The first right of individuals and countries is self-preservation. The task of maintaining the country, however, is more complex than the individual’s duty of self-preservation, for the country must seek to command the attachment of a community of citizens as well as to preserve itself from external violence. As Thomas Hobbes insisted, civil war constitutes the greatest threat to governments, for it represents the dissolution of the “sovereign power.” In modern terms, civil war signifies that the government has lost one of the basic attributes of political authority: its monopoly of force and its control over the use of violence. In a fundamental sense, political authority may be preserved from the threat of civil war only when there exists in the political community an agreement on the basic principles of the regime. Such a consensus is the result, among other things, of a shared “ideology” that gives fellow citizens a sense of communal belonging and recognizes interlocking values, interests, and beliefs. Ideology, in this sense, may be the product of many different forces. Sometimes it is associated with ancient customs, sometimes with religion, sometimes with severe dislocations or the sort of common need that has led to the formation of many nation-states, and sometimes with the fear of a common enemy. The ideological commitment that people call patriotism is typically the product of several of these forces.
Governments neglect at their peril the task of strengthening the ideological attachment of their citizens to the regime. In this sense, civic education should be counted among the essential functions of the state, for it is primarily through systems of education that citizens learn their duties. Indeed, as a number of sociological studies have shown, the process of political socialization that transforms people into citizens begins in kindergarten and grade school. Even more than this, education is the instrument by which governments further the cohesion of their societies and build the fundamental kinds of consensus that support their authority. It is not surprising, therefore, that national systems of education are often linked to central elements of the regimes. In France public education was traditionally mixed with the teachings of the Roman Catholic Church; in Great Britain a private system of education supported the class divisions of society; and in the United States a primarily secular form of public education traditionally used constitutional documents as the starting point of children’s training in patriotism.
The preservation of the authority of the state also requires a governmental organization capable of imposing its jurisdiction on every part of the national territory. This involves the maintenance of means of communication, the use of administrative systems, and the employment of police forces capable of controlling domestic violence. The police function, like education, is often a key to the character of a regime. In Nazi Germany, Hitler’s Brownshirts took over the operation of local and regional police systems and often supervised the administration of law in the streets. In the Soviet Union the security police acted to check any deviation from the policy of the party or state. In the United States the police powers are largely left in the hands of the 50 states and the local agencies of government. In addition, there are state militias that act, under the control of the governors of the various states, in moments of local emergency, such as riots or natural catastrophes. The Federal Bureau of Investigation (FBI), in some respects the equivalent of a national police force, is an agency established to carry out specific assignments dealing with a limited but important class of crimes. Since there is no comprehensive federal criminal code, there is not, strictly speaking, a federal police.
Governments must preserve themselves against external as well as domestic threats. For this purpose they maintain armed forces and carry on intelligence activities. They also try to prevent the entry of aliens who may be spies or terrorists, imprison or expel the agents of foreign powers, and embargo the export of materials that may aid a potential enemy. The ultimate means of preserving the state against external threats, of course, is war. In war, governments usually enlarge the scope of their domestic authority; they may raise conscript forces, imprison conscientious objectors, subject aliens to internment, sentence traitors to death, impose extraordinary controls on the economy, censor the press, compel settlement of labour disputes, impose internal-travel limitations, withhold passports, and provide for summary forms of arrest.
Many forces generate clashes between countries, including economic rivalry and disputes over trade, the desire to dominate strategic land or sea areas, religious or ideological conflict, and imperialistic ambition. All national governments develop organizations and policies to meet these and other situations. They have foreign ministries for the conduct of diplomatic relations with other countries, for representing them in international organizations, and for negotiating treaties. Some governments conduct programs such as foreign aid, cultural exchange, and other activities designed to win goodwill abroad.
In the 20th century, relationships between governments were affected by a developing awareness that world peace and prosperity depend on multinational and international cooperation. The League of Nations and its successor, the United Nations, together with their associated agencies, represent major efforts to establish substitutes for traditional forms of diplomacy. Regional alliances and joint efforts, such as the Organization of American States, the North Atlantic Treaty Organization, the European Union, and the African Union, represent another type of cooperation between countries.
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