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Chinese, Yue / Cantonese

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Chinese, Jin

Chinese, Min Nan

Persian, Dari

Persian, Western

Polish

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Chinese, Xiang

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World History 2

<OpenstaxParagraph>
	On the heels of the soldiers who first opened countries in Africa, Asia, and the Pacific to agents of businesses came others seeking to bring what industrializing countries thought was valuable. Many from the United States and Europe considered it the duty of citizens from the industrialized—or as they phrased it, the “civilized”—world to bring the benefits of western culture to the conquered. According to <OpenstaxTerm>social Darwinism</OpenstaxTerm>, a theory then popular in Europe and the United States, some groups of people become stronger and more powerful because they are naturally superior. In this view, those of European ancestry could impose their will on others because they were innately “better” and their societies more advanced. Jules <OpenstaxTerm>Ferry</OpenstaxTerm>, the prime minister of France in the early 1880s, stressed that such domination was not only the duty of “superior” peoples but also their right. The “benefits” brought to the colonized typically consisted of religion, education, western clothing, and “character-building” sports like soccer. The British also introduced <OpenstaxTerm>cricket</OpenstaxTerm> to colonies in Africa and Asia, and <OpenstaxTerm>baseball</OpenstaxTerm> came to the Caribbean from the United States. The introduction of these sports was thought to teach people supposedly western values like fair play, teamwork, and competitiveness. The French called this aspect of imperialism “the civilizing mission.” Colonizers also typically erected an infrastructure in the lands they controlled, building roads and <OpenstaxTerm>railroad</OpenstaxTerm>s and establishing secure water systems and telegraph lines.
</OpenstaxParagraph>
<OpenstaxParagraph>
	As the thinking went, people had been conquered not to deprive them of their wealth but to introduce them to the benefits of civilization through the generosity of the industrialized country. This view no doubt served many as merely a cover for baser motives. Others, however, truly believed that African, Asian, and Pacific Islander societies were being improved by the adoption of the hallmarks of western civilization, such as <OpenstaxTerm>Christianity</OpenstaxTerm>, monogamous marriage, and fashions that covered the entire body. This was the attitude taken by English writer Rudyard <OpenstaxTerm>Kipling</OpenstaxTerm> in his pro-imperialist poem “<OpenstaxTerm>The White Man’s Burden</OpenstaxTerm>.” In the first stanza of the poem, written in 1899 in response to the U.S. acquisition of the Philippines, Kipling expresses his belief that it was the White conquerors who suffered at the expense of the conquered people of color, who are portrayed as uncivilized and in need of guidance by people of a biologically and culturally superior race:
</OpenstaxParagraph>
<OpenstaxBlockquote>
	<OpenstaxParagraph>
		Take up the White Man&#x27;s burden—<OpenstaxBr /> Send forth the best ye breed—<OpenstaxBr /> Go, bind your sons to exile<OpenstaxBr /> To serve your captives’ need;<OpenstaxBr /> To wait, in heavy harness,<OpenstaxBr /> On fluttered folk and wild—<OpenstaxBr /> Your new-caught sullen peoples,<OpenstaxBr /> Half devil and half child.
	</OpenstaxParagraph>
</OpenstaxBlockquote>
<OpenstaxParagraph>
	As Kipling’s reference to the “half devil” nature of people of color suggests, <OpenstaxTerm>missionaries</OpenstaxTerm> played a prominent role in the civilizing mission. They were often the chief means by which the “gifts” of civilization were brought to people. All the imperial powers except Japan sent missionaries to their new colonies. Roman Catholic clergy had already been converting people in European colonies for hundreds of years. Now Protestant clergy and avid lay volunteers established churches and schools to convert the peoples of Africa, Asia, and the Pacific to Christianity and teach them the language of the conquering nation. They also took in orphaned or abandoned children and attempted to assimilate them to the home country’s culture.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Although some missionary activities, like the building of hospitals, may have benefited the Indigenous inhabitants, most others were undoubtedly harmful. Shocked by the practice of <OpenstaxTerm>polygamy</OpenstaxTerm>, missionaries often demanded that men with multiple wives choose one and divorce the others, who then had to return to their families in shame or, if they had no family, live without means of support. In China, missionaries’ insistence that Christian converts abandon the practice of ancestor veneration often caused the new Christians to be rejected by their families.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Many aspects of the “civilizing mission,” whether carried out by missionaries or government functionaries, were believed to benefit the conquering nation and its citizens as much as to help the “savage” inhabitants of foreign lands. Telegraph lines enabled communications, and water systems protected city dwellers from diseases like typhoid and cholera. Literate Indigenous people trained in European values and customs were employed in colonial bureaucracies and police forces. Although such changes may have eventually benefitted the people of the colonized country, they also changed the nature of societies, for example by eliminating traditional jobs, and it was always the case that the colonizing nations benefited the most. Instead of connecting population centers as European railroads did, for instance, <OpenstaxTerm>railroad</OpenstaxTerm> lines in places like Africa led only from the interior to the coast, the better to move to waiting ships the raw materials destined for European and U.S. factories.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		Visit this <a href="https://openstax.org/l/77ImperialSong">site that features the lyrics to several songs celebrating British imperial might</a> to read and listen to songs of British imperialism. How do these songs represent the British imperial endeavor? How would it have made British people feel to hear them? How might it have made Africans or Indians feel to hear the same lyrics?
	</OpenstaxParagraph>
</OpenstaxNote>

9.2.2 The Civilizing Mission

1 Understanding the Past

1.1 Developing a Global Perspective

1.1.1 World History as Preparation for Life After College

1.1.2 World History and Global Citizenship

1.1.3 Features of This Textbook

1.2 Primary Sources

1.2.1 Learning to Evaluate Documents and Images

1.2.2 Documentary Sources: Competing Narratives

1.2.3 Textual Sources: The Importance of Language

1.2.4 Hidden in History

1.3 Causation and Interpretation in History

1.3.1 Levels of Causation

1.3.2 Interpretation in History

2 Exchange in East Asia and the Indian Ocean

2.1 India and International Connections

2.1.1 The Mughal Empire

2.1.2 The Sultanate of Gujarat

2.1.3 The Rise of the Maratha Empire

2.1.4 European Colonialism

2.2 The Malacca Sultanate

2.2.1 The Rise of the Malacca Sultanate

2.2.2 European Malacca

2.3 Exchange in East Asia

2.3.1 Japan

2.3.2 China’s Dynastic Exchanges

2.3.3 Korea and Its Neighbors

3 Early Modern Africa and the Wider World

3.1 The Roots of African Trade

3.1.1 Saharan Trade Routes

3.1.2 The Spread of Islam

3.1.3 The Mali Empire

3.2 The Songhai Empire

3.2.1 The Rise of Imperial Songhai

3.2.2 The Reign of Askia the Great

3.2.3 The Decline of Songhai

3.3 The Swahili Coast

3.3.1 The Rise of the Swahili City-States

3.3.2 Slavery on the Swahili Coast

3.3.3 The Contest for the Swahili Coast

3.4 The Trans-Saharan Slave Trade

3.4.1 The Role of Kanem-Bornu

3.4.2 The Arrival of Europeans

3.4.3 The Later Trans-Saharan Slave Trade

4 The Islamic World

4.1 A Connected Islamic World

4.1.1 Politics and Religion in the Ummah

4.1.2 Islamic Trade Networks

4.1.3 Technology in the Islamic World

4.2 The Ottoman Empire

4.2.1 Culture and Society

4.2.2 Expansion, Revolutions, and Reform

4.2.3 Science and Technology

4.3 The Safavid Empire

4.3.1 The Rise of the Safavid Empire

4.3.2 Establishing Shi‘ism as the State Religion

4.3.3 Safavid Government and Culture

5 Foundations of the Atlantic World

5.1 The Protestant Reformation

5.1.1 The Origins of the Protestant Reformation

5.1.2 Calvinists, Anabaptists, and Anglicans

5.1.3 The Catholic Reformation and the Wars of Religion

5.2 Crossing the Atlantic

5.2.1 The Rise of Maritime Nations

5.2.2 The Columbian Exchange

5.3 The Mercantilist Economy

5.3.1 The Rise of Mercantilism

5.3.2 Mercantilism and the Expansion of Empire

5.3.3 Mercantilism and Its Critics

5.4 The Atlantic Slave Trade

5.4.1 Slavery and the Triangular Trade

5.4.2 African and North American Slavery

5.4.3 The Economics of Slavery

6 Colonization and Economic Expansion

6.1 European Colonization in the Americas

6.1.1 Spain’s Encomienda System

6.1.2 English Settlements in North America

6.1.3 French and Dutch Settlements

6.2 The Rise of a Global Economy

6.2.1 The Seven Years’ War

6.2.2 British Influence in India

6.2.3 China’s Dominance in Trade

6.2.4 Colonial Resistance and Revolution

6.3 Capitalism and the First Industrial Revolution

6.3.1 From Mercantilism to Capitalism

6.3.2 Mechanization

6.3.3 Marxism

7 Revolutions in Europe and North America

7.1 The Enlightenment

7.1.1 The Authority of Reason

7.1.2 Natural Rights

7.1.3 Social Contract Theory

7.2 The Exchange of Ideas in the Public Sphere

7.2.1 Public Debate and Dissent

7.2.2 The Republic of Letters

7.2.3 Academies, Universities, and Intellectuals

7.3 Revolutions: America, France, and Haiti

7.3.1 The American Revolution

7.3.2 The French Revolution

7.3.3 The Haitian Revolution