Source: https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa/2-4-4-government-attitudes-to-the-empire [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [A Level](https://senecalearning.com/en-gb/revision-notes/a-level.md) › [History](https://senecalearning.com/en-gb/revision-notes/a-level/history.md) › [AQA](https://senecalearning.com/en-gb/revision-notes/a-level/history/aqa.md) › Government Attitudes to the Empire # Government Attitudes to the Empire History: AQA A Level The British Empire, topic 2.4.4 ## Support for the Empire The British Empire was widely accepted among ruling elites and all levels of societies. The Liberal Party was less enthusiastic than the Conservative Party. ### The Khaki Election ![The Khaki Election](https://image-v2.cdn.app.senecalearning.com/2018-09/bd67d8d4-febe-45cc-bdab-b951418ce4a3/polling-station-election-vote.jpg) - The 1900 General Election in the UK is known as the Khaki election. - The Conservative Party, who were the incumbents, won a 130 seat majority. - Many historians believe that the party won because of 'pro-imperialist fervour' during the Boer War in Africa. - People suggest a similar phenomenon happened after Margaret Thatcher won the 1983 General Election after the Falklands War against Argentina. ### Conservatives vs Liberals ![Conservatives vs Liberals](https://image-v2.cdn.app.senecalearning.com/2018-08/2700f320-dc8a-4200-9e62-a9df8534ceb0/conservative-party-.jpg) - Support for the Empire looked different within each political party. - Rather like Education, Health, or Immigration, each political party had a different view on the aim of the Empire and which policies should be implemented. This meant that the Empire was used in a political game, with policy reversals or u-turns depending on who was in power, and what their ideology for the Empire was. - The Conservatives advocated the need for ‘good government and white rule’. - The Liberals promoted education to create self-rule and self-determination. The Liberals were far more reluctant towards imperialism and colonialism. ### William Gladstone's view on the Empire ![William Gladstone's view on the Empire](https://image-v2.cdn.app.senecalearning.com/2020-06/41a999ff-f4bd-49c4-8033-860ac61693e0/tomb-.jpg) - William Gladstone is the most notable Liberal Prime Minister who was more reluctant towards Britain's use of the Empire. - In 1879, Gladstone said "I wish to dissipate, if I can, the idle dreams of those who are always telling you that the strength of England depends, sometimes they say upon its prestige, sometimes they say upon its extending its Empire, or upon what it possesses beyond the seas. Rely upon it the strength of Great Britain and Ireland is within the United Kingdom." ### Influential pro-Empire government ministers ![Influential pro-Empire government ministers](https://image-v2.cdn.app.senecalearning.com/2019-04/3feecc80-ce85-4df3-9ccc-f42a6854ad74/politics-politician-.png) - The following Ministers were very pro-Empire: - Lord Salisbury - Alfred Milner. - Joseph Chamberlain. ### Imperialist organisations in the UK ![Imperialist organisations in the UK](https://image-v2.cdn.app.senecalearning.com/2018-11/acdf0347-cd13-476a-a867-77caaf2d869f/thumbs-up-yes-success-.jpg) - Imperial activists created organisations and societies to encourage the growth and expansion of the British Empire internationally. - In 1901, the Victoria League was created to show support for the Empire in a non-political manner. Lord Salisbury (the pro-Empire Prime Minister)'s niece was involved in the founding of the Victoria League. ### Celebrating the Empire ![Celebrating the Empire](https://image-v2.cdn.app.senecalearning.com/2019-04/e4852d4d-da9b-4783-9eb5-50609cd1757e/empire-day.jpg) - The first Empire Day was celebrated on the 24th of May 1902. Parliament officially authorised Empire Day in 1916. - Children would salute the Union Jack flag, sing patriotic songs and listen to stories of then-heroes, Clive of India, Gordon of Khartoum, and Rhodes of Africa. - Almost all people enjoy days of holiday and bank holiday weekends, so support for Empire Day came from across social classes and across the political spectrum. ## Critics of the British Empire Despite growing challenges towards imperialism, it was not the continuation of Empire that was questioned, more the manner in which Britain conducted itself abroad, with more concern for the ambitions of imperial rivals rather than the local population. ### John A Hobson ![John A Hobson](https://image-v2.cdn.app.senecalearning.com/2019-04/d12220db-41e5-41d3-b428-010a9f64ce18/Screenshot%202019-04-29%20at%2013.17.48.png) - A key critic of the British Empire was the economist, John A. Hobson, who worked as a correspondent in South Africa during the Boer War for the newspaper, the *Manchester Guardian*. - In 1902, he authored _‘Imperialism’_ in which he called the Boer War a 'capitalist plot' by mine-owners. - Hobson wrote "the expansion of the empire appeals powerfully to the aristocracy and the professional classes by offering new and ever-growing fields for the honorable and profitable employment of their sons.” ### Emily Hobhouse ![Emily Hobhouse](https://image-v2.cdn.app.senecalearning.com/2019-04/d02382ce-b513-49c6-82f6-8af59429adfb/Screenshot%202019-04-29%20at%2013.18.50.png) - Hobhouse was a welfare campaigner whose reports about the conditions of the concentration camps in the Boer War led to a government enquiry. - Over 20,000 people died in British concentration camps during the Boer War intended to house refugees displaced by the war. Over 90% of the people who died were children. - Hobhouse's report described "the terrible heat, and with the insufficient unsuitable food" and "the large uncomfortable communities of people whom you call refugees and say you are protecting, but who call themselves prisoners of war, compulsorily detained, and detesting your protection". - When Hobhouse returned to South Africa after the report, she was deported with no reason given. ### William Digby ![William Digby](https://image-v2.cdn.app.senecalearning.com/2018-09/6d560d2c-4463-40e2-bfae-91902138b34a/london-government-parliament-.jpg) - Digby was a writer who wanted to raise awareness of Indian grievances in Parliament. - Digby lived in India during the Great Famine of 1876-1878. 5.5 million Indian people are thought to have died in the Famine. The famine was caused by a drought. People died of famine and malaria (after they were weakened by malnutrition). - Digby believed that government intervention had been insufficient & campaigned for the more active resolution of famine by Parliament. ### Gandhi: Digby's obituary ![Gandhi: Digby's obituary](https://image-v2.cdn.app.senecalearning.com/2019-12/37fd8ed3-8d3f-4822-82e8-c8185e91d899/gandhi-.jpeg) - In 1904, Mohandas Gandhi wrote Digby's obituary: "By the death of William Digby CIE, India has lost a champion, whom it will be difficult to replace. His advocacy of the Indian cause was strenuous and well-informed". ## Test yourself on Government Attitudes to the Empire - Which of these are true of the 1900 UK General Election? - Which minister was NOT pro-Empire? - Which of these are true of Empire Day? - Complete the statistics about British concentration camps during the Boer War. [Practise this topic for free](https://app.senecalearning.com/classroom/course/4dd48474-7381-4a8b-8d47-f52ec6b25dfd/section/4862d22b-2374-47fd-9b2b-1010d3794ab7/session) - Previous 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) - Next topic: [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) ## 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)