Category Archives: U.S.

Long History of People Exiled

From Orderly and Humane: The Expulsion of the Germans after the Second World War, by R. M. Douglas (Yale U. Press, 2012), Kindle p. 67:

The driving out of unwanted peoples, to be sure, is a practice almost as old as recorded history. The Old Testament tells the story of numerous forced migrations carried out by the Israelites and their neighbors against each other, the Babylonian Captivity being the most celebrated. Philip II of Macedonia was renowned for the scale of his population transfers in the fourth century B.C., a precedent that his son, Alexander the Great, appears to have intended to follow on a far more massive scale. The colonial era witnessed many more forced displacements, often accompanied or initiated by massacre. Some of these bore a distinctly “modern” tinge. The Act of Resettlement that followed Oliver Cromwell’s conquest of Ireland, for example, ordered Irish property owners in three-quarters of the island to remove themselves to the impoverished western province of Connacht by May 1, 1654, to make room for incoming English and Scottish colonists; those remaining east of the River Shannon after that date were to be killed wherever found. “The human misery involved,” in the judgment of Marcus Tanner, “probably equaled anything inflicted on Russia or Poland in the 1940s by Nazi Germany.” On a smaller scale, but proportionately just as lethal, was the United States’ forced relocation of part of the Cherokee nation from Tennessee, Georgia, and Alabama to eastern Oklahoma along the so-called “Trail of Tears” in 1838; perhaps a quarter of the fifteen thousand men, women, and children who were driven out perished, most of them while detained in assembly camps. Extensive forced migrations occurred in Africa and Asia also. In what is today Nigeria the Sokoto Caliphate, the largest independent state in nineteenth-century Africa, practiced slavery on a massive scale—by 1860 it possessed at least as many slaves as the United States—as an instrument of forced migration, the purpose being to increase the security of disputed border areas. “Enforced population displacement … was supposed to strengthen the Islamic state, which was achieved through demographic concentration.” On the western borderlands of China, the Qing Empire in the seventeenth and eighteenth centuries “used deportations and mass kidnappings to build a human resource base.”

Contemporary scholars agree, though, that the twentieth century has been the heyday of forcible population transfers. The rise of the nation-state, in place of the dynastic multinational empires of the earlier period, was both cause and effect of the ideological claim that political and ethnographic boundaries ought to be identical.

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Missing Migration History in Europe

From Orderly and Humane: The Expulsion of the Germans after the Second World War, by R. M. Douglas (Yale U. Press, 2012), Kindle pp. 1-3:

Immediately after the Second World War, the victorious Allies carried out the largest forced population transfer—and perhaps the greatest single movement of peoples—in human history. With the assistance of the British, Soviet, and U.S. governments, millions of German-speaking civilians living in Czechoslovakia, Hungary, and the parts of eastern Germany assigned to Poland were driven out of their homes and deposited amid the ruins of the Reich, to fend for themselves as best they could. Millions more, who had fled the advancing Red Army in the final months of the war, were prevented from returning to their places of origin, and became lifelong exiles. Others again were forcibly removed from Yugoslavia and Romania, although the Allies had never sanctioned deportations from those countries. Altogether, the expulsion operation permanently displaced at least 12 million people, and perhaps as many as 14 million. Most of these were women and children under the age of sixteen; the smallest cohort of those affected were adult males. These expulsions were accomplished with and accompanied by great violence. Tens and possibly hundreds of thousands lost their lives through ill-treatment, starvation, and disease while detained in camps before their departure—often, like Auschwitz I, the same concentration camps used by the Germans during the Second World War. Many more perished on expulsion trains, locked in freight wagons without food, water, or heating during journeys to Germany that sometimes took weeks; or died by the roadside while being driven on foot to the borders. The death rate continued to mount in Germany itself, as homeless expellees succumbed to hypothermia, malnutrition, and other effects of their ordeal. Calculating the scale of the mortality remains a source of great controversy today, but estimates of 500,000 deaths at the lower end of the spectrum, and as many as 1.5 million at the higher, are consistent with the evidence as it exists at present. Much more research will have to be carried out before this range can be narrowed to a figure that can be cited with reasonable confidence.

On the most optimistic interpretation, nonetheless, the expulsions were an immense manmade catastrophe, on a scale to put the suffering that occurred as a result of the “ethnic cleansings” in the former Yugoslavia in the 1990s in the shade. They took place without any attempt at concealment, under the eyes of tens of thousands of journalists, diplomats, relief workers, and other observers with access to modern communications, in the middle of the world’s most crowded continent. Yet they aroused little attention at the time. Today, outside Germany, they are almost completely unknown. In most English-language histories of the period they are at best a footnote, and usually not even that. The most recent (2009) edition of Mary Fulbrook’s excellent History of Germany 1918–2008 disposes of the episode in a single uninformative paragraph; the antics of the tiny ultraleftist Red Army Faction in the 1970s and 1980s, in comparison, rate four. The Cambridge Illustrated History of Germany is typical in not according the expulsions even a single mention. What is true of German history textbooks is also the case with those dealing with the history of Europe as a whole, and even of the central European states most directly concerned. Joseph Rothschild and Nancy Wingfield’s fine survey of the region in the postwar era, Return to Diversity—by far the most accessible and reliable one-volume treatment of the subject—takes a cumulative total of less than a page to explain the means by which Poland and Czechoslovakia, until 1939 among the most heterogeneous and multicultural countries in Europe, had just ten years later become ethnic monoliths. It is, then, entirely understandable why so many of my splendid and learned colleagues on the Colgate faculty should have expressed their confusion to me after reading in the newspapers in October 2009 that the president of the Czech Republic, Václav Klaus, had demanded that the other members of the European Union legally indemnify his country against compensation claims by ethnic German expellees, as the price of his country’s ratification of the Lisbon Treaty. None had been aware that anything had occurred after the war in respect of which the Czech Republic might require to be indemnified.

It would be incorrect, however, to attribute this pervasive ignorance of the expulsions, their context, and their consequences to any conspiracy of silence. What has occurred in the postwar era is something less calculated in nature, but more insidious in effect: the phenomenon of a historical episode of great significance that is hidden in plain sight. Certainly information, albeit of highly variable quality, on the expulsions is available—for those who possess the requisite language competence and are prepared to go looking for it. A 1989 bibliography lists almost five thousand works dealing with them to some degree in the German language alone. Even today, some sixty-five years later, living expellees are not hard to find; it has been calculated that a quarter of the current German population are expellees or their immediate descendants. What is denied, then, is not the fact of the expulsions but their significance. Relegated in textbooks to a single passing mention in a vaguely phrased sentence referring to the “chaos” existing in Germany in the immediate postwar era, or simply passed over in silence, the impression is effectively conveyed that they occupy a less important place in modern European history than the cultural meanings of football hooliganism or the relevance of the Trabant automobile as a metaphor for East German society.

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Filed under Britain, Czechia, democracy, disease, Germany, Hungary, migration, nationalism, Poland, publishing, Romania, U.S., USSR, war, Yugoslavia

Transition to Alphabetical Grading

From A Place for Everything, by Judith Flanders (Basic Books, 2020), Kindle pp. 226-227:

For Panizzi, and the British Museum, alphabetical order was seen as a pragmatic, modern solution—in fact it was the pragmatic, modern solution.

These questions arose in American university libraries just as the institutions themselves were moving toward a grading system that used the alphabet. Yet universities had not naturally been a home to ordering by alphabet more generally. Even in the New World, supposedly freed from old caste systems by its revolution, society continued to be viewed hierarchically: the earliest surviving lists of students at Harvard and Yale Colleges show them ranked not according to their own merits, by examination results or by their conduct, but by their families’ social status. It was not until 1886 that Yale began to list graduating students in alphabetical order.

At the same time, many colleges had used descriptive phrases to indicate pass or fail marks. In the late eighteenth century, Yale had used “Optimi,” best; “second Optimi,” second best; “Inferiores (Boni),” lower (good); and “Pejores,” worse. In the nineteenth century this was replaced by a scale of 1 to 4. Harvard, on the other hand, switched from numbers to letter grades in descending order from A to C just as it was adopting an alphabetically ordered card catalog. The University of Michigan initially simplified its system to pass or fail, later replaced with P for passed, C for “conditioned” (presumably some form of conditional passing grade), and A for absent. Mount Holyoke, in Massachusetts, founded in 1837 as the Mount Holyoke Female Seminary, used A for excellent, B for good, C, fair, D, passed (“barely”), E for failed, before changing to pass grades A to E, with F becoming the new “failed.” With none of these changes does there appear to have been any discussion as to why A was almost always the best—it just seemed obvious that it was.

I don’t remember what grading system we used when my wife and I taught English in Zhongshan, China, in 1987-88, but I remember writing 努力 ‘works hard’ next to a few of the student names in the roster. The hardest workers tended to be students who didn’t have relatives in Honolulu, San Francisco, Vancouver, or Sydney who sent them allowances in hard currency that exceeded the value of the renmenbi we were paid each month. In any case, the grades we assigned didn’t matter. The graduates who got the best jobs were the ones who looked most attractive and/or had the richest parents.

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Vietnam Retrospective, 2007

From Eat Your Heart Out, Ho Chi Minh: Or Things You Won’t Learn at Yale, by Tony Thompson (BookSurge, 2012), Kindle pp. 273-274:

Visiting Vietnam, even the Cu Chi Tunnels, is not like visiting Antietam or Verdun (and if you don’t know what those places represent, shame on you). The country is beautiful; there are few marks of war and the people, arguably the best looking on earth, are intelligent, friendly, and interesting. But there is another level, another dimension, to life in Vietnam. The country you see was paid for in blood.

Hanoi is not really about opera or folk art performances. Basically, Hanoi is about politics. Hanoi will always be to Saigon as Washington is to LA.

To understand the price ordinary Vietnamese paid for a Communist victory, visit the Fine Arts Museum in Hanoi. Despite the name, this is a museum of Vietnamese history and culture.

In a gallery containing examples of Vietnamese living quarters, there is one recreated room showing a truly Spartan lifestyle. The label on this exhibit read: “1975–1986 was a dramatic period and a profound lesson about the laws of social development.”

This is a profound understatement.

During that period after the end of the war, an individual without party connections was rationed to five meters of cloth per annum. The sandals worn by most people were made from old American tires and called “Ho Chi Minh Nikes.” Rice was also strictly rationed because of the failure of collective farming. Hunger was routine. People sat on wooden crates and looked into their empty rice bowls for entertainment because chairs and TV were only for cadres.

And this was the life of the politically acceptable. Hundreds of thousands of the politically tainted were put through reeducation camps. Many died in these camps. Millions had died in the war. There were reminders everywhere of those who were gone.

For years, Vietnam went nowhere spiritually or economically. It was one of the poorest countries on earth.

Over time, younger Vietnamese came to realize that such a life was not endurable. The older party leaders were sidelined. The younger ones cozied up to capitalism, just as in China.

Since 1993 [his last visit], Vietnam has gone through doi moi or economic openness. The boom that started in Saigon has spread to Hanoi. Much of the Hanoi Hilton prison, where John McCain was held, has been torn down for a real estate development. Corruption is rampant and is known as “lubricating oil.” There is a thriving stock exchange and over two hundred listed companies. GDP per capita has more than doubled since 1993. Many women have started tiny businesses.

Officially, Vietnam is a “market economy with a socialist orientation.” Just like Norway or The People’s Republic of Vermont.

The population of Vietnam is among the youngest on earth. They appear optimistic and have good reason to be. Writing and music and art have revived. Vietnam is rich in resources and well placed geographically. A promising future lies before it.

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Back at Yale, 1966

From Eat Your Heart Out, Ho Chi Minh: Or Things You Won’t Learn at Yale, by Tony Thompson (BookSurge, 2012), Kindle pp. 190-191:

The visual difference from the pre-war Yale of 1963 was more in the variety of clothing and in the variety of long hair-styles, and in how the beholder was supposed to respond, rather than in the amount of facial hair—especially in the desired response, these guys didn’t want to look interchangeable, like infantry soldiers or the Kingston Trio. They wanted to tell you something when you looked at them.

So you had the common “I love the workers” style or the basic Bob Dylan clone—the Pendleton-shirted, anorexic lumberjack look. And, to show identity with the people—but with the Russian people—you had the Fiddler on the Roof or Russian peasant type.

Many students were angry—really, really angry—so you had the never-smiling, stubble-faced, T-shirt, and torn jeans “yes, I sleep in my clothes; fuck you” appearance.

Some kids were sensitive—they felt the cruel pain of life and war so terribly intensely—so they wore tattered Sears work clothes and sported a stick-thin, crazy-eyed, greasy-filthy look that proclaimed: “I have suffered a nervous breakdown over this terrible world; I weep for the little people so much; please share the love.”

But the preppy, Shetland sweater and chinos look was still popular; I didn’t have to ditch my clothes….

What you didn’t have, beneath the surface, was much of a change in the social background of the students. A smaller percent came from private schools. There were more Jewish guys from public schools. But, public school or private school, Yale in 1966 was still overwhelmingly a place for white, middleclass, suburban boys.

Compared with the army, blacks were still almost invisible at Yale in 1966, despite the brand-new, fervid, vocal desire of so many at Yale to raise, liberate, or merely improve the lot of black Americans.

That the army was already doing these things for hundreds of thousands of typical young blacks was simply beyond the comprehension of these white suburban Yalies—who didn’t know any black Americans.

It would be many years before Yale had a sizable, representative cross-section of intelligent black American students, as opposed to a small, self-segregated cadre of handpicked, cosseted, and atypical blacks.

Whites and blacks also mingled far less at Yale than they had in the army. But at least they didn’t fight with each other.

In contrast with the army, I witnessed no overtly gay behavior back at Yale. Probably I didn’t know where to look.

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Potage and Reportage in Vietnam, 1966

From Eat Your Heart Out, Ho Chi Minh: Or Things You Won’t Learn at Yale, by Tony Thompson (BookSurge, 2012), Kindle pp. 139-140:

Cubello took a bunk in a corner of the tent next to Bob Gaylord, a career soldier, former short order cook, and petty thief. Bob found or stole a one-burner kerosene stove and then began to filch food from the mess hall and cook it for us. So we all liked Gaylord despite personal hygiene deficiencies on his part, such as never changing his green army T-shirt.

Army food wasn’t bad as long as the army cooks had nothing to do with it. Gaylord mixed jars of stuffed green olives and anchovies—yes, from somewhere he got dozens of those small flat cans of anchovies—with a stolen gallon can of army beef stew and heated it to tepid on his stove. We craved salty food because of our constant sweating. With enough Tabasco, we thought the salty, fishy stew was delicious.

Time magazine claimed on several occasions that GIs in Vietnam had shrimp cocktail, steak, and ice cream on a regular basis. I suppose that you have to expect a certain level of bollocks from a mass audience magazine, as Time used to be. Time was printed on a useful quality of paper, though. In Vietnam, if you saw a soldier walking in a purposeful manner with a rolled-up copy of Time, you knew where he was going.

Time’s reporting of Vietnam had a more basic flaw. Time’s main local correspondent, Pham Xuan An, had remarkable sources of information. In The Making of a Quagmire, David Halberstam described An as the linchpin of his “small but first-rate intelligence network” of journalists. Halberstam thought that An “had the best military contacts in the country.”

In claiming this, Halberstam was certainly correct. An was a colonel, and later a general, in the North Vietnamese Army. An sent invaluable reports about American activities to North Vietnam via the Cu Chi tunnels.

A full description of An’s role is in The New Yorker of May 23, 2005.

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U.S. Army Clerk in Germany, 1960s

From Eat Your Heart Out, Ho Chi Minh: Or Things You Won’t Learn at Yale, by Tony Thompson (BookSurge, 2012), Kindle pp. 94-95:
In the brief periods when we weren’t playing soldier or cleaning our military kit, we were completely free but only to go anywhere we wanted within Grafenwohr. Men wandered from shed to shed, checking on what kind of gambling was going on and on what was being traded. A vigorous commercial undercurrent existed everywhere in the army. Watching men shooting craps one afternoon, I ran into Specialist Fourth Class Chandos, who worked for our first sergeant. Chandos was a loan shark and was checking on the activities of his clients, most of whom were our senior sergeants. The craps shooters had pulled a blanket taut over a cot and were shooting dice on it. Though it was strictly forbidden for soldiers to lend money, and especially not to their non-commissioned officers, this was obviously a great business. The sergeants shooting craps were born losers and were soon cleaned out by a street-smart black soldier. Then they needed a further loan to go on shooting. Chandos himself only played poker and almost always won since he played exclusively with the battalion’s most stupid sergeants on payday. Chandos was a short, funny Greek from some northeastern American city. He boasted that his time in the army was going to buy him a Pontiac convertible. I hope Chandos succeeded in this; he was a friendly, amusing man and only charged 50 percent interest per month. In other companies, the rate was 100 percent. We immediately liked each other. Chandos was finding that his orderly room job got in the way of his loan business, especially when he needed to work on collections. He asked me if I could type. Could I type? After churning out all those midnight essays at Yale, I could type like gangbusters. He said that he would work on the first sergeant and get me transferred to the orderly room. I thought this was a terrific idea; the other occupants of the orderly room were the captain and the first sergeant. So it was no coincidence that every time I went there, the orderly room was warm as toast, even when we were out in the field and the orderly room was in a tent. Chandos was as good as his word. Within months, I made my first upward career move in the army, becoming the orderly room flunky. In the barracks or in the field, decisions were made in the orderly room. In our company, the captain merely signed off on decisions made by the first sergeant. This was not taught at West Point, but our first sergeant was infinitely more experienced than the captain—and infinitely wiser. I did whatever the first sergeant wanted done. Apart from making dozens of pots of coffee day and night, this work varied a lot. On a Monday morning, for example, I’d be writing letters for our linguistically and vertically challenged Puerto Rican company commander, when the first sergeant, who in practice ran everything, shouted for me to retrieve Blicksen, our toothless cook, from the custody of the MPs.

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Impressions of Army Basic Training, 1963

From Eat Your Heart Out, Ho Chi Minh: Or Things You Won’t Learn at Yale, by Tony Thompson (BookSurge, 2012), Kindle pp. 68-70:

To my utter surprise, I found that my WASP background had prepared me well for basic training. I’d already lived in a tent at summer camp with boys I didn’t particularly like. I’d gone away to school years before; I didn’t miss anyone but our family dog. Army food was better than Yale’s and the army in-processing system no more impersonal than Yale’s. Most of my fellow trainees were friendly and much more interesting to me than the suburban types at Yale.

At Yale, I was a sub-mediocre athlete. But in the army I was a near star.

Most of my fellow trainees had never played any sport. Sports were mandatory at my school; they weren’t in the nation’s public schools. Most of these new soldiers had never run anywhere. At my school we ran all the time, just as we now did in basic training.

The result was that I played end and caught passes in football games. Wearing combat boots, I ran the fastest mile in our training company. Going on marches was no problem after hiking in the White Mountains as a ten year old.

Even better, I’d already learned how to shoot a .22 rifle at summer camp. Later, Phinney Works’s father, a World War II major in the army, had taught me how to shoot his World War II M-1 rifle, which the army was still using at Fort Leonard Wood in basic training.

Apart from hitting what you aimed at, the main objective in shooting the M-1 was to keep it from slamming you in the face when you did rapid fire. The trick was not to wrap your right thumb over the stock so that your thumb’s knuckle joint wasn’t subsequently slammed back into your cheek by the recoil. Sergeant Duty warned us of this feature of the M-1, but few paid attention. He was a font of hard-won military lore, but most trainees lacked the frame of reference needed to absorb his advice. There was no war going on so the advice seemed academic.

The randomness of the draft meant that I shared basic training with a wide cross-section of American men, somewhat tilted toward working-class men. We were nicely assorted as to size, shape, and color. The truly odd and quirky types were mostly found among my fellow volunteers.

The draftees were a bit older than the volunteers and more homogenized physically, with a couple of exceptions.

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Impressions of Yale, Early 1960s

From Eat Your Heart Out, Ho Chi Minh: Or Things You Won’t Learn at Yale, by Tony Thompson (BookSurge, 2012), Kindle pp. 26-28:

The required academic work was dreary. Having to write twee little essays for English courses about John Donne’s imagery made me want to smash things. Or to puke. Raising the level of the world’s drivel barometer is demoralizing. Ruining a youthful love of poetry is worse. “Who breaks a butterfly upon a wheel?”

Like my classmates, I wrote essays by the yard. Writing about great villains in novels or who won the Franco-Prussian War was less of a trial than writing about poetry. Also, learning to produce reams of more or less coherent written material about something totally boring and meaningless is good training for would-be lawyers or indeed for anyone who is lucky enough to land a writing job that bills by the column inch.

A few teachers inspired me. Like many ex-prep school students, I had been spoiled at Deerfield by excellent teaching and attentive teachers. At Yale, I quickly recognized that teaching undergraduates wasn’t the point of the institution and that my resentful attitude in the face of great learning and scholarship was childish. Still, I couldn’t help warming to the few professors who tried, however vaguely, to match undergraduate names to faces.

I adored Professor Gordon Haight who taught the Victorian English novel and was the world’s greatest expert on George Elliot. Professor Haight had been one of my father’s teachers, and I had known him as a small child. Academically, Professor Haight was a holdover from Yale’s former tradition of a broad historical approach to the study of literature. This appealed to me. I could never see the point of separating the life and times of John Milton from the poetry of John Milton. At least Milton’s life and times were interesting.

One escape hatch from the required courses in the embalmed world of English literature was accidentally discovering V. by Thomas Pynchon. I added Pynchon to the short list of fiction writers like Evelyn Waugh and P.G. Wodehouse whose style and attitude speak loudly to me. I must have read V. five times during my first two years at Yale.

Obviously, there were courses that didn’t involve writing reams of drivel or sitting through interminable lectures. Being formally introduced to economics and philosophy was stimulating, regardless of the teaching. And the younger professors didn’t all use the droning, dismal lecture-hall approach. Some showed actual flashes of interest in teaching undergraduates.

I was fortunate to be taught introductory economics by Jan Tumlir, a Czech refugee from Communism. Doing hard labor in the Czech uranium mines after the postwar Communist takeover had wrecked the professor’s health. Without making any specific comments about his experience of Communism, he was a living argument against the collectivist policies believed in, or at least advocated, by so many of the Yale professoriate.

Instead, Professor Tumlir cherished nineteenth-century economic liberalism and ideals like free trade and free markets. He taught us about Ricardo, the great English economist who first stated the law of comparative advantage. Professor Tumlir later became head of economics at GATT, the General Agreement on Tariffs and Trade and predecessor to the current World Trade Organization, but died far too young.

Overall, though, Yale in the early 1960s offered the worst teaching I’ve ever experienced. The benighted, God-stuffed, over-long rambling sermons in the First Church of Deerfield were delivered better and with more conviction. Semi-literate army sergeants proved to be far better teachers, as did even the idlest Oxford dons. And Stanford Business School didn’t give tenure to anyone who received consistently poor student evaluations for teaching.

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World War I Spreads, 1917

From 1917: War, Peace, and Revolution, by David Stevenson (OUP Oxford, 2017), Kindle pp. 297-298:
By the end of 1917 most of the world’s population had entered a state of belligerency. Even during the Napoleonic Wars this situation had no precedent. Two impetuses to the process came from the unrestricted submarine campaign and from American entry. The first threatened death and destruction to almost every country; the second made neutrality less attractive and joining the Allies more so. Yet the new belligerents made their own decisions, which were frequently contested. In China intervention led to civil war, and in Greece to something close to it; in Brazil it prompted civil disorder and repression of the German-Brazilians. In China, the issue became embroiled with the contests between Duan and Li and between the northern Chinese warlords and the Guomindang. Intervention became a gambit in a domestic struggle, with Duan holding the advantage. Brazilian public opinion was always pro-Allied in tendency, but it took the submarine sinkings to create a Congress majority for belligerency. Finally, in Siam the government had no legislature to contend with, and once the king insisted on intervention his foreign minister assented. None of the four countries envisaged an all-out struggle, which makes their interventions easier to comprehend. So does US entry, which made the Allies more likely to win. Indeed, America also initially envisaged a limited commitment, but unlike the other new arrivals it subsequently expanded it. China, Brazil, and Siam were remote from the Central Powers and therefore ran little risk. Greece ran a bigger one, as a fighting front ran through its northern territory, and of the four it made the biggest military contribution. But the costs and risks should be set against the prospective gains. For Brazil these were primarily economic. For Siam and China the additional incentive was gaining traction against the unequal treaties, the Chinese being particularly focused on the Shandong lease. In Greece Venizelos wanted Bulgarian and Turkish territories that might support a glittering future in the Eastern Mediterranean and Aegean. The prize all sought was a voice in the peace settlement. These objectives would be satisfied unequally and tardily; and in Greece’s case scarcely at all. But the widening of the war through new interventions weakened European pre-eminence. Siam and China challenged the unequal treaties in a manner impossible before 1914; Chinese nationalism strengthened and became more anti-Western; Brazil and other South American countries turned away from Europe. China’s intervention was determined more by Japan than by the European Allies or the United States. Moreover, the war’s prolongation undermined not only informal European dominance in East Asia but also formal control elsewhere. This was most evident in the August 1917 Montagu Declaration, promising ‘responsible government’ in India, the grandest empire’s biggest possession. But if European control was under challenge in Asia, it was still expanding in the Middle East, and 1917 was the decisive year for establishing British authority over Palestine and Iraq. These developments too would figure among the lasting consequences of these crowded months.

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