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A Review for "Musical Passage: A Voyage to 1688 Jamaica"

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A Review for "Musical Passage: A Voyage to 1688 Jamaica"

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The online source gave a captivating look into Jamaica in the year 1688. By supplying features such as images, maps, sheet music, and acoustics people gain knowledge of a time minimally recorded. The source brought a new take on the past by capturing the spiritual and cultural essence of Jamaica’s inhabitants such as the enslaved, marooned, and free population. Music took a step further in entertainment and removed cultural and social boundaries through song. The initial reaction to opening the website was one of interest. The overall mixture of sheet music, font and color, and sounds of the shore accompanied by the period’s music was pleasant. It gave a fresh take on delivering vital information without the typical monotonous bullet points of other sources. The transition of information was aesthetically beautiful, but the mechanics of the musical sources could be arranged somewhere more uniformly from the menu or in arrows. During the different samples of Karomanti and Angola, it would have been pleasing to see someone playing the instrument in video form. The description of the sheet music highlighted the shift in rhythm notation.  Although we see the rhythm change in the music notes, a person might better observe by seeing a person play. The music and the images that accompanied the text later in the reading was pleasing. The connection to the past through music appreciation and expression did so much for the movement in connecting different cultures even though there was little to no record to how the music played initially.

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Welcome to the British Empire Discussion Wall

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Welcome to the British Empire Discussion Wall

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For your first discussion post (ca. 150 words), please share a response to Stephen Sharkey's Introduction to Robinson Crusoe (see link).

In your posts, please address two overarching questions:

1) What role, if any, do you think literature might have played in shaping English views about colonization and the rest of the world?

2) Later this semester we will be reading H. Rider Haggard's novel She. Based on your experience, how should historians approach novels as a potential source for historical evidence?

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Playwright Stephen Sharkey describes his own first encounter with Robinson Crusoe and examines how the novel was shaped by Daniel Defoe's religious dissent, imperialist beliefs and fascination with money.

I first read Daniel Defoe 's novel when I moved to the Stoke Newington area of north London, in 2002. It seemed only polite, as Defoe wrote his classic tale of shipwreck and survival in a house on Church Street. The house has long gone but a blue plaque marks the spot, above the taxi company Defoe Cars (now operating under another name) on the corner of Defoe Road. The Daniel Defoe pub (now also, sadly, renamed) stood opposite. So I started reading Crusoe out of a sense of place, and if I'm honest, a sense of duty and of ticking a title off the canonical list.

Yet I was blown away, as millions of readers have been since the first edition came out in April 1719. Defoe was almost 60 by then, we believe, and Robinson Crusoe was his debut as a fiction writer (let that sink in for a moment). Three centuries on, his work is still read and enjoyed for its extraordinary dramatic verve and the vivid depiction of a mind-bendingly strange experience. Crusoe's consciousness and the arc of his story have been endlessly discussed and studied through the lenses of successive champions, critics and imitators. There is even a literary genre named for the novel: the 'Robinsonade', defined as 'a desert island story' or 'castaway narrative'. Recent examples include the novel The Martian (and its successful movie adaptation), the fantasy series Lost (to which I was hopelessly addicted), and the 2018 Netflix drama Lost In Space, a very successful reboot of the 1960s TV Robinsonade of the same name. Notable literary Robinsonades include J G Ballard's Concrete Island, William Golding's Lord of the Flies, and J M Coetzee's 1986 novel Foe, a brilliant retelling of Crusoe that features Daniel Foe, a money-obsessed writer, as a key character.

Dissenter

Defoe was probably born in 1660 - the exact date is disputed, which seems somehow appropriate, as he thrived on dispute, debate and dissent his whole life. He was a Dissenter with a capital D, born into the Nonconformist, Puritan wing of the English church. That same year the Dissenters were thrown into turmoil by the restoration of the monarchy and subsequently persecuted with revengeful vigour by the established church. Defoe's early years were fraught and anxious: in addition to religious persecution, he survived the plague that ravaged London in 1665 and the Great Fire that razed it a year later. Small wonder that the novels that emerged from him a half century later - Crusoe, Moll Flanders, A Journal of the Plague Year, Roxana and others - were restless and tumultuous, obsessed with fate, their narratives strewn with catastrophic events and heart-stopping reversals of fortune.

The novel's action starts with a shipwreck, but not the shipwreck that casts him away for half his adult life. In a passage of hair-raising, stomach-lurching urgency, the young Crusoe is very nearly drowned in a believably apocalyptic storm off the east coast of England, on his very first sea voyage. Born and brought up in York, he has run away from home while still a teenager, setting out to travel by boat from Hull to London, his father's dire warning that he will perish if he goes to sea still ringing in his ears:

... if I did take this foolish step, God would not bless me, and I would have leisure hereafter to reflect upon having neglected his counsel when there might be none to assist in my recovery. (ch. 6)

So far, so straightforward: we already know from the 'trailer', or is it the spoiler, of the title page that the meat on the bone is Crusoe's 'eight and twenty years, all alone in an uninhabited island on the coast of America'. We appreciate the dramatic irony of Father Crusoe's warning and are ready to move on. But Defoe has more to offer than a nakedly exciting narrative, and in the next paragraph he sketches in a skilful image of the father's anguish. For he has already lost a son, Crusoe's brother, after failing to deter him from joining up to fight in 'the Low Country wars' (ch. 1), and is desperate not to lose Robinson to foreign adventure: 'I observed the tears run down his face very plentifully, and especially when he spoke of my having leisure to repent, and none to assist me, he was so moved, and broke off the discourse, and told me, his heart was so full he could say no more to me' (ch. 1).

Slavery and imperialism

Growing up in the 1970s in Liverpool I was dimly aware of the historic centrality of the city to the global slave trade, the economic forces of capital brought to bear on the working class to which I belonged and the exploitation of indigenous peoples in far-flung places. As a professional writer immersed in the politics and economics of his day, Daniel Defoe was attuned to the burgeoning power of British imperial drives and thoroughly familiar with the psychology of the acquisitive colonist - not least because he was one himself. In 1711, while an adviser to Britain's chief minister Robert Harley, he worked on plans for a colony 'on the Continent of America, and in the Midst of The Gold, Silver and Other productions with which the Spaniards have So Enrich't Themselves, and which The English are Much more capable to improve Than They'.

Letters from Daniel Defoe to Robert Harley, 1703‒14

In this letter, dated 23 July 1711, Defoe outlines his 'Proposall for Seizing' and 'forming an English Collony' in South America.

Usage terms

Public Domain in most countries other than the UK.

Eight years later, Defoe created Robinson Crusoe and shipwrecked him off the coast of South America. Two centuries on, his great admirer James Joyce delivered a lecture describing Crusoe as

the true symbol of the British conquest ... cast away on a desert island, in his pocket a knife and a pipe, becomes an architect, a knife-grinder, an astronomer, a baker, a shipwright, a potter, a saddler, a farmer, a tailor, an umbrella-maker, and a clergyman. He is the true prototype of the British colonist, as Friday (the trusty savage who arrives on an unlucky day) is the symbol of the subject races. The whole Anglo-Saxon spirit is in Crusoe: the manly independence; the unconscious cruelty; the persistence; the slow yet efficient intelligence ... the practical, well-balanced religiousness; the calculating taciturnity. Whoever rereads this simple, moving book in the light of subsequent history cannot help but fall under its prophetic spell.

Crusoe is for Joyce a pen portrait of much he despises and admires in the English, the cruel and intelligent subjugator of races (including Joyce's own, of course, the Irish).

But Defoe does not consciously write about slavery from a political or ethical perspective. Slavery to him is simply part of how the world works in the early 18th century, and many long years before his domination of Friday Crusoe experiences his famous shipwreck - both the undoing and the making of him - on a slaving expedition driven by naked profit. What is perhaps less well known is that in the early part of his first-person account of his 'strange and surprising adventures', Crusoe is himself enslaved, when the trading ship on which he is travelling is boarded and ransacked by corsairs, pirates from Morocco. The pirate captain chooses the young Robinson to be his house-boy.

[I] was kept by the captain of the rover, as his proper prize, and made his slave, being young and nimble, and fit for his business. At this surprising change of my circumstances from a merchant to a miserable slave, I was perfectly overwhelmed. (ch. 2)

This is one of Defoe's many masterful reversals. Robinson spends two years as a slave, though he is treated well enough. Eventually he makes his escape ... his fortunes rise ... he makes a very good living as a plantation owner in Brazil ... until the catastrophic decision to mount an illegal slaving expedition to West Africa. So it is that he comes to doom himself to 28 years' 'captivity' on an island off the northern coast of South America.

... as I walked about, either on my hunting or for viewing the country, the anguish of my soul at my condition would break out upon me on a sudden, and my very heart would die within me, to think of the woods, the mountains, the deserts I was in, and how I was a prisoner, locked up with the eternal bars and bolts of the ocean, in an uninhabited wilderness, without redemption. (ch. 8)

Money

The author's own life experience provided the fuel for the burning intensity of Crusoe's suffering; Daniel Defoe had been imprisoned for debt, and for writing The Shortest Way With The Dissenters, an essay so provocative that he was convicted on the charge of seditious libel. All his adult life had been a struggle - for liberty of religion, freedom of thought and financial security. Defoe had a feverish fascination with all aspects of commerce and investment - but unfortunately he had no talent for any of it: money flowed through his fingers like water, and it is good to bear this in mind when reading Crusoe's adventures. There's a wonderful moment during our hero's titanic effort to salvage every last item from the wreck of the ship when he finds a hoard of coins and is struck by their sudden worthlessness: 'O drug!' said I aloud, 'What art thou good for? Thou art not worth to me, no not the taking off of the ground ...'' (ch. 4). But old habits die hard, and he takes the coins along with all the presently useful items (scissors, knives and so on). This money is not forgotten and it reappears near the end of the book, 'so long useless that it had grown rusty, or tarnished, and could hardly pass for silver till it had been a little rubbed and handled' (ch. 19). Waste not, want not.

Letters from Daniel Defoe to Robert Harley, 1703‒14

In this letter (written c. May‒June 1704), Defoe alludes to the scandal that led him to prison. He uses an image of shipwreck to describe his many 'Misfortunes', worrying that he might not 'Get ashore again'.

Usage terms

Public Domain in most countries other than the UK.

Influences, motives, legacy

There is still considerable doubt surrounding Defoe's sources and influences. Where did Robinson Crusoe come from? Was it an entertainment inspired by first-hand accounts of men such as Alexander Selkirk, the famous castaway, who spent four years marooned on a rocky island off the coast of Chile? Was it a spiritual allegory penned by a devout Christian, a kind of cryptically autobiographical thriller designed to offer the reader reflections on divine Providence and the vanity of worldly ambition? Or was Defoe simply a voracious consumer of the travellers' tales and reminiscences that abounded in early modern London, and fancied writing a fictional one of his own to cash in on the vogue? We do not know for sure. Perhaps it was a cocktail of these motives, and more. The critic James Sutherland wrote 'Crusoe is not Daniel Defoe. And yet, more than any of his books, it is a kind of day-dream in which the author and his hero dissolve into one another' (Sutherland, J., Defoe. (1965)).

What is indisputable is that through a prodigious act of imaginative alchemy, this journeyman political hack and failed businessman created a story that has achieved the status of myth. Crusoe has joined the likes of Frankenstein's monster, Dracula, Peter Pan and Alice - creations whose fame eclipses that of their creators and have gone on to influence the cultural imagination across the globe.

In 1913, prefacing a new edition of R M Ballantyne's classic 1858 Robinsonade The Coral Island, J M Barrie wrote: 'To be born is to be wrecked on an island'. Like Peter Pan, Barrie's own immortal boy, Robinson Crusoe is forever wrecked, forever imprisoned by 'the eternal bars and bolts of the ocean', and even as we gasp at his loneliness, marvel at his ingenuity, recoil at his arrogance and self-regard and cheer his ultimate escape, all the while we understand that much about Crusoe's solipsism and myopia is what it's like to be alive.

Written by Stephen Sharkey

Stephen Sharkey is a playwright. Originally from Liverpool, he has lived in London for twenty-five years. Among his many adaptations and translations for theatre are works by Dickens, Aristophanes, Euripides, Goncharov, Brecht, Dostoyevsky and F. Scott Fitzgerald. His adaptation of Daniel Defoe's Journal of the Plague Year was broadcast on BBC Radio 4. His original play The May Queen was produced at the Liverpool Everyman and is published by Methuen. In October of this year, Kiln Theatre (formerly The Tricycle) will present the world premiere of White Teeth, Stephen's adaptation of Zadie Smith's celebrated novel.

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Playwright Stephen Sharkey describes his own first encounter with Robinson Crusoe and examines how the novel was shaped by Daniel Defoe's religious dissent, imperialist beliefs and fascination with money. I first read Daniel Defoe 's novel when I moved to the Stoke Newington area of north London, in 2002.

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1)     I think the role literature played about shaping English views about colonization and the rest of the world was to encourage and create excitement. The stories of adventure gave the English readers a desire to be part of colonization. It gave those without an opportunity to try to better themselves. As to how they viewed the rest of the world, I think the literature created a self-view that the English had to dominate and move forward faster than other nations. I think in some cases it even created a sense of superiority for the English.

2)     I think that Historian should understand that a writer will write about things they are familiar with or that things that they have experienced will influence their writing. A historian can gain insight about a period in time or events that happened in a certain time period by reading works from that time period. I believe therefore it is still important for historians to read famous works that may be fiction, because that work will have been influenced by the events that happened in that time period.

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The Role of literature in English society 

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The Role of literature in English society 

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1) I think that literature in the English society of the time, made the rest of the world a adventure. Colonization can fall under it. It made it sound like it was the England's destiny to colonize, but more then that. That we are not going to just colonize like the Spanish. We are going to colonize better. Spaniards find gold in the new world, and well we will find more gold and we will cheaper, safer and with a lot less struggle then they had. Like I said at the beginning it was a adventure and it was to get the people of England fired up to build a empire to last the ages. Also it gave a voice to the people of England, what they thought about the religious persecution of the day, what it was like to live though the Great London fire or the plague. But it did it in a way that the only the people of England could understand, and without the risk of being punished for have a different option.

2) With saying that, using novel from the time for historical evidence. The answer would have to be no. If anything what we today can get out of novel from the past is what was the mindset of the people of that time. In the book She I have only read six chapters in and I can say that the English have a high option of the white man, or that a gentleman was a well versed or educated man. So, novels can at the least give us a window into the mindsets of the era.

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These ongoing protests show us the damage done by the decolonization of Africa is not something that can be undone within a couple months or years so easily. People are still unhappy and are still being killed. The communities of Africa still feel as though they are not heard.

After being exploited they were essentially left to fend for themselves. In an article I read the author discussed the state of Nigeria after decolonization in the 1940s. Within the article he states that of the 30 million inhabitants only 150 people were lawyers and 160 doctors of local origin. These decolonization efforts are in large part

responsible for a majority of the issues Africa

has today.  In present day, Africa is suffering from many political issues because of a lack of

leadership. These political issues then stem to economic and social issues and the problems such as education and health care. This has created a snowball effect and turned Africa into the

corrupted situation that it is today. It is very unfortunate to see the effects of decolonization from  the 50s and 60s be the cause of Africa’s problems for this long. These issues have been around for a while and there are even more but it leaves me to wonder if they will ever recover.

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1.)        During the time of colonization, Literature served as a mouthpiece to the English people. In living during a period of religious persecution and censorship. As mentioned in the article by Steven Sharkey, literary work gave an outlet to a hushed society into the matters of the world. Said was the branching of actions coming from Robinson Crusoe in movies, books, and television series, but in reality, the evolution of political voice through paper surfaces deeper throughout history. The ancient philosopher known as Socrates constantly criticized and challenged authority and eventually met his untimely death because of it. Another philosopher known as Voltaire spent years in prison and exile due to his works involving religion and politics. Through paper Defoe was allowed to speak on topics the thirst of gold, adventure, enslavement,and political and religious conquest.

2.)        Strong ideals in the subject matter had Daniel Defoe and ancient philosophers arrested, but their outlets through literature live on through the centuries by ongoing study and surfacing of different interpretations. Historians should approach novels by trying to interpret the author’s message. In the article, James Joyce showcased how symbolism appeared in Robinson Crusoe as a tool to deliver a more profound message. The Imperialist Historiography drives historians to consider a new interpretation or connection to the past involving matters of British Imperialism.

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English literature could have been used as propaganda to portray the English as being the rightful users of the lands in these far-off places. In relation to its use as propaganda it could show the English as being better than the other peoples that they would encounter in their journeys. The literature could have portrayed the land as beautiful to try and persuade other Englishmen and women to travel to these places as part of a colony.

When it comes to novels as potential sources they could be useful to gather information on the ideas of the time. Not many novels can escape the influences of the time they are written in and this could be used ass context for a paper. Novels help illustrate the ideas and fears of the time such as a sci-fi book that was written in 2012 has a focus on rouge groups attacking a government might indicate that in 2012 people were worried about that.

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About English Literature and Determining The Validity of New Sources

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About English Literature and Determining The Validity of New Sources

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1. Literature and first-hand accounts of sailors, merchants, or other seafaring folk were the only sources of information about the new world and other distant British colonies for the vast majority of British citizens.  Undoubtedly, literature played a large role in educating the British about the rest of the world. I would not be surprised if some literature was made for the sole purpose of shaping the English’s views about their colonies. I can imagine a newspaper printing an article about how many miles of road was paved in India, and about how economic growth such as this was only possible because they are a British colony.

2. Historians should compare as many details from a novel to details from other sources they have previously confirmed to be true. The more details that match, the more likely a source is genuine. Any details that are specific to one book or account should be noted, but not thought of as fact until there is another way to confirm the source.

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Literature and its Role for the British Empire

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Literature and its Role for the British Empire

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1) The British Empire had been founded upon ideas and fears. The ideas that created British Imperialism was the belief that the need to go out and travel the world was necessary for Englishmen. This need had been found upon the understanding that an English audience would have at the time. In addition, this need, at same time, puts out the call for imperialism. If an Englishmen goes out and makes a life in an foreign land, then they would get rich and filled with wealth. Wealth would get an Englishmen to want to travel and conquer other lands. Furthermore, as mentioned by my classmates, this need to imperialize other peoples told other Englishmen that they should conquer other people before they are being destroyed by the people that they wish to control.
2) When reviewing a novel as a source for historical evidence, this would be a decision that depends on the content of the book. If the source is highly representative of the time period, then it would be completely acceptable to use it in one's research. As mentioned by my classmates, novels serve as a way to open up a larger horizon in the topic that they are research. Especially, if they represent the time period. During the early days of the British Empire, novels and other paper sources served as the main way to illustrate a message to a English reader.

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As to the second question for this discussion; how could novels be approached as historical evidence. I am basing my response on the background of reading I have acquired both in a university setting and independently. To apply a close reading to a novel ultimately determines the authors' philosophy. Consequently, reading in the historical sense is beneficial because no matter the age of the novel the reader should interpret the story through the lens of the authors era. A novel can be historical because by definition the novel is a fictional personal narrative with tenets of the time it was written. Determining an era's culture relates closely to what they read at the time, so by reading a story like Robinson Crusoe the 21st century reader will encounter a fictional story which reveals axioms of the 18th century. It may be reasoned that the novel is a good foundation for understanding an eras philosophical questions, path ways, and stratagems.

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A Call for Empire and Gateway to the Past

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A Call for Empire and Gateway to the Past

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1.)   In the case of presenting the imperial idea, a writer could convince their English audience by calling upon their beliefs and fears.  The writer could use attempts to bolster the pride of the English by examining how these other countries were “lesser” than them in accomplishments and thought.  Writers could also call upon the people to support imperialism by presenting other “dangerous” forces.  Essentially, the writer would call upon the readers by stating, “If you don’t want to be conquered by outsiders with no interest in English values, support the Empire!”, and leave the reader with a choice.  Be conquered by other forces or conquer them before they can destroy England.

2.)   For a historian, novels serve as a miniature gateway into the ethos of the time they were written.  A fictionalization of a historical event would not work well if the intention was to get a completely accurate idea of how events played out and who the people were.  Understanding why any novel was made and the time in which it was created can give a picture into the past a historian may be trying to research.

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1.)I think the literature influenced people to explore the world.

Many novels are exciting tales about traveling across the sea or long trips through the desert to find whatever the protagonist is searching for.  During those journeys the characters come across a variety of different people and animals. This is when people start to wonder if there is truth in these stories.

The stories in literature bring curiosity to the readers mind and I believe this made some readers want to explore parts of the world.

2.) I believe historians should tread lightly when using novels as a potential source.  I believe depending on the subject the information the historian is seeking about a person, place or thing within the novel should be compared to other sources to ensure the material is accurate.  Sometimes events or people can be exaggerated or taken out of context for the sake of the readers entertainment.

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1) I think it made it an adventure and got people excited about what was happening. I also feel that people used it as a way to express what they were feeling it gave them a voice that they might not have been able to express otherwise.
2)I do think that some novels can be used as potential source for historical evidance. I feel that people then to write about the stuff happening around them or atleast incorporate thier surrounding into their stories. In my other history class some one said that people tend to crate their monsters based on thier surrounding. It makes sense for people to write ehat they know.

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After reading through two English novels, a question arose:

How do colonists and the colonized differ in ideals when they face a change in external expectations caused by internal doubt? Also, what sort of impact do the clashes of these internal and external forces have upon the surrounding population?

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1) Literature influenced the way people would view the world and actually take into account on thing going on around the world. It was a way for people to tell their stories by expressing themselves. This led people to evidently get out there to see what the world had in store. 

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1) Literature influenced the way people would view the world and actually take into account on thing going on around the world. It was a way for people to tell their stories by expressing themselves. This led people to evidently get out there to see what the world had in store. 

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2) Being able to understand the true content as well as compare to and contrast its differences relating to the time period in which the novel might have been written.

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Literature: Its influence on the views of colonization

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Literature: Its influence on the views of colonization

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1) the literature of the time was widely used to give the reader the sense that colonization was not only a good idea for the british empire, but that it was a good idea for the world, that under british colonial rule, the world would flourish.
2) i believe that the novels of the time often paint an accurate picture of the mindset of the collective culture, whether to attempt to persuade the masses or entertain, the content of a period piece of literature gives a historical look at the culture at the time of its writing.

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Children as Victims and Agents of Societal Change in Literature

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Children as Victims and Agents of Societal Change in Literature

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As we have seen in the literature that we have read, authors often portray children so that they can expose the flaws of the society in which they live. Charles Dickens uses this literary technique often in his literature, as we see in Great Expectations and Oliver Twist.It is more compelling when society negatively affects children rather than adults, which is perhaps why authors use them to further their narratives. Whether or not this is a good thing or bad thing is for readers to decide. Dr. Gillis mentioned that even baby books were used to push the agenda of the British Empire and to further support for colonialism. Though authors are undoubtedly biased, it can often help to look at the more refreshing perspectives of children, rather than the desensitized perspectives of adults. We can observe for ourselves in our own society the common sense and keen observation skills that children possess. I attempted to write about this issue in my last essay, discussing how Charlotte Brontë’s representation of children reflects their wisdom and useful insight, and what they express is often a response the society in which they live. This is such a vast issue and could be discussed in so many different ways, but I think it’s helpful to look at issues in our own society today and use tangible examples. The example that I will discuss is incredibly controversial, as were probably most of the issues that affected children in the Victorian Era as well (divide of social classes, poor orphanage system, slavery, etc.). However, we look back now and their issues are much more obvious to us; so then, if we never talk about them, how are they going to change? The example from today’s society is this: how do we explain to our children that it is legal for a boy to use the girls’ restroom at school, and vice versa, and that they can simply change their mind about whether they are a boy or girl based on how they feel? As we know, childhood is a very vulnerable time, and as if they are not already experiencing an identity crisis and trying to fit in, now the foundation of their biology (what they know for sure…their gender) is rocked by what policy-makers are trying to say is okay. Could it really be that children feel this way and just decide one day that they want to be a different sex than they are, or could it be that adults are using children to push their own agenda, or justify their own decisions? Whether agree or disagree, it is interesting to think about. Sorry this post is so long! I just tried to make it more relatable.

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I definitely believe that english literature has influenced the world in many ways. Literature is a very important part of our history as a country, with authors and poets writing to commemorate that specific time. Literature does not just give you the facts --it gives you the emotions and the struggles people were doing through that textbooks do not always shows. Knowing our country's pastimes are horrible is not the same as experiencing it, and literature gives you that opportunity to be in someone else's shoes. Books, such as "Robinson Crusoe," show you bits of history while drawing you into the emotions the characters, and the author, are experiencing, thus giving you two perspectives of the same events.

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The Victorian period is deeply influenced in the novels, Great Expectations and Jane Eyre. Charles Dickens and Charlotte Bronte made a strong connection with many readers in that time period and others today. The Victorian period had many themes from this era that they used, such as socialism, imperialism, a strong British empire, and much more. For example, in Jane Eyre, a character in the book named Bertha was locked up in Mr. Rochester house (her husband and owner of the mansion that they live in) because she was crazy. However, one can uncover and look deep into a deeper meaning of it. Bertha was of a mixed race and back then not all races were accepted. Charlotte Bronte used imperialism in this point in the book, which during the Victorian period the British empire wanted to lock up cultures that was/did not fit theirs.

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Throughout the three novels we have read so far this semester; Robinson Crusoe, Great Expectations, and Kim, the theme of colonialism plays a vital role in all of them. In Robinson Crusoe, Crusoe symbolizes the English man who sees it not only as his responsibility, but a moral obligation to civilize those he deems to be uncivilized (in his case, mainly minorities). Although not directly confronted, the theme of colonialism is found in Great Expectations as well through the rich characters in the novel. The idea of the "other" plays a vital role in the novel, and serves as an idea for the English looking down on, and treating as "other," those who do not meet their standards for what they deem "civilized." Kim carries this theme by portraying India in a way that has been obviously altered by the English colonization.

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Producing the Empire: How Manufactured Materials Showcase the Start and Result of British Imperialism

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Producing the Empire: How Manufactured Materials Showcase the Start and Result of British Imperialism

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Within the second catalogue of the Great Exhibition’s industrial works was an entry, number 51 on page 488, about John Wilkinson of St. Helen’s Mills, Leeds.  As an inventor and manufacturer, Wilkinson provided multiple materials that would have been useful in Britain, its colonies, and other countries.  The first was a thin sheathing that was placed along with copper sheathing on the side of the ship.  A thick sheathing was also presented to be placed between logs while building the ships.  Since Britain relied on its Navy to control its subsidiaries, strengthening the ships was paramount in furthering the Empire.  The next items were padding for clothes, cloths, and saddles.  The padding for some of the items contained “India-rubber” which may have referred to a type of rubber product that was produced in and shipped out of India.  As Britain did have control over India, they thought it was sensible to use the materials of the lands they controlled.  This is of course something that we would not agree with today.  As the final presentation, materials for covering pipes that could reduce noise and coloration for coats present what some also might have thought necessary in this time.  The noise reduction could help those at home or at work feel at ease without loud sounds and the coat colors could please those who wished for great looking clothes.  Presented in this one entry is the following: materials used for furthering Empire (ship-building), materials used after gaining from imperialism (control of India), and materials used to comfort the imperial citizens (profit at the expense of others).

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Racial Hypocrisy in Robinson Crusoe and Kim

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Racial Hypocrisy in Robinson Crusoe and Kim

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In reading Robinson Crusoe and Kim I noticed something odd about the way the others and characters described characters of other races. In Robinson Crusoe Crusoe calls Friday, an indigenous man, one of the best men he has ever met. He trusts Friday with his life and has very high esteem for him.  However, he insists that Friday call “Master” and is intent on turning him into a good English Christian. There is an obvious contradiction between Crusoe’s opinions of Friday’s character and his treatment of him. I’m assuming that this bizarre cognitive dissonance may be emblematic of the attitudes of white Englishmen of the time. Whenever they got to know a nonwhite person they can’t help but acknowledge their personhood and enjoy getting to know them as individuals. Despite this, they persisted in simultaneously believing that all races were inferior to them, even though they saw evidence to the contrary in their own day to day lives.

In Kim, Kim, the orphan son of an Irish couple is raised by an Indian prostitute and grows up around the Hindu, Moslem, and Sikh cultures. Kim personally prefers interacting with Indians to Europeans, yet the book still portrays the British Empire as righteous in its quest to conquer, colonize, and “civilize” as many countries as it can.   Again, the contradiction in the way the book portrays various cultures seems to me to be a symptom of how blindly the English believed in the colonial narrative put forth by their government. In a way they were almost brainwashed into a baseless belief in racial superiority. Robinson Crusoe and Kim are both evidence of this.

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Jane Eyre by Charlotte Bronte was written during a time period where women were only expected to cook, clean, and care for their children and husbands. People believed that was all they were capable of doing during the Victorian time period. However, the character of Jane Eyre goes against this thinking in the novel. She makes it known to her boss, Mr. Rochester, that she is a free woman with her own thoughts and opinions, and they will be heard. Even though Jane believes in equality for all and women having their voices heard, she still follows the rules and does her job as the governess of Mr. Rochester's home. This shows that you can still do certain things while still having your voice heard and not conforming to what society expects of you. Also, an interesting aspect of the novel is how English people view French women. They are viewed as being nasty and inappropriate, and they are most definitely not women young ladies should look up to, which is why Jane serves as Mr. Rochester's illegitimate daughter, Adele's, role model of how to be a proper English woman. Jane is used as the example because Adele's mother is a french opera dancer who is no longer around. Charlotte Bronte did a fantastic job of incorporating new views of feminism during the Victorian Era while also showing how strongly French women were judged by the Englishmen.

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As many of us have noticed there are a few reoccurring themes in Victorian literature. The one theme that seems to stand out to me is the element of class. Each protagonist seems to climb the imaginary class ladder and leave behind their orphaned status to become a wealthy gentlewoman/man. (Why are all of the protagonist orphaned?) So, I guess my question is, if class is so important to this time period why do you think that these characters get to rewrite their fate and break the status quo?

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After looking through the catalogs and artifact that I found interesting was a stained-glass window created by Messers Ballantine and Allen of Edinburg. The design depicts a ceremony performed in 1529 in which an heiress, being supported by a knight, is offering a rose to a monarch. In the background a retainer is holding the flag of St. John. I found this to be interesting because the ceremony was performed in 1529, but it was cataloged in a book in 1851.  This shows me that the British empire in the 1850’s valued tradition. Even though they did continue to not perform the ceremony they show their respect to their ancestors by creating artwork like this one.

The second artifact I found meaningful was the Glass Fountain by Messrs Osler, of Birmingham. This artifact was described to be the most striking at the exhibit. I found this one to be meaningful because it portrays the confidence of the Britains.  At the time they were the most advanced civilization and felt they were the peak of humanity, but they also wanted everyone else to know that as well. The regal design of this fountain is why I believe it is meaning because it was made to attract people’s attention.

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After reading the article by Liza Picard I can only imagine what it must have been like to go into the crystal palace . How Picard describes the gleaming sun off of the glass wall of the palace and the rain making it even more beautiful. To the newspaper illustration with all of the different exhibits. To see all the empire and the world had to offer. To see the different "cultures". I chose to out of the catalog two very simple things. One being a marble mantel for a fireplace and a stone vase. Both simple items, but in my option show the wealth and prestige the empire had at this place and time. When i think of the British empire i think of wealth. As liza Picard said in here article the empire was at peace and i fill with this two pieces it shows that heights that people went to in luxury. Also i see different cultural influences on both of this pieces. This wouldn't be possible without the size of the empire or empire in general.

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Looking through volume 3, section 3 class 16 which is leather, Saddlery and harness, skins, fur, and hair, I found on page 518 item 16 tanned walrus hide. I found it interesting that entrepreneurs and business owners were looking at skins of other animals for even stronger materials than cow leather. This display included leather from the neck and back of a male walrus and also cuts of leather from a young walrus. This display also included the head of a male and female walrus. Although this isn’t necessarily an invention, it was interesting to me that walrus would be considered for providing leather when the United Kingdom had access to cows for leather in the 1850s.

Another Item I found in volume 3, page 626, item number 292 were gold, silver and stone pens, pencils, tooth pick, and other items made for the king and queen. These items included gold mounts, crowns, jewels and stones. I find it interesting that an inventor would find need to invent things specifically for the king and queen. It seems these items were made to commemorate the King and Queen.

I think many of the items displayed show that England was not only looking for and trying to make the best inventions in order to make life better or easier, but perhaps they were also looking to display things of great value and quality even if they weren’t really practical or a necessity.

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When reading the article illustrated by Liza Picard, one could see the culture of the British Empire during the event. For example, Dickinson's Comprehensive Pictures of the Great Exhibition of 1851 showed the advancement of the art of the British Empire. The collection and Picard displayed the continuation of an expanding British Empire with better arts and technology. The British Empire was seeing the fruits of the Industrial Revolution in the displays presented in the Great Exhibition. However, there were more works that illustrated this point of view. The main outstanding artifact in the catalogue would a model fire place based off the real one in Buckingham Palace. The piece was made a gentleman called El. Quincey (number 146, pg.50, vol.1). The piece had amazing safety shutters made out of steel and contained a beautiful self-supplying coal vase. Furthermore, the fireplace was decorated with beautiful Venetian Blinds and the safety shutters were revolvable. This artifact would be meaningful as it showed the style and status of the British Royal Family. In addition, the piece explicated the golden age of the British Empire. A time where the Empire would experience nothing but continuous expansion through Africa and Southeast Asia.

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A Display of World Peace or a Show of World Power?

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A Display of World Peace or a Show of World Power?

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Liza Picard gives a mesmerizingly detailed look into history’s “Great Exhibition.”  Through a collaboration of art and industry, the world’s elite came together to put on a display to forever live through the ages of time. Thought and detail went seemingly into all associated with the project. From the architecture of the outer makings of the extravagant “Crystal Palace,” the aesthetically glamorous fountain within the interior, to the featured objects premiered inside, the details all boldly express Power. Queen Victoria and Prince Albert may have planned on the event to be a show of peace in the world, but in reality, the Exhibition served as an event to display competency, skill through industry, and talent through art, and influence in presence. The Elite of the Elite showcased treasures to be displayed. Russia’s vases made of porcelain and malachite that towered over men and America’s soaring eagle rose above for all to see exudes greatness in presence. I found it interesting that Switzerland sent golden watches, as they presently dominate the market in watch brands such as Rolex, TAG, and Swatch. Others transported huge displays of work such as Chile’s lump of gold, France’s towering tapestries, and Great Britain’s top of the line machinery. Symbolically Switzerland has famously held the stance in being watchful in terms of neutrality in war. Was such a small item in stature sent strategically to keep a watch on the more substantial competition?

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One of the items that was shown off as an exhibit was Quinine which was entered by Howards and Kents. Quinine was a symbol of British power in Africa it allowed the British to battle malaria and colonize territories and nations deeper in Africa. Richardson brothers & Co entered refined Saltpeter from the East Indies. Saltpeter was used to make gunpowder that the British would have brought everywhere they went. It helped them in their efforts of gunboat diplomacy to further expand their territory. H.H. Vxax introduced a new design for a birdcage. Birdcages could be seen as material expansion by the British, it could help bring over to England exotic birds from around the globe as they expanded.

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After reading Liza Picards summary and looking through some of the catalogs I could hardly pick a particular piece but I found them very unique in their own way and. Britain was portrayed as an advanced nation. The descriptions boast of the sophistication and elegance of the British inventions. Also, it wanted to showcase the new industry and economy to the public. Even though there were other nations involved the Exhibition focused on displaying the British section first. Some items in those sections were movable machinery, carriages, cotton products, and hardware.  It was a time to show off and The Crystal Palace was a majestic piece in a sense that it was viewed as glass and steel cathedral that operated everything.

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I chose two pieces from countries that were not part of the British empire. The first piece is a goblet, vase, bell, and bowl from Russia. (picture: https://i.gyazo.com/1d569d738cdc439557666f4f69ee2ab9.png) They are made of gold and silver and covered in gems. The great craftsmanship and design lead me to believe they are some of the best that Russia has to offer. The second item I chose is actually two items. They are an identical bracelet and watch-ring. Made with pearls and fine rubies, the two are high quality pieces from Switzerland. (picture: https://i.gyazo.com/73f01317c6b7c33092c03912c000ccd0.png) It seems the major powers of the time were trying to show off how wealthy they were. It would have been a fantastic sight to see what the major powers of the time could come up with. These items and many more reveal a truth about most of the world at the time, not just Britain. The wanting of precious metals and gems (wealth) causes major European powers to exploit other parts of the world. These objects reveal the wealth of other countries, which were less wealthy than Britain.

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The expansion of the British empire could be seen at the Great Exhibition not just in the entries but how they got there. Because the colonies were spread across the globe the transportation to them and back had to be important.  Since the industrial age, steam engines and other technologies that allowed the ships, such as seen on the model merchant ship in Volume I, pg. 53 #133, to go around the globe without worrying about the wind. This allowed the British a chance to go to the far ends of their empire and return with more “exotic” goods that could be used by its citizens. For example, the razors made by Samuel Bradford (Volume II, pg. 591 #26) that he manufactured in Clonmel, Ireland. His razors were made in Ireland, but their handles that he made were of tortoiseshell, pearl, or carved ivory, which had to be gathered from around the empire, then loaded and shipped to Ireland so that they could be made into the handles for his razors. These to me show that not only did the British have the power to go around the globe but that they wanted others to see how illustrious there products could be.

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In our English class we have been discussing the British novel Story of an African Farm. The setting of the novel is in on a 19th century South African farm of Dutch Boer's. I was wondering if your class had discussed the Anglo-Boer war or anything about Dutch/British colonialism of South Africa.

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I think literature played a vital role in shaping English views about colonization and the rest of the world because it allowed authors to use their imagination in the findings of new and exotic lands and people. It gave them a chance to give express feelings about the people they left behind and the adventure that lay before them. It also gave them a chance to express feeling regarding to their own issues with the internal problems going on in their home land and the reason for seeking a life else where. Also, it allowed the to find some sort of explanation as to why colonization was important to the British Empire that changed the working class people driven by economic force. 2.Historians should approach novels as a potential source for historical evidence by researching the topic throughly and use primary sources to ensure accuracy, but they need to be creative in their writings to make it fun and enjoyable for the reader to stay engaged. The story could possibly use fictional characters but the events have some accuracy that their are trying to portray. As a reader I do not want to be confused as to what is fiction and what is real.

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https://archive.org/details/artjournalillust00bradrich/page/90
I picked womens shoes because it showed how women while brief that women played a role in the great exhibition as well as in the British empire. The shoes are made for small feet and embrodery for design fit for a queen. this showed superiority even with the women with in the British Empire.
https://archive.org/details/artjournalillust00bradrich/page/322
Next I picked The jewels of the Queen of Spain. It shows great wealth because it is made out of diamonds, sapphires, and rubies. What is interesting is that the peice is called jewles for the Queen of Spain and yet they were exhibited by M.Lemonier of Paris.

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Online resource Review: Slave Revolt in Jamaica

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Online resource Review: Slave Revolt in Jamaica

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When I looked into the Slave Revolt in Jamaica interactive map by Vincent Brown I was impressed. This resource made the slave revolt feel more real and tied together the patterns of the revolts and the moves the slaves and British troops made to crush the revolts. I learned that the revolts were like a game of cat and mouse, and both sides were chasing and trying to outflank the other one. I think that this can of online resources can be useful if you wanted to learn about the slave revolts in Jamaica in a more organized way. This is specially true for someone who may have never known about the slave revolts had happen. This is not a source I would use for a paper or official school project. I feel that this can be expanded into other periods and events in history. one great example is the American civil war would benefit greatly form a resources like this and could be used in classrooms and help the students better understand his important years of our nations history. The list could go on and on about what this form of media could be used for. As a future educator I would use this type of resource along side of the information learned in the normal lectures.

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Hi Hist 4347! Instructions for the third discussion post are in blackboard. This post should address two overarching questions. First, what is Jacobs's argument about the removal of indigenous children in the United States and Australia? Secondly, she links these policies to concepts of motherhood - how does this relate to material addressed in Philippa Levine's chapter on gender and sexuality?

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First, what is Jacobs's argument about the removal of indigenous children in the United States and Australia? Secondly, she links these policies to concepts of motherhood - how does this relate to material addressed in Philippa Levine's chapter on gender and sexuality? I believe the argument isthat while both American and Aboriginal indigenous children experiencedthe same horrific experiences, some Americn Indians were able to over come the loss of their form way of life to claim the borading schools as their own new family and new way of life to benift their own purpose. Also, Child removal and placement into instutions helped break a childs connection to kin and their homeland and to integrate them into a gender system like that of western civilization.  This relates to material addressed in Philippa Levine's chapter on gender and sexuality becasue the girls would be taught how to sweep, cook and clean. While the boys would preform labours jobs. Punishment was also very degrading they would dress up girls as boys and vice verse sa, making a mockery of them as a form of punishment. Girls were forced to dress a certain way and boys had to wear troussous. Girls would be checked to make sure they wore their undergarments properly. There was also sexual abuse going on inthe instutions and treatment of girls by teachers looks the same as how indiginous women were forced into se slavery.

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The work written by Margaret D. Jacobs displayed that the idea implemented by both the Americans and British were similar in the harsh treatments indigenous children as they were adapted into the supposed civil society. The traits between the two styles of assimilation in the American West and Australia forced the native peoples of the land to surrender their children out of fear and treated the children in child abuse approaches. For example, children were beaten and humiliated in the schools if they would forgo their native language and customs. In addition, these systems would hardly let the children under their tyranny to see their native family.
When compared to the argument of Leving British Empire: Sunset To Sunrise, there were some noticeable similarities between the two arguments. The two showed the colonized were always mistreated by the colonizers. For example, men born in the colonized regions were treatment in a less respectable attitude when compared to the men living in the British Isles. Levine and Jacobs are connected to each through their own respective focuses within their works. Jacobs would be linked to Levine as these colonized individuals were raised to be raised in the conditions described by British Empire: Sunset To Sunrise.

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A Lost Identity and "Great White Mothers"

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A Lost Identity and "Great White Mothers"

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1. Jacobs presents the policies towards the Native American and Aboriginal Australian children as like imprisonment or a strenuous boot camp.  The children would have their tribal identities stripped and their cultural customs ignored as the people who oversaw their education and training tried to remake them into a new social construct.  The idea was to bring them into the preferred identity of America and Britain respectively and “fix” their ways of life.  The harsh punishment, the strenuous work environment, and poor living conditions were all a part in the breaking of their old identity to replace it with the new identity of “civilization”.

2. With Levine’s chapter on gender and sexuality in mind, a path has opened to understanding the underlying concepts of the systems.  We have seen cases where the non-Anglo peoples under rule of the British were regarded as children who needed their new parents to set them on “the right path”.  This can also be seen in the United States when Andrew Jackson considered himself “The Great White Father” to the Native Americans.  As was the ideal tradition within the culture, the concept of the “Great White Mothers” attempting to bring their “Native Children” into the new ways and out of “primitive” life became the base at which these projects stood upon.

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Jacob’s main argument about the removal of indigenous children in the United States and Australia is that the main goal of the institutions the children were taken to was not to educate them children. The primary goal was to break their connection to their indigenous heritage. In Jacob’s book there are many stories of people who were taken to these institutions and how that experience effected them. One woman did not know she had a mother and always believed the people at the institution were her family. In different societies men and women have roles they are expected to play. Breaking these children’s connection to their heritage allows them to be manipulated into whatever the institutions want them to become. Therefore, the children with families had limited contact with their families if any at all. This relates to Philippa Levin’s chapter on gender and sexuality when she talks about how colonized men were mocked and treated. The male in some African and Indian societies would be a hunter, but a male in a colonized society he would have a job that a British woman would be doing. This is how they turned the colonized people into laborers to fill jobs that were too degrading for a British man or woman.

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In Margret D. Jacobs book "White Mother to a Dark Race, she points out to the inhumane practices were native children in Australia. Were the aboriginal people were forced to give their children to education camps to get straight to it. In these camps the children would have their culture and their very identity as a people stripped away, and would over see the children to be turn into civilized members of society. This was a response to the idea that most had in Britain and even in America that the life and ways of the natives was primitive at best. That in a way if we can get to the children early that we can save them form this life of hardship and misery and bring them into a civilized world. In Levine's chapter on Gender and Sexuality we get the sense that the British see the native people of the empire as immature. That their sex practices are almost unnatural and animal like that they are the temptation that must be avoided. But with the British at the lead and with their help these children can be saved and won't fall into this temptation that they become.  This was the same feeling in the United States that the uncivilized practices can be fixed if you only catch it early. A father figure like "Tomas Jefferson, or Andrew Jackson".

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The main reason for the removal was to erase the indigenous culture and to instill in them western values. Institutionalizing them was their way of bringing them along, by taking children away from their parents and placing them in 'boarding schools' where they were told to forget whatever they ever knew and take on a new life. Since the children were seen to be the next generation/future they were the target in Australia and the U.S. with a more harsh system in place over in Australia.

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The main reason for the removal was to erase the indigenous culture and to instill in them western values. Institutionalizing them was their way of bringing them along, by taking children away from their parents and placing them in 'boarding schools' where they were told to forget whatever they ever knew and take on a new life. Since the children were seen to be the next generation/future they were the target in Australia and the U.S. with a more harsh system in place over in Australia.

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Motherhood was viewed to be sacred and something that only seemed to apply to the whites. White women were seen as more capable to take care of the children. Children were forced to do things the British way or be punished. Phillipa levine's gender and sexuality conveys the way the westerners saw men of color or men of other viewed women and it was the responsibility of these white women to bring all the children along.

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In White Mother to a Dark Race, Margaret D. Jacobs argued that the removal of the indigenous children in the United States and Australia was an attempt to assimilate the indigenous culture into a sizeable colonial nation. The British Empire dangled a better life filled with enticements that would fulfill the needs of nourishment and Education, but in reality it was nothing more than a tactic to forcibly strip away their identity, cheat them out of their territory, and dissolve their beliefs, traditions, and culture in some of the most barbaric humiliating ways. Claiming to act in care of the government meant being treated in comparison to caged animals or prisoners. The Empire’s concern was to “conform to the clock” meaning Great Britain put on a facade of taking the Indigenous people under their protective wing to assist them as guiding mentor. In reality, those people were part of a greater agenda to further their Empire in Industry.

In links to motherhood Jacobs relates to Philippa Levine’s chapter on gender and sexuality by honing in on the “women’s job” during this time of Empire. Women were expected to maintain the order of the Empire by having babies, promoting “cleanliness,” and exuding the embodiment of refinement and sophistication. Jacobs described in emotional triggering detail the cost of living up to Empire’s standard of cleanliness by covering many accounts of the indigenous children in the United States and Australia. Children were lured or stripped away from their mothers in schemes to fill future laborious jobs by indigenous population rather than the British. They were now concerned with birth rates, so they started promoting family life and a women’s purpose.  Children suffered extreme degrading changes in rehabilitation to Empire standards. The goal was to scrub away the children’s prior identity in hopes to secure their conformity.

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Jacobs argues in her book White Mother to a Dark Race that the children of the Native Americans and the Aborigines of Australia were taken not to help better them but as she said, “to undermine the connections that tied them to their families, communities, and homelands.” (Jacobs) The goal was to make them more white, but because they could never be fully western the best that could be done was to teach them to be “useful” workers. These children were ripped from their families and taken away to “school” where they were stripped of their clothes, the name they had known, the native foods that they knew that they could eat, and their native language was forbidden to be spoken; all so that they could be locked up in a school and taught to lose their heritage and began to learn the “right” way to be. They were taught they were inferior to whites and that people of their color were to be feared. Jacobs gives at least two stories of where children were taught that the native americans or aborigines were something to be afraid of only to meet one and then find out that they were same color. She goes on tell how these children would then be taught how to work menial jobs and how to obey those over them; and if they didn’t fall in line they were punished with abuse, hunger, humiliation, and much more.

In our chapter on Gender and Sexuality we see that in many places the empire went they would push their own set of ideals on the people of the land that they colonized. In both text you can see where the local people once colonized were taught that they were an inferior race and that the mother England would teach them, like little children, the “right” way to be. Both texts also show that the indigenous people would be put into service of those that took over, sometimes in humiliating or demeaning jobs that their colonizers didn’t want.

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1)      Jacob’s is showing evidence of a few things, in my opinion. One is that there were similarities in the treatment of aboriginal and native American children by colonizers. Children were taken from their families and forced to forget cultural influences and take on British customs and behaviors in both parts of the world. Second, I think Jacobs is proving that the British treated the children harshly. They may have claimed that it was out of a desire to better the colonized, but the treatment of children would show otherwise. The fact the Native Americans and aboriginals were not allowed to have contact with family, speak their native languages, were forced to eat British food, and forced to conform to British type schooling and living shows yet again that the British believe they were superior to those being colonized.

2)      I believe that the link shows that the colonizers believed that if children are separated from their mothers early, then they can be indoctrinated with British customs instead of being taught their natural cultural teachings. It shows that the British assumed that like in their culture, mothers were the ones that stayed home and taught the children. It also shows that the British perhaps felt that because the cultural practices of the Native Americans and aboriginals were different, the must be backward.

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In White mother to a Dark Race, Margaret Jacob argues that the removable of indigenous children in America and Australia is completely selfish they use the excuse that they are taking the “animal” out of the kids and turning them into civilized workers. They strip these kids of everything they including their name and are forced to try and conform into what they thought was “better”. They way it ties into the chapter on gender and sexuality in levine’s book is that the women at the time were also forced to conform into what was expected of them with out really considering if they wanted to at all.

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The removal of indigenous children was designed to remove the indigenous culture and replace it with western values. The institutions had horrible conditions - overcrowding, poor sanitation, physical (and mental) abuse, and more. The institutions were fairly similar in Australia and the United States. Australia's institutions seemed to be worse, as they attempted to prevent all contact between aboriginal children and their families. Australian authorities sometimes told aboriginal children that their mothers abandoned them. The children's identity was overhauled completely - new hair, clothes, and lifestyle. Each aspect of their identity had some root in a Native American culture. For example, one girl noted that her hair was a symbol of class in her society. "... Only unskilled warriors who were captured had their hair shingled by the enemy."
Motherhood was upheld "... as a sacred institution." But, for some reason, white women did not advocate for native women's right to parent their children. Levine argues that gender was a main issue for colonists. This idea is reinforced by the strict enforcement of genders. Girls and boys alike were cleaned, clothed, and groomed according to Western standards. Gender norms were enforced and cross dressing was used as a punishment. Clearly gender norms were different in the various Native American cultures. time and time again, western cultures prescribe their culture as a solution for other culture's problems. It does not work, and it probably will never work.

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The Representation of Teeth in the novel, White Teeth by Zadie Smith

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The Representation of Teeth in the novel, White Teeth by Zadie Smith

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In the novel, White Teeth by Zadie Smith there was a discussion about the meaning behind the title. I remember watching a film that talked about teeth and the identity of people. Scientist and doctors are able to look at someone's teeth, even if they passed away, and be able to know things about them. They are able to reveal characteristics such as their age and gender. This is how they identified a person and in White Teeth, many characters like, Millat struggle to find their identity.

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In his speech "Winds of Change," Harold MacMillan made the case that fifty years after decolonization, the world might look back on the differences between South Africa and Britain over racial equality as just a blip in history. The Rhodes Must Fall movement, however, insists that the processes of decolonization have not yet reached their natural climax. What can these ongoing protests reveal about the accomplishments and limitations of decolonization during the 1950s and 1960s?

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The fact that protests remain ongoing and the African people feel dehumanized in dissatisfaction with the process of decolonization speaks volumes. It is no wonder that The Rhodes Must Fall movement is calling for action. Although Harold MacMillan gave a positive speech in "Winds of Change", over change and equality, he is the first prime minister of the empire to visit Africa. People feel slighted and unimportant. He spoke of “Winds of Change” involving nation consciousness, but was this change calculated on the fear they would lose an “ally” to communist power? Decolonization of Africa was by no means a peaceful process. Although seventeen nations were granted independence from colonial rule protests in other places resulted in death. The Sharpeville Massacre opened the eyes to the white majority when protestors were fired upon by South African police.
Photographers and reporters were on the scene documenting the horrific event. Also, the financial market remained in control of the British Empire. Africans were forced to grow cash crops which eventually made prices fall crippling them politically. In the 1960s the cost of cocoa collapsed. Harold Macmillan spoke on some of the same foundations as President Kennedy did putting stock in education and the pursuance of knowledge and science to better humanity. He pushed the importance of food production and the spread of communication, but was it for Africa or Great Britain? It seems Great Britain even in the  1950’s, and 1960s still had a firm hold on Africa even with more independence. I believe that the African population was restricted for so long that it took time to gain their sense of identity. Before unifying as a country or place, individuals had to first find out who they were outside of British Rule. I believe that is why we are seeing more people speaking out against British Imperialism. They have finally found their voice and broken the chains that bound them to the empire. As in many things worthwhile it has not been easy on them and being able to see where they belong in their own country takes time.

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Personal View of Identity: Topic Brought Up From White Teeth By Zadie Smith

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Personal View of Identity: Topic Brought Up From White Teeth By Zadie Smith

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I have the process of thought that everyone has their own identity. However, when living in a society where your identity is not accepted or is not the norm in that society, people began to try to adapt to other's identity. It is within that moment, that people tend to lose their own identity.

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Regarding South Africa there was a hard limit as to what decolonialization could achieve in the 1950’s and 1960s. This was because those that had the rains of power before still held the reins of power then and with apartheid in place there was no real way to achieve decolonialization in that time period. They were not even represented by the government that ruled their land. However, all this anger both at the apartheid system as well as those that supported it gave the native people the energy to mobilize and begin protesting the system of oppression that was apartheid. This would lead to more open demonstrations against the system in the 80’s and 90s and would lead to natives getting rid of apartheid. However, as the Rhodes Must Fall movement showed, just because apartheid was gone was it over because in the University of Cape Town there were only a select few native Africans in higher positions in the staff and they were bombarded with imagery of their colonial past such as the statue of Cecil Rhodes.

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The fact that there are ongoing protests through the Rhodes must fall movement show that the accomplishments of decolonization in the 1950s and 60s were indeed limited. It shows that there possibly was at that time still some feelings of white supremacy from the British who were involved in the decolonization efforts. I think that its possible that although Harold MacMillan gave a speech stating his belief that things were changing, the African people didn’t necessarily feel that way. There are issues brought to light from the Rhodes must fall movement that should be addressed and dealt with. I think perhaps in the 1950s and 1960s, the British were unable to see some of the issues as issues. Maybe Britain never decolonized Africa all the way, because the people who were there first are still affected. The African natives never got their original land back and were taught that their cultures were wrong or backward. Because Britain changed the path of Africa by colonizing it, British cultures and attitudes stayed even though South Africa is its own nation now. Perhaps the only way to make things right is to address equality directly and ensure that Africans are getting the same opportunities at universities and other organizations as white men and women with British and European ancestors.

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Britain did to little to late, the decolonization of British African colonies was not for the African nation benefit. It was for the west and to make sure the former colonies would never go to communism that was one limitation. The only accomplishment was that the colonies did get their freedom, but they still have the legacy of great Britain. They have a British court system, education system, ways of doing business, and in some nation drive on the left side of the road. In a way they still live under the memory and legacy of Britain. A part from the fact that Britain made sure they ere like them. Is that the limitation of the leadership at the time in South Africa. Until 1980s and 90s Africans had no say so in the important decisions in the nations future. So they are surrounded in a world they had no say so in building and are lost on how to coup with what they have been given. These protest are a way of getting heard by the world and make the world see the people of Africa. To hear that they what change and they what it now.

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The decolonization of the British was a series of events between the 1950’s to the 1960’s that were bound to happen. This era could be seen as one where some good was coming to Africa, but that was not fully the case. The decolonization of the regions that were once colonies of the British Empire still needs improvement in this modern era. Although, many nations in British Africa became independent some still continue to hold the white racist values of the era. These nations may have separated themselves from the rule of the British Empire. However, they still continue to follow the principles left behind from the United Kingdom. Decolonization is a process that could take decades to fully complete; even after becoming an nation that is recognized as being independent, the process still continues. As mentioned by my classmate, a number of the colonies still have policies, education, and a government that was founded by the British Empire. When the Empire was forced to begin decolonization after the Suez Crisis, the British wanted it to occur under its own terms. The reason for the British to go this route was because they were fearful that the colonies turn
toward a communist government that supported the Soviet Union.

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The protests leave me in concluding that by the standards set by the people in the Rhodes Must Fall Movement, the previous acts of decolonization in the 1950s and 1960s were not enough to fully shift South Africa towards a future apart from its colonized past.  While its past as a colony can never truly be erased, they may feel that any active reminders or current links to that past are better left erased or removed such as with statues and names of locations.  Macmillan may have been too optimistic in his hopes that the racial grievances would be forgotten.  The conversation has continued because the links to the colonized past still exist and attempts to erase them will cause a stir in others for various reasons.  The question of what the Rhodes Must Fall Movement see as total decolonization within the university and in their region is one that should also be examined.  Is the only way to complete the decolonization of South Africa to completely erase all the connections to the past? Would that include also restarting the university as it was built as a result of the actions of Cecil Rhodes? This is a difficult situation where any conclusion will lead to one side being incensed and the other either satisfied or looking for the next objective.

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Decided to post this just to share with the rest of the class.

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The decolonization in the 1950s and 1960s by the British didn’t really accomplish much by the nineties there was still apartheid in South Africa. The decolonization  think was extremely limited and I think that the Rhodes Must Fall Movement highlights that. After the decolonization there wasn’t really a change in power in south africa. The same kind of  people were still in control even after they got their freedom .Even up to the nineties when the apartheid was demolished their was an Us verses Them mentality. The Rhode Must Fall movement highlight that their was still a big gap in the decolonization efforts. In a country that the majority is black they didn’t have a lot of black history being represented.

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Online Source Review: Empire Exhibit Scotland 1938

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Online Source Review: Empire Exhibit Scotland 1938

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The exhibition has a good flow from the entrance to seeing the palace of engineering exiting which and walking down and seeing the vast Dominion avenue then following the only path left to the Scottish avenue. It gave the Dominions and Scotland large avenues but had the large empire tower looming over them to symbolize the supreme position of the Empire over all or to symbolize what the empire brought together. It is nice that once clicked on each building will give you the 3D model and pictures of what the building looked like when it was built. They even built a building for women of the Empire however it would seem that not all their pictures that the project use is able to be read to the best of their ability. Such as the top picture once the women’s building has been selected is a diagram, but the labels are very hard to read.

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Decolonization in Africa to me is still a very controversial conversation in Africa still.

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Decolonization in Africa to me is still a very controversial conversation in Africa still.

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Even though former European   powers granted African nations were their Independence to self rule South Africa was not. Looking at the Rhodes must Fall protest the students on the campus in South Africa feel reminded about their bitter past. Not only that but the inequality they face on campus grounds. Its is hard to change when in the decades that followed independence people like Nelson Mandela who worked against the challenges to discontinue the European culture and others who worked with European powers to maintain their own personal interest. And even though decolonization promised a better Africa, it still struggles economically/politically to transform.

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Movements such as Rhodes must fall show just how much decolonization has not changed issues for some people. Many of the institution that started with the British still lingered on even after decolonization. You can see their influence in everything from street names, to styles of government, but for many the issue that remains is how the people are treated by the ruling class. The way the ruling majority continued to rule and think in places like South Africa even after they gained independence was the same as when they were under Great Britain. They ruled as if they were the only voice that mattered by continuing to keep a majority of their own people subjugated and with no power. In South Africa since they were segregated until the early 1990’s, another 30 years after decolonization happened, many felt as if they had no chance to voice their opinions or desires for their homeland. However, now that apartheid was over they now had a voice and had power to make the changes they want to. Because of this they wanted their home to share in their ideals and values and not just to keep the ones that came from the empire that ruled them. They wanted to make their home their own with their heroes names on their streets and schools. This shift of ideals can be seen in movements such as Rhodes must fall were they wish to remove a statue of Rhodes along with his ideas from a university in Cape Town.

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The fact that there is a protest going on means that decolonization was somewhat successful.  The protest even made it back to Oxford University in Britain itself. Obviously, as evident by the need for protest, decolonization is still an ongoing process. It is a slow process, as most major changes (barring revolutions) seem to be. A personal favorite song of mine that addresses a very similar topic is Nina Simone's Mississippi Goddam. (some lyrics I'm particularly referencing - "Desegregation 'Do it slow' Mass participation 'Do it slow' Reunification 'Do it slow' Do things gradually 'Do it slow' But bring more tragedy 'Do it slow'") I would definitely recommend listening to that song and any other work she has produced.

The Statue of Rhodes in the University of Capetown was only removed in 2015. African students had been advocating for the removal of the statue since the 1950s. Clearly the powerful white minority wanted things to "go slow." This was pre-Civil Rights Act in the United States, so decolonization and desegregation were not exactly topics in the spotlight on the world stage. It seemed that, during these years, the idea of decolonization, desegregation, and equal treatment were not pushed for by many if any major world powers. So, naturally, a relatively insignificant country (sorry South Africa,) that likely follows major powers will not press the issue if nobody else does. As long as the white South Africans can maintain power in their country, they have no reason to change. As noted in the first sentence, the protest existing in the 1950s demonstrates that some progress was made, but the statue only falling in 2015 demonstrates that the progress was very limited.