
American Progressivism & Imperialism
Chapter 8
I. American Progressivism
How did Middle-Class Reformers Respond to Social Ills?

Chicago - Meat Packing Industry: dropping hides and splitting chucks, beef dept., Swift & Co.'s Packing House. North Bennington, Vt. : H.C. White Co., Publishers, 1906.

Upton Sinclair, Bain News Service photograph collection. N.d.
In 1906, journalist Upton Sinclair published his most famous work, The Jungle. The novel built on his previous work on investigative pieces which exposed harsh working conditions, poverty, and corporate greed. The work revealed the appalling workplace conditions endured by immigrant workers in Chicago’s meatpacking plants. Through vivid and often gruesome descriptions, Sinclair depicted the unsanitary and even dangerous working conditions faced by workers in the industry.
Sinclair depicted workers who could have “a sore that would put him out of the world” just by scraping a finger among unsanitary conditions. Concerning butchers or “all those who used knives,” there was rarely anyone who had the use of their thumbs since the “the base of it had been slashed, till it was a mere lump of flesh.” Sinclair would describe worker hands as “criss-crossed with cuts” and having no nails from losing them by repeatedly pulling hides. In the end, Sinclair identified countless points for worker fatalities and called for reform. [1]
Sinclair and his fellow muckraking journalists represented a wider generation of middle-class Americans responding to the social inequalities that emerged alongside rapid industrialization and urbanization in the late 19th and early 20th centuries. Progressivism emerged to describe the collective action against corruption, poverty, inequality, and the power of business. Various reform movements laid the groundwork for progressivism including women’s suffrage, temperance, civil rights, trust-busting, conservation, labor laws, etc.
In the end, the progressive movement reformed child labor, produced the eight-hour workday, created food and drug regulations and ultimately led the groundwork for future movements including the New Deal of the 1930s and the Great Society programs of the 1960s. In contrast with prior reform movements, 20th-century reformers sought to establish change through governmental regulation.
II. Black Progressivism
How did Black Intellectuals Debate Over Racial Uplift?
.png)
Photo shows African American leaders, including Booker T. Washington seated second from left. National Negro Business League Executive Committee, 1910. Library of Congress.
.png)
W.E.B. (William Edward Burghardt) Du Bois, 1919. Cornelius Marion Battey photographer. Library of Congress.
Race relations were a pivotal issue for progressives in the South. Many members of the Democratic Party convinced southern whites over the “dangers” of black participation in public life. Therefore disenfranchisement and segregation were viewed as a series of much-needed progressive electoral and social reforms. Through a series of disenfranchisement laws southerners were able to erect obstacles such as poll taxes, literacy tests, grandfather clauses, and other barriers intended to “purify” the ballot box by restricting Black voting and thereby advance policies and practices to segregate the races.
Meanwhile, black Americans also sought to utilize the spirit of progressivism to provide uplift to black Americans mired in racial discrimination. Booker T. Washington, born into slavery, emerged as a prominent leader and educator in the 19th century. Washington viewed vocational education and economic self-reliance as the only means for black advancement in the post-Reconstruction United States, particularly in regard to economic empowerment and civil rights. In a speech delivered at the Atlanta Exposition on September 1895, Washington acknowledged the obstinate mindset of emancipated Black Americans in seeking to begin their new journey “at the top instead of the bottom.” Washington described Reconstruction-era mindsets of former slaves who sought “a seat in Congress or the state legislature” rather than “real estate or industrial skill.” Instead, Washington charged those of his race who “depend on bettering their condition” to “Cast down your bucket where you are.” He believed that the best form of racial uplift was found through hard work and self-cultivation. [2]
A vocal criticism of Washington’s economic self-reliance came from W. E. B. Du Bois. Du Bois rejected what he perceived as Washington’s accommodationist stance and advocated for an immediate and full recognition of civil rights, social equality, and high education for Black Americans. In The Souls of Black Folk, Du Bois argued that Washington’s approach “practically accepts the alleged inferiority of the Negro races…” and places the “Negro’s failure to rise” on “his own education in the past.” For Du Bois, however, the burden of the wrongs committed against black Americans “belong to the nation” and not on the shoulders of freemen. (3)
The debate between Du Bois and Washington reflected broader tensions within the African American community and white progressives regarding the most effective path for racial uplift. While Du Bois’s approach aligned more closely with the burgeoning civil rights movement, which emphasized the importance of immediate change associated with political agitation, challenging segregation, and pursuing higher education, Washington’s vocational training and self-reliance strategy appealed to many southern whites. Both figures made significant contributions to the advancement of black Americans as Washington’s efforts led to the establishment of institutions like the Tuskegee Institution, which provided vocational training to thousands of African Americans and Du Bois’s radicalism for civil rights and education laid the groundwork for the activism that would characterize the civil rights movement in the mid-20th century.
III. American Imperialism
Why did the U.S. expand beyond its Continental Borders?
.png)
Print shows Uncle Sam as a teacher, standing behind a desk in front of his new students who are labeled "Cuba, Porto [i.e. Puerto] Rico, Hawaii, [and] Philippines"; they do not look happy to be there. At the rear of the classroom are students holding books labeled "California, Texas, New Mexico, Arizona, [and] Alaska". At the far left, an African American boy cleans the windows, and in the background, a Native boy sits by himself, reading an upside-down book labeled "ABC", and a Chinese boy stands just outside the door. A book on Uncle Sam's desk is titled "U.S. First Lessons in Self-Government". "School Begins," N.Y. : Published by Keppler & Schwarzmann, 1899 January 25.
.png)
Alfred Thayer Mayan. Library of Congress.
.png)
Modern School Supply Company, and E. W. A Rowles. The comprehensive series, historical-geographical maps of the United States. [Chicago, Ill.: Modern School Supply Co, 1919]. Library of Congress.
.png)
Print shows the dream of an "Anti-Expansionist" where Admiral George Dewey, General Elwell S. Otis, a sailor, and a soldier come ashore in the Philippines to offer their weapons and the American flag in surrender to Emilio Aguinaldo and a poorly armed, ragged, but haughty, group of Filipinos. "The Dream of the Anti-expansionist" by Udo Keppler, 1899. Library of Congress.
.png)
A.J. Beveridge, 1915. Library of Congress.
In 1893, Chicago hosted World’s Columbian Exposition during which the American Historical Association conducted its annual meeting. A young historian named Frederick Jackson Turner presented a paper on his idea of a “frontier thesis.” Turner viewed the frontier line as a “meeting point between savagery and civilization” that was caught in a westward march from the earliest English settlements in the east across the Appalachians and the Mississippi finally to California. “American history,” Turner declared, “has been in a large degree the history of the colonization of the Great West.” However, with the Census Bureau officially declaring the frontier as closed in 1890, Turner wondered what would become of the U.S. now “the frontier has gone” and with it “the first period of American history.”
Another historian (and influential naval strategist), named Alfred Thayer Mahan, provided conceptions of expanding U.S. presence beyond its continental borders. In his book, The Influence of Sea Power upon History, 1660-1783, Mayan highlighted the importance of naval power in shaping the course of history. Among other things, Mahan had justified overseas expansion as natural and necessary for American greatness emphasizing civilization, commerce, and the spread of democracy. If the U.S. wanted to secure national trade routes and project overseas influence, then sea power was essential.
Both Turner and Mahan had profound effect on the ideas and priorities put forth by later U.S. presidents. For Roosevelt, Turner’s recognition of progress from savagery to civilization was only to be praised and the “rude, fierce settler” that drives out savagery in favor of civilization would have “laid deep the foundations for the future greatness of a mighty people.” Further, Roosevelt was among those who believed in the inherent supremacy of the white race and saw an obligation to bring about progress in the backward nations [4].
In 1893, an economic depression hit the U.S. economy. The downturn was fueled by railroad construction, industrial growth, and land speculation. In the end, overproduction, declining agricultural prices, and financial instability created economic vulnerabilities. The collapse of numerous banks led to widespread panic. The prospects of widening the global market for U.S. goods appeared to support both Turner’s and Mahan’s ideas and war with the Spanish empire brought the series of events that assisted in securing foreign territory.
Cuba’s independence movement from Spain prompted volatile conditions for the island nation. The brutality of Spain’s suppression of the Cuban rebels garnered widespread sympathy and support. At the same time, the rise of “yellow journalism,” known for sensationalist news, appeared to exaggerate Spanish atrocities in Cuba and contributed to inflamed public opinion. When yellow journalists blamed Spain for the sinking of an American battleship, the USS Maine, on February 15, 1898, it further heightened tensions between the U.S. and Spain with the former declaring war on Spain on April 25th, 1898, all while claiming to protect American interests in the region.
The war was fought on multiple fronts including Cuba, Puerto Rico, and the Philippines. American naval forces led by Commodore George Dewey won a decisive victory over the Spanish fleet in the Battle of Manila Bay in the Philippines. In Cuba, American troops, including Theodore Roosevelt’s volunteer regiment, the Rough Riders, engaged the Spanish forces in several battles, most notably the Battle of San Juan Hill. Victory came quickly for the U.S. and the war came to an end with the signing of the Treaty of Paris on December 10, 1898.
Terms of the treaty, however, would elevate U.S. into a new light in terms of global politics. Under the agreement, Spain agreed to cede control of Cuba, Puerto Rico, Guam, and the Philippines to the United States. Although Cuba received its independence, it remained under American influence through the Platt Amendment, which gave the U.S. significant control over Cuba’s foreign affairs and domestic policies. In the east, U.S. forces faced a protracted guerrilla war against Filipinos until 1902 and maintained ultimate control over the territory until 1946. During this period, it was clear that the U.S. had established an empire. In the end, the Spanish-American War of 1898 marked a significant turning point in extending manifest destiny outside of the continental boundaries of the U.S.
Debates over U.S. Imperialism arose quickly. A number of Americans protested the reach of U.S. control overseas, upholding ideals of self-government. For example, industrial titan Andrew Carnegie listed a number of arguments against the extension of U.S. power abroad citing first and foremost that the U.S. appears to be the apostle of “Triumphant Despotism” as opposed to the more noble “Triumphant Democracy.” Carnegie could not get past the paradoxical implications of U.S. imperialism. He demanded, “With what face shall we hang in the school-houses of the Philippines the Declaration of our own Independence, and yet deny in dependence to them? What response will the heart of the Philippine Islander make, as he reads of Lincoln’s Emancipation Proclamation? Are we to practice independence and preach subordination, to teach rebellion in our books, yet to stamp it out with our swords, to sow the seeds of revolt and expect the harvest of loyalty?” (5)
Black protest over American possession of the Philippine Islands stressed a different angle. Black members of the Anti-Imperialist League published a set of resolutions in a Boston newspaper. Their concern stemmed from their own experience as “colored citizens of the south” whose rights, though “sacredly guaranteed them by the amendment of the constitution,” are yet “shamefully disregarded.” In the end, they viewed the “duty of the president and country” as to “reform these crying domestic wrongs” and “not to attempt the civilization of alien peoples by powder and shot.” (6)
Although many anti-imperialists vocalized their criticism broadly, supporters of imperialism were more influential. Senator Albert J. Beveridge delivered a speech in which he provided the economic rationale for American presence in the Pacific. Beveridge stated, “Our largest trade henceforth must be with Asia. The Pacific is our ocean. More and more Europe will manufacture the most it needs, secure from its colonies the most it con-sumes. Where shall we turn for consumers of our surplus? Geography answers the question. China is our natural customer. She is nearer to us than to England, Germany, or Russia, the commercial powers of the present and the future. They have moved nearer to China by securing permanent bases on her borders. The Philippines give us a base at the door of all the East.” Beveridge’s arguments were among those that influenced an Open Door Policy in China which provided U.S. access to Chinese markets expanding American economic influence in the region. [7]
​
The turn of the century marked a noticeable expansion for the U.S. While American progressives sought to address the social ills lingering from previous eras with the aid and assistance of the federal government, a sense of superiority fueled interests in expanding the nation’s reach beyond its continental boundaries. Ultimately, the tensions reflected in domestic reform and American Imperialism will continue to shape discussion of politics, economics, and civil rights in the modern era.
Notes
-
Upton Sinclair, The Jungle (1906), 116
-
Booker T. Washington, "Address By Booker T. Washington, Principal Tuskegee Normal and Industrial Institute, Tuskegee, Alabama, At Opening Of Atlanta Exposition," 18 September 1895.
-
Du Bois, W. E. B.. The Souls of Black Folk. United Kingdom: OUP Oxford, 2007. Originaly published in 1903.
-
Theodore Roosevelt, The Winning of the West, Vol 3, 1889
-
Andrew Carnegie, “Aguments against Imperialism”, 1898 in deGraffenried, Julie K., and Stephen M. Sloan, eds. The United States in Global Perspective : A Primary Source Reader / Julie K. deGraffenried and Stephen M. Sloan, Editors. Waco, Texas: Baylor University Press, 2020. Pg. 220
-
“African American Resolution from Boston Protesting the American Possession of the Philippine Islands,” 1899 in deGraffenried, Julie K., and Stephen M. Sloan, eds. The United States in Global Perspective : A Primary Source Reader / Julie K. deGraffenried and Stephen M. Sloan, Editors. Waco, Texas: Baylor University Press, 2020. Pg. 224
-
U.S. Senator Albert J. Beveridge Speaks On The Philippine Question, U.S. Senate, Washington, D.C., January 9, 1900.