Impact Of 19th Century European Colonialism History Essay

Impact Of 19th Century European Colonialism History Essay This paper will examine the impact of 19th century European Colonialism on the Third World. Firstly I will provide a definition of the terms colonialism and Third Word, secondly I will try to evaluate this term in historical context of 19th century affairs which led to colonisation of Third World countries. I will also define countries have been colonised and name the colonising countries to provide clear picture of the subject stated above. Further I will present the arguments which will help me examine the impact of colonisation and evaluate the outcomes of this process. In the final part I shall try to add my personal opinion about colonisation in 19th century and its impact in current world politics. To understand the term colonialism we need to go back in the history and perhaps start from the ancient Greeks, who set up colonies so did the Romans, the Rooms and the Ottomans. The fact is that we cannot give an exact date when this process has started, however we can definitely state that in the 16th century colonialism has changed its dimension due to development in navigation that lead to better understanding of remote parts of the world, which were until then inaccessible. Improvement in fast sailing ships enabled discovering unknown parts of world and discovering new continents, thus severing ties between colonies and centres. Eventually this has led to the process of European settlement and political control over the rest of the world, including both Americas, Australia, Africa and certain parts of Asia. Fieldhouse in West and the Third World is referring to Oxford English Dictionary, in which we find that colonialism comes from the Roman colonia which meant farm or settlement, and referred to Romans who settled in the other lands but still retained their citizenship. Accordingly, the OED describes it as, A settlement in a new countrya body of people who settle in a new locality, forming a community subject to or connected with their parent state; the community so formed, consisting of the original settlers and their descendants and successors, as long as the connection with the parent state is kept up. Fieldhouse (1999, p. ) There is another aspect of colonialism which needs to be mentioned here. This concept is imperialism, which very often is mistaken as synonym of the term colonialism. Both these concepts were forms of conquering new territories which were expected to bring benefits to Europe in areas such as strategies and economics. However when we talk about colonialism we often refer to inhabiting places such as North America, Australia, New Zealand, Algeria and South America, mainly Brazil, that were controlled by European empires. Whereas the term imperialism refers to foreign government representatives administers a territory without settlement, typical example may be the scramble for Africa in late nineteenth century. In this essay, however I am going to be referring to colonialism in context of political domination between sixteenth and twentieth century, and nineteen century in particular. The Third World is a more difficult concept to be precisely defined. According to D.K. Fieldhouse Third Word form has been established as designating the non-capitalist and non-imperialist countries and colonies Fieldhouse (1999, p. 2) at the Bandung Conference of non aligned states in 1955. Thereafter it has become valid to indicate those Latin American, African and Asian countries that were politically detached from economic powers such as United States and the USSR. One of the propagators of colonialism in the early nineteenth century was Wakefield. In the book A View of the Art of Colonization, he claims: Colonies, therefore, are naturally exporting communities; they have a large produce for exportation. Not only have they a large produce for exportation, but that produce is peculiarly suited for exchange with old countries. I consequence of the cheapness of land in colonies, the great majority of the people are owners or occupiers of land; and their industry is necessarily in great soil, food and the raw materials of manufacture. In old countries on the other handit may be said that manufactured goods are their natural production of export. These are what the colonists do not produce. The colony produces what the colony wants. The old country and the colony, therefore, are, naturally, each others best customers. Wakefield (1849, p. 83) While this argument of complementarity was well suited to the early history of settlements societies from early Spanish America to nineteenth century Australia, New Zealand and Canada, it was also applicable, in modified form, to other parts of the world, notably tropical Africa and South-east Asia, which came under greatly increased European commercial influence during the later nineteenth century. Many parts of Africa, however well developed their internal and regional trades might be, lacked markets for greatly expanded production, particularly of bulk commodities. The establishment of overseas markets for existing products, such as palm oil or groundnuts, or innovations such as cocoa, rubber and coffee, provided a stimulus to expand land and labour utilization. This type of development, which was found also in the expanded rice production of parts of South-east Asia, did not normally require radical change in modes of production or costly new equipments. It was, therefore, potent ially cost-free to these societies, unless concentration on an export crop resulted in dependence on imports of foodstuffs that had been replaced by cash crops for export. To help me analyse the question of impact of 19th century colonialism I would like to look at Britain conquering of India. During the 19thcentury a succession of Governors General continued the British conquest in India. It has started from East India Company, which was founded by British trades initially to trade with India. Eventually British succeeded in capturing great part of India. Some Indian kingdoms were forcibly taken with military might and ruled directly as part of Indian government. By 1830 almost all of India was under direct or indirect control of Britain. More than half of the Indian provinces were directly governed by the Indian Civil Service, the remaining parts of the country called princely states were ruled by Rajahs, who were controlled by British Residents, who lived in the capital of the state and kept tabs on them. In mid 19th century India was governed by London through a Viceroy in Calcutta. The Indians were traded as slaves to other British colonies. According to D.K Fieldhouse Britain has led India to becoming a poor country; First, free trade had largely destroyed much of Indian industry, particularly that in cotton textiles, resulting in the de-industrialisation of the country for the benefit of British manufacturers and traders Fieldhouse (1999, p.35) Fieldhouse continues emphasising that development of India was stopped by rigorous free trade, which did not provide any form of protection for small industries. Real resources were drained from India to Britain, as a cause of obligatory payments for British military expenses and salaries of British officials. The combined effect was to condemn India to perpetual poverty as a nation forced to be a producing country for benefit of Britain. The British introduced modern technology with the intention to sell manufactured goods like textiles and machines for profit. In the process of trying to make a profit and exploiting India, the British did of course benefit India. They built railways throughout India in order to make everything readily accessible. They established Law Courts, civil services and transport systems. They also established factories, schools and universities to introduce western ideas and to incorporate the idea of democracy. Missionaries came to India and spread Christianity. This was all done in the name of Britains economy. (http://library.thinkquest.org/17282/history.html) The European colonialism of the world brought great things but the price colonized countries paid for it was also enormous. When analysing the final product of colonialism we can see two parallels, one is the lost of national identity or strictly speaking cultural identity, and the second is the changing of social structure and hierarchy. However colonialism, in as much as it was a vehicle for the export of Western technologies, also spelt the export of these ideas. Marxism views colonialism as a form of capitalism, enforcing exploitation and social change. Working within the global capitalist system, colonialism is closely associated with uneven development, he thought. Hence Marx himself regarded colonialism as brutal precondition for the liberation of these societies: England, it is true, in causing a social revolution in Hinduistan was actuated only by the vilest interests, and was stupid in her manner of enforcing them. But that is not the question. The question is, can mankind fulfil its destiny without a fundamental revolution in the social state of Asia? If not, whatever may have been the crimes of England she was the unconscious tool of history in bringing about that revolution Marx (1973, p.306) One of the Enlightenment thinkers Diderot was very critical of the barbarity of colonialism. Diderot was one of the most forceful critics of European colonization. He argued that it was not genuine intention of Europe to civilize the rest of the world. In his book Histoire des deux Indes, he counter argued the view that indigenous people benefit from European civilization and opposed that the European colonists are the uncivilized ones. He claimed that culture national character- helps to inculcate morality and reinforces norms of respect, but these norms tend to dissipate when the individual is far from his country of origin. He believed that colonial empires frequently become the sites of extreme brutality because when the colonists were far away from legal institutions and informal sanctions, the habits of restraint fell away, exposing natural mans full instinct for violence. (http://plato.stanford.edu/entries/colonialism/) In the book of Water Rodney How Europe underdeveloped Africa, author emphasises that European colonialism destroyed the native viability of African societies and their capacity for sustained development, leaving them marginalized helots on the periphery of the western capitalist world. He summed this up by saying Africans went into colonialism with a hoe and came out with a hoe Rodney (1973, p.239) To aid understanding about his point of view Fieldhouse is using another author, Jean Suret- Canale. Fieldhouse emphasises that particularly in West Africa, mainly French trading companies, which were dominating these territories had no genuine interest in economic development. they merely wanted to export commodities and sell imported consumer goods. Fieldhouse (1999, p. 165) To conclude the legitimacy of colonialism is still visible today through examining the causes of poverty and underdevelopment in Third World countries. In many of the Third World countries commodities production for export, was in no sense an optional, and certainly not a sufficient condition for sustained economic growth. Its success or failure seems to have been in direct proportions to the extent to which this forcible linking of peripheral countries with the West injected and nurtured the virus of capitalism, or modernisation. In the British settlers colonies colonization did this very effectively, in most tropical dependencies the effects were limited. The relative poverty of many Third World countries reflects this particular failure. Yet the modern experience of a number of one-time colonies in South-east and East Asia also suggest that colonial rule and foreign trade may lay the foundations for much more dramatic economic development as part of international division of labou r.

Marine Corps

I want to be a Marine Corps Officer to serve my country. It is in my blood That is my first priority and will always be my first priority. Yes, it is great that an NROTC scholarship would pay for my tuition and fees and so on. However, one cannot put a price on the pride and dignity of being an officer in the Marine Corps. No one in the world has greater talent, leadership, and determination to take the initiative, than a Marine Officer. Through Varsity sports, DECA, and over sixty community service hours, I’ve learned how to lead a team, work with others to accomplish a mission, and that being a leader is hard work. However, there is no doubt that I am ready and willing to take on the challenge of being a leader. A leader of men who are the proudest and most feared warriors in this world, a leader of Marines. I live for challenges like these and I am mentally, physically, and morally capable of achieving this dream of mine. This career I strive for is something I’ve wanted to do since the first day I spoke with a Marine Corps recruiter. Marines have something about them that seperate themselves from the other military branches. That â€Å"something† is what I am looking for and is what I need. I believe the Marine Corps can make me into something greater than myself, something that demands greatness. The only thing I am missing is the oppurtunity. Give me the oppurtunity to prove to you and our country that I am a leader and that I have what it takes to become one of the few who can lead Marines.

High Quality Nursery Schools For Poor Children Essay

As we know, poverty is ubiquitous phenomenon all over the world. Some people continually complain that they are just getting the minimum salary, and the society does not help them to shake off poverty. In most of their life time, they have to face the reality to deal with the difficult situations that they find unfair. However, poverty affects children who have no abilities to get through it that is really unequal in the world. Children who live in poverty may lack confidence at school age because their outfit and house. These children also have no sufficient food to eat and less money to take the medicine during their illness. Therefore, the poor children may become weak and their health is threatened by ingesting less nutritious food. In addition, a poor family results in low parental education, which may affect children’s value in his whole life. All in all, the solution for these problems is high quality nursery schools should be set up to support poor families more in ter ms of raising the next generation for growing healthily. Living in poverty, when kids get to school age they are looked down and bullied by their classmates. So these kids obviously have less confidence to face their life. They also recognize that the material condition of their lives is so important to have an equality view. Randall Williams said â€Å"I was ashamed of where I lived. I had been ashamed for as long as I had been conscious of class.† (Randall Williams, Daddy tucked the blanket, 2000, Page 1) He lived in a poor family that frequently moved. For him, he had no courage to invite his friends to his house. Children growing up in poor families may lead to a pessimistic attitude for lives. They have no dare to show themselves even though their skills or talents are standout. Moreover, without confidence, these children do not allow themselves to pursue their dreams. For example, when I was at primary school, my parents also struggled in low-wage jobs. At that time, I was very interested in playing piano and it appeared in my brain over and over again. However, I had to give up my dream because my family could not afford to buy a piano and its lessons. I can clearly remember that piano played a dominant role in my childhood and I gave it up in despair. This experience generates the tragic view of life and losing the confidence of future. Therefore, impoverished children result in a negative impact of less-confidence. For this situation, I think the public child-care centre for poor children can be more helpful to them. All the kids come from similar families, and they are commonly communicating to each other without any prejudice. Children raised in household not in possession of a good fortune are conditioned that they cannot receive the healthy diet and medical treatment. They are restricted in terms of less food to eat because it costs money. Every so often their wishes go beyond their patents’ means, and they have to come to terms with the resulting sense of rejection. Charles Oberg said â€Å"It directly influences the abilities of families to meet their children’s basic needs and provide societal minimums such as shelter, nutrition, and health care.† (Charles Oberg, The impact of childhood poverty on health and development, 2003, Page 2) What does he means? Children who live in poor family may not be provided the fundamental needs. So they have suffered from some diseases and starvation. These effects totally threat their young body which is growing up. However, the high quality nursery school can exactly solve this problem. For example, the Head Start program is very popular to help poor children in terms of healthcare and medical guidance. The research from Health Care Institute said that â€Å"Healthcare costs could be reduced annually by at least $554 per family when Head Start parents are given easy-to-understand healthcare guidance that increases their health literacy.† (Ariella Herman, Ph.D., HEALTH CARE INSTITUTE, March 2007) So if the nursery school could provide this program for the basic parental help, poor children would not only suffer less pain from any diseases, but also they would save money to buy more nutritious food. On the other hand, some people argue this kind of investment is too expensive to implement. But, according to the Health Care Institute, an average program investment is $60 per family, but the potential saving is getting 554.72. (Ariella Herman, Ph.D., HEALTH CARE INSTITUTE, March 2007) It is showed that this kind of investment is obviously worth, and more and more individuals benefit from this program. There is also an example from the Head Start program. One of the success stories was that Shae-Lynn almost died at 3 years old by seizures and medication. But her mother sent her to Benton Franklin Head Start. In the following year, she had almost cured and her study on longer was a problem. (Andrea Nelson, Benton-Franklin Head Start) The head Start totally changed her life. Moreover, every patents hope their children will have a reasonable environment to grow up rather than an unhealthy childhood, and the nursery school can figure it out. The most important impact of poverty is on parenting, which influence in their kids during whole life. Specifically, young couples not only pay less attention to their kids, but also they not have the time for this because of struggling for their work. Therefore, many kids cannot feel loved from their parents. It is cruel for them because their little heart is so easy to break and hard to fix. Otherwise, children who are lacking of parenting are allowed to behave as they please. For example, Jo Goodwin Parker said â€Å"Poverty is looking into a black future. Your children won’t play with my boys. They will turn to other boys who steal to get what they want. I can already see them behind the bars of their prison instead of behind of the bars of my poverty. Or they will turn to the freedom of alcohol or drugs, and find themselves enslaved.†(Jo Goodwin Parker, What is poverty, 1971) It is precisely that kids need a good parenting to bound their behavior and awareness of c ode of ethic. However, their parents entirely do not involve this recognition in terms of improving preprimary education and giving more attention. There is a statistics from the impact of childhood poverty on health and development that said â€Å"A 1988 study by Zill and Schoenborn found that children living in families with annual incomes below $10000 had a 25% higher rate of emotional and behavior problems than their counterparts from families with annual incomes over $40000.† (Charles Oberg, The impact of childhood poverty on health and development, 2003, Page 2) It is indicated that children who raise in poor family tend to be more misbehaved no matter the numbers may change up or down for now. Parenting should assume the responsibility for this tendency. They cannot offer a bit more material things, but they should spend more time focusing on their kids in emotional ways. Above all, I believe that parenting classes should be established in nursery school to help them to do this. The society should fund this kind of parental support, because this is no longer a problem for individual families, but for society as a whole. In short, firstly, I have to admit that the government has to allocate much money that comes from all society tax revenue to support poor children. Nevertheless, if children benefit from nursery schools, they who brought up by parents of low economic status usually grow up to be physically, mentally independent as same as the others and tend to be more confident, physical healthy and well-behaved. Throughout the whole childhood in nursery school they are tempered by the experiences of parent’s denial their requests and frugality is inculcated into their minds as a merit. They will have more confident to strive for their study and work with a strong body and good behavior. Therefore, if nursery schools could be established, the all society would benefit. Reference Herman, A. (2007). Healthy care institute. (Unpublished doctoral dissertation) http://www.anderson.ucla.edu/documents/areas/ctr/jandj/HCI_exec_report_06.pdf Nelson, A. (n.d.). benton-franklin head start. http://www.wsaheadstarteceap.com/success_stories.html Oberg, C. (2003). The impact of childhood poverty on health and development. Healthy Generations, 4(1), 12. http://www.epi.umn.edu/mch/resources/hg/hg_childpoverty.pdf Parker, J. G. (1971). What is poverty. America’s Other Children, p. 2. Williams, R. (2000). Daddy tucked the blanket.

Franklin Roosevelt A Man Of Hope - 1512 Words

Franklin Roosevelt: A Man of Hope Third Draft Megan Stone To be president, it takes a great amount of courage and boldness to withstand all the pressure and stress of an entire nation. When America was at its lowest point of hope, one man stepped into presidency and changed America’s outlook on the country. His decisions made an impact on America and also America’s allies. This man knew that the decisions he made would not only affect the present time, but also the future. If it were not for Franklin Roosevelt, America would not be at the place it is today. Many problems came Franklin’s way during his presidency, but his hope and determination helped him succeed. Franklin Delano Roosevelt dedicated his time and most of his life to help†¦show more content†¦When he grew up he wanted to be a sailor and go to a Naval Academy (Hook 6-94). Also, his goal was to have a successful education (Hook 6-94). Until he was fourteen years old, he was home schooled by his mother, along with governors and tutors (Ho ok 6-94) (â€Å"Franklin D. Roosevelt†). When he turned fourteen, Franklin went to Groton School where he maintained good grades (Maney 452-463). Groton was known for having athletic students, but Franklin was not (â€Å"Franklin D. Roosevelt†). However, he signed up and tried out for almost every activity the school presented (Hook 6-94). Although Franklin was too small to be good at baseball and football, he did participate in boxing, tennis, golf, and choir (Hook 6-94). Franklin developed good speech skills, which led him to be a key member in the school’s debate team (Hook 6-94). His fourth and final year at Groton was his best (Hook 6-94). He averaged B grades and was put in charge of younger students (Hook 6-94). In the year 1900, Franklin went to Harvard University where he maintained C grades and joined the Alpha Delta Phi fraternity (â€Å"Franklin D. Roosevelt†). While at Harvard, he enjoyed working on the Harvard Crimson Newspaper (Hook 6-94). Franklin graduated in three years with a degree of history (Nardo 4-56). He enrolled a fourth year to continue working on the newspaper because he loved it so much (Hook 6-94). After he finished his fourth year, he went to Colombia Law School and studied