MODERN ERA 1750 - 1914

1. MODERN ERA 1750 - 1914 CULTURAL TRANSFORMATIONS

2. WESTERN CONSUMERISM AND LEISURE • Countries • United States, Canada, Great Britain, Australia, New Zealand • France, Germany, Scandinavia, Netherlands, Belgium, Austria, Italy • Increased production created demand • Popular consumption increases • What was once luxury is now necessity • Increased advertisements by industry • Increased demand • Increased expenditure on luxuries • Product crazes arise • Bicycle • Sewing Machine • Mass produced clothing • Mass Leisure Culture • Increased recreation time allows for rise of mass culture • Shortened work weeks • Weekends now off • Yearly vacations become popular including popular recreation spots • Newspapers become widely spread • Popular theatre started up; public music competitions • Rise of team sports • All classes shared many of the same pursuits, interests • All point to a growing secularization of society

3. REIGN OF WESTERN SCIENCE • Enlightenment • Scientific knowledge became widespread • Intellectual community expanded greatly • Industrial Revolutions • Inventions become common • Entrepreneurs rewarded • Reign of Science, Belief in Progress • Positivism of Auguste Comte quite popular • Observation, scientific approaches to problems • Apply science to society in useful, rational ways • Agricultural Revolution was often fueled by scientific discoveries • Science challenged, replaced religion, faith as explanation of world • Charles Darwin • 1859: Descent of the Species: animals evolve, adapt (not humans) • Only the fittest survive to reproduce, random selection • Produced a very complex picture of nature • Albert Einstein • Newtonian universe was far too simplistic to explain reality • Revolved around discoveries in science and math • Theory of Relativity added time as a factor to physics • Sigmund Freund • Applied new learning to social sciences: humans were a product of their environment • Workings of the human subconscious: id, ego, superego produce the person • Behavior determined by impulses • Emotional problems can be relieved if brought into the light of rational discussion

4. ARTISTIC EXPRESSIONS • Science, knowledge of optics, color influence the arts • Art becomes a mass appreciation • Concert halls, galleries become common and open to the public • Constant change and great debate also common amongst arts • Art represents and mirrors the period • Classicism • Return to Greco-Roman art, the good old past • Common during the French Revolution, Napoleon • Favored by English, Americans too • Romanticism • Saw the world in rosy images of myth, history, ideals, emotion • Emphasis on the uniqueness of our ethnic heritage, nature • Corresponded to the rise of nationalism • Realism • An outgrowth of the Industrial Revolution, science • Paint the world as it really is not as it appears • Attention to realistic detail: strongly favored in France, United States • Impression to Cubism to Expressionism • How do I imagine the world becomes I do I feel when I see the world • Related to science including evolution of social sciences, psychology • Music, Literature Have Similar Periods

5. IMAGES OF WESTERN AGES:CLASSICISM, ROMANTICISM, REALISM, IMPRESSIONISM, CUBISM, EXPRESSIONISM DELACROIX: LADY LIBERTY MILLET: GLEANERS MONET: TRAINS MUNCH: SCREAM DAVID: SABINE WOMEN SARGENT: GROUP WITH PARASOLS PICASSO: THE LADIES

6. AND THE REST? • Non-European World • Responds more than acts • Copies more than creates • Often rejects new influence, emphasis on old • No Mass Cultural Such as Arose in the West • Elite culture often patterned after Western tastes • Newly educated colonials joined with old elites • Masses often retain old cultures, suspicions of outside influences • Syncretism • Many Western ideas, thoughts co-opted • Some non-Western ideas borrowed by Westerners • True of art: Gauguin, Van Gogh, Picasso borrowed Asian, African motifs • Japonisme was a Western graze for all things Japanese • Changed to blend with local ideas • Tai-Ping rebellion in China is a good example • Christianity blends with Confucianism, Buddhism • Leader of Taiping is brother of Jesus Christ • Attempt to free the poor, peasant from West, Chinese elite • Russia and Japan • Both borrowed heavily from Western knowledge • Sometimes adapted it for local use, often times improved • Began to develop their own distinctive styles

7. GOYO (JAPAN) WOMEN COMBING HAIR IMAGES OF THE REST LAI SUNG (CHINA) THE SHIP HAMDI (TURKEY) MERCHANT OF ARMS OROZCO (MEXICO): ZAPATA De CASTRO (PERU) JOSE DE SAN MARTIN COSTA (BRAZIL) WOMEN IN GREEN

8. IMPACT OF THE WEST ON THE REST • Europeans, Americans permeated many societies • Traders, missionaries, settlers, investors immigrated • Experts, teachers trained non-Westerners • Missionaries often had the greatest impact • They sought • To change society fundamentally and not just religiously • Missionaries often equated God and progress • Changed educational systems • Revolutionized medicine, hospitals, health • Introduced Christianity to virgin territory • Schools • Most colonizers left education to missionaries • Taught western ideas, methods, thought patterns • Taught in western, non-Western languages (often first time written down) • Often developed a region’s first literary tradition • Often taught self-sufficiency • Westerners were very anti-traditional, individualistic • Educated often preferred to become bureaucrats, missionaries, businessmen • Biggest impact was in Africa, India, Vietnam • Even in societies independent of western control, missionaries had impact • Missionaries in China had tremendous impact • Many future leaders were Christian, Christian educated

9. WESTERN EDUCATION AND THE RISE OF AFRICAN AND ASIAN MIDDLE CLASSES • Western schools in the colonies • Provide a pool of people to support colonizers • Educate the people to become good little westerners • Often the education was open only to existing elites, upper classes • Tendency to discourage universities for elite • British education • Western literature and manners; • Western sense of morality • French education • Create a sense of nationalism • Emphasis on speaking French, dress, etiquette, cuisine • Actually accorded many colonials equal citizen status with French whites • American education • Taught value of capitalism, Christianity, democracy; • Often most numerous mission schools in China • Asians often came to American universities especially in Hawaii • Results • Ended up educating a new middle class • Often this group was mercantile • Many staffed lower ranks of colonial civil service • Created a common intellectual, professional elite as many became doctors, teachers, lawyers, writers • Created a common sense of belonging to a group • Gave natives a common language often for first time (even if it was a European one) • Common attitudes, values which spread across ethnic groups, traditions • Many of these people would later challenge colonial rule using their colonial learning • Mohandas K. Gandhi is a great example • Indian of the Vaisaya caste living in South Africa • Learned to be British barrister (lawyer), used knowledge to challenge British racial laws