Evaluating the positive and negative impacts of New Imperialism 1750-1900. Kipling, a former captain in the British army served in India and identified that it was his duty to Christianize, commercialize and civilize what he called “ Half devil” (not yet Christian) and half child (not yet civi.... ID: 692518
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Effects of New Imperialism 1750-1900
Evaluating the positive and negative impacts of New Imperialism 1750-1900Slide2
Kipling, a former captain in the British army served in India and identified that it was his duty to Christianize, commercialize and civilize what he called “ Half devil” (not yet Christian) and half child (not yet civilized)”
Fill full the mouth of
Famine-” save the starving”And bid the sickness cease “ heal the sick”;And when your foal is nearest The end for others sought,
Watch Sloth and heathen Folly” social Darwinism identified the strongest survived were those who worked hard and were morally superior” an additional document from an American soldier in the Philippines would evidence whether they supported this justification of social DarwinismDoc #1 Rudyard Kipling’s “White Man’s Burden”
Background: Many white people felt that they were morally responsible to raise “ignorant native peoples” to a higher level of civilization. Few captured this notion better that the British poet Rudyard Kipling in his famous poem The White Man’s Burden. His appeal, directed to the United States, became one of the most famous sets of verses in the English-speaking worldSlide3
This author is identifying the negative impacts of African imperialism both by Europeans as well as by “Semitic” Arab peoples. The purpose is to change the mind of pro imperialists and , perhaps, to end the exploitation of land, labor and capital. A excerpt from “King Leopold’s Ghosts” by Adam Rothschild to evidence the mistreatment of native Africans would serve to justify the author’s narrative
Doc #2 “Black Man’s Burden”- response to…
Background: This British author points out some of the more harmful aspects of colonialism in the Belgian Congo.)Slide4
This rather ethnocentric look at the many languages (focus on Arabic and Sanskrit) of India needed a focus on one to “educate” the natives. The author’s purpose was to indoctrinate the use of a European education to the people of India while dismissing their history. One can look at this as “cultural imperialism” and serves as the “civilizing” mission of the British. “
It is, I believe
, no exaggeration to say, that all the historical information which has been collected from all the books written in the Sanskrit language is less valuable than what may be found in the most paltry abridgments used at preparatory schools in England
. In every branch of physical or moral philosophy the relative position of the two nations is nearly the same.” A Indian student who is learning through the European style education would be a useful source to determine whether it was beneficial or harmful toward their own traditional cultural values.
Document #3 Background: This ongoing debate centers upon the relative benefits of English and various Indian languages.) Thomas Babington Macaulay, Minute on EducationSlide5
Document #4 This is an attempt to humanize the Javanese people and to promote the end of imperialism by the Dutch in what is Indonesia today. One can see how he attempts to draw parallels between the lands of France and that of Java for the purpose of shame and promotion to end the colonial policies of the exploitation of land, labor and capital. A journal from a native of Java would serve to validate the concerns of the author and justify the end of colonialism in Java by the Dutch.
(Background: Edward Douwes Dekker was a Dutch colonial official who observed in the East Indies for nearly twenty years. In 1860, he published a critique of the Dutch colonial system that had an impact in the Netherlands similar to that of Harriet Beecher Stowes
Uncle Tom’s Cabin in the United States. In the following excerpt from his book Max Havelaar, or
coffee Auctions of the Dutch Trading Company, Douwes Dekker described the system as it was applied on the island of Java, in the Indonesian archipelago.) Eduard Douwes Dekker, Max HavelaarSlide6
Document #5 This Hausa ( named after West Africa city-states in Nigeria) is recounted 50 years after colonization so memory might be vague. She evaluates the tales the Muslims scholars told of European kindness and technologies while neighboring Fulani peoples were suspicious. She identifies the European opposition to slavery ( although it had existed prior and maintained in the Arab world),she identifies the Habe people who welcomed the Europeans and received wage labor. Sources from Fulani and Habe journals would be a useful source to identify the specific positive and negative views of British imperialism in Western Africa. Also an excerpt from the Berlin
Conference to identify the intentions
Of European imperialists and their scramble for Africa would help illustrate the causes of European imperialism in Africa
(Background: Most Africans living outside the port cities had little idea of what to expect from the arrival of the white man and the new colonial authority. Thanks to these memoirs, recounted a half century later by an African woman from northern Nigeria, we are offered an intimate glimpse into the arrival of the British at the end of the nineteenth century. It is interesting to note that slavery among Africans was still a long-established tradition in the area. In a later passage, the woman remarks that her family lost income from the flight of its slaves, but the loss was offset by a reduction in taxes that African farmers had traditionally been compelled to pay to fill the pockets of local officials and chiefs.)
Baba, a Hausa woman of NigeriaSlide7
Document #6 this survivor’s account of the British wars of imperialism illustrate the savagery of their conquest both by the British (white people) and their native collaborators. The purpose is the show the mistreatment of the Ndebele people under Cecil Rhode’s leadership ( Rhode’s wished to build a Trans-continental railroad from Cape town to Cairo) . This document also illustrates the power of the Maxim gun as a tool of imperialism. An account from a local collaborator would serve to illustrate how and why they worked with Rhodes rather than their local African people.
Background: As British forces advanced northward from the Cape Colony toward the Zambezi River in the 1890s, they overran the Ndebele people, who occupied rich lands in the region near the site of the ruins of Great Zimbabwe. Angered by British brutality, Ndebele warriors revolted in 1896 to throw off their oppressors. Despite their great superiority in numbers, British units possessed the feared
Maxim gun, which mowed down African attackers by the hundreds. Faced with defeat, the Ndebele king, Lob ungula, fled into the hills and committed suicide. In the following account, a survivor describes the conflict.) Ndansi Kumalo, a personal accountSlide8
Document #7 this Indian nationalist who has seen many of his fellow people fights and die for the British should unite using the principles which the British helped to unite them (Indian National Congress, All Muslim league, Education, infrastructure, mutual animosities of the British). He identifies that , while diverse, India should unite( his audience being both people of South Asia and the anti-imperialists in the world. “
A true unity is like a round globe, it rolls on, carrying its burden easily; but diversity is a many cornered thing which has to be dragged and pushed with all force. Be it said to the credit of India that this diversity was not her own creation; she has had to accept it as a fact from the beginning of her history
. An excerpt from Mohandas Gandhi's Village Swaraj would illustrate the impacts of nationalism out of imperialism and the voice of the birth of an independent India (1948)
(Background: In this passage from a book written at the height of World War I, the author seeks to persuade his readers that the common destiny of all humanity is more important than that of an individual nation or people.) Rabindranath Tagore, Nationalism in IndiaSlide9
Document #8 this anonymous document ( probably for fear of reprisal) uses nationalist and religious fervor to persuade the Vietnamese (although fragmented under 3 provinces) to fight despite some problems(French had better artillery and local conspirators). The author hints at successes (French generals killed) and warnings ( Vietnamese scholars who “
Do not envy the scholars who now become provincial or district magistrates [in the French administration]. They are decay, garbage, filth, and
swine”) the purpose was to continue the fight for independence. A document from a French soldier would provide a perspective as to intent and reaction to “insurrectionists’ in “French Indochina”.(Background: In 1862, the Vietnamese imperial court at Hue ceded three provinces in
southern Vietnam to the French. In outrage, many patriotic Vietnamese military officers and government officials appealed to their compatriots to rise up spontaneously and resist the foreigners. The following passage is from an anonymous document written in 1864) An appeal to resist the FrenchSlide10
From 1750-1900 the effects of European imperialism led to the birth of nationalism within the colonies and colonists who led movements against , the exploitation of the land, labor and capital of Africa and Asia . The benefits the Europeans used to justify the Christianization, capitalization and civilization were met with fierce opposition and illustrated far more malevolent abuse than benevolent gain.
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