Transcript SQ Sec II Part 1
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.”