NEW IMPERIALISM: MOTIVES AND TACTICS

Nineteenth-Century Empires SUPERQUIZ Section II 13 questions – 32.5%

pp. 33-39

• • • • The Birth of the Liberal Empire The Decline of the Mercantile Colonial World – External Challenges – The Antislavery Movement in Europe – The Influence of the Enlightenment – The Free-Trade Lobby – The End of European Slavery New Sources of Colonial Legitimacy – The Growth of the Market Economy – Enlightenment Universalism – Cultural Relativism – The Case of Captain Cook – The Civilizing Mission in India MACAULAY’SMINUTE

Introduction: The old “empire”

• • • • • • • Europeans amassed New World empires beginning in the 16th century with the _____________________ __________________formed the backbone to the plantation economy that supported these empires ______________ (econ. Sys.)ruled the New World colonies European states engaged in trade _____________ with their colonies ____________formed a moral justification for these empires _____________________saved the souls of “heathens”

Empire - version 2.0

• • • A ___________empire replaced the religious mercantilist empire in the early 19th century Europeans expanded their influence overseas during the first_____(fraction) of the _____century This period saw very little outright European _____________________

Europeans focused on Asia and Africa

• • Merchants, missionaries, entrepreneurs, and explorers largely abandoned ______________ European governments followed their citizens, carving out ____________________ in Asia and Africa – This policy increasingly involved Europe in foreign politics

Europeans focused on Asia and Africa

• • • Europeans saw the potential of untapped _____________ in the non-Western world Regions could also serve as new sources of ___________________ for the ever-growing European industrial economy

_____________________ and ENLIGHTENMENT PHILOSOPHY

encouraged Europeans to bring the wonders of European civilization to new cultures

Version 3.0: “New” and improved?

• • • ___________________appeared in the late 19th century Competing European states engaged in aggressive__________________________ Europe conquered almost the entirety of ____________ as well as most of __________

Version 3.0: “New” and improved?

• Attitudes toward colonial subjects also shifted – __________________________and ________________________ influenced beliefs regarding culture and race – _______________ contributed to the development of biological determinism – These occurrences --undercut the liberal aims of the early 19th century Europeans --raised doubts regarding the feasibility of ____________________ non-European peoples

Contradictions filled the dawn of the 20th century

• • This time represented the peak of Europe’s ______________________________ Europeans also began contemplating the scope and future of empire

The Decline of the Old Empire…Overview

• • In the late 18th and early 19th centuries these forces contributed to decline:

External forces:

–

Independence movements

–

Slave revolts Internal Forces:

–

The rise of a market economy

–

cultural revolution spurred by the Enlightenment

undercut the old empire’s foundations

TIMELINE: MATCHING

• • A. Hatian Revolution B. The Great Trek – Afrikaners in South Africa • • • • C. British abolition of slavery D. Latin American Revolutions E. Taiping Rebellion in China F. British abolition of slave trade

TIMELINE: MATCHING

• A. Establishment of the Indian National Congress • • • • • B. The Berlin Conference C. Indian Rebellion D. Sino-Japanese War E. Suez Canal opens F. Darwin publishes Origin of the Species

TIMELINE: MATCHING

• • A. Fashoda Crisis B. Ethiopians defeat Italians at Adowa • • • C. Boer War D. Russo-Japanese War E. Boxer Rebellion (China)

• • • • EXTERNAL CHALLENGES: Slave agitation ______________: runaway slave who lived in an outlaw society in South America, the Caribbean, or Spanish Florida __________________: sporadic guerilla warfare against local plantations in the late 18th and early 19th

centuries

Slave revolts cropped up – from

Dutch Surinam

– to

British Jamaica

– in the second half of the 18th century ____________________________: culmination in Saint-Domingue in 1791

Independence movements threatened European power in the New World

• • • • ________________________kicked off these calls for independence Many European powers lost control of their New World colonies from 1804 to 1824 Haiti – known as ______________________ – gained independence from France Portugal lost control of ______________

• • • •

Latin America

Latin America captured its freedom from ___________ ____________ – an American-born person of European descent – these elites led the Latin American independence movements Spain held on to these two countires: –

Cuba

–

Puerto Rico

Influences on Latin American independence movements – _________________________ thought – REVOLOUTIONS which served as examples: •

the American Revolution

•

the French Revolution

• • • • •

Internal problems: ANTISLAVERY

MOVEMENT

Organized in what 2 countries?

–

France

–

the Netherlands

Strongest campaign where?

–

Britain

RELIGIOUS SENTIMENT accelerated influence – Newer forms of _______________________in the 18th century condemned slavery as a sin • _____________________ Religious zealots argued that slavery ran counter to –

brotherly love

–

Spiritual equality

Abolitionism spread to the RELIGIOUS MAINSTREAM

EX.: group; notable parliamentary leader who joined =

–

Evangelicals

– Parliamentary member

William Wilberforce

joined

• •

The Enlightenment contributed to the fall of the old empire

Philosophers previously justified slavery as a –

rational

–

efficient

social and economic system

________________INTELLECTUAL CULTURE – John Locke condoned slavery in his 17th century arguments •

critiqued arbitrary power,

•

appealed to rule by reason, and

•

championed natural and universal human rights

– 18th and 19th century extensions by French jurist: •

Baron Montesquieu

• • • • Enlightenment universalism destabilized the acceptance of slavery basic

sameness

of all humans Compared oppressed Africans with –

Disenfranchised Europeans

emphasis on the

inner good

undermined the European need to

civilize

enslaved peoples – Jean-Jacques Rousseau’s CULT OF ….

•

THE NOBLE SAVAGE

– This work contrasted • the moral flaws of civilized Europeans with • the virtues of –

THE “PRIMITIVE”

Slavery clashed with Enlightenment ideas such as the belief in the (3): –

individual’s natural right to freedom,

–

equality before the law, and

–

ownership of one’s self and one’s labor

PHILOSOPHY, RELIGION, & ROMANTICISM in the late 18 th Century • • • • • • _______________________ oriented popular culture Antislavery = fashionable among the European elite esp.

–

wealthy women

Religious emphasis on the goodness of humans – idea of a slave •

as an innocent victim

– the European •

as a heroic savior

Popular primitivism raised the status of the slave in the public eye Romantic poets attacked slavery and tyranny –

Percy Bysshe Shelley

–

Robert Burns

–

William Wordsworth

The EUROPEAN RICH – joined abolitionist groups in the

late 18th and early 19th centuries

– signed antislavery petitions and – circulated images that exposed the cruelty of slavery

• • •

The economic rationale

Merchants and industrialists reinforced anti-slavery sentiment – wanted to replace

mercantile colonialism

with

_____________ ;

eliminate

___________________

between • • mother countries their colonies early 19th century, European manufacturers objected to –

European protective tariffs on foreign imports

Barriers prevented domestic manufacturers from buying cheaper foreign goods Consumers and manufacturers had to buy from either ____________ or ______________________ – British _________ refiners felt exploited for being forced to buy high-priced Jamaican raw _________ (same) Tariffs shielded the Jamaican _______ (same) producers from • Spanish producers in Cuba or • French producers in Saint-Domingue

ECONOMIC THEORY & PRACTICE • • • • •

THEORY:

Enlightenment classical economists critiqued – the slave-based economy and – mercantilism as a whole MERCANTILISM (according to Smith and Ricardo) •

irrational

and

inefficient system

• prevented people from pursuing their

economic SELF-INTEREST

MARKET COMPETITION

– both

rational

and

natural

–

Individuals

received

economic liberty

and – the

majority

benefited from overall

lower prices

Adam Smith rebuked – the

inherent inefficiency

of slave labor –

lacked incentive

to work hard and –

could not be laid off

in an economic slump

PRACTICE:

– at the end of the 18th century: 2 col. = real-world evidence •

HAITI

•

JAMAICA

– Economic troubles in the West Indies in the early 19th century made the free trade claims – Merchant and industrial capitalists also experienced growing wealth and influence during this time period

• • • • • •

The end of European slavery

The combination of –

religious fervor,

–

humanitarian sentiment, and

–

economic support for free markets

led to the abolition of the European slave_________________ ________________ first outlawed the slave trade in

1803

_______________and _______________followed suit in – Britain embarked on an enthusiastic antislavery mission • searching ships suspected of carrying slave cargo as well as • saving slaves along the West African coast

1807

These 4 countries agreed to abolish the slave trade in 1815 –

Spain

–

Portugal

– –

the Netherlands France

But they did little to eliminate it in practice ____________ – The British transported rescued slaves here – Freed American slaves helped to create this African settlement in

1821

1 st European Country to

ABOLISH SLAVERY

• _________: abolished slavery in

1834

– emancipated _____________ slaves in the

West Indies

– government paid ____________to slave owners to compensate for the lost property

Art Celebrates Abolition of Slavery in British Empire

• • • Engraving by –

DAVID LUCAS

Patterned after painting by –

ALEXANDER RIPPINGILLE

Titled –

“TO THE FRIENDS OF NEGRO EMANCIPATION”

• • • • •

End of Slavery: Europe & New World

1848: slavery abolished in these 2 countries: – –

France Denmark

European slave trade essentially ended by –

1850

Slavery persisted in the New World through the late 19th century DATES - ABOLITION OF SLAVERY: – The Dutch New World : – the United States: –

Spanish Cuba:

–

Brazil:

BUT…Freed slaves sometimes did not receive their due freedom until decades after emancipation

• • • • •

The Rise of New Liberal Empire

The growth of –

industrial capitalism

–

the market economy

ushered in new ___________________rationale for empire early 19th century - free-trade advocates –

Wealth

–

influence

By the 1830s, the belief in –

the individual pursuit of wealth

–

in a free, self-regulating market as natural and efficient

became part of common sense ` Economic practices occasionally contradicted this imperial __________ –

1830 to 1870

, European powers competed for

spheres of economic influence

• This era constituted the

peak era for economic liberalism

–

BUT… Europeans quickly abandoned _______________________when indigenous peoples and other Europeans threatened their own economic interests

Enlightenment universalism

• • The application of _________to social reform was believed to cause human improvement Ideas included the human biological and cultural ______________ – Pre-Enlightenment Europeans had emphasized the permanent between Europeans and Africans or ___________________cultures – 18th century philosophers preached the similarities among human societies

•

Enlightenment Science

Enlightenment scientists assumed that the races of man belonged to a single _________

SWEDISH SCIENTIST FRENCH SCIENTIST

__________________ ___________________________ attempted to classify the variety of human physical types

Enlightenment Science

• Enlightened Europeans created the idea of a common developmental path for all societies –

While some societies achieved a higher level of civilization than others, all societies occupied a position on this path

–

This belief encouraged the idea that societal change could not only occur but could be accelerated and guided through _____________________________

• •

Cultural relativism

19th century Europeans = more skeptical of their supposed cultural superiority A cultural relativism recognized the value of other societies –

French Philosophe

•

_________________

admired ancient

Chinese

and

Islamic

civ.

– English historian • respected

Islam __________________

–

Evangelical missionaries

• preached

Christian brotherhood

–

Jean-Jacques Rousseau

• New World societies as models of virtue and freedom (cult of the NOBLE SAVAGE) • Many European cultural relativists – retained the idea of their own ________________ – recognized the accomplishments of other societies

Captain James Cook’s South Pacific Expeditions

•

Illustrate the ideology of

–

the new liberal empire

• Cook’s motives (2) –

commercial

–

scientific

• European –

exploration

–

expansion

Captain James Cook’s South Pacific Expeditions

• • • ______________ : the last frontier for Europeans More than 20 (4 types of specialists) –

botanists,

–

geographers,

–

ethnographers, and

–

scientific experts

accompanied Cook sought to the missing continent Europeans referred to as________________

• • • •

Morality of Liberal Empire Emerged in Cook’s Voyages

Justification for expansionism (2)

–

advancing science

–

further spreading civilization

Natives gained inherent rights through –

_________________ DOCRTRINE

Cultural relativism made European explorers see the value in other societies

What respected BRIT. INSTITUTION

The Royal Scientific Society

– partially sponsored Cook’s South Seas voyage – cautioned Cook to treat local cultures with respect and dignity

• ________________authorized Cook to – establish British authority in ___________in

1779

– do so only with the

explicit consent

of natives • 2 main goals of colonizers in late 18th century –

legitimize their claim as

civilizers

–

reinforced their own identities, separating themselves from previous colonial brutality

• • •

CIVILIZING INDIA

Britain used ___________ as the testing ground for civilizing experiments in the early 19th century Evangelical missionaries sought to eliminate Indian “_______________” and bring about religious enlightenment . NAME 2!

•

Charles Grant

•

William Wilberforce

4 Secular liberal reformers

sought to eliminate “________________” Indian laws and customs –

James Mill

–

John Stuart Mill

–

Thomas Macaulay

–

Jeremy Bentham

wanted to rid India of ….

Oriental despotism

wanted to introduce…

British-style education

JOHN STUART MILL son of JAMES MILL

John Stuart Mill on FREE SPEECH

John Stuart Mill

John Stuart Mill

• • •

THOMAS MACAULAY

Macaulay claimed that “a single shelf of a good _______________ library” trumped “the entire native literature of [2 countries] _______________________” British education would cause Indians to have English (4) –

opinions

–

morals

– –

intellect taste

Reformers held that the careful application of (3) –

free trade,

–

education, and

–

law

could bring Indians into the modern world

• • •

Brits banned _____

custom of widow burning herself on the funeral pyre of her husband British viewed custom as representative of 2 things: – –

Indian

backwardness

the

moral weakness

of Indian men; supposedly degraded their women instead of protecting them

The Civilizing Mission:

SATI

• • • • Title of engraving: –

“The Burning System”

Date: –

1815

One side: –

Englishmen debating SATI

Other side: –

musicians present for the funeral

SATI

• • served as a key point in the public ______________reform campaign Only certain groups of _______________ Hindus actually engaged in the practice

The End of the Civilizing Mission

• • • •

When?

–

1857

What?

–

The Indian Rebellion (Sepoy Rebellion)

Why?

–

Officials saw interference in Indian religion as one of the causes of the rebellion

Task of reform ceded to whom?

–

Indian social reformers

Thomas Macaulay

• • • • Served as –

a Law Member of the Governor General’s Council

The Briton lived from –

1800 to 1859

Macaulay represents what voice? –

the British liberal voice in India

Macaulay professed his belief that these 3 things –

law,

–

free trade,

–

and education

could transform “backward” societies such as India

Orientalist Scholars & Administrators • • • early 19th century opposed Macaulay’s ideas believed that India should have been ruled –

by its own ________________

–

in its ______________________

Macaulay’s Minute on Indian Education • 1835 debate – Macaulay advocated teaching ___________ instead of

Arabic

or

Sanskrit

•

ostensibly disseminated __________________and

• •

strengthened ______________________in India

English became the language of education in secondary schools across India

Let’s Review:

2.01 JEOPARDY (pp. 33-35)

• • 1. In the nineteenth century, Europeans lost their Atlantic empires and built new ones here.

1. Where were Asia and Africa?

• •

JEOPARDY (pp. 33-35)

2. The imperialist expansion of the nineteenth century was rooted economically in capitalism and philosophically in this school of thought.

2. What is Enlightenment?

JEOPARDY (pp. 33-35)

• 3. France lost control here in 1804.

• 3. Where is Haiti?

JEOPARDY (pp. 33-35)

• 4. American-born people of Europeans descent who led the revolutions in Latin America were called this. • 4. What are Creoles?

JEOPARDY (pp. 33-35)

• • 5. These two revolutions served as examples to later revolutions in Haiti, Brazil, and other parts of Latin America.

5. What are the French and American Revolutions?

JEOPARDY (pp. 33-35)

• 6. Runaway slaves were called this.

• 6. What are maroons?

JEOPARDY (pp. 33-35)

• 7. Abolitionist campaigns were waged in places like the Netherlands and France but the most effective was held here.

• 7. Where is Britain?

JEOPARDY (pp. 33-35)

• 8. Some of the strongest opponents to slavery were Protestants, especially from newer forms of Protestantism like this one.

• 8. What is Quakerism?

JEOPARDY (pp. 33-35)

• 9. This Enlightenment writer wrote of natural and human universal rights but did condone slavery • 9. Who was John Locke?

JEOPARDY (pp. 33-35)

• 10. This Enlightenment philosopher wrote of the noble savage, highlighting the virtues of the “savage” and the lack of morality found in civil society.

• 10. Who is Jean-Jacques Rousseau?

2.02 COMMONALITIES (PP. 33-35)

• • • William Wordsworth Percy Shelley Robert Burns •

ROMANTIC POETS

2.02 COMMONALITIES (PP. 33-35)

• • Adam Smith David Ricardo •

Enlightenment Classical Economists

2.02 COMMONALITIES (PP. 33-35)

• • • Being anti-slavery became fashionable Enlightenment ideas like natural rights Merchants sought t replace mercantilist colonial system •

Factors contributing to the ABOLITIONIST movement

2.02 COMMONALITIES (PP. 33-35)

• • Carolus Linnaeus Georges-Louis Leclerc de Buffon •

Natural Scientists

2.02 COMMONALITIES (PP. 33-35)

• • William Wilberforce Charles Grant •

Anti-slavery evangelical missionaries

2.02 COMMONALITIES (PP. 33-35)

• • • • Dennis Diderot John Locke Jean-Jacques Rousseau Montesquieu •

Enlightenment writers

2.02 COMMONALITIES (PP. 33-35)

• • • • Jeremy Bentham John Mill John Stuart Mill Thomas Macaulay •

Secular liberal reformers

Fill-ins, pp. 37-38

• 1. Thomas Macaulay was the Law Member of the _______________ General’s _______________ and an important example of the British ___________________voice in India.

Fill-ins, pp. 37-38

• • 2. Macaulay believed that the way to civilize and transform a “________________” culture like India’s was through education, specifically the introduction of ___________, ______________, and__________.

He saw this as necessary to disseminate _______________ values as well as maintain and strengthen British __________ in India.

Fill-ins, pp. 37-38

• 3. ________________ scholars disagreed with liberals like Macaulay and thought that India should be ruled by its own laws and through indigenous _______________ and languages.

Fill-ins, pp. 37-38

• 4. Macaulay writes that Indians should be taught English because it “stands ______________________ even among the languages of the west” and because “it abounds with works of ____________________.”

Fill-ins, pp. 37-38

• 5. According to Macaulay, the __________________ compositions written in English have “seldom been surpassed” as ______________ and “never been equaled” as “vehicles of ____________________ and political instruction.”

Fill-ins, pp. 37-38

• 6. Macaulay points out in his article that even in India the language of the ____________________ class is English.

Fill-ins, pp. 37-38

• 7. Macaulay argues that, since the British can’t educate all Indians, the goals should be to educate a class of people who would “be __________________ between [the British] and the millions” of Indians they govern. The class would be “Indian in ___________ and colour, but English in _______________, in opinion, in morals, and in intellect.”

STOP