Recycling

Blog-city is closing my personal blog account, and given their spotty service, I’m not going to pay to upgrade to their premium service. For my personal blog, I am going into a joint venture with my blog-buddy CW (who is much more interesting than I am, and is worth reading just for his sleuthing on the missing 727 alone). For the next few months, I’m going to be recycling some old posts, and given Ralf’s post below, I thought that the links in this one might be interesting to some of you:

It is well known that a large contingent of German soldiers fought with the British in the American Revolution, most of whom hailed from the Landgraviates of Hesse-Kassel. These troops were not mercenaries in the traditional sense, since rent-a-regiments were common in 18th Century Europe it gave the home state revenue, it gave the troops something to do other than cause trouble at home, and it kept the troopers at peak combat readiness. As part of the rental agreement, the Hessian state received guarantees of mutual defense from England in case of attack by France, so in a sense the Hessians were fighting for their homeland by serving the British Crown. What is less well known is that some of those troops stayed in America after the war.

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Book Review: The Changing Face of War

Eminent Dutch-Israeli military historian Martin van Creveld has the rare distinction among historians of having been more right about the future than he has been about the past. His earlier 1990’s works, The Transformation of War and The Rise and Decline of The State were radical interpretations for military history and clashed somewhat with the views of Europeanist and late Medieval specialists but they pointed to the current state of global affairs with great prescience and scholarly authority.

Van Creveld’s latest book, The Changing Face of War: Lessons of Combat From the Marne to Iraq is not an example of a historian resting on his laurels but of expanding and extrapolating upon previous ideas. In this book, Dr. van Creveld analyzes the evolution of twentieth century warfare up to it’s WWII apex and subsequent decline to a 21st century nadir of shrunken conventional armies, overloaded with goldplated technology but unable to beat shadowy terrorist groups and ragtag insurgencies armed with homemade bombs.

The perspective here is theoretical ( “trinitarian” vs. “non-trinitarian”), systemic and Germanocentric. Van Creveld clearly admires the technical and cognitive martial prowess of the Wehrmacht and the old Imperial German Army that stamped itself so heavily on the bloody history of the twentieth century. He clearly relates the connection between effective logistical coordination between a mass production, capitialist, industrial economy and the armies in the field, unlike most historians, accurately crediting the Kaiser’s Quartermaster-General, Erich Ludendorff ,for having had the breakthrough insights into the political economy of Total War.

The most interesting chapters are the last ( here I agree with William Lind) where Van Creveld takes premier military historian John Keegan to task and critiques the performance of American arms in Iraq. Van Creveld is returning the warm embrace that the Fourth Generation Warfare school has given his body of work in disputing Keegan’s contention that a Nazi-occupied Europe could not have been liberated by indigenous partisan forces. In my view, van Creveld is correct that the Manhattan Project would have rendered the whole question moot but is wrong in overestimating the ability of partisans to have overthrown Nazi domination.

Assuming the defeat of the USSR, Hitler would have simply liquidated the Serbian people as an example, incorporated the Scandinavian countries into a racial confederation system with Greater Germany, and been satisfied with a National Socialist “Findlandization” of the rest of Europe. Except for Russia, which Albert Speer indicated in his final book had been slated for depopulation and Slavic enslavement with no fewer than 30 million eliminated or worked to death building massive transnational autobahns. Preponderant force would have been used by the Nazis to quell open resistance to the ” New Order” but most European countries would have resembled Denmark or Vichy France, not Poland’s rump state “General Gouvernment”.

Van Creveld’s assessment of American performance in Iraq is bitterly harsh, bordering on vicious, but it is accompanied at the very end by a wise set of ” rules” for counterinsurgency warfare ( van Creveld advises throwing out the bulk of COIN literature as having been written by ” losers”) that merit widespread dissemination. One case study of successful counterinsurgency he points to favorably is the British experience in Northern Ireland where the use of military force was highly economized ( a case he omits, curiously, was El Salvador, where it was not), a general consideration for winning at the “moral level of warfare” when powerful state forces seek to defeat a “weak” opponent.

While The Changing Face of War is not the pathbreaking text that The Transformation of War represented, it is highly accessible to the layman, clearly written and coherently argued. It fits well on the shelf of any serious student of military history.

Links:
Cutting Edge Military Theory: A Primer (Part III.) – UPDATED
William Lind review at DNI
Fabius Maximus review at DNI

The big lie or many small lies

Here is an interesting question for all our readers? Who burnt down the Reichstag in 1933? Can you recall the name of Marinus van der Lubbe, the somewhat crazed Dutchman, who actually set it on fire? And even if you can, do you not think that there was somebody behind it all? After all, it could not be just a lone lunatic, could it?

It would be interesting to know how many of those who read the above paragraph nodded and said: “Of course, Hitler ordered and manipulated van der Lubbe (assuming you can recall the name) and then used the fire to get rid of the opposition and to blame the Communists.”

I am willing to bet that nobody said: “Oh yes, it was the Communists and they managed to get away with it because Dimitrov’s trial (assuming you can recall that name) was unsuccessful. Hitler merely took advantage of the event.”

That, ladies and gentlemen, is the difference between good and bad propaganda.

The truth is that van der Lubbe did act on his own. This has been investigated and proved by a number of historians. No evidence has been found of anybody else’s involvement. Further, Hitler did take advantage of the fire to do what he had always planned to do and destroy the remnants of German democratic parliament and ban the Communist Party of which the Nazis were oddly afraid. All of that is true.

Now we come to the battle of the propagandists. Everyone, but everyone, quotes Dr Göbbels’s comment about the big lie and compares every would-be spin doctor with him. But who actually believed Göbbels? A large proportion of the German people for a time and some supporters in other countries who wanted to believe him.

As opposed to that, millions of people across the world repeat certain “truths” for which there is “full agreement” without once realizing that it is propaganda first started by that genius of spin doctoring and promoter of the Comintern, Willi Münzenberg, without even knowing his name or comparing any tuppenny-ha’penny press officer to him. Now that is propaganda. Sheer genius. Achieved by a long list of small and medium-sized lies.

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So, How Would You Teach a Course on World War I?

A friend teaches at a State University. He is going to be teaching a one credit course on World War I, which he has never taught before. He described his students as moderately smart but not very knowledgeable about history. He plans to use All Quiet On the Western Front as his main text and a bunch of articles and excerpts, plus lectures. I offered my thoughts about how I would teach such a course. Since our readers seem to like posts which recommend books, I thought this might be of interest.

A course on World War I taught to moderately intelligent undergraduates, using All Quiet on the Western Front, and some short articles or excerpts for the rest of the readings, could be done very nicely. Even a very limited intro to WWI will do any kid a lot of good. You cannot understand the modern world without understanding something about WWI.

A number of thoughts spring to mind, especially Lord Acton’s timeless dictum, “study problems, not periods”. So, World War I should be taught as a tangle of problems within a framework of known facts (names, dates, locations and events, which WILL be on the test). Assuming twelve classes, here is my seat of the pants take on what I would do. Further mulling would of course lead to revisions, but this is what occurs to me.

The comment you made about the war, which I agree with absolutely, would be the theme of the class: This is where it all went wrong.

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German election results still highly uncertain, and might even be found invalid

It shouldn’t be this close

On Sunday, an estimated 69.1 million Germans — among them 2.6 million first-time voters — will head to the polls to elect a new parliament with 3,648 candidates vying for 598 seats. Polls will open at 8 a.m. CET and close at 6 p.m.

Latest opinion polls show support for the conservative alliance of Christian Democrats (CDU) and the Christian Social Union (CSU) at between 41 and 43 percent and about 8 percent for their preferred coalition partners, the free-market liberal FDP.

Schröder’s Social Democrats (SPD) came in second at 32 to 34 percent, while their junior coalition partner, the Greens could take six to seven percent of the vote.

These numbers might not mean much, though:

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