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  • Hi I’m John Green;

  • this is Crash Course World History and today

  • were going to talk about Nationalism,

  • the most important global phenomenon of the 19th century

  • and also the phenomenon responsible

  • for one of the most commented upon aspects of Crash Course:

  • my globes being out of date.

  • USSR: not a country.

  • Rhodesia?

  • South Vietnam?

  • Sudan with no South Sudan?

  • Yugoslavia?

  • Okay, no more inaccuracies with the globes.

  • Ugh, the little globes!

  • This one doesn’t know about Slovakia.

  • This one has East frakking Pakistan.

  • And this one identifies Lithuania as part of Asia.

  • Okay, no more globe inaccuracies.

  • Actually, bring back my globes.

  • I feel naked without them. [many people find comfort in inaccuracy]

  • [Intro music]

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  • So, if youre into European history,

  • youre probably somewhat familiar with nationalism

  • and the names and countries associated with it.

  • Bismarck in Germany,

  • Mazzini and Garibaldi in Italy, a

  • nd Mustafa Kemal (aka Ataturk) in Turkey.

  • But nationalism was a global phenomenon,

  • and it included a lot of people you may not associate with it, like

  • Muhammad Ali in Egypt

  • and also this guy.

  • Nationalism was seen in the British Dominions,

  • as Canada, Australia and New Zealand

  • became federated states between 1860 and 1901.

  • I would say independent states instead of federated states,

  • but you guys still have a queen. [and royal Corgies]

  • It’s also seen in the Balkans, where Greece gained its independence in 1832

  • and Christian principalities fought a war against the Ottomans in 1878,

  • [Christians hate foot wrests?

  • in India where a political party, the Indian National Congress,

  • was founded in 1885,

  • and even in China, where nationalism ran up against the dynastic system

  • that had lasted more than 2000 years.

  • And then of course there are these guys,

  • who in many ways represent the worst of nationalism,

  • the nationalism that tries to deny or eliminate difference in the efforts

  • to create a homogeneous mythologized unitary polity.

  • Well get to them later,

  • but it’s helpful to bring them up now

  • just so we don’t get too excited about nationalism.

  • Okay, so,

  • before we launch into the history, let’s define the modern nation state.

  • Definitions are slippery but for our purposes,

  • a nation state involves a centralized government

  • that can claim and exercise authority over a distinctive territory.

  • That’s the state part.

  • It also involves a certain degree of linguistic and cultural homogeneity.

  • That’s the nation part.

  • Mr. Green, Mr. Green!

  • By that definition,

  • wouldn’t China have been nation state

  • as early as, like, the Han dynasty?

  • Dude, Me from the Past,

  • youre getting smart.

  • Yeah, it could be,

  • and some historians argue that it was.

  • Nationhood is really hard to define.

  • Like, in James Joyce’s Ulysses,

  • the character Bloom famously says that

  • a nation is the same people living in the same place.

  • But, then, he remembers the Irish and Jewish diasporas, and adds,

  • or also living in different places.

  • But let’s ignore diasporas for the moment

  • and focus on territorially bound groups with a common heritage.

  • Same people, same place.

  • So how do you become a nation?

  • Well, some argue it’s an organic process

  • involving culturally similar people wanting to formalize their connections.

  • Others argue that nationalism is constructed by governments,

  • building a sense of patriotism through compulsory military service and

  • statues of national heroes.

  • Public education is often seen as part of this nationalizing project.

  • Schools and textbooks allow countries to share their nationalizing narratives.

  • Which is why

  • the once and possibly future independent nation of Texas

  • issues textbooks literally whitewashing early American history.

  • Still other historians argue that nationalism was

  • an outgrowth of urbanization and industrialization,

  • since new urbanites were the

  • most likely people to want to see themselves as part of a nation.

  • For instance,

  • Prague’s population rose from 157,000 to 514,000 between 1850 and 1900,

  • at the same time that the Czechs were beginning to see themselves as

  • separate from the Austro-Hungarian Empire.

  • Which is a cool idea,

  • but it doesn’t explain why other, less industrialized places

  • like India also saw a lot of nationalism.

  • The actual business of nationalization involves creating bureaucracies,

  • new systems of education,

  • building a large military,

  • and, often,

  • using that military to fight other nation states,

  • since nations often construct themselves in opposition to an idea of otherness.

  • A big part of being Irish, for instance,

  • is not being English.

  • So emerging nations had a lot of conflicts,

  • including:

  • The Napoleonic wars,

  • which helped the French become the French.

  • The Indian Rebellion of 1857,

  • which helped Indians to identify themselves as a homogeneous people.

  • The American Civil War.

  • I mean, before the Civil War,

  • many Americans thought of themselves not as Americans

  • but as Virginians

  • or New Yorkers

  • or Pennsylvanians.

  • I mean,

  • our antebellum nation was usually called

  • these united states,”

  • after it becamethe United States.”

  • So,

  • in the US, nationalism pulled a nation together,

  • but often,

  • nationalism was a destabilizing force for multi-ethnic land-based empires.

  • This was especially the case in the Ottoman empire,

  • which started falling apart in the 19th century as first the Greeks,

  • then the Serbs,

  • Romanians and Bulgarians,

  • all predominantly Christian people,

  • began clamoring for and, in some cases,

  • winning independence.

  • Egypt is another good example

  • of nationalism serving both to create a new state and to weaken an empire.

  • Muhammad Ali

  • [nope, not that one]

  • (who was actually Albanian and spoke Turkish, not Egyptian Arabic)

  • and his ruling family

  • encouraged the Egyptian people to imagine themselves as a separate nationality.

  • But okay,

  • so nationalism was a global phenomenon in the 19th century and

  • we can’t talk about it everywhere.

  • So, instead, were going to focus on one case study.

  • Japan.

  • You thought I was going to say Germany, didn’t you?

  • Nope. You can bite me, Bismarck. [fingers crossed for Freedonia, actually]

  • Japan had been fragmented and feudal until the late 16th century,

  • when a series of warrior landowners managed to consolidate power.

  • Eventually

  • power came to the Tokugawa family who created a military government or bakufu.

  • [gesundheit]

  • The first Tokugawa to take power was Iyeasu,

  • who took over after the death of one of the main unifiers of Japan,

  • Tyotomi Hideyoshi,

  • sometimes known asthe monkey,”

  • although his wife called him,

  • and this is true,

  • the bald rat.”

  • [could've been worse, certainly]

  • In 1603 Ieyasu convinced the emperor, who was something of a figurehead,

  • to grant him the title ofshogun.”

  • And for the next 260 years or so,

  • the Tokugawa bakufu was the main government of Japan.

  • The primary virtue of this government

  • was not necessarily its efficiency or its forward thinking policies,

  • but its stability.

  • Stability: Most underrated of governmental virtues.

  • Let’s go to the Thought Bubble.

  • The Tokugawa bakufu wasn’t much for centralization,

  • as power was mainly in the hands of local lords called daimyo.

  • One odd feature of the Tokugawa era was the presence of a class of warriors

  • who by the 19th century had become mostly bureaucrats.

  • You may have heard of them, the samurai.

  • [kinda like John McCain, John Kerry and my favorite, Daniel Inouye, etc.]

  • One of the things that made this hereditary class so interesting

  • was that each samurai was entitled to an annual salary from the daimyo

  • called a stipend.

  • This privilege basically paid them off

  • and assured that they didn’t become restless warriors plaguing the countryside

  • that is, bandits.

  • We tend to think of samurai as noble and honorable,

  • [or as John Belushi on old skool SNL]

  • but urban samurai, according to Andrew Gordon’s book A Modern History of Japan,

  • "were a rough-and-tumble lot.

  • Samurai gang wars – a West Side Story in the shadows of Edo castle

  • were frequent in the early 1600s.”

  • And you still say that history books are boring.

  • As with kings and lesser nobles anywhere,

  • the central bakufu had trouble controlling the more powerful daimyo,

  • who were able to build up their own strength

  • because of their control over local resources.

  • [like on the Sopranos?]

  • This poor control also made it really difficult to collect taxes,

  • so the Tokugawa were already a bit on the ropes

  • when two foreign events rocked Japan.

  • First was China’s humiliating defeat in the Opium Wars,

  • after which Western nations forced China to

  • give Europeans special trade privileges.

  • It was a wake up call to see the dominant power in the region so humbled.

  • [like when Andre the Giant was sadly bested by Hulk Hogan]

  • But even worse for the Tokugawa was the arrival of Matthew Perry.

  • No, Thought Bubble. Matthew Perry.

  • Yes.

  • That one.

  • The tokugawa are somewhat famous

  • for their not-so-friendly policy toward foreigners

  • especially western, Christian ones

  • for whom the penalty for stepping foot on Japanese soil was death.

  • The tokugawa saw Christianity in much the same way that the Romans had:

  • as an unsettling threat to stability.

  • And in the case of Matthew Perry,

  • they had reason to be worried.

  • Thanks, Thought Bubble.

  • So the American naval commodore arrived in Japan in 1853

  • with a flotilla of ships and a determination to open Japan’s markets.

  • Just the threat of American steam-powered warships

  • was enough to convince the bakufu to sign some humiliating trade treaties

  • that weren’t unlike the ones that China had signed after losing the Opium Wars.

  • And, this only further motivated the daimyo and the samurai

  • who were ready to give the Tokugawa the boot.

  • Within a few years, they would.

  • So what does have to do with nationalism?

  • Well, plenty.

  • First off,

  • even though the Americans and the Japanese didn’t go to war (yet),

  • the perceived threat provided an impetus for Japanese to

  • start thinking about itself differently.

  • It also resulted in the Japanese being convinced that

  • if they wanted to maintain their independence,

  • they would have to re-constitute their country as a modern nation state.

  • This looks a lot like what was happening in Egypt or even in Germany,

  • with external pressures leading to calls for greater national consolidation.

  • So, the Tokugawa didn’t give up w ithout a fight,

  • but the civil war between the stronger daimyo and the bakufu

  • eventually led to the end of the shogunate.

  • And in 1868,

  • the rebels got the newly enthroned Emperor Meiji to abolish the bakufu

  • and proclaim a restoration of the imperial throne.

  • Now,

  • the Emperor didn’t have much real power,

  • but he became a symbolic figure,

  • a representative of a mythical past

  • around whom modernizers could build a sense of national pride.

  • And in place of bakufu,

  • Japan created one of the most modern nation states in the world.

  • After some trial and error, the Meiji leaders created a

  • European style cabinet system of government with a prime minister

  • and, in 1889,

  • promulgated a constitution that even contained a deliberative assembly,

  • the Diet,

  • although the cabinet ministers weren’t responsible to it.

  • Samurai were incorporated into this system as bureaucrats

  • and their stipends were gradually taken away.

  • And soon,

  • the Japanese government developed into,

  • like,

  • something of a meritocracy.

  • Japan also created a new conscript army.

  • Beginning in 1873,

  • all Japanese men were required to spend 3 years in the military.

  • The program was initially very unpopular— [shocker]

  • there were more than a dozen riots in 1873 and 1874

  • in which crowds attacked military registration centers.

  • But eventually,

  • serving in the army created a patriotic spirit

  • and a loyalty to the Japanese emperor.

  • The Meiji leaders also instituted compulsory education in 1872,

  • requiring both boys and girls to attend four years of elementary school.

  • Oh,

  • it’s time for the Open Letter?

  • [Apparently the chair's back. Replaced it with an evil twin, did you, Stan?]

  • An Open Letter to Public Education.

  • But first,

  • let’s see what’s in the secret compartment today.

  • Oh, it’s a graduation hat.

  • Thanks, Meredith the Intern, for letting me borrow your graduation hat.

  • Dear Public Education,

  • When you were introduced in Japan,

  • you were very unpopular because you were funded by a new property tax.

  • In fact,

  • you were so unpopular that at least 2,000 schools were destroyed by rioters,

  • primarily through arson.

  • Stan,

  • it doesn’t look good when you bring it in close like that.

  • I look like a 90-year-old swimmer.

  • [you do call speedos 'casual wear' @ work]

  • And even though public education has proved extremely successful,

  • lots of people still complain about having to pay taxes for it,

  • so let me explain something. [time to fuel an internet flame war…]

  • Public education does not exist for the benefit of students

  • or for the benefit of their parents.

  • It exists for the benefit of the social order.

  • We have discovered as a species that it is useful to have an educated population.

  • You do not need to be a student

  • or have a child who is a student

  • to benefit from public education.

  • Every second of every day of your life,

  • you benefit from public education.

  • So,

  • let me explain why I like to pay taxes for schools

  • even though I don’t personally have a kid in school.

  • It’s because I don’t like living in a country with

  • a bunch of stupid people.

  • [and that's Jenga]

  • Best Wishes, John Green

  • In Japan,

  • nationalism meant modernization,

  • largely inspired by and in competition with the West.

  • So the Meiji government established a functioning tax system,

  • they built public infrastructure like harbors and telegraph lines,

  • invested heavily in railroads,

  • and created a uniform national currency.

  • But the dark side of nationalism began to appear early on.

  • In 1869,

  • the Meiji rulers expanded Japan’s borders to include the island of Hokkaido.

  • [you know, where the transport apparatus was built in "Contact"]

  • And in 1879,

  • they acquired Okinawa after forcing its king to abdicate.

  • In 1874,

  • Japan even invaded Taiwan with an eye towards colonizing it,

  • although they weren’t successful.

  • And,

  • in these early actions we already see that nationalism has a habit

  • of thriving on conflict.

  • And often the project of creating a nation state

  • goes hand in hand with preventing o thers from doing the same.

  • This failure to

  • imagine the other complexly [i see what you did there]

  • isn’t new, but it’s about to get a lot more problematic

  • as well see next week when we discuss European imperialism.

  • Thanks for watching.

  • Crash Course is

  • produced and directed by Stan Muller,

  • our script supervisor is [danica johnson]

  • Were ably interned by Meredith Danko,

  • and our graphics team is Thought Bubble

  • Also,

  • the show was written by my high school history student

  • John Green and myself, Raoul Meyer. [the man, the myth, the educator]

  • Last week’s phrase of the week was

  • "Bearded Marxist"

  • If you’d like to guess at this week’s phrase of the week

  • or suggest future ones, you can do so in comments,

  • where you can also ask questions about today’s video

  • that will be answered by our team of historians.

  • Thanks for watching Crash Course,

  • and as we say in my hometown,

  • Don’t Forget to Break up with your fake high school girlfriend.

  • [outro]

  • [outro]

Hi I’m John Green;

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