving birth and she has COVID, you can't give her the vaccine. You have to deliver her baby, take care of her, and maybe the kid is in the NICU. Then, even if you give her the vaccine she might go home to an environment that is not conducive for long-term care. So there are temporal questions, it never just solves itself and the goal is not a sexy answer – it's not just to make sure that they can have facemasks and that they can have hand sanitizer, it’s about long term solutions. 

Rice has a really good program – Rice 360 – where they are trying to teach engineers to work with local groups. They try to get students to think about if you go to a different city, or a different country, or a racially tense community for example in Johannesburg, and try to introduce a lot of medical technologies by saying, “here are a bunch of x-rays and here are all the pads you can have so you can give young girls menstrual aid,” – can they afford to make it themselves? What resources do they have to sustain that long-term? Rice is trying to make students think about these questions in these terms rather than giving out free handouts. How do you work with the existing economic infrastructure so that people can be self-sustaining? That's where the real change happens; it takes time and it takes some thought. Even if you can hand someone a free MRI machine, are they going to have the electricity grid to sustain it or is it just going to sit there? Technologies and inventions don't travel well, or at least medical technologies don't travel well unless or until there is what we call a homogeneity, a homogeneous infrastructure to sustain it. It's important to be thoughtful about what are the material limits to finding these cures as we can't just throw food at someone, it has to be a more thoughtful process that goes into sustaining the system in the long-term.

Victoria: I would hope that doctors and scientists are able to come up with a medical advancement that mitigates the effects of COVID-19 even if it’s not a “cure” or “vaccine” as people like to think of it in the public eye. Could you speak as to what this “cure” would mean for medical advancements and the socioeconomic implications it might have?

In terms of looking ahead, sure it would be great to have a vaccine, but what would also be great in addition to that is to learn more about immune systems. We don't know that much about our own immunity – we've seen different patterns, some people who are really young and get really severe symptoms, some people who are middle-aged who have mild or medium symptoms, and then it relapses. We don't know the pattern this virus actually has on people. Immune systems are pretty complicated; there are people who never have any symptoms. One thing that has always been a concern for immunobiologists is immunosyncrisy – there's so many things about the physiology of the human body that we can try to learn more about rather than just fixating on one virus. I was working in an HIV/AIDS lab for a long time for the summer, and we tried studying the virus and viral vectors for a whole month, and the lab is still studying the same kinds of vectors. You look at the care side and you look at how the body responds to it. How do you tie your diet with your immunity and ability to recover, for instance? That is basically an economic question – what kind of foods do you have access to? Can someone afford turmeric if their immune system calls for it? Food is such a huge aspect of how long we can live.

One of my favorite articles is a takedown of the common theory that European colonists came to North America and that a lot of Native Americans died because they were exposed to smallpox for the first time through biological warfare. That is an easy narrative but it's one that misunderstands immune systems – there are groups of Cherokees that already had smallpox, that already had cholera, there are groups that already had tuberculosis. It wasn't just that you had these Native American bodies that were physically unable and genetically weaker, that's not the case at all. Whether you have acquired immunity is something that's pretty complicated. What was more the case is that a lot of these Native American groups were malnourished and because they were malnourished that made them more susceptible to really deadly forms of diarrhea and infection and STDs, and so all of these taken together show that if we had a less racialized understanding of immune systems that would reveal these political issues that can cause violence.

 

Victoria: Any closing remarks? 

Dr. Li: We'll just have to wait and see. We're lucky that we're in Texas, we're lucky that the space is so big. Cities are often what struggle the most: we saw this with Hurricane Katrina, we saw this with the 1995 Chicago heat wave where certain communities were hit the worst. The biggest thing now is really having people in the humanities look at infrastructure and also talk a lot about the science. I'm not saying that there isn't a solid solution that we can try to find, it's just that so many people have to make mistakes for some big catastrophe to happen. In most situations,  you can have small mistakes happening with lots of people that make these issues cascade into large crises, so it's hard to find a single cause or factor. It's a lot of things and a lot of people making decisions that lead to a crisis. A long time ago a book called the Checklist basically divided a list of 10 things doctors could do, really simple things they could do to prevent infant mortality or to prevent unwanted infections in the hospital. These really simple things just weren't on the radar because again you can get 9 out of 10 and still be fine you can get 8 out of 10 and still be fine as long as you don't do all 10. But then problems happen so there has to be some kind of sense of mapping out where all the holes are because there has to be a lot of them, not just one that causes this to happen. 

We should also think about patterns of infection. Google and Apple, more recently, are trying to find ways to have your phone tracked to see how and when you come into contact with someone that is positive with COVID, but there are so many privacy issues around that. People are trying to come up with solutions where the information would not be all revealed, and all that is shown is just whether you're positive or in proximity to someone that is positive. Again those technologies would be useful if we all had phones and it's possible that by the time it's useful all of this will have passed and that technology can be used for something else, so you see these inventions bring thrown out now and a lot of the grants that are opening to study COVID on a smaller scale. But what will be the next thing that will actually take advantage of these new studies, as it's clear that COVID is not going to last forever. While it won’t last forever, it has set in motion lots of projects that are very targeted so a lot of what we can do now is just to wait and see. I have faith in people so as long as we're asking the right questions, there can be some kind of meaningful steps taken to try and mitigate something like this in the future.

Examining the Past and Future of the European Union with Dr. Carl Caldwell

Dr. Carl Caldwell is the Samuel G. McCann Professor of History at Rice University. He currently serves as the Department Chair of the Rice History Department.

Frederick Drummond: What insights would you like to share with Rice students about Europe today and how it has gotten here?

Professor Caldwell: Thanks, Frederick!

It’s important to keep in mind that the European Union is only one, recent part of the bigger project of creating a European Community. The goals of that project have changed over time. The idea of a unified Europe appeared, certainly, before 1945, but was still vague. The project came into focus in the late 1940s and early 1950s, facing a set of challenges particular to that time--most important the problem that recurring war in Western Europe had caused so much destruction. 

What problems did Europe face after World War II? Most obvious was the immense amount of destruction. The further east you go, the worse the level of destruction was--but all of the warring countries suffered. An immense amount of work had to be done simply to reconstruct the industrial base. And the process of economic reconstruction in Western Europe would necessarily rely on a few areas that dominated in mining coal and iron, producing steel, etc.--northern France, Belgium, the Rhine Valley in Germany. In other words, the economic reconstruction of Western Europe also implied that the states that were just a few years before at war with each other would have to cooperate to distribute basic goods in the interest of a general economic reconstruction--as well, of course, in the interest of avoiding war.

So whatever the economic needs, there was a dramatic need for a change in political thinking. Many of the rightwing nationalists from before 1933 had favored war to resolve European problems; Hitler was not alone among conservatives yearning for rearmament and conflict. After 1945, the new Christian Democrats, who would soon come to occupy a hegemonic role in Italy, France, Germany, and Holland, demanded a different kind of approach to the post war period. They called for cooperation. Not just to make capitalism function better, as is sometimes argued. They wanted to avoid war. 

One other context is important for understanding the origins of the European Community project: the Cold War. With the Cold War, the conservative leadership (and not only the conservatives!) of Western Europe began asking about how to form an effective anti-communist alliance, and not just on the level of military preparedness. “Anti-communism” is too sterile a term for understanding the sympathies that went into the organization of Western Europe against the Soviet Union at this time. Certainly there were deep anti-Communist traditions across Europe, not all rational. Certainly fascist ideology had played a role in turning people against the Soviet Union. But the direct experience of the Red Army during and after the war was hardly positive, which explains why the West German Social Democrats were so much a part of the anti-Communist position. Eastern Germany experienced this new dictatorship following 1945 directly. Things were different in places like France and Italy, where the Communist Party had played a larger role in the resistance--and the Soviets had not occupied the country. But even here, the forces that led the process toward European integration were motivated also in part by a desire to form a cooperative, unified, prosperous Western Europe--in opposition to the Soviet model of a planned economy and party dictatorship.

Those are the concrete problems facing the political leadership after about 1947: economic reconstruction, avoidance of renewed war, and the Cold War. They took more concrete form over the years that follows. The aim of a European Community was not simply to make a community--to give up some sovereignty-- but also to reassert sovereignty for medium sized states under the new reality of the Cold War and the division of the world between a U.S. and a Soviet/Russian empire. When we describe the origins of the European Community, we are certainly talking about avoiding war and stabilizing capitalism, but we are also talking about giving up some sovereignty, like over iron and steel, in order to retain other elements of national sovereignty. The early advocates of the European Community were trying to save the nation-state. The problem of how both to work together and to retain sovereignty would remain part of the project throughout--and will help us to explain where we are today, seventy years later, after Brexit. 

Frederick: A lot of the European Union does try to focus on this transnational aspect of countries working together, but, in reality, you say that initially the European Community was formed to save the nation-state and you say the Christian Democrats played a large role in this. So it was more of a political agreement between nations rather than some kind of get-together? 

Professor Caldwell: Forming the European Economic Community (EEC) was about more than writing a treaty in international law. The nations were entering into long-term agreements, yes, but trying to create a real, lasting community at the same time. Starting at an economic level. Forming the European Coal and Steel Community (ECSC) in 1952 was a key moment. This was an agreement, very concrete, about coal and steel, so vital to postwar reconstruction, and about areas that had been under contention for two generations, from 1914-1945. France, Belgium, and Germany were involved, and soon the Benelux states and Italy were as well. The people who initiated the process, men like Jean Monnet and the Christian Democrat Robert Schuman from France, did not trust Germany. They also realized, in the context of the Cold War, that they are not going to be able to create a demilitarized Germany under international control. The ECSC was a different way to get at the same goal of binding Germany to a Western European order. But it was not just about international relations, it was about helping all the countries involved by regulating and controlling production. It was a way of making the corporations, which relied on these basic materials, more stable. 

Now let’s jump ahead to the Treaty of Rome in 1957. The Treaty of Rome aimed at creating an economic community in a broader sense--a customs union. A customs union doesn’t mean a political union, it is about the economy. A customs union ensures that countries have a large enough market area for individual firms, often still based in individual countries, to compete, in a world increasingly dominated by large corporations (whether socialist or capitalism) operating in a huge, unified market. In this first phase of economic union, the EEC countries were moving very slowly toward something like a community which would limit national sovereignty--at least in the economic sphere. It was a limited project, although there were already murmurs of a closer military and political union at the time. And it already called forth resistance--from the leadership of precisely the nation that had pushed hardest for community, the French. President de Gaulle, while broadening presidential powers within France, sought as well to protect and even expand the position of France in the world. His project had implications for the North Atlantic Treaty Organization (NATO), to the consternation of the United States--but also created problems for the European Community. He didn’t want the European project to go too far, to limit French national sovereignty. He was too much of a nationalist for that. Partly as a result of French recalcitrance, the European project slowed down a bit in the 1960s and 1970s; certainly there was cooperation at many levels, but not dramatic challenges to national power in the interest of the European Community. With the continued decline in the power of the nation-state in the 1980s and a new generation of French leadership, a number of decisions were taken that eventually led to restricted national power: laying the groundwork for dismantling passport controls within the Community (the Schengen zone), restricting the ability of national currencies to inflate or to deflate too much, etc. The next major change occurred, however, only with the shock of 1989: with the collapse of communism and the unification of Germany. Imagine the alarm bells in 1989 in France and Britain, the Netherlands and Belgium: what happened last time Germany was unified?  Margaret Thatcher used to walk around with a little purse that had a map in it showing Germany within the borders of 1943. She distrusted German unification. That is the context for understanding the important new steps starting in 1992, with the Maastricht Treaty and the Treaty of Lisbon in 2007. The question was not just how to deepen the project of European Union, it was how to put fences around a newly united, powerful Germany. That is why the Maastricht Treaty, against the recommendations of many leading economists, made plans for unifying the many currencies across Europe. 

Currency unification was therefore about more than just economic efficiency. It was about unifying the regulatory control over currency, through a single central bank, the European Central Bank (ECB). That meant unifying a whole lot of economic policy--and limited what individual states could do to manage their “own” economies. In the meantime, the implementation of the Schengen zone meant free motion of goods and people. Once people move freely, new questions appear: do citizens of one country have equal rights to a job in another? The aim was in part to create a unified, dynamic economic zone that could be competitive in the post-1990 world, dominated by huge markets like that of the United States; being competitive also means being able to attract a qualified workforce, which is easier in a large zone. Once one starts talking about the right to work across national borders, the issue of law follows quickly: not surprising that with Schengen and Maastricht, one sees an expansion of regulatory and legal activity at the European level, including the  European Court of Justice, founded in 1952 to hear only very specific cases, but after 1992 taking on ever greater roles. And it is no surprise that the demands for more economic unification led to more calls for political unification, from a strengthened European Parliament to a formal European Constitution, proposed in 2004. That idea failed; national referenda in the Netherlands and France--core members of the European Union--quashed it, and in its place a much less powerful form of political union was adopted in 2007, in the Treaty of Lisbon. But even this was a lot, even this pushed far beyond the project of economic cooperation and national sovereignty of the 1950s.

It’s this kind of political union that pushed at the limits of what people in Europe and nations in Europe were going to accept. And that is one reason why the project of creating a European constitution failed long before Brexit succeeded. It was a warning sign.

 

Frederick: Since this was more of a strategic agreement between nations, what were the goals of the major nations in the European Union and how did that influence the ultimate economic and political goals of the institution? 

Professor Caldwell: It is hard to answer that question in the abstract because goals change all the time--both national goals and the goals of different parties within nations. Take Britain, for example. The parties there actually have different ideas. The Liberal Democrats, in general, are for a greater union. The Labour Party has always been ambivalent about too much union with continental leaders who are much more wedded to economic liberalism than they are. Some Labour leaders did favor greater union, in the interest of peace, as internationalists. Other members believed that the more Union they had, the more regulatory controls were unified, the less control the nation would have over the economy; socialism on their model required a strong national economy and a strong nation-state. Tories fought tendencies on the far-right that asserted that the European Union would take Britain over destroying national sovereignty. The far right has been a constant presence in British politics. So, to pull it together, Labour can be pro or anti-Europe, the Conservatives can be pro or anti-Europe. And there are always forces on the wings of the major parties in Britain (and elsewhere!) pulling the party away from any greater European Community. 

The general consensus in West Germany, after a brief period when the Social Democrats were opposed to European unity in the early 1950s, has been that Europe is a good thing. That certainly was the policy in West Germany. The pro-European position had everything to do with the Cold War, which had divided the country. But it also had a lot to do with economics. German industry found a ready market for its goods--produced with relatively cheaper labor in the postwar years. But German support for European unification was not only for selfish reasons. It reflected the experience of war and the experience of dictatorship. One of the ways for Germans to assert that they are not Nazis is to assert their support for an international community, for reconciliation with Europe. The anti-war stuff really matters in the German case. The French, as noted when I talked about de Gaulle a few minutes ago, were more ambivalent--but always one of the two major pillars of the European project, next to Germany. It was Francois Mitterand who helped to get the European project back on track, working with Helmut Kohl.

Both Thatcher and Mitterand still, though, distrusted a united Germany. In 1989-1990, they gradually came to see German unification as inevitable, but precisely for that reason something to control: they did not want this huge economic powerhouse to control Europe. That is why we have to have something like a currency unification. The French pushed currency unification. They wanted to limit Germany. They didn’t predict that the ultimate effect of binding Germany in Europe would have the opposite effect, namely of giving the German economy a larger say. 

In short: the decisions about how to structure European Union after 1989 involved strategic decisions on an international level as well as decisions related to party politics (and recent history!) within individual countries.

Frederick: From what I understand of your discussions on the U.K. political parties, it almost sounds like an argument, in a microcosm, of the problems that started the European Economic Community. It seems now that many political parties in the U.K. saw the European Union then as a strict move away from a benefit to the U.K. and therefore sought to leave it on that basis. Could you talk a little bit more about how the U.K. came to see itself in that position?

Professor Caldwell: One of our History majors, David Ratnoff, did an honors thesis with me on Brexit so I am drawing on his work. There is a longer tradition here. The whole debate about staying in the European community or leaving the European Community has a long history that cuts across parties. This is a complicated question: how much union, what kinds of cooperation are good for Europe and for individual nations, what kinds of cooperation go too far? But that complicated debate became reduced to a simple either/or choice with the decision to hold a referendum, which is not a way of having a coherent debate. This set of relationships with Europe is way too complicated to be reduced to “yes” or “no.” As a result, the discussion became ever more governed by emotions.

Why did an anti-Europe movement succeed in Europe, and in particular in Britain? I think that we can talk about three reasons in particular. 

First, we should not forget British nostalgia: nostalgia for empire, nostalgia for real power, nostalgia for a foreign policy that was relatively unconstrained and “sovereign.” In reality, Britain had become a second, maybe even third rate power. But the myth of national power dies slowly.

Second, one cannot underestimate the importance of the economic crisis of 2008 for Europe. The failure of the European Central Bank to respond to the crisis as it developed within the Eurozone probably contributed to the depth and length of the economic crises in areas like Greece, Spain, and Italy, according to a lot of good economists. Britain, which never joined the European Union and retained its separate currency and separate bank, had more flexibility to respond to these crises--and its central bank did so relatively effectively. The Euro crisis points up a major problem in the Eurozone: the ECB has essentially centralized currency control in a supranational body, but economic policy is still being made at the level of the nation-state; the sovereignty of the nation-state thus becomes limited at a time when there is not dynamic economic policy for the Eurozone. States can’t simply print money anymore. I actually agree with some commentators, who say: what happened in Spain, Italy, and especially Greece went much deeper than a policy error in the Eurozone; the combination of centralization of the currency and banking without political leadership could have negative consequences. But that’s a structural problem that can be instrumentalized by political leaders. What is easier than to blame a country’s failure on the ECB or “Europe”--and to rally voters against the “establishment”? Brexit was in part a reaction to the sense that the Eurozone itself had proven incompetent to manage its own affairs--and kept individual states from doing so. But instead of being a careful response to real challenges, it became an emotional, highly simplified question designed to answer complicated questions. 

The third important source of British is immigration. Here, we have to get a little more complicated: there is not a single “immigration problem,” there are multiple “immigration problems,” from the issue Syrians in Germany to the place of north Africans in France and Italy to the place of Eastern Europeans in Britain; the British difficulty dealing with immigration of people of color from former colonies was furthermore a long standing and important part of British politics. British complaints about immigration shaped the Brexit debate, but they were not talking about Syrians, they were talking about the Poles. Poles were accused of taking lower paid jobs in Britain--often jobs that other people aren’t taking. It’s not necessarily the case that the immigration was hurting the British economy, but it could be presented as such. But why were the Poles permitted to take these jobs at all? Germany limited Polish workers’ access to its labor market. Britain took a different position within the European Union--and got its way, allowing Eastern Europeans into Britain with few restrictions.  In other words, the anti-immigrant aspect of the Brexit vote, which blamed immigration on the bogeyman “Europe,” was really a decision by British politicians--that they then blamed on the abstraction “Europe”! As with the Greeks and the financial crisis, it was a lot easier to blame “Europe” than to admit that one’s own country’s leadership had made decisions that one disliked. 

But politics isn’t always about reality or rationality. When the conservative leaders in Britain said that Europe was imposing immigration on Britain, they blamed this abstract thing called Europe and not themselves for opening up immigration. And immigration is always going to be a hot-button issue, especially with the massive migration across the world that we are experiencing right now. (You can bet that the COVID-19 crisis will add to this anti-immigration discussion.) All of these aspects come together: foreign policy and nostalgia for a strong Britain, concern over lack of national sovereignty over finances after 2008, and immigration. From there you get to a campaign to leave Europe. 

Frederick: In some of these cases, we see previous decisions on the U.K. to promote their interests in the original economic union boomerang on them in later years with the European Union. Is that accurate?

Professor Caldwell: Yes, I think that you could push farther and find even more reasons. One of the things that a free trade zone does is to ensure that there are general standards about labor and environment, with a central organ, usually a court, to evaluate claims that standards are being violated. You can’t negotiate standards for every single product. Free trade zones say: here are the general standards. And when you start talking about general standards and general rules, that’s when you can start challenging national sovereignty in a different kind of way. One of the issues that was brought up by the British pro-Brexit groups was that they don’t want to be held to the same standards, on financial regulations in particular, but also environmental, as the rest of Europe. The attempt with Brexit is really to escape those regulations.

Frederick: With Britain eventually leaving the EU, where do you think the EU will go from here? Are there any historical remnants that we can look to as an example for what may happen next?

Professor Caldwell: Even in the worst of times, I was not an extreme alarmist about the future of Europe because it still provides way too many advantages for too many groups. Grexit, the Greek Crisis from 2012 to 2015, was probably a bigger source of concern to the European Union. That happened earlier than Brexit and that involved a state which was connected to the other states and on a border with Turkey and other states that were possibly thinking of coming into the EU. That crisis was averted. What was a tiny state like Greece really going to do? Ally with Russia or China? That would have been highly problematic for Greek politics! Go it alone? How? What real alternatives were there to being in Europe? 

Britain is in a slightly different position, and maybe comparable to Norway. Norway is a major energy producer and it is connected to Britain. They have all these reserves of oil and they have money. They want independence so they are not part of the EU. But they want to sell to the EU. So what is the deal they have? The Norwegians agree to follow all the rules for the EU, but they have given up their right to set these rules, in order to have access to markets. If you are not part of a big unified market, how can you succeed in selling things like cell phones or succeed with major infrastructure products? 

But back to Britain. It’s funny watching Boris Johnson. He won the election, indeed became a potential prime minister, only through irresponsible and shrill attacks on Europe. Now that he’s won, “Brexit” has won. So what does he do? Call for citizens to cease talking about Brexit. Now reality sinks in. To deal with Europe, to have access to its markets, Britain will have to agree to its rules--which means precisely giving up some “sovereignty” over labor, consumer safety, and environmental regulations. What about Ireland? Northern Ireland is part of Great Britain; Southern Ireland is independent and part of the European Union (though not the Schengen area). There is no wall between the two, which was part of the peace plan that ended the bloody Irish conflict. What should be done now? Build a wall between Northern and Southern Ireland? Monitor it with military forces? Why not just call for a return to civil war? Johnson’s solution: to fudge the answer and change the topic.

There are many other questions: over the fishing industry, over the oil industry, etc. An obvious answer: Britain might just follow the regulations of the EU without having a say over them. 

The EU is not likely to go away, despite such predictions from both right and left. Brexit has frightened citizens who might have thought that splitting from Europe would be easy. In continental Europe itself after the radical Russian actions in Ukraine and the threats in Georgia and the other threats Putin has made, Europe has ceased to move apart. I think there is more unity than there ever was, even from peripheral countries like Spain and Portugal that had bad experiences with the European Central Bank and European institutions during the financial crisis. While I don’t expect we are going to see massive moves toward political unification, I do expect we are going to see more consolidation of the European project of economic, regulatory, and financial unification--despite distrust and disgruntlement. 

Response to “Qasim Amin Argues for the Emancipation of Women in Egypt, 1900” and “Bahithat al-Badiya Advocates Greater Educational and Economic Rights for Women, 1909”

A short form essay by Alejandro Escobedo

The woman question has long occupied a central place in the Western discourse on the Middle East. From the Age of Exploration to the War on Terror, the woman question, a preoccupation with the state of women in the Middle East as old as the earliest imaginations of the Orient, has been as much a part of the Middle East as the desert itself. While historically the woman question served Westerners well in the justification of colonialism and intervention, it became a much more powerful tool for Arab Renaissance authors like Qasim Amin and Bahithat al-Badiya. Set against the early twentieth century British occupation of Egypt, their texts look to the woman question in response to the inability of a traditionalist Islamic social framework to combat the gradual erosion of Arab identity in the face of foreign encroachment. For them, the elevation of the state of women in Egypt was a bulwark against the wholesale transplantation of Europe and the dissolution of Arab culture. 

Composed at the turn of the nineteenth century to develop an argument for Egyptian women’s rights independent of the Qur’an, Qasim Amin’s The New Woman argues for the value of republican motherhood in an age of European domination. At odds with the ideas of Islamic Modernists, Qasim Amin’s rhetoric looks to “the Western woman” as a guide to modernization in the Middle East, attributing “the progress of [Western] society” to her education and freedom.1 While many hailed Qasim Amin as an early feminist, it isn’t by the Western woman’s intellect or skill that Amin believes she elevates her nation; rather, it is by “[bringing] to society a man brought up to be of benefit to…his country” that Amin believes a woman is useful.2 Hence, it is “[modernized] patriarchy” and national welfare that Amin advocates for rather than female self-determination in the Arab world.3 While Amin unpopularly attributes the emancipation of women fully to Western civilization and discredits its conception to Arab influence, he dismisses the criticism of Islamic Modernists that looking to the West as a model is a betrayal of Islam and the East. If Western advocacy for women’s rights truly were a scheme meant for “the destruction of Islam,” Amin says, Europe would have left the East alone, for nothing could be more harmful to Egypt than Islamic traditionalism.4 Such sentiments point to the dual opposition to Islamic dogma and wholesale Westernization shared by Arab Renaissance writers of the time. The duality of Amin’s admiration of the West and his caution toward its increasing encroachment is particularly interesting. Despite his admiration, Amin does not wish to see Egypt come under Western rule. Rather, he wishes for the Egyptian people to “catch up” and share the “independence, self-determination, and other prerogatives” enjoyed in the West.5 

In response to male arguments against the education of women, Bahithat al-Badiya writes her address to the Umma Party, demonstrating—much like Qasim Amin—that modernization and national autonomy necessitate the enfranchisement of women. Prefacing her main arguments, al-Badiya reminds her audience that “antagonism between the sexes is something to be regretted,” framing Westerners and their Egyptian sympathizers, rather than men, as the true enemies of Islamic modernization.6 Despite their vast ideological differences, Amin and al-Badiya share these tones of nationalism in both their texts, speaking to the focus on Arab unity so often stressed by Arab Renaissance writers of the time. Much of the first half of al-Badiya’s lecture focuses on demonstrating the artificiality of divisions of labor and explaining the irony of the male argument that women’s education leads to male unemployment, since it was “men who pushed women out of work” in ancient times.7 In addition to the Qur’an, al-Badiya points to the Pharaonic past—a technique popular among female Arab Renaissance writers—in arguing that freedom for women is an innately Arab concept, rather than a Western import. The second half of her lecture outlines the potential manifestations of modernization in Egypt, with a special focus on the importance of “good upbringing” to social change.8 In fact, it is this stress on upbringing that unites otherwise divergent writers like Amin and al-Badiya, who argue that any meaningful reform “is a result of [the] virtues…[and] moral qualities…acquired through upbringing, that is to say, through women.”9 This argument points to Amin and al-Badiya’s understanding of women’s rights and modernization as a product of social and educational, rather than political, reform. In this vein, al-Badiya insists against unveiling on the basis that “men [and society are not] ready for it,” again pointing to modernization as a matter of social repositioning.10 As the Western woman is to Qasim Amin, so the Turkish woman is to Bahithat al-Badiya, who praises her as the “example of decorum and modesty,” equally modern and pious.11 Through a summary of legislative proposals, al-Badiya encapsulates her vision of modernization as one marked by adherence to Sharia law, greater religious and secular education for girls, moral education in the home, and Arabification.12

While both Qasim Amin and Bahithat al-Badiya advocate for the advancement of women’s rights, their arguments are underlied by a broader advocacy for a strengthened Egypt, free from foreign influence. It is in the vision and implementation of self-determination, however, that the two authors differ, with Amin looking to the replication of Western institutions and al-Badiya to girls’ education and Arabification. In this vein, Amin credits the West with the conception of women’s rights whereas al-Badiya looks to Arab history for indigenous conceptual origins. Equally distinct is each author’s reliance on evidence from the Qur’an, with al-Badiya drawing most of her rhetorical support from scripture and Amin none at all. Interestingly and perhaps ironically, the importance of individual virtue to the nation, as expressed by Amin and al-Badiya, is a famously Western idea: Livy cited moral decline as a reason for the fall of the Roman Republic in his historical work Ab Urbe Condita; and the emperor Augustus sought to cement the strength and identity of the empire through a moralizing campaign. Such irony is furthered by al-Badiya’s characterization of rural, presumably Bedouin, villages as places “where civilization has not arrived,” a characteristically Western idea of modernity and urbanity that contradicts the anti-Western, Arab-centric attitude expressed in the rest of al-Badiya’s lecture.13 

Despite the ideological affiliations that divided them—Amin, a Western admirer, and al-Badiya, a pronounced Islamic Modernist—the works of the two authors are united by a common interest in the liberation and self-determination of Egypt. While Amin seeks only to elevate the nation and its men in the global order, al-Badiya seeks to elevate the station of “[women] in the eyes of men” and achieve modernity under an Islamic framework for Egypt.14 Amin and al-Badiya mutually advocate for women’s rights, but to different ends. The unities and disparities between the texts of Amin and al-Badiya speak to the complex overlaps between nationalist, feminist, and modernist voices of the Arab Renaissance and point to the sophistication of Egypt’s early intelligentsia, a clearer sign than any of its faculty for independence. 


Notes

  1. Qasim Amin, “The Current State of Thought on Women in Egypt” in Sources in the History of the Middle East, Akram Fouad Khater (2nd ed., Wadsworth, Cengage Learning, 2004), 61-65.

  2. Ibid., 62.

  3. Ibid., 61.

  4. Ibid., 63.

  5. Ibid., 62.

  6. Bahithat Al-Badiya, “A Lecture in the Club of the Umma Party, 1909” in Sources in the History of the Middle East, Akram Fouad Khater (2nd ed., Wadsworth, Cengage Learning,2004), 74-83.

  7. Ibid., 76.

  8. Ibid., 78.

  9. Amin, “Women in Egypt,” 62.

  10. Al-Badiya, “Umma Party, 1909,” 79.

  11. Ibid., 80.

  12. Ibid., 83.

  13. Ibid., 76.

  14. Ibid., 82.


Bibliography

Al-Badiya, Bahithat. “A Lecture in the Club of the Umma Party, 1909,” Sources in the History of the Middle East. Akram Fouad Khater, Boston, Massachusetts: Wadsworth Cengage Learning, 2nd ed. 2004.

Amin, Qasim. “The Current State of Thought on Women in Egypt,” Sources in the History of the Middle East. Akram Fouad Khater, Boston, Massachusetts: Wadsworth Cengage Learning, 2nd ed. 2004.

From Student to Teacher

Thompson Photo.jpg

An Interview with
Joel Thompson

Rice Alum Class of 2016

Joel Thompson graduated from Rice University in the winter of 2016. He double majored in history and policy studies. After graduating from Rice, Joel committed himself to Teach for America and he began to teach at Frick Impact Academy in Oakland, California. After completing his two year commitment with Teach for America, Joel is now teaching for a third year at Frick Impact Academy. 

Spencer: What made you want to go into teaching at a low-income school in another part of the country after graduating from Rice? 

Joel: I want to fight inequality, racism, economic inequality, and white supremacy. And I also want to fight for educational equity and equal opportunity. I also love working with kids and I love learning about new cultures. And I don’t like sitting at a desk because I like to have a job where I am social. 

Spencer: What was the most memorable history class you took at Rice as an undergraduate? What made is so memorable?

Joel: Dr. Shimizu’s history of sports class was the most memorable. I loved how her class made me think about the politics that are inherent in every human activity. It taught me that everything is political and that has been a strong asset which has helped my teaching in Oakland. I had always thought of myself as an underachieving student in high school, as well as college, and Dr. Shimizu was one of the first teachers I ever had that showed me that my work was amazing when I worked hard, and that really motivated me to strive for academic excellence. It also showed me that as a teacher, I can support my students by explicitly telling them that I believe in them and that I am proud of them.