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80 Section 2 The Era of Mass Society and Mass Culture<br />

hundreds of miles. From their trenches they bombarded each other and launched<br />

occasional attacks that ended in futility.<br />

Harold Lasswell, a political scientist who developed several early theories of<br />

media, expressed considerable respect for the propaganda efforts marshaled in the<br />

cause of the First World War. He wrote:<br />

When all allowances have been made and all extravagant estimates pared to the bone,<br />

the fact remains that propaganda is one of the most powerful instrumentalities in the<br />

modern world. . . . In the Great Society [modern industrial society] it is no longer possible<br />

to fuse the waywardness of individuals in the furnace of the war dance; a newer<br />

and subtler instrument must weld thousands and even millions of human beings into<br />

one amalgamated <strong>mass</strong> of hate and will and hope. A new flame must burn out the<br />

canker of dissent and temper the steel of bellicose enthusiasm. The name of this new<br />

hammer and anvil of social solidarity is propaganda. (1927a, pp. 220–221)<br />

Many social researchers in the 1920s and 1930s shared these views. Propaganda<br />

was an essential tool that had to be used to effectively manage modern social<br />

orders, especially when they are in deadly competition with other nations that<br />

rely on propaganda to mobilize their <strong>mass</strong>es.<br />

After World War I, the propaganda battle continued, and inevitably it spread<br />

beyond Europe, as nations sought to spread their influence and new political movements<br />

attracted members. During the 1920s, radio and movies provided powerful<br />

new media for propaganda messages. Hitler’s rise to power in Germany was accompanied<br />

by consolidation of his control over all forms of media—beginning with radio<br />

and the film industry and ending with newspapers. In the United States, the<br />

battle lines in the propaganda war were quickly drawn. On one side were the elites<br />

dominating major social institutions and organizations, including the major political<br />

parties, businesses, schools, and universities. On the other side was a broad range of<br />

social movements and small extremist political groups. Many were local variants of<br />

Fascist, Socialist, or Communist groups that in Europe were much larger and more<br />

significant. From the point of view of the old-line elites, these groups were highly<br />

suspect. Foreign subversion was a growing fear. The elites believed the influence of<br />

these movements and groups had to be curbed before they ruined our way of life.<br />

Extremist propagandists, whether foreign-based or domestically grown, found it<br />

increasingly easy to reach and persuade audiences during the 1930s. Only a part of<br />

this success, however, can be directly attributed to the rise of the powerful new media.<br />

In the United States, large newspapers, movies, and radio were controlled mainly<br />

by the existing elites. Extremists were often forced to rely on older media like pamphlets,<br />

handbills, and political rallies. When the social conditions were right and people<br />

were receptive to propaganda messages, however, even older, smaller media could be<br />

quite effective. And conditions were right. Remember the discussion of gemeinschaft<br />

and gesellschaft from the previous chapter. Mass society theorists and the elites they<br />

supported believed that “average people” were particularly open to demagogic propaganda<br />

because those “unfortunates” lived in a rapidly industrializing world characterized<br />

by psychological and cultural isolation and the loss of the security once<br />

sustained by traditional, binding, and informal social rules and obligations. As the<br />

economic depression deepened in the 1930s, many people no longer had jobs to provide<br />

an income to support their families and their relationships with others.<br />

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).<br />

Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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