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Field Expedient Latrine

Tired of using those porta johns?  Or worse?  Then try this solution.  It worked for the Romans.  It even flushed (after a fashion).  Here are the remnants of the latrine that served the garrison of Vercovecium–now known as Housesteads Roman Fort–located roughly in the center (and best preserved) section of Hadrian’s Wall.


Visitors can hardly restrain themselves from giving it a go (particularly since the nearest restroom is a brisk ten minute walk from the site).


A closer view.


How it was done. Soldiers doubtless shared gossip as well as gas.


The secret to the “flush.” Water flowed to the latrine via this channel and carried off the acrid fruit of the soldiers’ labor. Mostly. There were always Britons nearby to take care of the residue.

SMH Coffman First-Manuscript Prize Competition

The Society for Military History is pleased to announce the 2010-2011 Edward M. Coffman First-Manuscript Prize Competition.  Awarded annually, the prize recognizes outstanding scholarly achievement by an author who has not previously published a book-length manuscript.  The competition is open to scholars whose work blends military history with social, political, economic, and diplomatic history and to authors of studies centering on campaigns, leaders, technology, and doctrine. The winning author will receive a cash award, a plaque, and, after successful editorial review, a publication contract with the University of North Carolina Press. The winner also will be recognized at the Awards Luncheon at the Society for Military History annual meeting.

Eligibility:
1. The author must be a member in good standing of the Society for Military History.
2. Only English-language manuscripts will be considered; U.S. citizenship is not required.
3. The text of a submitted manuscript must be at least 250 pages in length.
4. Translations are not eligible for consideration unless the author both translated and annotated the manuscript.
5. It is recommended that recently-defended dissertations be revised with publication in mind.
6. Manuscripts under consideration by other presses may be entered into this competition, but if the work is accepted for publication elsewhere during the Prize Committee’s deliberations, the author is obligated to notify the committee chair immediately.

Submission Instructions:
1. No later than 15 December 2010, the author must submit a full manuscript, a 4-6-page précis of the same, and a current curriculum vitae to Dr. John Hall, chair of the 2011 Coffman Prize Committee, at jwhall3 AT wisc.edu. The précis must include a statement of the work’s thesis and conclusions, its place in the relevant historiography, and any new or underutilized primary source materials or innovative methodologies that shape it.
2. All submissions must be double-spaced and submitted in PDF format.
3. The Coffman Prize Committee will select the finalists on or about 1 March 2011.
4. The Committee will designate the winner on or about 31 March 2011.
5. The Society for Military History will present the Coffman Prize at the 2011 Annual Meeting of the Society, 9-12 June 2011, in Lisle, Illinois.

Dr. John W. Hall
Department of History
University of Wisconsin-Madison
5133 Mosse Humanities Building
455 N. Park Street
Madison, WI 53706
Email: jwhall3 AT wisc.edu

Visit the website at http://www.smh-hq.org/awards/awards/coffman.html

Call for Papers: 2011 Missouri Valley History Conference

The 54th Annual Missouri Valley History Conference will be held March 3-5, 2011 in Omaha, Nebraska. The Society for Military History sponsors a full slate of sessions at the MVHC and also will again be sponsoring a “huddle” for Society for Military History participants. Individual proposals and session proposals are welcome. For individuals, send a one page proposal and short c.v. (only c.v. if volunteering to chair/comment). For sessions, send one-page session proposal, one-page proposal for each paper, and short c.v.s for all participants. Please include e-mail address. Deadline for proposals is October 31, 2010.

Send proposals, c.v.s and inquiries for contest rules to: Connie K. Harris, PO Box, Grasston, MN 55030 or send by e-mail to ckharris1 AT juno.com. The Society for Military History and the First Division Museum Cantigny sponsors the Kevin J. Carroll award for the best graduate student paper in Military History. This prize is valued at $400 dollars. In addition, the Society for Military History and the First Division Museum Cantigny sponsors a paper prize for the Best Undergraduate Student paper in any area of History which is valued at $200. For information on this prize please send inquiries to Charles King at cwking AT mail.unomaha.edu.

Boatyard Wars: Duct Tape, Cardboard, and Humility

By COL (Ret.) Charles D. Allen

Col. (Ret.) Chuck Allen describes “Zero Week,” the week immediately prior to the start of the curriculum during which the emphasis is on getting the students and faculty acquainted with one another.  The capstone event, as he notes, is a team building exercise called “Boatyard Wars.”

Chuck Allen is a professor in the U.S. Army War College’s Department of Command, Leadership, and Management. This essay is reprinted from–no kidding–the U.S. Army War College Facebook Page.

It was a good week. Students from across the globe arrived at the college, processed through the administration requirements of the installation, and received a bevy of orientation briefings for the community. Along the way there were icebreaker gatherings for the seminar cohorts and a county fair to learn about the myriad activities available inside and outside the gate for the greater community. The convocation introduced the students to the college leadership as well as their own class leadership for the American students and International Fellows for the year.

Time spent in seminar provided insights of the diverse backgrounds, experience, talents, and expertise of colleagues. All realized that the great challenges and opportunities ahead in the coming months in the curriculum would extend beyond mere academics to include personal and professional growth. The week closed with a moving opening ceremony that showcased the rich heritage of our nation and its military. The solemn nature of the event demonstrated the commitment to service above self to protect and defend others. This was especially relevant for this past decade of conflict for our service members.

After the formal events, there was a welcoming picnic for the student body and their families along with the faculty and staff. It was a time to share experiences of the week with others in the community.

The capstone activity was the “Boatyard Wars.” While a light-hearted and silly endeavor, this was the first competitive event among the newly-formed seminars. The task was to construct a floating vessel using predominately cardboard and duct tape that could be propelled the length of the pool. Each vessel would hold two seminar members who would race down the pool lanes. The two teams with the fastest time would compete for the title of Boatyard Wars Champion!

Imagine the scene with twenty groups of highly successful and competitive individuals. Each group had its initial bonding and was starting to establish its unique identity. Members of the group had to agree upon the design of the vessel and then translate the plans into an actual product. Someone had to lead or share leadership of the effort. Others had to determine how to best contribute. Still, some students had to govern themselves against their natural tendencies. All had to understand and accept the goal and then become part of the team to achieve it. As one looked across the seminars during the construction phase, there were signs of intensity and earnestness, joviality and high spirits, and, in some cases, anxiety. All wanted to do well!

The moment of truth arrived when each team placed their vessel in the pool for their respective heats. There were cheers and shouts of support from all around. With arms  flailing and water splashing about, some boats made it to the finish while several sank.

In many of the race heats, the efforts of highly intelligent and talented people who forged into committed teams failed to accomplish a fairly simple task. Those with vessels which sank were embarrassed and slightly dejected. Those who were in the hunt were energized.

After results of the championship heat, I heard one student make the remark. “It wasn’t about the product and the result. It was really about the process.” That student got it! It was really an opportunity to quickly build a team (not a boat), to handle ambiguity, to face a challenge, and to strive for a goal while maintaining fellowship with colleagues from other teams.

Throughout the year, we will study people and groups who have faced tough circumstances, and who, despite their talents and best efforts, were not successful in resolving some very critical strategic problems. Sometimes short-term success was just not in the cards for those best-laid plans.

For our students and faculty, the lesson to be learned may be from Rudyard Kipling’s poem IF: “If you can meet with Triumph and Disaster, And treat those two impostors just the same…” The lesson is humility.

What If Roosevelt Had Disliked Churchill?

Reprinted with permission of World War II magazine

The wartime relationship between President Franklin D. Roosevelt and Prime Minister Winston Churchill is famous. Some have praised it as “the partnership that saved the west,” and even “a friendship that saved the world.” While most historians take a more measured view of the relationship, all agree that FDR and Churchill worked unusually well together.

Their friendship carried them through serious differences in wartime strategy and goals for the postwar world—Churchill was determined to preserve Great Britain’s colonial empire, FDR to get rid of colonialism altogether. It also made possible the extraordinarily tight cooperation between Great Britain and the United States, in which the two created a military command for the western Allies—the Combined Chiefs of Staff—and agreed that an American Supreme Commander would control all assets, British as well as American, needed for the amphibious assault on northwestern Europe. The two powers even shared scientific research concerning the atomic bomb.

But what if this relationship had failed to develop?
(Continued)

World War II on Facebook

From College Humor“OMG WWII on FACEBOOK!”

Excerpt:

Click here for the feature in its entirety.

(Hat tip to Rick Herrera and Michael Edwards)

The McCrystal Affair and U.S.Civil-Military Relations

By Mackubin T. Owens

Reprinted with permission of the Foreign Policy Research Institute.

July 2010

Mackubin T. Owens is Associate Dean of Academics for Electives and Directed Research and Professor of National Security Affairs at the Naval War College in Newport, Rhode Island. He is Editor of Orbis, and an FPRI Senior Fellow at its Program on National Security. In addition, he has a book forthcoming entitled U.S. Civil Military Relations after 9/11: Renegotiating the Civil-Military Bargain.

Writing before the 2008 election, Richard Kohn, the eminent historian and student of US civil-military relations, predicted that “the new administration, like its predecessors, will wonder to what extent it can exercise civilian ‘control.’ If the historical pattern holds, the administration will do something clumsy or overreact, provoking even more distrust simply in the process of establishing its own authority.” Recent events demonstrate that he was correct.

In late June of this year, it was reported that Gen. Stanley McChrystal, the top US military commander in Afghanistan, and members of his staff had criticized top Obama administration officials. The story, published in Rolling Stone, quoted officers on McChrystal’s staff making disparaging remarks about the vice president, the national security adviser, and the president himself. Gen. McChrystal was summoned to Washington D.C., where he offered his resignation, which the president accepted.

This episode illustrates that U.S. civil-military relations remain problematic. The real danger is not a threat to civilian control of the military, but the lack of trust between civilians and the military. This is a problem on both sides. News reports indicate that President Obama’s civilian aides have been deeply suspicious of the military, accusing them of intentionally “boxing the president in” through a series of coordinated leaks to the media during last year’s policy review. For its part, many officers see the Obama administration setting up the military to take the blame should the American enterprise in Afghanistan fail.

The seeds of the problem that led to Gen. McChrystal’s removal as U.S. commander in Afghanistan go back several months. In keeping with his promise to reinvigorate the effort in Afghanistan, President Obama announced in March a “comprehensive new strategy . . . to reverse the Taliban’s gains and promote a more capable and accountable Afghan government,” pledging to properly resource this “war of necessity.”

The new operational strategy called for a counterinsurgency approach (like that of the surge in Iraq) and focused on the security of the population; it rejected the “counterterrorism” approach (which NATO had followed during the Bush years) that used special operations forces and air strikes launched from unmanned aircraft to hunt down and kill al Qaeda terrorists. President Obama even replaced the U.S. commander in Afghanistan, General David McKiernan, with Gen. McChrystal, who had been General Petraeus’s right-hand man in Iraq when a counterinsurgency strategy was successfully implemented.

But when McChrystal indicated in a confidential study completed in August that more troops would be needed to pursue the president’s strategy, President Obama did nothing. Admiral Michael Mullen, chairman of the joint chiefs, told Congress that more troops would be needed; and experts suggested that the number of additional soldiers and Marines necessary to execute the new strategy was thirty to forty thousand.

But this was apparently a truth Obama did not want to hear. In contrast to George Bush in 2007, who pursued what he thought was the right approach in Iraq despite the unpopularity of his decision, President Obama apparently began to rethink his Afghanistan policy out of concern that his base would not support any troop increase. His decision to send 30,000 more troops to Afghanistan while simultaneously indicating that they would be leaving by the middle of 2011 only helped to frustrate the military. A “population-centric” counterinsurgency approach, after all, depends on convincing the Afghan population that there is no expiration date on U.S. security guarantees.

Several clumsy missteps by the administration reinforced the perception that the president’s actions were motivated by political factors rather than strategic ones. These included an attempt by retired Marine General James Jones, the national security adviser, to intimidate military commanders in Afghanistan into reducing their troop requests to a politically acceptable level, and a White House directive to the Pentagon not to forward a request for more troops. The most serious mistake, reported in the Wall Street Journal, was that the White House ordered General McChrystal not to testify before Congress. Thus, the administration appeared to be muzzling the military.

News reports indicated that officers on General McChrystal’s staff and elsewhere were wondering why, after having declared the conflict there a “war of necessity,” the president had not provided the necessary means to fight it properly. They wondered why, having selected McChrystal to turn things around in Afghanistan, President Obama had not supported him the way that George Bush supported Petraeus in Iraq.

It is easy to see the truth of Kohn’s prediction that a clumsy step by the administration would sow distrust on the part of the soldiers, thereby increasing civil-military tensions, but the steps taken by some in the military made the situation worse. First someone leaked General McChrystal’s strategic assessment to Bob Woodward of the Washington Post. Then an article published by McClatchy quoted anonymous officers to the effect that McChrystal would resign if the president did not give him what he needed to implement the announced strategy. Problematic as the administration’s actions may have been, such leaks by military officers were simply unacceptable.

It seems clear that Gen. McChrystal had no choice but to offer his resignation in the wake of the Rolling Stone story and the president had no choice but to accept it. If nothing else, Gen. McChrystal had created a command climate that did not discourage disrespectful speech on the part of the military for civilian authorities.

Success in Afghanistan requires healthy civil-military relations and these depend on trust. The good news is that the new generals put in place in the aftermath of the McChrystal affair-Marine General James Mattis as commander, US Central Command, and Gen. David Petraeus as the commander of the effort in Afghanistan proper-both understand the importance of professionalism and trust in fostering healthy civil-military relations.

Armed and Unarmed War – Pt 5

The last of a five-part guest post by Prof. Brien Hallett, University of Hawai’i at Manoa.

“We Were Warriors” and Unarmed War

While viewing the film, “We Were Warriors,” the warlike character of the 1960 Nashville lunch counter sit-ins is hard to ignore (2000). Although James Lawson, the protest leader and organizer would no doubt vigorously deny it, his unarmed “warriors” met all but one of the Article 13 Geneva criteria. They did not carry “arms openly,” as warriors usually do. But, then, by definition, unarmed war means waging war without arms. Said differently, is the status and condition of being a warrior dependent solely upon carrying “arms openly?” Does any hunter or gang member who carries “arms openly” qualify as a warrior? As Article 13 makes clear, hunters and armed gang members do not qualify because they fail to meet the other three Geneva criteria, unlike the Nashville students who did.

Thus, Lawson’s students were members of an “other volunteer corps, including those of organized resistance movements.” In addition, a) they were “commanded by a person responsible for his subordinates,” in this case, James Lawson. He had given them extensive training and organized them into “platoons” equal to the number of stools at the lunch counters. Eventually, Lawson commanded a “battalion” of about six hundred student “warriors.” b) The students also had “a fixed distinctive sign recognizable at a distance.” In this case, coat and tie for the men, a Sunday dress for the women, and schoolbooks for all. As the unusually well dressed students marched four abreast down the street in close order, no one could mistake them for college kids out for a movie and a coke. And, c) the students conducted “their operations in accordance with the laws and customs of war.”

This last point is particularly significant. In the eyes of the courts and the police, the students were outlaws. They had clearly violated the laws of peace and were sent to jail for doing so. Outlaws, of course, are not warriors because they operate outside of the law. Warriors, if they wish to keep their Geneva status, must operate within the boundaries of the “other” system of law, “the laws and customs of war,” as Article 13 makes clear. Most particularly, the laws of war require warriors to abide by the jus in bello criteria of proportionality and discrimination so as to honor the principle of economy and thereby to minimize non-combatant injury. In order enforce these jus in bello requirements, in part, responsible commanders issue Rules Of Engagement to their subordinates. This James Lawson did. As is seen in the film, he ordered his “platoons” to march in good and close order the several blocks from Fisk University to the designated lunch counters. Upon arrival at the objective, they were to seize, occupy, and defend the lunch counter stools until closing time. If the police came and arrested them, their Rule Of Engagement was to cooperate with the police and go to jail. If attacked, their Rule Of Engagement was not to respond. Instead, the students were to adopt the protective postures they had learned during their training.

By their scrupulous and disciplined observance of Lawson’s Rules Of Engagement, the students effected their legal transformation from outlaws under the laws of peace to warriors under the laws of war. Not incidentally, the disciplined observance of Lawson’s Rules Of Engagement also meant that the students waged an unarmed war. Significantly, had discipline broken down and had the students responded to an attack by punching back, they would have continued to be warriors under the laws of war, but this insubordination would have changed them from unarmed to armed warriors.

At first glance, therefore, any insubordinate violation of Lawson’s Rules Of Engagement would appear not only insignificant–the students would still be warriors–but also well justified. As the film shows, the thugs who attacked the protestors richly deserved a good punch. But this is only to consider war and warriors as defined by the Geneva Conventions. To understand how serious such insubordination would have been, one must return to Clausewitz’s insight that war in the material sense is basically an ends-means problem, although King’s formulation of war as an ideal in process is easier to work with. Taking up King’s formulation, what ideals motivated James Lawson and his student “warriors” to initiate what kind of process?

The Nashville sit-ins were motivated by a desire to desegregate Nashville. Wisely though, Lawson chose not to attack the abstraction “segregation.” Instead, he chose a concrete, highly visible, exceptionally nonsensical manifestation of segregation. He chose the city’s lunch counters, which were as concrete a terrain objective as can be wished for. Equally important, the lunch counters were highly visible, open to both the rest of the store and to the street. Cameras, journalist, and ordinary citizens could not be kept out. Maximum publicity would be achieved. And, finally, the discrimination was nonsensical. Confronted in the climatic scene by Diane Nash on the steps of city hall before a massed protest, Mayor Ben West responded that, no, it did not seem fair for a store to take people’s money for other purchases and then to refuse them service at the lunch counter. Fairness aside, any profit-making enterprise that refuses paying customers service is not really serious about making profits.

The concrete end or ideal sought, therefore, was a racially integrated lunch counter. The end-state needed to realize this ideal would be a number of white customers and a number of black customers sitting on the lunch counter stools eating tuna fish sandwiches and drinking chocolate milkshakes. The best means or the process by which this end-state could be achieved would be to have a number of white customers and a number of black customers march down to the lunch counter, sit on the stools, and order tuna fish sandwiches and chocolate milkshakes. In fine, the means used and the ends desired did cohere; the process employed was the desired ideal in the making.

Of great importance, Lawson’s ideal could not be realized using arms. It had to be realized by unarmed “warriors.” Marching to a lunch counter with armed men would not achieve the ideal. Armed men ordering tuna fish sandwiches and chocolate milkshakes is an act of force to compel the storeowners to do Jim Lawson’s will. This was not the desired ideal. The desired ideal was racial integration, not an act of force to compel.

Of even greater importance, though, any violation of Lawson’s Rule Of Engagement not to respond to provocation would both destroy the process and kill the ideal. In unarmed war, as in anything else, accomplishing the desired end requires focused and discipline execution of the chosen means. Changing the means from occupying the lunch counter stools to punching thugs both changes and defeats the end. The one will not accomplish the other. Only by means of a strict and single-minded persistence on occupying and defending the terrain objective could the unarmed warriors sustain the process and, eventually, achieve their desired ideal–integration. Punching out thugs would serve other, entirely different ends. As disciplined moving forward by means of fire and maneuver allows the armed warrior to achieve his objective so disciplined sitting on his lunch counter stool allows the unarmed warrior to achieve his objective. Getting distracted and changing the objective accomplishes nothing.

In sum, two facts conspire to force the conclusion that war may be waged either as an armed or as an unarmed struggle. First, participants in both armed and unarmed wars are warriors. Both meet the criteria found in Article 13 of the First Geneva Convention of 1949. The only difference is that the one carries “arms openly,” while the other carries no arms at all. Second, both armed and unarmed social movements confront the same ends-means / ideal in process problem and resolve that problem in the same ways. After the failure of negotiations, both identify strategic terrain and move men to defend or attack it.

(Continued)

Armed and Unarmed War – Pt 4

The fourth in a five-part guest post by Prof. Brien Hallett, University of Hawai’i at Manoa.  The series concludes on Monday.

Dead Birds and Armed War

Robert Gardner’s Dead Birds is a classic of 1960’s anthropology.  The film was shot during a 1961-1963 expedition by the Peabody Museum at Harvard University to the Highlands of Papua New Guinea.  At this time, European influences had not yet penetrated there, and Gardner was able to film the life of the Dani as they had lived it for untold generations.  The film opens with a long sweeping scene of a hawk soaring above a jungle village.  As the hawk soars, Gardner’s voice-over retells one of the foundational myths of the Dani:  An ancient mountain people believed that birds died, but that snakes lived forever.  As they grew older and larger, instead of dying, snakes shed their skin and continued to grow older and larger.  One day, a race was held between a snake and a bird to decide whether men would live forever like the snakes or die like the birds.  The bird won; thus, men must die.

This myth explains death in general, but, more particularly, it sustains the revenge culture and ritual warfare that was central to the life and death of the Dani.  The ritual warfare of the Dani is of great interest because it strips away the overwhelming complexity found in other types of war so as to leave only the bear minimum.  Not incidentally, this bear minimum consists of the Legal characteristic of war and the two as-yet-undefined characteristics–the Military and the Visual.

More fully, once explained and accepted, death is no longer socially disruptive.  Murder, however, is.  Murder unbalances the cosmos and requires a counterbalancing retribution.  Unregulated revenge, however, soon spirals out of control and threatens the autodestruction of a people.  Consequently, revenge must be controlled in some manner.  Basically, three options obtain:  A socially sanctioned trial and punishment of the culpable perpetrator is one option for a society as a whole to exact retribution and rebalance the cosmos.  A socially sanctioned revenge by a relation of the victim on the culpable perpetrator is another.  Or, a socially sanctioned revenge by the victim’s group indiscriminately on any member of the perpetrator’s group is a third option.  For the Dani, revenge was controlled by means of the third option.  Individual culpability was not a requirement; the death of any member of the out-group would avenge the murder and rebalance the cosmos for the Dani.

This rejection of personal culpability in favor of collective culpability meant, first, that neither the original murder nor the retributive revenge was seen as a criminal violation.  Instead, both were violations of the customs of war; both killings constituted casus belli for the respective groups.  Second, it meant that perpetual war for the purpose of sustaining an endless cycle of inter-group revenge was the principal occupation of the Dani men.  When not doing heavy labor in their gardens, the men stood guard along a three-mile line of thirty watchtowers.  As soon as a raiding party or a war party was spotted, they would spring into action.

In order to sustain their perpetual war, the Dani were forced to develop a unique set of rules or rituals:  1) One and only one death on each side was allowed during each cycle of vengeance.  2) Revenge could be satisfied either by a death in battle or in an ambush.  3) Revenge was indiscriminate.  The death of a child or a woman restored the cosmic balance just a well as that of a warrior.  4) Ambushes could of course occur anywhere, but pitched battles could take place only at a field of no agricultural value long since set aside for this purpose.  Indiscriminate warfare was not permitted.  The gardens and villages could not be tampered with.  5) Ambushes and battles could occur only during daylight.  Encounters with ghosts at night made all nighttime activity, including ambushes and battles, too dangerous to contemplate.  6) Rain or exhaustion could also terminate a battle for the day.  7) Battles terminated as soon as one warrior was killed, wounds did not count.  8) Upon a reciprocal death, the “victors” would spend the next day in dance and celebration, the “victims” in mourning.  9) The new cycle of revenge could not begin until several months later, at the convenience of the newly aggrieved group.

Due to this unique set of rules, as already noted, the ritual warfare of the Dani possessed only the Legal, Military, and Visual characteristics of war.  The other Mental and Material characteristics were not present.  To begin with, war for the Dani was not a Mental phenomenon.  Neither side tried to impose its will on the other.  Both sides were only interested in a single death in each cycle so as to rebalance the cosmos.  They willingly cooperated so as to ensure that someone, anyone, died to avenge the previous death and to create the grounds for the next cycle of vengeance.  War was a daily occurrence, their way of life.  It was decidedly not a contest of wills.

(Continued)

Armed and Unarmed War – Pt 3

The third in a five-part guest post by Prof. Brien Hallett, University of Hawai’i at Manoa.

Essential and Non-Essential Definitions

In thinking about how to define war, the first issue that one has to deal with is whether to define war as a mental or a material phenomenon. The issue returns one momentarily to Clausewitz’s first definition, “War is thus an act of force to compel our enemy to do our will” (1976, 75). From this popular and widely accepted definition, one can logically conclude that, as a “pure concept,” war is all about opposing wills battling each other in some psychic ether, and not about men and machines battling in the mud of the earth.

Interestingly, the U.S. Marine Corps appears to accept this logic. Toward the end of Marine Corps Doctrinal Publication-1, Warfighting, the political character of war is acknowledge, “The sole justification for the United States Marine Corps is to secure or protect national policy objectives by military force when peaceful means alone cannot” (1997 (1989), 71). But this is in the final chapter and must be balanced against the earlier and more frequent claims that, “The essence of war is a violent struggle between two hostile, independent, and irreconcilable wills, each trying to impose it-self on the other. War is fundamentally an interactive social process. Clausewitz called it a Zweikampf (literally a “two-struggle”) and suggested the image of a pair of wrestlers locked in a hold, each exerting force and counterforce to try to throw the other” (ibid., 3; cf. 4, 14, 32).

To be fair, the authors of Warfighting are struggling with the same problem that high school football coaches wrestle with every Saturday. Élan, esprit, and moral are necessary to win games. Pep talks about “a winning spirit,” the “will to win,” and such are necessary and expected parts of the coaching. More, no one can deny the mental component of either sports or war. Yet, to acknowledge that the mental “essence” of football or war is indeed a Zweikampf requires one to acknowledge also that this “essence” is entirely irrelevant to defining war as a material phenomenon. Mentally, football may well be spirit; it may well be a contest of wills. However, as a practical matter in the material world, football is an ends-means problem, an ideal in process. It is moving the ball by means of running and passing to and over the goal line. Mentally, war as a “pure concept” may well be “a violent struggle between two hostile, independent, and irreconcilable wills.” But this purely psychic concept does nothing to explain or define war in the material world. To do that, one must recall Clausewitz’s second definition. In the practical or material world, war is the continuation of policy by as-yet-undefined means. In the material world, war is fundamentally an ends-means problem. That is more fully, war is the achievement of coherence between “national policy objectives” and as-yet-undefined means.

(Continued)

Armed and Unarmed War – Part 2

The second in a five-part guest post by Prof. Brien Hallett, University of Hawai’i at Manoa.

A Frustrated Metamorphosis

Carl von Clausewitz (1780-1831) was a Prussian general whose career encompassed the entire span of the French wars of Revolution and Empire (1792-1815). His unfinished manuscript, On War (1976), has dominated discussions of war since the late 1970’s, due to its insight and depth. The first chapter of Book I is devoted to defining war. In defining war, Clausewitz recognizes war as an extremely complex social phenomenon that requires at least two different definitions. He begins the chapter by defining war as “. . .an act of force to compel our enemy to do our will,” but then concludes the chapter with an entirely different definition, “war is the continuation of policy by other means” (ibid. 75; 87). Critically, Clausewitz did not define war explicitly as “violence,” as everyone else does. Instead, as will be seen in a moment, he smuggles “violence” into his first definition implicitly as the subjective response to “an act of force.”

Clausewitz’s two definitions raise two difficult issues: What is the relationship between them? And, how many definitions of what kind are needed to truly understand and define war? In answering these two questions, the crucial fact to remember is that Clausewitz’s manuscript was unfinished, a fact easily determined either by reading the book or by reading his own notes (ibid. 70-1).

Bernard Brodie in his guide to the manuscript has famously explained the relationship between the two definitions as drawing out three separate aspects of war: Initially, Brodie accounts for the movement between the two definitions as the result of Clausewitz’s sensitivity to the intellectual currents of the time. On this reading, the first definition is an example of a Kantian or Hegelian metaphysical idealism, whereas the second definition is an example of a more pragmatic view of war. Thus, Brodie suggests that the reader experiences a “. . .metamorphosis that occurs within a few pages from concentration on the needs and properties of the absolute or ‘pure concept’ of war [as an act of force] to discussion of something more practical [at the end of the chapter, i.e., war as policy]” (ibid., 47; cf. 643).

Moving on from that initial explanation, Brodie suggests that the two definitions additionally capture “The strain between political purpose and military aim. . .” (ibid., 645). This “strain” occurs because different types of war call forth different mixes of force and policy. For example, limited wars tend to frustrate the “military aim” by sharply curtailing or blunting the “pure concept” of war as an “act of force” in favor of the war’s political goals. In contrast, general wars tend to favor the “military aim” because the clear political goals require a maximum use of “force to compel our enemy to do our will.”

And, finally, Brodie suggests that the two definitions capture the tension created in war between passion and reason, “If war is an act of force, the emotions cannot fail to be involved. . . . If, then, civilized nations do not put their prisoners to death or devastate cities and countries, it is because intelligence plays a larger part in their methods of warfare and has taught them more effective ways of using force than the crude expression of instinct” (ibid. 76; cf. 643). Needless to say, here is where Clausewitz smuggles in war as “violence.” The “passions” of war elicit “crude expressions of instinct” that are judged as “violent.” But, again, Clausewitz recognizes war as only implicitly “violent” without explicitly defining it as such. This was not an oversight on his part.

“Passion and reason,” “military aims and political goals,” “pure concepts and pragmatic practices,” war is assuredly complex. One can easily believe that two definitions are not nearly enough. In fact, one might guess that three definitions were needed–one to define the relationship between “passion and reason,” another for “military aims and political goals,” and another yet for “pure concepts and pragmatic practices.” As will become clear momentarily, the relationship between the last pair cannot be defined because it is the knife with which Clausewitz carves out the relationship between “military aims and political goals.” The first pair is also special. Clausewitz’s larger project is simultaneously to acknowledge the undeniable passions and emotions of war while directing a sustained effort to understanding the internal logic or reasons of war. Thus, whereas his first definition identifies the source of the passions and emotions of war–the use of force to compel–his second definition identifies the sources of the reasons of war–the continuation of policy.

It would appear that what Brodie has found is less a metamorphosis than a dialectic structure. The paired concepts do not morph from one into another–passions into reason, aims into goals, concepts into practices–as they describes polar extremes between which real wars resonate. Yet, the pairs are a dialectic structure without any glue; they do not stick together. The pairs do not cohere because, whereas Clausewitz’s second definition is a vital insight–war is the continuation of policy–it is also irremediably ambiguous–”by other means?” Which means? The irresistible temptation is to say “forceful” means: “War is merely the continuation of policy by means of acts of force to compel our enemy to do our will.”

Unfortunately though, the very dialectical structure of Clausewitz’s Book I, Chapter 1 refutes the temptation to cut and paste his two definitions together in this much too facile manner. War is much too complex for such a simple splicing of polar opposites to succeed. Indeed, if Clausewitz meant to mash the two definitions together, why did he separate them with twelve pages of densely reasoned text? More to the point, why does that text demonstrate that his “pure concept” is stillborn, that it, like all metaphysical “absolutes,” cannot survive in the real world?

Thus, beginning with section 6, “Modifications in Practice,” Clausewitz systematically destroys his first definition, “But move from the abstract to the real world, and the whole thing looks quite different. . .” (ibid., 78). The “pure concept” of war, Clausewitz explains, is merely a mental or logical construct. It cannot survive in the real world because it soon loses its purity. Before too long, the fog, the friction, and the hazards of war always spatter real mud on it and bring the “pure concept” of war to a grinding halt. Consequently, “The political object is the goal, war is the means of reaching it, and means can never be considered in isolation from their purpose” (ibid., 87). Critically, by “war,” Clausewitz most certainly does not mean “. . .an act of force to compel our enemy to do our will.” Instead, he means the reality of practical or material war. He means the war that is hidden in the fog of war, seized up by the friction of war, and but the plaything of the chances of war. In fine, at its most fundamental level, war is a complex ends-means problem. It is about the articulation of the political ends and the control of the as-yet-undefined “means” needed to achieve the articulated political ends.

What Clausewitz has done, therefore, is to move dialectically from a commonly accepted definition of war as “an act of force to compel our enemy to do our will” through a detailed and systematic refutation of that commonplace belief to the conclusion that war is no more or less than an ends-means problem, just like every other human act, just like every other social phenomenon. Unfortunately, typhoid cut his life short so that he never got around to explaining just which “means” separated war for all other human actions.

Without going so far as to say that Martin Luther King, Jr. defined “war” as an ends-means problem, he certainly recognized that “the movement” was precisely this same sort of problem, “I would say that the first point or the first principle in the [Civil Rights] movement is the idea that the means must be as pure as the ends. The movement is based on the philosophy that ends and means must cohere.” Or, as he explained further, “. . .in the long run, we must see that the end represents the means in process and the ideal in the making. In other words, we cannot believe, or we cannot go along with the idea that the ends justify the means because the end is preexistent in the means. . . (1972, 945 or 1986, 45. Cf. 1986, 255).

In conclusion, is it not of some note that both Carl von Clausewitz and Martin Luther King, Jr. came to the same fundamental conclusion? Both understood and saw that their respective endeavors were fundamentally a problem of making the declared ends cohere with the means employed. They may have disagreed somewhat over exactly which means to employ, but they agreed entirely on the structure of the problem, of the division of the tasks that needed to be accomplished.

Further, the principal criticism of Clausewitz’s attempt to define war is that his second definition is irremediably ambiguous. He simply failed to define what he meant be “other means.” Had he lived to finish his manuscript, he might have remediated this ambiguity, but such was not to be. In addition, one must note that, according to Clausewitz, any adequate definition of war must define it both as a material object in the world and as a conscious or willful mental act. Whether one must also define war subjectively as “violence” is a question better left unanswered for the moment. Commonly, this is done, but Clausewitz did not. He ignored “violence” as an explicit characteristic of war, treating it implicitly as an accidental feature of war that did not need explicit mention in a definition.

And, finally, war is an extremely complex social phenomenon; it cannot be contained in a single definition. Even two definitions will prove inadequate, as Clausewitz’s attempt demonstrates. This being the case, how many definitions of what kind are needed?

References:

Clausewitz, Carl von. 1976. On War. Michael Howard and Peter Paret, eds. and trans. Princeton, NJ: Princeton University Press.

King, Martin Luther. 1972. The Philosophy of the Student Nonviolent Movement (16 November 1961). In Philip S. Foner, ed. The Voice of Black America. New York: Simon and Schuster.

King, Martin Luther Jr., 1986. Love, Law, and Civil Disobedience; A Christmas Sermon on Peace. In A Testament of Hope: The Essential Writings of Martin Luther King Jr. Ed James Melvin Washington. New York: Harper and Row.

Part 1 – Part 2 – Part 3 – Part 4 – Part 5 (coming)

Armed and Unarmed War – Pt 1

Back in February I reprinted my article “Why the Civil Rights Movement Was an Insurgency,” which was published in the Spring 2010 issue of MHQ: The Quarterly Journal of Military History. The piece sparked a number of comments, including two objecting to my characterization of the movement as an insurgency.

I also received a number of private emails, several of them from political scientist Brien Hallett, an associate professor at the University of Hawai’i at Manoa and faculty member at the Spark M. Matsunaga Institute for Peace & Conflict Resolution. While Prof. Hallett broadly concurred with my characterization of the movement as an insurgency, he suggested that armed and unarmed struggle were more useful categories of analysis than violent and nonviolent resistance. I encouraged him to expand his views into a series of guest posts, which he generously agreed to do. Here is the first of five installments.

Armed and Unarmed War:  Defining the Difference

Teaching a course on either Gandhi or Martin Luther King, Jr. produces serious cognitive dissonance. On the one hand, all of the books and films assigned in the course insist that both men engaged in a “non-violent” struggle. The primary consequence of this engagement is that Gandhi and King did not wage “war.” Others used the “violence” of war to achieve social change, but Gandhi and King did not. This claim is well captured in the title of Joan Bondurant’s book, Conquest of Violence: The Gandhian Philosophy of Conflict (1988 (1958)).

On the other hand, the frequency with which participants in this “non-violent” struggle use military terms, metaphors, and attitudes is unsettling. For example, was not Krishnalala Shridharani suffering from a bad case of cognitive dissonance when he entitled his 1939 study of Gandhi, War without Violence: A Study of Gandhi’s Methods and Its Accomplishments (1962 (1939))? How can a “war” be without “violence?” The most commonly accepted definitions of “war” all define it as “violence,” or as large-scale organized violence, or as large-scale organized armed conflict. But the use of “armed conflict” in the last definition does little to mask the “violence” of war.

If Shridharani’s book were the only example of this cognitive dissonance, one could easily dismiss it an anomalous. But it isn’t. In ways large and small, military language, metaphors, concepts, and attitudes pervade books and films on “non-violence.” For example, the first episode in the PBS documentary series, A Force More Powerful, is entitled, “We Were Warriors” (2000). The episode documents the 1960 Nashville lunch-counter sit-ins and in the last scene Bernard Lafayette enthusiastically sums up the spirit of the protestors by saying, “We were warriors.” Retired U.S. Army colonel, Robert Halvey, is even more explicit on the similarity between “violent” military campaigns and “non-violent” campaigns. Despite its title, his book, On Strategic Nonviolent Conflict: Thinking about the Fundamentals, emphasizes the parallel with military concepts, planning principles, discipline, and training (2004).

The easiest way to overcome this dissonance would be adopt Gandhi’s preferred description of what he was doing, the Sanskrit neologism, satyagaha (insistence on or struggle for truth). This would allow Bernard Lafayette to say that the Nashville protestors were satyagahi engaged in satyagraha. In contrast, G.I. Joe is a warrior engaged in war. If “violent” war is the polar opposite of a “non-violent” campaign, then two different vocabularies should exist to describe the two different realities. Unfortunately, Gandhi’s neologism has never taken hold in English. Hence, this easiest way is not a viable way.

(Continued)

Hitler on Vuvuzelas

At last, der Führer and I agree on something . . .

An error message nearly always occurs with this video.  Just double click on it anyway.

Space Nazis Must Die!

Teaser for the forthcoming film Iron Sky.  Possibly coming to ein Kino-Theater near you.

NB. If you get an error message, just click the screen. This usually gets you to the clip.  Or just click on this link.

Mark Grimsley on Senior Service College Reform

My response to the question, “Is the Senior Service College Approach in Need of Radical Reform in Order to Serve Effectively in the Post-9/11 Environment?” (I’ve already posted the text of this presentation.)

Andrew Bacevich on Senior Service College Reform

Andrew Bacevich’s response to the question, “Is the Senior Service College Approach in Need of Radical Reform in Order to Serve Effectively in the Post-9/11 Environment?” If you have time to watch just one presentation, this is it.

John Nagl on Senior Service College Reform

In early April the U.S. Army War College held its annual strategy conference, followed by an optional workshop on teaching strategy in a professional military education environment. John Nagl, president of the Center for a New American Security; Andrew Bacevich, a professor of international relations at Boston University; and I sat on the first of two panels. Our task was to address the question, “Is the Senior Service College Approach in Need of Radical Reform in Order to Serve Effectively in the Post-9/11 Environment?”

Here is John’s response.

Over the course of the week I’ll post the responses of Andrew Bacevich and myself. But if you can’t wait, you can watch them here and here.

Richard Immerman on Teaching Strategy

On April 9, the U.S. Army War College held a workshop on teaching strategy in a professional military education environment. Dr. Richard H. Immerman of Temple University gave the keynote address: “The Intellectual and Emotional Qualities Needed by Those Working in the Current National Security Environment.”