Introduction
A political cartoon is a crucial tool for deciphering political ideologies, historical events, and the public’s opinions and criticisms of them. The 1890s in America are one of the eras with a wealth of political cartoons that serve as a useful study source (Barnes & Bowles, 2015). The notion of white Western dominance was central to the agenda of American interventionists during the period of American imperialism. The country’s growth and defense were the primary goals of the expansion; however, the methods need to be severely criticized. The “School begins” depicts the general idea of white US supremacy over the indigenous people of the colonized territories; it is essential to understand the contrast between those times and today.
Analysis
The cartoon features four major characters or groups. First, the main character is Uncle Sam, he serves as a mentor and a symbol of early America. Second, the brand-new nations-the Philippines, Hawaii, Porto Rico, and Cuba- that have recently come under US control. Then, viewers can see certain US states, like Arizona, Alaska, Texas, California, and New Mexico. A few decades prior, these states had become US citizens. Finally, there are Black and Native American children observed in the cartoon.
It can be inferred that this cartoon is a critique of New American Imperialism from the animation itself to the ending. The act of teaching itself refers to the expansionists’ superiority complex over uncharted lands and their disregard for indigenous peoples’ institutions and cultures. The author employs symbolism to draw attention to this imposed ideology: the act of “schooling” is a metaphor for American colonialism in general.
The method used by another author to critique the new imperialism is exaggeration. Uncle Sam is ostentatiously large and macho, representing the US. The ‘newcomers’ are portrayed as dull, uneducated, and inferior, while the ‘new states’ are shown to be noticeably tidy and civilized. The folks who are native and black seem to have no opportunity of getting an education. They are purposefully excluded from the educational system, and a native who attempts to catch up with civilization cannot even properly hold a book.
The political cartoon’s historical setting is the 1890s, a period of American imperialism. This piece was created in 1899, a year after the US had annexed areas from Mexico and established the states of Arizona, California, New Mexico, and Texas (Barnes & Bowles, 2015). Additionally, Alaska was acquired by the US after Russia sold it to the country. The United States declared war on Spain after an American warship exploded in the harbor of Havana. Due to Spain’s overwhelming disadvantage, the United States won the Spanish-American War in approximately six weeks.
For imperialist America in the late 19th century, the significance of the conquered areas was to exploit resources and increase American dominance (Merriam, 1978). This program was based on a superiority mindset that justified the colonization of the territories and heightened racial divisions in the US. Trade and industry were among the most frequently cited defenses of imperialism. Numerous industrial investments were made due to American engagement in Latin America and Hawaii, notably the well-known Dole banana sector.
Conclusion
In conclusion, the effects of imperialism cannot be entirely positive. Imperialism could appear to have a beneficial effect, but in the long run, it had a detrimental effect. Political cartoons were a potent tool for criticizing the US political agenda and conduct. The basic theme of white US domination over the native inhabitants of conquered countries is portrayed in the cartoon “School Begins.” The cartoon makes it clear that black people and US indigenous people are excluded from the “schooling process.” This portrayal reflects the political objective of the day, which excluded them entirely from participation in political and cultural life.
References
Barnes, L. D., & Bowles, M. D. (2015). The American story: Perspectives and encounters from 1877. Bridgepoint Education.
Merriam, A. H. (1978). Racism in the expansionist controversy of 1898-1900. Phylon, 39(4), 369-380.