The American Phenomenon

In 1893, Frederick Jackson Turner presented his landmark essay "The Significance of the Frontier in American History" to a gathering of academics at the World's Columbian Exposition. Turner, in his thesis, argued that the unique American frontier experience shaped the United States' development and created a distinct culture and political condition. In essence, the frontier was responsible for molding the American character into what it is. 

While his thesis certainly stands true, the "Old West" also brought with it an economic anomaly -- a differentiating aspect that made the United States' economic upbringing particularly strange. From its colonial origins and throughout the 1800s, the U.S economy was consistently plagued with shortages of labor. These shortages would influence the development of slavery in the South, where plantation owners find it necessary to import more slaves to sustain their agricultural output. These shortages would also be the reason for the influx of immigrants throughout the 1800s, from which stemmed the extreme prejudice from nativists once some forms of unemployment actually became evident.

The above graph depicts estimates made by the Bureau of Labor Statistics. However, they are relatively high due to the impossibility of knowing the actual levels of unemployment. Little surveying was done, regional statistics were not kept, and much of the American population was self-employed. This makes assessing the unemployment rate during this period of exceptional American growth difficult. And further complications arise when youth employment is added into the calculations --  which customarily started the from age of 10 in most areas. Since not all households required their children to work, making fully accurate estimates is nearly impossible. 

However, given the growth of American industry during the 1800s, basic assumptions can be made. For one, the inventiveness of the U.S industrial economy can be properly explained if the labor shortages are taken into account. Because of the lack of labor in the United States, industrial capitalists had to rely on new technology to be able to increase their output and balance the lack of laborers. From this predicament, the American System of Manufacturing, as it was called, was developed. Because of its efficiency, it was revered amongst industrialists in Europe. The most important contribution being -- the creation of interchangeable parts. This allowed industry to drastically increase their output and keep costs to a minimum. This also coincided with the high degree of mechanization that was starting to take root in the United States with the beginnings of the first Industrial Revolution.

Much of this technological advancement was also a product of the contention between agricultural and industrial regions during the United States' great economic expansion. Although these clashing interests date far back to colonial times, the creation of the General Land Office  in 1812 was a turning point. This independent federal agency was responsible for distributing and surveying public domain land in the largely unexplored territories of the United States. Two laws in particular addresses the rationing of these lands -- the Preemption Act of 1841 and the Homestead Act. The former was passed to ration pieces of the uncultivated territory at a price. Up to 160 acres could be purchased at a time, and at very low prices. It was done to encourage those already occupying federal lands to purchase them. The Homestead Act, first enacted in 1862, was similar in its intent. Its aim was giving applicants roughly 160 acres of land free of charge west of the Mississippi River. Now, northern industrialists not only had to deal with labor shortages -- they also had to satisfy their workers enough so they would not opportunistically leave and go westward. 

The frontier experience did much more than cultivate the unexplored land westward; it intensified the shortages of labor in the United States. This scarcity created an inventive industrial sector that had to compensate by developing new technology, which would ultimately lead the United States to the economic dominance it enjoys today. Economist Richard Wolff, in a few of his lectures and writings, theorizes that it was this remarkable condition that created a very different experience for those living in the United States.

"What distinguishes the United States from almost every other capitalist experiment is that from 1820 to 1970, as best we can tell from the statistics we have, the amount of money an average worker earned kept rising decade after decade. This is measured in “real wages,” which means the money you earn compared to the prices you have to pay. That’s remarkable. There’s probably no other capitalist system that has delivered to its working class that kind of 150-year history. It produced in the U.S. the expectation that every generation would live better than the one before it, that if you worked hard, you could deliver a higher standard of living to your kids."

Frankly, Wolff's analysis makes sense. Rising wages kept the worker class's morale high, and attracted immigrants -- it also served as an incentive for working people to stay as laborers rather than receive land and move westward.  So, fundamentally speaking, American employers experienced competition in the labor market for two specific reasons. One, the federal land programs provided incentives for workers to move westward and entrepreneurs had to provide reasons for them to stay and work in the form of higher wages. And second, since the labor supply was constantly in high demand, workers were not easily replaceable. This implicitly forced firms to increase their wages, to attract laborers to their respective industries. 

In 2006, Michael Lind published an article in the Financial Times titled "A Labour Shortage Can be a Blessing," which indirectly supports Wolff's thesis on wages. He writes: 

"In the ageing nations of the first world, the benefits of a labour shortage, in the form of higher productivity growth and higher wages, might outweigh the costs. Where labour is scarce and expensive, businesses have an incentive to invest in labour-saving technology, which boosts productivity growth by enabling fewer workers to produce more. It is no accident that the industrial revolution began in countries where workers were relatively few and had legal rights, rather than in serf societies where people were cheaper than machines."

In order to validate Lind's and Wolff's claims, two specific economic topics must be properly historically analyzed. The first one being -- is there evidence for such a labor shortage, and if so, how severe was it?

Given the estimates made by the Bureau of Labor Statistics, it would be safe to assume that unemployment was not a major issue during the 1800s. When youth employment is taken into consideration, the estimates become very inflated, since the labor pool was so large. However, beside macroeconomic analysis, there are specific scenarios which shows that such a dilemma in production was indeed persistent in the United States during the 19th century. The PBS television series "American Experience" gives one particular scenario during the construction of railroads in the 1860s that validates this assumption.

"In early 1865 the Central Pacific had work enough for 4,000 men. Yet contractor Charles Crocker barely managed to hold onto 800 laborers at any given time. Most of the early workers were Irish immigrants. Railroad work was hard, and management was chaotic, leading to a high attrition rate. The Central Pacific management puzzled over how it could attract and retain a work force up to the enormous task. In keeping with prejudices of the day, some Central Pacific officials believed that Irishmen were inclined to spend their wages on liquor, and that the Chinese were also unreliable. Yet, due to the critical shortage, Crocker suggested that reconsideration be given to hiring Chinese..."

Historian Rickie Lazzerini portrays a similar issue in Cincinnati, Ohio during the beginning of the 1800s. 

"...the busy industries created a constant and chronic labor shortage in Cincinnati during the first half of the 19th century. This labor shortage drew a stream of Irish and German immigrants who provided cheap labor for the growing industries."

The second question that must be asked is -- was there actually a persistent increase in wages during the 1800s? 

To properly answer this question is immensely complex, since such little data is available. However, there exists one specific academic paper on the subject that addresses this question and the one posed prior. In 1960, economist Stanley Lebergott authored a chapter addressing wages in 19th century United States in a full volume called "Trends in the American Economy in the Nineteenth Century" published by the Conference on Research in Income and Wealth. The chapter itself was titled "Wages Trends, 1800 - 1900." He writes:

"Associated with the enormous size of these establishments was the
need to draw employees from some distance away. Local labor supplies
were nowhere near adequate. One result was the black "slaver's wagon"
of New England tradition, recruiting labor for the mills. The other was
the distinctly higher wage rate paid by such mills in order to attract
labor from other towns and states. Humanitarian inclinations and the
requirements of labor supply went hand in hand. Thus while hundreds
of small plants in New York, in Maine, and in Rhode Island paid 30 to
33 cents a day to women and girls, the Lowell mills generally paid
50 cents" [451].

Regions that lacked adequate quantities of labor had to rely on larger wages to attract workers from afar. However, apart from the industrial north of the United States, farm wages also increased -- perhaps signifying a competitive rift between the agricultural sectors and the industrial ones. 

Professor Lebergott, later in his analysis, then provides the full wage computations that he was able to calculate given individual data and trends recorded by local media. He combined the data he acquired on a state by state basis, starting locally and then branching out to create a national average. Also note, the drop in wages between 1818 - 1830 he attributes to "the close of the Napoleonic Wars and the end of the non-importation agreement."

Based on economist Stanley Lebergott's analysis, Richard D. Wolff's assertions are validated; the United States, for the most part, did enjoy increasing real wages throughout the 19th century. Even more so, it goes further in proving Michael Lind's claim that shortages of labor can indeed cause wage increases and heighten technological innovation. It is very likely that the combined frontier experience and shortages in the production processes created a unique variant of capitalism that was unique to the United States. It gave American households the confidence that if they worked harder, they would earn a better living. It also gave to them the optimism that their children would enjoy a better standard of living.

This unprecedented century of growth and success also had often overlooked impact on the American psyche. Because of the inflated expectations, it instilled a unique mentality amongst working class Americans. As John Steinbeck put it, the poor don't see themselves as victims -- but rather as "temporarily-embarrassed millionaires." It is this aspect of the American psyche that has allowed the broken system to flourish in the decades since the persistent stagnation of wages of the 1970s. Admitting the issue is just to difficult, for some; if we believe enough, the American dream just might become real again, as it was for those traveling out West to find riches and fortunes. In retrospect, the sooner working class Americans awake from this fantasy, the sooner they will realize that times have changed -- and not in their favor.

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- A lecture where Wolff discusses the frontier experience and 19th century wage increases.

- Some statistics and fact on U.S economic growth during this time period.

- A decent article on this topic from the Wall Street Journal (you need a subscription to view it).

Pedagogy of the Oppressed (II) & Modern Education

Of any movement, of any change, education is vital. It is the beginnings of new ideas, and it must be given special attention to ensure it is doing its proper purpose. However, the initial question is, what is the purpose of education? What does it mean to be educated?

Today we are in an age where measure of achievement are standardized -- a "one size fits all" approach to teaching and assessments. Divergent thinking is disregarded, and replaced with single-solution scenarios that involve little thought outside the limitations that are given to the pupils in the classroom. It turns education into a chore rather than a passion.

Granted, there are many reasons for this, but its primary reasons lie in its creation during the age of the Enlightenment and the Industrial Revolution. Fundamentally speaking, although the Enlightenment was a beautiful period of intellectual growth, it corresponded with the industrialization of much of the, then, "modern world." Likewise, many of the concepts attributed to the industrial model were applied to education: standardization, divisions, and hierarchy. All of these functioned in the interests of industrialization, and in the image of it. Perhaps the most important externality that was brought the industrialized education, however, was a similar form of alienation. Specifically, the alienation of the pupil from the work he or she was creating in the classroom. It is this dilemma that cripples intuition and advancement, and rather makes students into pawns molded into a pre-manufactured consciousness. It is an impediment to growth. Even worse so, to think outside the realm of normal studies is downgraded and displeasing, because conformity and efficiency are key in an industrial model of practice.

Paulo Freire addresses these concerns in his masterwork "Pedagogy of the Oppressed," and attempts to properly describe the educational system and articulate its flaws. He starts by categorizing the teacher-student relationship in dialectic terms, with a lack of real struggle. 

"A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students).... education is suffering from narration sickness" [52].

Most importantly though, is the lack of significance in the teaching itself. The dialogue is hollow, and consists of "alienating verbosity." It does little to motivate the students, and it furthermore categories them as objects ready to absorb what the instructor is telling them, without fruitful interaction; it teaches them little to nothing on the fluidity of history, making them cautious when witnessing change, and it does little to awaken the aspirations the pupils might have. The language lacks any transforming power, and learning becomes overly-mechanical rather than engaging. 

"The teacher talks about reality as if it were motionless, status, compartmentalized, and predictable. Or else he expounds on a topic completely alien to th existential experience of the students" [52].

It is based on these observations that Freire theorizes on what he calls "the banking concept of education." 

"Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking" concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits" [53]. 

Bearing this mind, education must first solve this crux before it can go any further. The teacher-student contradiction must be properly handled before a true libertarian education can take root, that would eliminate the ignorance and encompass true transformation and radical praxis. Freire than goes on to delve into this contradiction, and I feel the quote deserves to be posted in full: 

"The solution is not (nor can it be) found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices which mirror oppressive society as a whole.  

(a) the teacher teaches and the students are taught
(b) the teacher knows everything and the students know nothing
(c) the teachers thinks and the students are thought about
(d) the teacher talks and the students learn -- meekly
(e) the teacher disciplines and the students are disciplined
(f) the teacher chooses and enforces his choice, and the students comply
(g) the teacher acts and the students have the illusion of acting through the action of the teacher(h) the teacher chooses the program content, and the students (who were not consulted) adapt to it
(i) the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students.
(j) the teacher is the Subject of the learning process, while the pupils are mere objects" [54].

This is the major issue, and the contradiction between the teacher-student relationship. For the commoners, education does little to change the condition which oppresses them, rather it only changes the consciousness of the oppressed. This is why the need for a radical new pedagogy is paramount -- one that is free from the alienating aspects of industrialization, horizontal in its power structure, involving in its dialogue, and promoting of inquiry and understanding. In a proper educational setting, it is not only the student that learns; it is both the pupils and the teachers that intellectually grow. They expand on their knowledge through dialogue and conversation, thereby heightening their consciousness and crushing their once-held ignorance. This is the goal of radical education, of revolutionary pedagogy -- the humanization and realization of one's potential.

The Tragedy of Privatization (I)

In 1968, Garrett Hardin posted an article in the magazine Science called "Tragedy of the Commons" and it was an attempt at proving that private property was the most efficient method of rationing goods and maintaining resources efficiently. It is oftentimes used in arguments favoring the privatization of common resources. His theoretical scenario was as follows:

There is a plot of land in the middle of a small peasant town. The plot of land is commonly owned, and is used for grazing; it is open to anybody that wishes to send their cattle there. Each peasant owns livestock and must use that land to feed their livestock. Knowing that each individual wants to maximize what they can get from the fertile acreage, each peasant brings as many animals as they can to the pasture, therefore, ruining the pasture for everyone. This is what Hardin calls 'the tragedy.' Each peasant wants to maximize their 'grazing' because they knew that if they don't, somebody else would. Garrett Hardin calls this outcome "inevitable," which he says makes it all the more tragic. He goes on to say there are two possible solutions to prevent such an outcome: either through regulation by an overseeing government body or through privatization of the common pasture so each peasant is responsible for his or her piece of land.

The original article from 1968 can be found here. And here's a corresponding video with Garrett Hardin talking about his scenario.

Now, there's a few issues that arise when Hardin's scenario is contested in a real world environment. He makes three assumptions that do not stack up to what actually happened in the famous commons of England and elsewhere. They are as follows:

1. Each individual is working to maximize his or her profit
2. The peasants do not communicate with one another
3. That the pasture is open for anybody to use freely 

What actually happened in the commons of England, where the peasants lived after being freed from the shackles of feudalistic rule, was very different than Hardin describes. In these small villages, these commoners were very careful not to abuse the land that they had because they knew if they did the entire community would starve. The communicated with one another to prevent such happenings, and overgrazing was for the most part prevented. And since they were not functioning in a money economy, by growing their own food, they had little incentive to grow beyond what they needed - and if more was grown it was for surplus in case of shortages. And finally, these pastures were not open to everyone; it was established by common law, assumed through interaction, that the land was to be used only by those that have agreed to take care of it. Essentially, it was to be used only by the peasants living in the village itself. 

Common grazing areas for livestock were a commonplace from the Middle Ages until the beginnings of the modern era. Farms were oftentimes broken up into three sections; one for wheat, one for barley, and one for grazing. This three-section open field was popular even after feudalism collapsed, until the advent of a market economy which specifically required the enclosure of common pastures. So the tragedy Garrett Hardin actually describes was seemingly backwards; rather than privatization of the commons being the solution to overgrazing, it became the tragedy itself. 

Gilbert Slater, a British economist and social reformer, wrote a book in 1907 titled "The English Peasantry and the Enclosure of Common Fields." He describes the coercive methods of enclosure:

Enclosure of the common fields, meadows and pastures, of
any particular village may have taken place in the following
ways : — 

(1) By Act of Parliament, viz., (a) by a private Act, (b) under
the authority of the General Enclosure Acts of 1830 and 1836,
(c) by the Enclosure Commissioners and their successors, the
Board of Agriculture, under the General Enclosure Act of 1845
and its amending Acts.
(2) By common agreement of all the collective owners.
(3) By the purchase on the part of one owner of all conflicting
rights.
(4) By special licence of the Tudor monarchs.
(5) By various forms of force and fraud. 

Commonable waste may have been enclosed in any of the
above ways, and also under the Statutes of Merton and Win-
chester (1235 and 1285), which give Lords of the Manor the right
of enclosing commons provided proof is given that the tenants of
the manor are left sufficient pasture.

Specifically speaking, the most devastating were the Inclosure Acts passed by the Parliament of the United Kingdom that stripped away the rights of common ownership from the local peoples by government force. This completely replaced the common law once understood by the peasant class, and put in its place a codified method of enclosure that many of the poor farmers did not agree to - this was mostly because many were illiterate and did not understand (for the most part only the nobles were educated).

A 17th century poem fully describes the real tragedy this caused to the local folk:

The law locks up the man or woman
Who steals the goose from off the common
But leaves the greater villain loose
Who steals the common from off the goose.

The law demands that we atone
When we take things we do not own
But leaves the lords and ladies fine
Who take things that are yours and mine.

The poor and wretched don’t escape
If they conspire the law to break;
This must be so but they endure
Those who conspire to make the law.

The law locks up the man or woman
Who steals the goose from off the common
And geese will still a common lack
Till they go and steal it back. 

William Cobbett, an notable English pamphleteer and journalist, recorded what he saw after the land on the Isle of Thanet was appropriated by the wealthy:

"In this beautiful island every inch of land is appropriated by the rich. No hedges, no ditches, no commons, no grassy lanes: a country divided into great farms; a few trees surround the great farm-house. All the rest is bare of trees; and the wretched labourer has not a stick of wood, and has no place for a pig or cow to graze, or even to lie down upon. The rabbit countries are the countries for labouring men. There the ground is not so valuable. There it is not so easily appropriated by the few. Here, in this island, the work is almost all done by the horses. The horses plough the ground; they sow the ground; they hoe the ground; they carry the corn home; they thresh it out; and they carry it to market: nay, in this island, they rake the ground; they rake up the straggling straws and ears; so that they do the whole, except the reaping and the mowing. It is impossible to have an idea of anything more miserable than the state of the labourers in this part of the country." [1823]

Enclosure did much more than take away common land from the peasants; it was much more elaborate of a scheme. At the dawn of the Industrial Revolution, the newly emergent capitalist class in North Britain found a new labour supply - the landless disfranchised peasant class that was distraught from centuries of enclosures. The self-sufficient yeomen was crushed, and what was created was a class dependent on wage labour for which they had to relinquish their self-autonomy to feed their families; they had no choice, they had to work. It was this phenomenon that soon followed suit in much of the rest of the world, for England was a colonial power and its influence was global. 

One of the leading forces during the Industrial Revolution were textile mills and these required wool to function. The dilemma was, however, that it required taking away common land from the peasants to raise more sheep. The nobles of Britain than turned to Parliament, because they knew if the government forced the peasants to enclose, they would have no choice. Their lobbying and influence ultimately succeeded, and the majority of the Inclosure Acts were actually passed between 1750 and 1860, involuntarily taking away the land of the commoners. 

Many of the emerging industrialists and its supporters called the peasants lazy, and they used such justification in advocating for their usage as labourers. Many Quakers and English Protestants also found laziness, which they saw as sloth (one of the Seven Deadly Sins), to be repugnant to a moral English society. John Bellers, a Quaker himself and an educator, tells of such things in his book 'About the Improvement of the Physick' and his other writings and expressed his contempt for such idleness: 

“Our Forests and great Commons (make the Poor that are upon them too much like the Indians) being a hindrance to Industry, and are Nurseries of Idleness and Insolence." [1714]

Thomas Pennet, a noted Enlgish botanist, antiquarian, and noble, wrote of the peasants in his journal in 1772 while in Edinburgh, England and denounced them in the same fashion:

“I was informed that the labor is dear here... the common people not being yet got into a method of working, so do very little for wages." 

"...The manners of the native Highlanders may be expressed in these words: indolent to a high degree, unless roused to war, or any animating amusement.”

He goes on to describe their physique:

"The inhabitant live very poorly... The man are thin, but strong; idle and lazy... they are content with their hard fare, and will not exert themselves father than what they deem necessaries."

The general attitude of the landowners was much the same. A snippet from Commercial, Agricultural, and Manufactures' Magazine in 1800 read as follows:

"When a labourer becomes possessed of more land than he and his family can cultivate in the evenings... the farmer can no longer depend on him for constant work..."

This type of mentality was common amongst the industrialists at the time; if the poor were given enough land to be self-sufficient and independent, than they would not be forced to work in the factories. They would be given a choice which would ultimately hurt the industrial North of Britain. 

After an analysis of the commons of England, it is apparent that the"Tragedy of the Commons" does not hold up to historical scrutiny. The reality is that peasants lived in harmony in the commons for centuries, and it was not until the emergence of a market economy do we see the dismantling the such a system. The 'inevitability of a tragedy' that Garrett Hardin theorizes is set in his own limited scenario; one that does not correlate with actual common ownership. The real tragedy here, it seems, is the exploitation of the peasant class from their land and state coercion that was involved in making them work as wage labourers. It is this state-market cooperative dynamic that will become a staple in the capitalist economy in the centuries ahead, and it is even more apparent in today's globalized economic system - albiet it's inherent problems are bit more subtle, but all the more the same just on a larger scale.

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John Beller's book: Proposals for Raising a Colledge of Industry (1696)
Gilbert Slater's book: The English Peasantry and the Enclosure of Common Fields (1907)
A short history of enclosure in Britain can be found here.
An article on how the English people became landless.
These enclosures did not come without backlash. Some info can be found here and here.