Module 2

Why might subject people choose to cooperate with colonial regime? What might prompt them to violent rebellion or resistance?

• Whether someone chose to cooperate would be based on the opportunity or circumstance that one would be in. Reasons to cooperate with the colonial regime, would be to secure stability. The kind of stability that was sought was employment, social status, and overall protection of European forces. There were also many opportunities in terms of education for those that were in support and cooperates with the colonial regime. Educational opportunities allowed for cooperators to study outside of where they lived and return as western educated people. Many came back as lawyers, doctors, engineers, and journalists. Many of those that cooperated were focused on traditional and sophisticated values that the Europeans held. Although there seems to be a lot of reasons to cooperate, there were many more reasons to not cooperate with the colonial regime. Many of the local leaders and rulers lost their power. Landlords were not able to maintain their lands and they were revoked and could not even keep the rent that the landlords themselves had collected. Many peasants were exploited and more money was taken from them as they were overtaxed. Technology was also a reason to not cooperate with the colonial regime as the weavers were left unemployed due to machinery. Lastly there was little to no religious freedom as there were missionaries preaching.

What kinds of wage labor were available in the colonies? Why might people take part in it? How did doing so change their lives?

• In Malaysia, mining was a source of wage labor. Tin mining was very important and greatly emphasized as tit produced 55 percent of the world’s tin. The Malaysian mines brought in impoverished Chinese workers. These workers were then put on strict contracts that would last three years. Plantations, construction work, and even becoming a house servant were all different ways of wage labor. Not many were able to be educated and pursue higher education from Western Europe, they were able to seek professional jobs such as becoming teachers and doctors. Others that were educated were able to become office clerks in Europe or even government bureaucrats. Some of the construction work that took place was the construction of railways. In addition, many people left to work in factories where beer, cigarettes, cement, and furniture were manufactured. There were also rickshaw drivers, food sellers, and prostitutes. Many people were taking part of these jobs because the cost of living were rising and simple jobs were not enough to cover every single expense. People would have to cram into apartments or homes so the cost of living would be reduced. Although the wage laborers were struggling many professional workers and those that received higher education were able to live slightly more comfortable as they could afford it due to higher wages being given to them. 

What contributed to changing European views of Asians and Africans in the 19^thcentury?

• Europeans had an overall sense of superiority. This would revel itself through the secular arrogance which they had and displayed. Christianity fed into the arrogance of Europeans and there have been more studies and work done in the secular side of things. Europeans believed that they had unlocked the secrets of nature and other such items. The Chinese were regarded and “John Chinaman” which had the connotation of Chinese people being weak and a distinct threat if in large numbers. African societies were viewed as slaves that could be traded. Pacific Oceania and people from particular areas were regarded as “big children” especially because they were not as civilized. Europeans went as far as calling other people “heathens” or even “noble savages”. Europeans would use their racial prestige to support their racial preferences and prejudices. Science was used in the form us measuring and the viewing of human skulls. They saw that the skulls of white people were larger therefore they were better and more advanced. Later, there were hierarchies established and they were of based on race. The Europeans were always at the top because they viewed themselves as superior beings. Race also dictated intellectual levels, morality, and even the destiny and future of one person.