Source: https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-2-key-administrators-baring-and-milner

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# Key Administrators - Baring & Milner

History: AQA A Level The British Empire, topic 2.4.2

## Evelyn Baring

Baring is best known for his position as controller-general in Egypt.

### Baring as a reformer

![Baring as a reformer](https://image-v2.cdn.app.senecalearning.com/2018-08/0204c8f0-771f-47f3-8262-87c92ec0bb71/reform-.jpg)

- Baring saw himself as a moral reformer as well as an administrator.
 - He argued that the “code of Christian morality is the only sure foundation on which the whole of our vast Imperial fabric can be built”.

### Attitude towards natives

![Attitude towards natives](https://image-v2.cdn.app.senecalearning.com/2019-04/d099ae98-4cc7-4e20-b792-8b15db6d124a/caution.png)

- Despite his position as a reformer, Baring's attitude towards the natives remained dismissive.
 - He warned his ministers to “beware of transporting institutions whose natural habitat is Westminster to Calcutta or Cairo”.
- Baring distrusted the Egyptian army so he reformed the army and put more British soldiers in it.

### The Egyptian economy

![The Egyptian economy](https://image-v2.cdn.app.senecalearning.com/memory-location-images/Pyramids,%20Egypt-min.jpeg)

- The productivity of Egypt's cotton and sugar industries rose by 200% under Baring's rule and in 1902, he presided over the construction of the Aswan Dam (which provided water for irrigation in the agricultural industry).

### Religious importance of Egypt

![Religious importance of Egypt](https://image-v2.cdn.app.senecalearning.com/2018-09/1dcca06c-659f-4c27-94da-6a8ab7d3d7d0/hadith-islam-.png)

- Baring saw Egypt as a battleground between Christianity and Islam.
- He felt the Islamic customs were detrimental, so he made a number of changes. The Capitulations allowed Christian Europeans to avoid Muslim laws in Egypt. 
- Baring tried to stop slavery in Egypt, reporting in 1894 that "there can be little doubt that in course of time slavery in Egypt will entirely disappear, provided continual vigilance be exercised over buyers as well as over dealers."

### Sympathies for the working class

![Sympathies for the working class](https://image-v2.cdn.app.senecalearning.com/2018-07/22ab4b12-3117-4924-9e0f-34a267969359/Sympathy-Hands-holding.jpg)

- Baring felt the working class had more sense and wanted to be protected, governed justly and benevolently.
- He felt genuine grievances were material grievances about taxation, land, food, and labour.

### Baring's resignation

![Baring's resignation](https://image-v2.cdn.app.senecalearning.com/2018-07/6e1ee047-11c9-484a-8378-45e9155f98dc/Resign-Resignation-Quit-Quitting.jpg)

- Baring resigned in 1907 due to the Denshawai incident in 1906.
 - In this incident, British soldiers were shooting pigeons owned by local people. In a scuffle afterwards, 1 British soldier was killed and 1 local person wounded. 
 - Over 50 people were arrested and some sentenced to death for the murder, although evidence suggests that the British soldier died of heatstroke.

### George Bernard Shaw's interpretation

![George Bernard Shaw's interpretation](https://image-v2.cdn.app.senecalearning.com/2018-09/2f896d37-6cc3-4867-bbf7-babab92b34b5/pigeon-bird-.jpg)

- George Bernard Shaw said of the incident: "instead of showing understanding for the peasants' self-defense against the officer's tactless blundering, the colonial administrators viewed the natives' actions as a dangerous popular insurgency that had to be dealt with harshly".

## Alfred Milner

Alfred Milner was an ardent imperialist who was handpicked by Joseph Chamberlain in 1897 to become High Commissioner for Southern Africa.

### Milner's belief in British superiority

![Milner's belief in British superiority](https://image-v2.cdn.app.senecalearning.com/2019-04/024ee0bb-649c-4913-bfb3-97b3a3f57d5d/Screenshot%202019-04-29%20at%2013.06.24.png)

- Milner was convinced that British people were superior to both the Boers and African people. 
 - "If, ten years hence, there are three men of British race to two of Dutch, the country will be safe and prosperous. If there are three of Dutch to two of British, we shall have perpetual difficulty”.
- Milner regarded the indigenous population as “children, needing and appreciating a just paternal government”.

### Milner's rule in South Africa

![Milner's rule in South Africa](https://image-v2.cdn.app.senecalearning.com/2018-09/44a32c24-7139-46ae-b915-abee75cb08db/war-solider-.jpg)

- The resolution of the Boer War was presided over by Milner. Milner approved the segregation of power between white and black people. 
- Kitchen (1996) says 'the British could not rule South Africa without the consent of the Boers, and the Boers would not be placated if the Africans were to have a share of political power. Without a colour bar, there could be no union'. 
- Winston Churchill branded Natal "the hooligan of the British Empire" because of the racist treatment of Indians and Africans in the region. Milner oversaw British rule in South Africa at the time.

### The Boer War and its aftermath

![The Boer War and its aftermath](https://image-v2.cdn.app.senecalearning.com/2018-03/728aef45-e19f-429f-9708-23b368e3a4e5/shutterstock_441541999.jpg)

- Milner negotiated the peace at Vereeniging in 1902 to end the Boer War.
- After the war, he and a group of promising young administrators and lawyers − “Milner’s Kindergarten” − worked to resettle the Boers and promote economic growth (particularly the gold mining industry).

### Encouraging migration

![Encouraging migration](https://image-v2.cdn.app.senecalearning.com/2018-09/42565753-cea5-4382-8e7c-d7ad70b685ba/migration-immigrant-diversity-.jpg)

- Milner hoped to attract British settlers and introduced a vigorous English educational programme to try to anglicise South Africa, which fitted with his belief in British superiority. 
 - To achieve this, he founded some English-speaking 'Milner schools' in Pretoria and Johannesburg, which were the 2 main cities in the Transvaal.

### Milner's downfall

![Milner's downfall](https://image-v2.cdn.app.senecalearning.com/2018-09/c8fdd8d7-55f2-425e-b57e-e0e11ce218de/westminster-abbey-london-.jpg)

- The new Liberal government rejected Milner’s plans for the future of the Transvaal.
- Kitchen (1996) says of Milner, he "thought it [South Africa] was at best a mess and at worst a tyranny", suggesting some consciousness of the future problems around Apartheid. 
- He was an administrator of Cecil Rhodes' will and became the Chairman of the Rio Tinto mining business when back in London, again highlighting the links between the traders and businesses of the Empire and its administration.

## Test yourself on Key Administrators - Baring & Milner

- What did Winston Churchill brand Natal because of the racist treatment of Indians and Africans in the region?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/4dd48474-7381-4a8b-8d47-f52ec6b25dfd/section/528f7b19-54ef-4082-8e6b-47e2f88cd521/session)

- Previous topic: [2.4.1 Key Administrators - Chamberlain & Rhodes](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-1-key-administrators-chamberlain-and-rhodes.md)
- Next topic: [2.4.3 Key Administrators - Curzon](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-3-key-administrators-curzon.md)

## History: AQA A Level The British Empire contents

### 1 High Water Mark of the British Empire, 1857-1914
- 1.1 Development of Imperialism, 1857-1890
  - [1.1.1 Empires over Time](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-1-1-empires-over-time.md)
  - [1.1.2 Key Questions About Empires](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-1-2-key-questions-about-empires.md)
  - [1.1.3 Expansion into Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-1-3-expansion-into-africa.md)
  - [1.1.4 History of Egypt](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-1-4-history-of-egypt.md)
  - [1.1.5 Control of Egypt](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-1-5-control-of-egypt.md)
  - [1.1.6 Control of Sudan](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-1-6-control-of-sudan.md)
- 1.2 Imperial & Colonial Policy, 1857-1890
  - [1.2.1 The British Empire & India](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-2-1-the-british-empire-and-india.md)
  - [1.2.2 The British Raj](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-2-2-the-british-raj.md)
  - [1.2.3 International Relations with other Powers](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-2-3-international-relations-with-other-powers.md)
  - [1.2.4 Scramble for Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-2-4-scramble-for-africa.md)
  - [1.2.5 The Informal Empire](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-2-5-the-informal-empire.md)
- 1.3 Trade & Commerce, 1857-1890
  - [1.3.1 Trade & Commerce in the Empire](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-3-1-trade-and-commerce-in-the-empire.md)
  - [1.3.2 Infrastructure of Trade & Commerce](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-3-2-infrastructure-of-trade-and-commerce.md)
  - [1.3.3 Products of Trade & Commerce](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-3-3-products-of-trade-and-commerce.md)
- 1.4 Attitudes Towards the Empire, 1857-1890
  - [1.4.1 Explorers](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-4-1-explorers.md)
  - [1.4.2 Missionaries](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-4-2-missionaries.md)
  - [1.4.3 Traders & Colonial Administrators](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-4-3-traders-and-colonial-administrators.md)
  - [1.4.4 Government Attitudes Towards Imperialism](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-4-4-government-attitudes-towards-imperialism.md)
- 1.5 Relations with Indigenous Peoples, 1857-1890
  - [1.5.1 Relations with India](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-5-1-relations-with-india.md)
  - [1.5.2 Relations with South Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-5-2-relations-with-south-africa.md)
  - [1.5.3 British-Boer Relations](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/1-5-3-british-boer-relations.md)

### 2 Imperial Consolidation & Liberal Rule, 1890-1914
- 2.1 Consolidation & Expansion in Africa, 1890-1914
  - [2.1.1 Consolidation & Expansion into Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-1-1-consolidation-and-expansion-into-africa.md)
  - [2.1.2 Consolidation & Expansion in South Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-1-2-consolidation-and-expansion-in-south-africa.md)
  - [2.1.3 Historical Interpretations: Expansion into Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-1-3-historical-interpretations-expansion-into-africa.md)
- 2.2 Imperial & Colonial Policy, 1890-1914
  - [2.2.1 Policy in India](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-2-1-policy-in-india.md)
  - [2.2.2 Policy in Egypt](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-2-2-policy-in-egypt.md)
  - [2.2.3 Native Policy in Colonies](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-2-3-native-policy-in-colonies.md)
  - [2.2.4 International Relations with Other Powers](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-2-4-international-relations-with-other-powers.md)
- 2.3 Trade & Commerce, 1890-1914
  - [2.3.1 The Benefits of Trade](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-3-1-the-benefits-of-trade.md)
  - [2.3.2 Costs of the Empire](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-3-2-costs-of-the-empire.md)
  - [2.3.3 Debates Over Trade](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-3-3-debates-over-trade.md)
- 2.4 Attitudes Towards the Empire, 1890-1914
  - [2.4.1 Key Administrators - Chamberlain & Rhodes](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-1-key-administrators-chamberlain-and-rhodes.md)
  - [2.4.2 Key Administrators - Baring & Milner](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-2-key-administrators-baring-and-milner.md)
  - [2.4.3 Key Administrators - Curzon](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-3-key-administrators-curzon.md)
  - [2.4.4 Government Attitudes to the Empire](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-4-government-attitudes-to-the-empire.md)
  - [2.4.5 National Efficiency & the Boer War](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-5-national-efficiency-and-the-boer-war.md)
  - [2.4.6 Popular Attitudes Towards Imperialism](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-6-popular-attitudes-towards-imperialism.md)
- 2.5 Relations with Indigenous Peoples, 1890-1914
  - [2.5.1 Challenges in India](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-5-1-challenges-in-india.md)
  - [2.5.2 Challenges in Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-5-2-challenges-in-africa.md)
  - [2.5.3 Challenges in South Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-5-3-challenges-in-south-africa.md)
  - [2.5.4 Historical Interpretations of the Boer War](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-5-4-historical-interpretations-of-the-boer-war.md)
  - [2.5.5 Relations & Business with Iran](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-5-5-relations-and-business-with-iran.md)

### 3 Imperialism Challenged, 1914-1967
- 3.1 Expansion & Contraction of Empire, 1914-1947
  - [3.1.1 Impact of WW1](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-1-1-impact-of-ww1.md)
  - [3.1.2 Palestine](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-1-2-palestine.md)
  - [3.1.3 Ireland & WW1](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-1-3-ireland-and-ww1.md)
  - [3.1.4 Impact of WW2 on the British Empire](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-1-4-impact-of-ww2-on-the-british-empire.md)
- 3.2 Colonial Policy & Administration, 1914-1947
  - [3.2.1 Administration in India & Palestine](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-2-1-administration-in-india-and-palestine.md)
  - [3.2.2 Administration in Iraq & the Dominions](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-2-2-administration-in-iraq-and-the-dominions.md)
  - [3.2.3 Imperial Defence](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-2-3-imperial-defence.md)
- 3.3 Trade, Commerce & Economic Impact of War
  - [3.3.1 Economic Impact of WW1](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-3-1-economic-impact-of-ww1.md)
  - [3.3.2 Inter-War Trade & Commerce](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-3-2-inter-war-trade-and-commerce.md)
  - [3.3.3 Economic Impact of WW2](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-3-3-economic-impact-of-ww2.md)
- 3.4 Attitudes Towards the Empire, 1890-1914
  - [3.4.1 Colonial Administrators](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-4-1-colonial-administrators.md)
  - [3.4.2 Trusteeship](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-4-2-trusteeship.md)
  - [3.4.3 Gandhi](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-4-3-gandhi.md)
  - [3.4.4 Montagu, Haig & Linlithgow](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-4-4-montagu-haig-and-linlithgow.md)
  - [3.4.5 Cameron, Mitchell, Cohen & Furse - African Admins](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-4-5-cameron-mitchell-cohen-and-furse-african-admins.md)
  - [3.4.6 Imperialist Ideals](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-4-6-imperialist-ideals.md)
- 3.5 Relations with Indigenous Peoples, 1914-1947
  - [3.5.1 Ireland & India 1914-1947](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-5-1-ireland-and-india-1914-1947.md)
  - [3.5.2 The Middle East and Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/3-5-2-the-middle-east-and-africa.md)

### 4 The Wind of Change, 1947-1967
- 4.1 Decolonisation in Africa & Asia, 1947-1967
  - [4.1.1 Reasons for Decolonisation](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-1-1-reasons-for-decolonisation.md)
  - [4.1.2 Decolonisation in East & West Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-1-2-decolonisation-in-east-and-west-africa.md)
  - [4.1.3 Decolonisation in Central & South Africa](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-1-3-decolonisation-in-central-and-south-africa.md)
  - [4.1.4 Decolonisation in Asia](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-1-4-decolonisation-in-asia.md)
- 4.2 Colonial Policy & Administration, 1947-1967
  - [4.2.1 Relations & Business with Iran after WW2](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-2-1-relations-and-business-with-iran-after-ww2.md)
  - [4.2.2 The 'Winds of Change'](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-2-2-the-winds-of-change.md)
  - [4.2.3 The Suez Canal Crisis - 1956](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-2-3-the-suez-canal-crisis-1956.md)
  - [4.2.4 International Relations 1947-1967](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-2-4-international-relations-1947-1967.md)
- 4.3 Trade & Commerce, 1947-1967
  - [4.3.1 The Economic Impact of WW2](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-3-1-the-economic-impact-of-ww2.md)
- 4.4 Attitudes Towards the Empire, 1947-1967
  - [4.4.1 Colonial Administrators: Cohen & Arden-Clarke](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-4-1-colonial-administrators-cohen-and-arden-clarke.md)
  - [4.4.2 Local Leaders in the Independence Movement](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-4-2-local-leaders-in-the-independence-movement.md)
  - [4.4.3 Pan-Africanism in Nationalism](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-4-3-pan-africanism-in-nationalism.md)
- 4.5 Post-Colonial Ties, 1947-1967
  - [4.5.1 Windrush & Immigration](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-5-1-windrush-and-immigration.md)
  - [4.5.2 Commonwealth Immigrants Act](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-5-2-commonwealth-immigrants-act.md)
  - [4.5.3 Residual Impact of the Empire](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-5-3-residual-impact-of-the-empire.md)
- 4.6 Relations with Indigenous Peoples, 1947-1967
  - [4.6.1 Challenges to Colonial Rule Post 1947](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-6-1-challenges-to-colonial-rule-post-1947.md)
  - [4.6.2 Kenya & the Mau Mau Uprising](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-6-2-kenya-and-the-mau-mau-uprising.md)
  - [4.6.3 Nigeria & Rhodesia](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/4-6-3-nigeria-and-rhodesia.md)