The French Empire

Prof. A. Stock
11th Grade History S.I.
9 May 2022
Learning Objectives

● Understand the geographic evolution of the French Empire

● Relate the history of French colonialism to Guinea’s history
● Understand the direct effects that colonialism had on its subjects
Introduction

From the 19th century onwards, the French colonial conquests accelerate. The
peak of the conquests coincided with the establishment of the Third Republic and
democratic values on French territory. In 1914, on the eve of the First World War,
the French Republic dominated the second largest colonial empire in the world in
terms of size and number of inhabitants. In this empire, the colonial order
appeared to be far removed from the democratic and egalitarian principles
defended by the republican regime in metropolitan France...
Why did the Third Republic betray its values with a policy of conquest and colonial
domination before 1914?
Video Map Activity

Use the video to help you fill out the map. Don’t forget to include the legend.

https://youtu.be/DqcRau1dntg
Samory Touré and the Wassoulou Empire
● Violence allowed for colonial conquests and imposed
French rule over their empire.
● Frequently, conquests were met with resistance. This is
the case of Samory Touré, the founder and leader of the
Wassoulou Empire (1878 - 1898).
● Though able to drive off the French (using rifles bought
from the British), the superior firepower and technology
of the French led to his defeat.
● Throughout colonized lands, resistance is crushed by
the French’s superior firepower.
The French Third
Republic becomes
a metropolitan
state, adopting the
theory of the
“civilizing
mission”.
- For those that
favor the
colonization, they
do not see (or have
excuses for) the
contradiction with
the ideals of the
Republic (what are
the ideals of the
Republic?)
 A Rapid Expansion
● In 1870, roughly 5.5 million people over 1 million km2
live under French rule. By 1914, an estimated 48 million
subjects live over ~11 million km2.
● Not all colonies are of the same status! Some are true
colonies, others are protectorates.
○ Colony: Governed by ruling country
○ Protectorate: Self-governed; protected by another country (Ex:
Tunisia, Morocco)

● Some colonies are settlements, wherein a large number

Extraction of rubber in the Congo
of colonists live (Algeria had about 500,000 colonists in Free State near Lusambo.
1914)
● Others are for exploitation, where resources are
extracted (Heart of Darkness - the Belgian Congo)
Characteristics of the Colonization
● In most colonies, the colonists comprise a tiny portion of the population
(much less than 1%). The lack of personnel favored local imposition of rules
by the colonists in each colony, as well as arbitrary violence.
○ Why would this be?

Colonization is characterized by several features:

1) Colonization was violent. In addition, it stripped subjects of their sovereignty
and placed them under unequal penal codes (indiginous codes).
Characteristics of the
Colonization
2) Economic: Resources are extracted from
colonies, such as rubber, minerals and
precious stones, wood, ivory, oil, etc.
3) Cultural: Schools promote French
culture and spread colonial propaganda.
This psychological violence is extreme:
for example, a muslim must denounce
Islam to become a French citizen.
Activity

Describe the

1) Economic
2) Political
3) And cultural

arguments of both Ferry and Clemenceau.

Colonization according to Jules Ferry (July 28, 1885)
"On the economic front, I have taken the liberty of placing before you [...] the considerations
which justify the need [...] for new prospects. [...] Why? Because next door, Germany is putting up
barriers, because across the ocean the United States of America has become overly
protectionist. [...] Gentlemen, there is a second point [...] that I must also address [...]: it is the
humanitarian and civilizing side of the question. [...] Gentlemen, we must speak out more loudly
and truthfully! It must be said openly that indeed the superior races have a right to the inferior
races. [...] I repeat that the superior races have a right because they have a duty. They have a duty
to civilize the inferior races. [...] A third and more delicate point [...] is the political side of the
question. [...] I say that the colonial policy of France, [...] the one that led us, under the Empire, to
Saigon, to Cochinchina, the one that led us to Tunisia, the one that led us to Madagascar, I say
that this policy of colonial expansion was inspired by a truth to which we must draw your
attention: that a navy such as ours cannot do without, on the surface of the seas, solid shelters,
defenses, and supply centers. [...] To radiate without acting, without getting involved in world
affairs, [...] to live in this way, for a great nation, believe it or not, is to abdicate ...".
Speech by Jules Ferry to the Chamber of Deputies, July 28, 1885
Georges Clemenceau's response (July 30, 1885)
"If you want prospects, look for cheap manufacturing and low transport costs. Now, when
you spend a hundred millions on warlike expeditions, you only burden the budget, burden
the work, diminish the purchasing power of the salary; you increase the prices of
manufacturing. [...] Labor is burdened by your consumption taxes. [...] Superior races,
inferior races, it is soon said! As for me, I have been having a hard time since I saw
German scientists scientifically demonstrate that France should be defeated in the
Franco-German war because the French are of an inferior race to the German. [...] I do not
want to judge the thesis that has been put forward here, which is nothing other than the
proclamation of the power of force over law. [...] But let us not try to clothe violence with
the hypocritical name of civilization. [...] But we will say that when a nation has
experienced serious, very serious setbacks in Europe, when its frontier has been
damaged, it is perhaps appropriate, before launching into distant conquests [...] to make
sure that one has a firm footing at home."
Speech by Georges Clemenceau to the Chamber of Deputies, July 30, 1885.
Resources

● https://www.blackpast.org/global-african-history/toure-samori-1830-1900/
● http://historymatters.gmu.edu/d/5478/