Notes on Imperialism in Britain

Origin of Species by Darwin laid groundwork for a concept equating social hierarchies to natural selection.
Social Darwinism: Promoted by Herbert Spencer and others to rationalize imperialism and racism.

Great Exhibition of 1851: Showcased Britain's industrial prowess, spurring further exhibitions.
International Exhibitions: 1862 Exhibition featured 28,000 exhibitors, emphasizing British superiority.
Nubian Village (1877): Displayed during exhibitions with human and animal exhibits, reflecting exploitative attitudes towards colonized peoples.
1886 Colonial and Indian Exhibition: Aimed to demonstrate Britain's wealth and development. Featured living exhibits of native Indians, many likely prisoners.
Africa Exhibition (1890): Highlighted Stanley's explorations, showcasing the European expansion and justifying colonial presence.
- Included African artifacts, maps, and a representation of explorers as heroes bringing Christianity to natives.

The Indian Mutiny (1857) fueled an atmosphere of hero-worship centered around military figures.
Leaders like Sir Henry Havelock were transformed into symbols of heroism, entwined with religious and imperial narratives.
Exploration of figures like Livingstone and General Gordon, portrayed as martyrs of imperial faith.

From the mid-nineteenth century, significant public interest in the Empire grew, fueled by heroic narratives and media.
Literacy rates and political awareness spiked post-Education Act of 1870 and Reform Acts (1867, 1884), making the public more receptive to imperialist sentiments.
Media significantly affected public perceptions, transforming military figures into national heroes (e.g., Havelock's heroic status after his death).
The sensational reporting of events such as Arabi Pasha's revolt in Egypt (1882) helped justify military intervention.

Works of literature like H. Rider Haggard's novels contributed to imperial culture, spreading ideas of adventure and heroism.
Publications like The Boy's Own Paper (1879) enticed younger audiences with tales of bravery and military ethos.
School literature further reinforced patriotic and imperial themes, establishing a mindset tied to imperial values.

Racial superiority: British viewed themselves as inherently superior; sought to civilize indigenous peoples.
The concept of an 'empire of races' promoted the idea that British empire was a civilizing force.
Pears Soap Advert: Used as propaganda to reinforce stereotypes of superiority over colonized groups.

Attitudes were shaped by intertwined factors: enhanced literacy, political engagement, and robust press coverage increased imperial interest.
The narratives marketed an ideology that cast Britain's actions in a favorable light, showcasing imperialism as beneficial for colonized peoples, evidenced by figures like Livingstone. This narrative contributed to a broader understanding of Victorian imperial attitudes and cultural perspectives on empire.