Making History • HIST 1105 • Week 9.1

Inventing Nations


  • Background: Sarah Maza, Thinking About History (2017), ch. 2: “The History of Where?”, 45–82
  • Benedict Anderson, Imagined Communities (1983), Introduction, 1–7
  • Partha Chatterjee, “Whose Imagined Community?” (1993), 214–225

Anderson is cited by the page of the Verso edition. Chatterjee’s essay first appeared as ch. 1 of The Nation and Its Fragments (1993); pages are those of the course PDF, its reprint in Gopal Balakrishnan, ed., Mapping the Nation (1996).

Today in context

What makes history happen?


Week 6.2 · Scott, 1986

Gender, as the system that makes arrangements of power look natural.

Week 7.1 · Ginzburg, 1976

One miller’s cosmos, and what a single case can be made to carry.

Week 9.1 · Maza, with Anderson and Chatterjee

Nations, which turn out to be recent, imagined, and partly the work of historians.

Part one · the national frame

Until about 1800, Western history was not usually written nation by nation


“Before the nineteenth century, ‘the nation’ was not usually the context or object of Western historical writing.”

Maza, Thinking About History, pp. 46–47

So how did the nation come to seem natural, and worth dying for?

Today’s map

Most countries are younger than a century, with borders drawn by Western empires


“Most of the countries on today’s world maps did not exist a hundred years ago: they secured independence within boundaries initially drawn by Western imperialists whose own nations resulted from eighteenth- and nineteenth-century revolutionary movements.”

Maza, Thinking About History, p. 46
Compare · 9.2

Said: describing and teaching “the Orient” was one of the ways the West ruled it.

A color map of central Europe in 1789 cut into hundreds of patches: large orange Habsburg lands in the south-east, blue Prussian lands in the north-east, and a dense scatter of small purple church territories and red free cities in between, inside a dotted red border
The Holy Roman Empire in 1789 Some three hundred territories, among them bishoprics (purple) and free cities (red). Maza questions the picture of Germany as jigsaw pieces “popped into place” by Bismarck (p. 46); this is what was there before.
(Robert Alfers, after Putzger, 2008. Wikimedia Commons, CC BY-SA 3.0.)

Before 1800

Before 1800, most states belonged to rulers, not to the people in them


France · 1700s

The king’s kingdom

Subjects owed loyalty to the Bourbon king; in 1789 perhaps half of them spoke no French.

Habsburg lands · 1740

One family’s inheritance

Austria, Bohemia, Hungary and Milan, tied together by a dynasty rather than a language.

Venice · until 1797

A city that was a state

Merchant families governed it, and it held ports down the Adriatic until Napoleon ended it.

Ottoman Empire · 1700s

Subjects sorted by faith

From Algiers to Baghdad, the sultan’s subjects were grouped largely by religion, not by language.

Before 1800 · national feeling

National feeling is much older, but it was mostly defined against neighbors


“you knew you were Dutch in the sixteenth century because you loathed the Spaniards, British in the eighteenth century because you despised the French.”

Maza, Thinking About History, p. 47
Compare · Week 3

Bede wrote of “the English people,” the gens Anglorum, in 731, when there were only rival kingdoms.

The age of revolutions · 1776–1820s

What was new after 1776 was the nation as the source of power


“that state power should represent the collective will of a particular population or ‘citizenry’ that lived within the borders of a large, well-defined territory.”

Lloyd Kramer, quoted in Maza, p. 47
A crowded oil painting of a vast open-air amphitheater: tiers of spectators, rows of soldiers with tricolor banners, mounted officers, and in the foreground men in uniform embracing and swearing an oath beside a woman in white
Charles Thévenin, La Fête de la Fédération (“The Festival of the Federation”), 1792 July 1790: for Maza, nations were born through “repudiation and commemoration.” The revolutionaries named the past the “Old Regime,” began a new calendar, and gathered “hundreds of thousands” for “the first of many such celebrations of the new order” (p. 54). They swore to the nation, the law and the king, in that order.
(Musée Carnavalet. CC0.)

The nineteenth century · national histories

Then historians wrote each nation an admirable past


“leading historians in various parts of the West published classic works of national history built around the premise that their country’s past illustrated the advent of admirable values and ideals embodied in its people.”

Maza, Thinking About History, p. 47

The nineteenth century · the profession

The first professional historians mostly celebrated their own nations


“It was natural, if not inevitable, for the first generations of ‘professional’ historians to focus on, and usually celebrate, the history of their respective nations.”

Maza, Thinking About History, pp. 48–49

Ranke · 1824

Ranke’s scientific history, too, began with the nations he counted as kin


“the author will remain close to the racially kindred nations of either purely Germanic or Latin-Germanic origin whose history forms the heart of all modern history.”

Ranke, introduction to The History of the Latin and Teutonic Nations (1824), trans. Roger Wines. "Racially kindred" renders stammverwandt, "of kindred stock"
Compare · Week 4

Treitschke, trained under Ranke, made Bismarck’s unification of Germany look inevitable.

A hand-colored lithograph: a long procession of men and women in national dress, carrying the flags of France, Germany, Italy and other countries, winds across a landscape toward a white statue holding a torch; broken crowns and sceptres lie in the foreground, and Christ, saints and angels look on from the clouds
Frédéric Sorrieu, La République universelle démocratique et sociale: le pacte (“The Universal Democratic and Social Republic: The Pact”), 1848 The “springtime of nations.” National historians took part: Michelet backed the revolution in Paris, and several sat in the Frankfurt parliament. Ranke, a conservative, did not. By 1849 nearly every revolution had been crushed.
(Musée Carnavalet, Paris. CC0.)

Part two · 1914

In 1914 nationalism was at its height


“soldiers marched off in a haze of patriotic fervor, and almost nobody questioned the need to slaughter fellow Europeans or the glory of a battlefield death.”

Maza, Thinking About History, p. 50

After 1914 · doubts

After the wars and the end of empire, nationalism stopped looking natural


“Extreme nationalism was tainted in the mid-twentieth century by its association with murderously repressive regimes in Spain, Italy, Japan, and especially Germany. And in subsequent decades, critics of the West began to point out that standard concepts of the nation and nationalism were Euro-American inventions arbitrarily imposed upon colonized peoples.”

Maza, Thinking About History, p. 50
Then, in the academy

Scholars turned to “‘denaturalizing’ nationhood, that is, exposing its artificiality by looking at how and why this particular way of conceiving of human communities came about” (p. 51).

A black and white studio portrait of a man in late middle age with thick white hair, in a striped open-collared shirt, smiling slightly
Benedict Anderson · 1936–2015 Born in Kunming to an Irish father and an English mother, he taught politics at Cornell and worked on Indonesia, which barred him from 1972 until 1998. Maza traces the book to “many years of studying Indonesian history” (p. 81).Why he matters: he answered his own question by arguing that nations are imagined, which lets a historian ask when and how.(Cornell University, Department of Government. Used for teaching.)

Anderson · 1983

Anderson asked why such recent communities demand such sacrifice


“what makes the shrunken imaginings of recent history (scarcely more than two centuries) generate such colossal sacrifices?”

Anderson, Imagined Communities, p. 7

Anderson · 1983

His starting point: nations are imagined, since members never meet most of the others


“it is an imagined political community – and imagined as both inherently limited and sovereign.”

Anderson, Imagined Communities, p. 6

Anderson · 1983 · how

His mechanism: print capitalism let strangers read the same news on the same day


“Nationalism might be visceral and idealistic, Anderson argues, but it grew out of eighteenth- and nineteenth-century technological and commercial developments such as the ‘print capitalism’ that gave us the daily national newspaper. Readers who consume the same information, the same day, in a language particular to their country, are constantly made aware of the existence of others to whom they are virtually connected by such time- and space-bound rituals.”

Maza, Thinking About History, p. 51, summarizing Anderson (chs. 3–4 of Imagined Communities, outside today's reading)

Anderson · 1983 · why

His second answer: nations took over religion’s work of linking the dead and the unborn


“with the decline of religion as a way of explaining broader public and historical forces, membership in a ‘nation,’ with a particular, redemptive destiny, became a way of linking random individual fates to a larger purpose, of ‘creating links between the dead and the yet unborn.’”

Maza, Thinking About History, pp. 51–52, summarizing Anderson; the inner quotation is Anderson, pp. 10–11

The 1880s and 1890s · symbols

Meanwhile, historians found that many “timeless” symbols dated from the 1880s and 1890s


“In Europe and America most of the major symbols of national belonging—flags, national capitals, anthems, monuments, and commemorative holidays—date from the last quarter of the nineteenth century”

Maza, Thinking About History, p. 52

United States · 1892

The first national Columbus Day, in 1892, was built around schools and the flag


“Let the national flag float over every schoolhouse in the country and the exercises be such as shall impress upon our youth the patriotic duties of American citizenship.”

Presidential proclamation for the four-hundredth anniversary of Columbus's landing, 21 July 1892 (Proclamation 335, American Presidency Project)
A black and white photograph: rows of Black schoolchildren on a bare field, right arms stretched out toward an American flag held by a small boy at the left, with leafless trees behind
Saluting the flag at the Whittier Primary School, Hampton Institute, Virginia, 1899 or 1900 The Pledge was written for schoolchildren to recite on Columbus Day, 1892; federal endorsement came only in 1942 (Maza, p. 52), when a hand on the heart replaced the outstretched arm.
(Frances Benjamin Johnston. Library of Congress. No known restrictions.)
A sepia photograph: an open royal carriage drawn by plumed horses and flanked by footmen passes the domed National Gallery, between lines of soldiers and cavalry, with packed stands of spectators behind
Queen Victoria’s Diamond Jubilee procession passes the National Gallery, London, 22 June 1897 Jubilees, carriages and regalia “would have been unrecognizable to the British two centuries ago” (Maza, p. 52). Colonial troops marched too: the jubilee celebrated an empire as well as a nation.
(Royal Collection Trust, RCIN 2109693. Public domain.)
A three-panel color woodblock print: under huge white chrysanthemum crests, a bearded emperor in Western military uniform stands before a throne and hands a document to an official facing him, flanked by ministers in sashes and court ladies in Western bustle dresses
Toyohara Chikanobu, Kenpō happu shiki no zu (“Illustration of the Ceremony Issuing the Constitution”), 1889 Maza: Japanese elites, “inspired by Western developments,” built the “centuries-old” cult of the emperor, with a palace in 1889, new ceremonies and imperial tours; before Meiji, most people had only vague ideas of him (pp. 52–53). Here the emperor, in Western uniform, hands the constitution to his prime minister in the new palace.
(Metropolitan Museum of Art. CC0.)

Nations and empire

Nationalism grew against empires: first in the Americas, last in Africa and Southeast Asia


“the earliest forms of modern nationalism were forged in North and South America in opposition to British and Spanish metropolitan power, and the latest, in twentieth-century Africa and Southeast Asia as part of a complicated dynamic of imitation and repudiation of foreign colonizers.”

Maza, Thinking About History, p. 53

Memory · 1882

Nations chose what to remember, and what to forget


“The essence of a nation is that all individuals have many things in common, but also that they have forgotten many things.”

Ernest Renan, "What Is a Nation?" (1882), quoted in Maza, p. 53. Anderson quotes the French, p. 6

After 1914 · war memorials

Since the Great War, memorials name ordinary soldiers as the proof of the nation


“the sheer number of the dead . . . provide a visceral demonstration that the ultimate proof of the nation’s existence is the purposeful mass sacrifice of ‘ordinary heroes’ on the battlefield.”

Maza, Thinking About History, p. 55
Before the twentieth century

Rulers like Alexander and Frederick the Great “won” the battles. The Great War was “a watershed in the democratization of national remembrance”: governments began recording the names of the ordinary dead (p. 54).

Compare · Anderson

His question was why such recent communities generate “such colossal sacrifices” (p. 7). Memorials make the answer visible.

A sepia photograph: two lines of elderly bearded men in hats and suits reach across a low stone wall under trees to shake hands, with tents on the field behind them
Veterans shake hands across the wall at the Angle, Gettysburg, July 1913 The fiftieth-anniversary reunion. Maza: “not a word was said about slavery and emancipation, and black veterans were specifically excluded from the ceremony” (p. 55).
(International News Service, 1913. Library of Congress. No known restrictions.)

Part three · from the colonies

History became a profession under empire, so Europe’s past became everyone’s model


“Since professional historical scholarship came of age in the heyday of European imperialism, that continent’s history from the start served as a yardstick and model not only for Euro-American historians but their counterparts in Africa, Asia, and Latin America.”

Maza, Thinking About History, p. 78

Chatterjee · 1993 · agreement

Chatterjee accepts Anderson’s starting point: nations are imagined, and the state came from Europe


Nations are imagined

He builds on Anderson’s concept and does not try to overturn it.

The state form came from Europe

The nation-state took shape in Europe and the Americas, and colonial rule carried it to Asia and Africa.

Chatterjee · 1993 · disagreement

He disputes that the colonized could only copy the model Anderson calls “modular”


“If nationalisms in the rest of the world have to choose their imagined community from certain ‘modular’ forms already made available to them by Europe and the Americas, what do they have left to imagine?”

Chatterjee, "Whose Imagined Community?", p. 216
Where they part

Anderson’s story is a European one that the rest of the world joins late. For Chatterjee that leaves the colonized only a copy to make.

Chatterjee · 1993 · alternative

His alternative: the colonized imagined a nation of their own before they held the state


Outer domain

State, economy, science

The colonizer held it, so nationalists learned Western methods here.

Inner domain

Home, language, religion, the arts

They claimed it as the place where the nation was already sovereign, and kept it distinct from the West.

“The greater one’s success in imitating Western skills in the material domain, therefore, the greater the need to preserve the distinctness of one’s spiritual culture.”

Chatterjee, "Whose Imagined Community?", p. 217

Maza, 2017 · looking back

The nation made, explained, and seen from the colonies


01 · 1700s–1900s

Made, and given a past

Nations replaced dynasties as the source of power, and historians such as Michelet, Macaulay and Bancroft wrote each one a past.

02 · Anderson, 1983, and after

Imagined and remembered

The nation took over religion’s work of linking the dead and the unborn; new symbols and selective forgetting made it look ancient.

03 · Chatterjee, 1993

Imagined from the inside

Colonized nationalists copied Europe’s state and remade their culture as modern but not Western.

04 · Maza, 2017

No longer natural

Historians still work nation by nation, but have “long since lost our innocence about what nations are and how they came about” (pp. 81–82).

The take home

Leaving the nation behind means giving up the stories that gave history its shape


“There is a significant price to pay, however, for thinking outside of ‘the nation’ and ‘modernity’: it entails letting go of familiar stories (the ‘rise,’ ‘development,’ or ‘triumph’ of . . .), and possibly of any all-encompassing stories about the past whatsoever.”

Maza, Thinking About History, p. 82

Wrap-up · question 1

What is an “invented tradition”? Can you think of examples from your own life?


Ideas to keep in mind
  • A practice that presents itself as ancient but was made recently, often on purpose
  • Repetition and ritual: flags, anthems, holidays, ceremonies, uniforms
  • Continuity is claimed, not inherited: a past is chosen to fit the present
  • Maza’s examples: the Pledge, Columbus Day, jubilees, the Meiji emperor cult (pp. 52–53)

Wrap-up · question 2

Anderson says nations are “imagined.” Does that make them fiction?


Ideas to keep in mind
  • “Imagined” is not “false”: Anderson contrasts styles of imagining, not real and fake
  • Members never meet most of their fellow members, yet act as one community, linked by shared print such as the daily newspaper
  • Real in effect: “bureaucracies, armies, schools, laws, police forces, censuses, passports” (Maza, p. 52), and “colossal sacrifices” (Anderson, p. 7)
  • Made, not given: if a nation was made, it has a history we can ask about
  • What is fictional is the claim to deep roots: Maza speaks of “fictions of the modern nation’s deep historical roots” (p. 52)

Wrap-up · question 3

Did colonized peoples follow Anderson’s model?


Ideas to keep in mind
  • Anderson’s “modular” nation, available for copying, leaves the colonized nothing to imagine
  • Colonial rule already held the state, the economy and “modern” institutions
  • Two domains: the material and outer (state, science, economy) and the spiritual and inner (home, language, religion, culture)
  • They copied the West in the first and kept the second distinct: modern, but not Western
  • Nationalism begins before political power: in culture, well before the fight for the state

Wrap-up · question 4

How does history make a nation feel real?


Ideas to keep in mind
  • Giving the nation a past: national histories (Michelet, Macaulay, Bancroft), admirable founders and values
  • Symbols, rituals and schools: flags, holidays, pledges, anthems, monuments, war memorials
  • Selective memory and forgetting (Renan); Gettysburg 1913 leaves out slavery and Black veterans
  • Who imagines: states, historians, empires, colonized nationalists, excluded groups
  • Conditions: ruling or ruled, empire or colony, state in hand or still to be won