NEW IMPERIALISM: MOTIVES AND TACTICS

Nineteenth-Century Empires

SUPERQUIZSection 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”

Spanish conquistadorsAfrican slave labor

Mercantilism

Religion

monopolies

Missionary Europeans

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 _____________________

liberal

2/319th

colonization

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

the New World

Spheres of influence

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

markets

raw materials

Liberal universalism

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 __________

“New Imperialism”

expansionism

Africa Asia

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

Anticolonial insurgencebiological determinism

Charles Darwin

Westernizing

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

global 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

AD

EBCF

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

CF

DABE

TIMELINE: MATCHING

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

BA

DEC

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

Maroon

Maroon Wars

Haitian Revolution

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 ______________

The American Revolution

Saint-Domingue

Brazil

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

SpainCreole

Enlightenment

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

ProtestantismQUAKERISM

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

HUMANIST

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 18th 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

ROMANTICALLY-

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

free trade

domestic colonial producerssugar sugar

sugar

protective tariffs

• 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

ECONOMIC THEORY & PRACTICE

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 1807

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

• 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

Denmarktrade

The U.S. Britain

Liberia

1st 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

BRITAIN780,000

£20 million

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

18631865

18861888

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 • `

economic

rhetoric

Free trade

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

reason

sameness

indigenous

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

Carolus Linnaeus

species

Georges-Louis Leclerc de Buffon

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 _____________________________social intervention

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

Edward GibbonVoltaire

supremacy

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________________

Pacific Ocean

Tena Australis

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

universalist

• ________________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

King George IIIHawaii

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

Indiasuperstition

barbaric

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

European

India and Arabia

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•

SATI

The CivilizingMission:

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

upper-casteliberal

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 ______________________indigenous languageslaws

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

English

moral values

British rule

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.

Governor Council

liberal

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.

backwards

law educationfree trade

moralrule

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.

Orientalist

institutions

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 ____________________.”

Pre-eminent

imagination

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.”

historical

narrativesethical

Fill-ins, pp. 37-38

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

ruling

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.”

interpretersblood

taste

STOP