Ch 2 The Nationalist Movement in Indo-China Class 10th Notes| History Social Science
Emerging from the Shadow of China
• Indo-China comprises the modern countries of Vietnam, Laos and Cambodia.• Vietnam gained formal independence in 1945 from France. Before independence, it was under Chinese rule.
• Even after independence, Chinese culture and systems of government were maintained in Vietnam.
Colonial Domination and Resistance
• French troops landed in Vietnam in 1858
→ By the mid-1880s they had established a firm grip over the northern region.
Why the French thought Colonies Necessary
• To supply natural resources and other essential goods.
• It was the mission of advanced European countries to civilize the backward peoples.
• A rat hunt was started in 1902 to remove the rats.
• French hired Vietnamese workers and paid them for each rat they caught.
• The Vietnamese caught the rats, clipped off the tail and let the rat go free again.
• French were forced to scrap the bounty programme.
Religion and Anti-colonialism
• Religious beliefs of Vietnam were a mixture of Buddhism, Confucianism and local practices.
• French introduced Christianity in Vietnam.
Scholars' Revolt of 1868
• This revolt was led by officials of the Imperial Court.
• Uprising in Ngu An and Ha Tien provinces killed a thousand Catholics.
• By the middle of the 18th century, 300,000 people converted to Christianity.
• Revolt suppressed by the French.
Hoa Hao Movement
• The Hoa Hao Movement began in 1939 under its founder Huynh Phu So.
• He criticised useless expenditure and opposed the sale of child brides, gambling and the use of alcohol and opium.
Should Colonies be Developed?
• Barriers to economic growth in Vietnam
→ High population levels.
→ Low agricultural productivity.
→ Extensive indebtedness amongst the peasants.
How Vietnam developed as a Colony
• Primarily, Vietnam was based on rice cultivation and rubber plantations owned by the French and small Vietnamese elite.
• Rail and port facilities were set up to service this sector.
• Indentured Vietnamese labour was used in the rubber plantations.
• France did little to industrialise the economy.
The Dilemma of Colonial Education
• French saw modern education as only way to civilise the local people of the country.
Talking Modern
• Chinese was the language used by the Vietnamese elites.
• Some policy- makers emphasised the need to use the French language as the medium of instruction so they see the superiority of French culture.
• Others suggested that Vietnamese be taught in lower classes and French in the higher classes.
→ The few who learnt French and acquired French culture were to be rewarded with French citizenship.
• Only the Vietnamese elite could enroll in the schools.
• School textbooks glorified the French and justified colonial rule.
Looking Modern
• In 1907, the Tonkin Free School was started for providing Western-style education.
• The school encouraged the adoption of Western styles such as having a short haircut.
Resistance in Schools
• Teachers and students opposed the curriculum.
• By the 1920s, students were forming various political parties, such as the Party of Young Annan.
• Schools became an important place for political and cultural battles.
• The Vietnamese intellectuals feared the loss of both the Vietnamese territory and culture.
Hygiene, Disease and Everyday Resistance
Plague strike Hanoi
• The French part of Hanoi was built as a beautiful and clean city.
• In 1903, the modern part of Hanoi was struck by bubonic plague.
• The sewers also served as a great transport system, allowing the rats to move around the city.
The Rat Hunt
• Others suggested that Vietnamese be taught in lower classes and French in the higher classes.
→ The few who learnt French and acquired French culture were to be rewarded with French citizenship.
• Only the Vietnamese elite could enroll in the schools.
• School textbooks glorified the French and justified colonial rule.
Looking Modern
• In 1907, the Tonkin Free School was started for providing Western-style education.
• The school encouraged the adoption of Western styles such as having a short haircut.
Resistance in Schools
• Teachers and students opposed the curriculum.
• By the 1920s, students were forming various political parties, such as the Party of Young Annan.
• Schools became an important place for political and cultural battles.
• The Vietnamese intellectuals feared the loss of both the Vietnamese territory and culture.
Hygiene, Disease and Everyday Resistance
Plague strike Hanoi
• The French part of Hanoi was built as a beautiful and clean city.
• In 1903, the modern part of Hanoi was struck by bubonic plague.
• The sewers also served as a great transport system, allowing the rats to move around the city.
The Rat Hunt
• A rat hunt was started in 1902 to remove the rats.
• French hired Vietnamese workers and paid them for each rat they caught.
• The Vietnamese caught the rats, clipped off the tail and let the rat go free again.
• French were forced to scrap the bounty programme.
Religion and Anti-colonialism
• Religious beliefs of Vietnam were a mixture of Buddhism, Confucianism and local practices.
• French introduced Christianity in Vietnam.
Scholars' Revolt of 1868
• This revolt was led by officials of the Imperial Court.
• Uprising in Ngu An and Ha Tien provinces killed a thousand Catholics.
• By the middle of the 18th century, 300,000 people converted to Christianity.
• Revolt suppressed by the French.
Hoa Hao Movement
• The Hoa Hao Movement began in 1939 under its founder Huynh Phu So.
• He criticised useless expenditure and opposed the sale of child brides, gambling and the use of alcohol and opium.
• The French declared him mad and sent him to a mental asylum.
• He was freed in 1946, but exiled to Laos and his followers sent to concentration camps.
The Vision of Modernisation
• Regarding modernisation and nationalism two opinions held:
→ Vietnamese traditions had to be strengthened to resist western domination.
→ The second felt that Vietnam had to learn from the West even while opposing foreign domination.
• Phan Boi Chau was a Confucian Scholar and a nationalist.
→ He formed the Revolutionary Society in 1903.
• Phan Chu Trinh was against monarchy and wished to establish a democratic republic.
→ He did not want a wholesale rejection of Western civilisation.
Other Ways of Becoming Modern: Japan and China
Go East Movement
• Some 300 Vietnamese students went to Japan in 1907-08 to acquire modern education.
• Their aim was to drive out the French and re-establish the Ngu Yen dynasty.
• They wanted Japanese help and established a Restoration Society in Tokyo.
• But after 1908, the Japanese closed the society, and sent many of them, including Phan Boi Chau to exile in China and Thailand.
Chinese influence on Vietnam
• When Sun Yat Sen overthrew monarchy in China in 1911, a new association - Association for Restoration of Vietnam was formed.
• Their objective was to have a Democratic Republic and a Constitutional Monarchy in Vietnam.
The Communist Movement and Vietnamese Nationalism
• The Great Depression of the 1930s led to unemployment, debts and rural uprisings in Vietnam.
• In February 1930, Ho Chi Minh established the Vietnamese Communist Party.
• In 1940, Japan occupied Vietnam.
• The League for the Independence of Vietnam (known as the Viet Minh) fought the Japanese, recaptured Hanoi and Ho Chi Minh became the chairman of the Democratic Republic of Vietnam in September 1943.
The New Republic of Vietnam
• The French set up a puppet regime under Bao Dai as Emperor.
• After years of fighting, the French were finally defeated in 1954 at Dien Bien Phu.
• In the peace negotiations in Geneva after the French defeat led to the spilt of Vietnam into North Vietnam and South Vietnam.
→ Ho Chi Minh and the communists took power in the north
→ Bao Dai’s regime was put in power in the south.
Answer
Indo-China comprises the modern countries of Vietnam, Laos and Cambodia.
4. How nationalism emerged in Vietnam?
Answer
Nationalism in Vietnam emerged through the efforts of different sections of society to fight against the French and all they represented.
(Para – 3, Page No. 30)
5. Mention the main base of colonial economy of Vietnam.
Answer
Vietnam economy was primarily based on rice cultivation and rubber plantation owned by the French and small Vietnamese elites.
(Para – 3, Page No. 33)
6. Who was Paul Bernard?
Answer
Paul Bernard was an influential writer and a policy-maker who strongly believed that the economies of the colonies must be developed in order to acquire more profit.
(Para – 6, Page No. 32| Para – 1, Page No. 33)
7. When did the French arrive in Vietnam?
Answer
French arrived in Vietnam in 1858.
(Para – 1, Page No. 31)
8. Why were the French colonisers in a dilemma on the issue of giving education to Vietnamese?
Answer
The French colonisers were in a dilemma on the issue of giving education to the Vietnamese because they wanted educated good local labour but also feared that the educated Vietnamese would definitely oppose their colonial domination and snatch jobs from French citizens living in Vietnam.
(Para – 2, Page No. 34)
9. What were the major barriers to economic growth in Vietnam according to Bernard?
Answer
According to Bernard high population level, low agricultural productivity and extensive indebtedness amongst the peasants were the major barriers to economic growth in Vietnam.
(Para – 2, Page No. 33)
10. When and how French Indo-China was formed?
Answer
In 1887, French Indo-China was formed after the Franco-Chinese war the French assumed control of Tonkin and Anaam.
(Para – 1, Page No. 33)
• He was freed in 1946, but exiled to Laos and his followers sent to concentration camps.
The Vision of Modernisation
• Regarding modernisation and nationalism two opinions held:
→ Vietnamese traditions had to be strengthened to resist western domination.
→ The second felt that Vietnam had to learn from the West even while opposing foreign domination.
• Phan Boi Chau was a Confucian Scholar and a nationalist.
→ He formed the Revolutionary Society in 1903.
• Phan Chu Trinh was against monarchy and wished to establish a democratic republic.
→ He did not want a wholesale rejection of Western civilisation.
Other Ways of Becoming Modern: Japan and China
Go East Movement
• Some 300 Vietnamese students went to Japan in 1907-08 to acquire modern education.
• Their aim was to drive out the French and re-establish the Ngu Yen dynasty.
• They wanted Japanese help and established a Restoration Society in Tokyo.
• But after 1908, the Japanese closed the society, and sent many of them, including Phan Boi Chau to exile in China and Thailand.
Chinese influence on Vietnam
• When Sun Yat Sen overthrew monarchy in China in 1911, a new association - Association for Restoration of Vietnam was formed.
• Their objective was to have a Democratic Republic and a Constitutional Monarchy in Vietnam.
The Communist Movement and Vietnamese Nationalism
• The Great Depression of the 1930s led to unemployment, debts and rural uprisings in Vietnam.
• In February 1930, Ho Chi Minh established the Vietnamese Communist Party.
• In 1940, Japan occupied Vietnam.
• The League for the Independence of Vietnam (known as the Viet Minh) fought the Japanese, recaptured Hanoi and Ho Chi Minh became the chairman of the Democratic Republic of Vietnam in September 1943.
The New Republic of Vietnam
• The French set up a puppet regime under Bao Dai as Emperor.
• After years of fighting, the French were finally defeated in 1954 at Dien Bien Phu.
• In the peace negotiations in Geneva after the French defeat led to the spilt of Vietnam into North Vietnam and South Vietnam.
→ Ho Chi Minh and the communists took power in the north
→ Bao Dai’s regime was put in power in the south.
• The Bao Dai regime was soon overthrown by a coup led by Ngo Dinh Diem.
• Diem built a dictatorial government.
→ This was opposed by a broad opposition united under the banner of the National Liberation Front (NLF).
• With the help of North Vietnam, NLF fought for the unification of the country.
The Entry of the US into the War (1965 to 1972)
• Fear of communism made the US intervene in Vietnam.
• Thousands of US troops arrived equipped with heavy weapons and tanks.
• Use of chemical weapons – Napalm, Agent Orange, and phosphorous bombs destroyed many villages.
• The effect of the war was felt within the US as well.
→ Many were critical of the government for getting involved in a war.
The Ho Chi Minh Trail
• The trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south.
• The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply line by intensive bombing failed because they were rebuilt very quickly.
The End of the War
• US had failed to achieve its objectives.
• The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply line by intensive bombing failed because they were rebuilt very quickly.
The End of the War
• This was a war that has been called the first television war because battle scenes were shown on the daily news programmes.
• In January 1974: A peace settlement was signed in Paris which ended conflict with the US.
• The National Liberation Front (NLF) occupied the presidential palace in Saigon on 30 April 1975 and unified Vietnam.
Very Short Answer Questions (VSAQs):
1. Which modern countries comprised Indo-China?Answer
Indo-China comprises the modern countries of Vietnam, Laos and Cambodia.
(Para – 1, Page No. 30)
2. In which year Vietnam gained formal independence?
Answer
Vietnam gained formal independence in 1945.
(Para – 1, Page No. 29)
3. How was the maritime silk route useful for Vietnam?
Answer
The maritime silk route was used for import and export of goods as well as for the exchange of ideas.
(Para – 2, Page No. 30)
2. In which year Vietnam gained formal independence?
Answer
Vietnam gained formal independence in 1945.
(Para – 1, Page No. 29)
3. How was the maritime silk route useful for Vietnam?
Answer
The maritime silk route was used for import and export of goods as well as for the exchange of ideas.
(Para – 2, Page No. 30)
4. How nationalism emerged in Vietnam?
Answer
Nationalism in Vietnam emerged through the efforts of different sections of society to fight against the French and all they represented.
(Para – 3, Page No. 30)
5. Mention the main base of colonial economy of Vietnam.
Answer
Vietnam economy was primarily based on rice cultivation and rubber plantation owned by the French and small Vietnamese elites.
(Para – 3, Page No. 33)
6. Who was Paul Bernard?
Answer
Paul Bernard was an influential writer and a policy-maker who strongly believed that the economies of the colonies must be developed in order to acquire more profit.
(Para – 6, Page No. 32| Para – 1, Page No. 33)
7. When did the French arrive in Vietnam?
Answer
French arrived in Vietnam in 1858.
(Para – 1, Page No. 31)
8. Why were the French colonisers in a dilemma on the issue of giving education to Vietnamese?
Answer
The French colonisers were in a dilemma on the issue of giving education to the Vietnamese because they wanted educated good local labour but also feared that the educated Vietnamese would definitely oppose their colonial domination and snatch jobs from French citizens living in Vietnam.
(Para – 2, Page No. 34)
9. What were the major barriers to economic growth in Vietnam according to Bernard?
Answer
According to Bernard high population level, low agricultural productivity and extensive indebtedness amongst the peasants were the major barriers to economic growth in Vietnam.
(Para – 2, Page No. 33)
10. When and how French Indo-China was formed?
Answer
In 1887, French Indo-China was formed after the Franco-Chinese war the French assumed control of Tonkin and Anaam.
(Para – 1, Page No. 33)
Short Answer Questions (SAQs):
1. Explain any three steps taken by the French to achieve their aim to exploit the natural resources of Vietnam.
Answer
• The French began by building canals and draining lands in the Mekong delta to increase cultivation. As the rice cultivation increased, French exported the rice to the international market. Vietnam became the third largest exporter of rice in the world.
• The French also planned infrastructure projects to help transport goods for trade, move military garrisons and control the entire region.
• Trans Indo-China rail network was constructed to link the northern and southern parts of Vietnam and China. A second line was built, linking Vietnam to Siam.
(Para – 3 and 4, Page No. 32)
2. Why did the French think that colonies were necessary? Explain.
Answer
• To supply natural resources and other essential goods.
• To bring the benefits of civilisation to backward people.
• To ensure higher levels of profit for their businesses.
(Para – 2 and 6, Page No. 32)
3. Explain the views of Paul Bernard regarding the development of colonies.
Answer
• He believed that the economy of the colonies needed to be developed.
• To ensure maximum profits, the standard of living of the people need to be improved so they would buy more goods.
• He suggested that there were several barriers to economic growth in Vietnam like high population levels, low agricultural productivity and extensive indebtedness amongst the peasants.
(Para – 6, Page No. 32| Para – 1 and 2, Page No. 33)
4. What was the conditions of colonial economy in Vietnam? Explain.
Answer
• The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite.
• Rail and port facilities were set up to service this sector. Indentured Vietnamese labour was widely used in the rubber plantations.
• In the rural areas landlordism spread and the standard of living declined.
(Para – 3, Page No. 33)
5. Explain any three conditions of the contract on the basis of which indentured labour worked.
Answer
• No right of labourers was specified.
• Employer could bring criminal charges against the labourers.
• They could punish and jail labourers for non-fulfilment of contracts.
(New Words, Page No. 33)
6. Why did French policy-makers want to educate the people of Vietnam? Explain.
Answer
• The French policy-makers wanted to educate the people of Vietnam, because they considered education as one way to civilise the “native”.
• They took for granted that Europe had developed the most advanced civilisation and it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions.
• The French needed an educated local labour force.
(Para- 1 and 2, Page No. 34)
Long Answer Questions (LAQs):
1. Explain the challenges faced by the New Democratic Republic of Vietnam.
Answer
• The French tried to regain control by using the emperor, Bao Dai, as their puppet.
• The war between France and Republic of Vietnam continued for eight years and in the last the French were defeated in 1954 at Dien Bien Phu.
• The peace negotiations at Geneva partitioned Vietnam into North and South Vietnam. Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south.
• Soon, Ngo Dinh Diem overthrew the Bao Dai’s regime and became dictator which started war between North and South Vietnam.
• To stop the increasing influence of communism in Vietnam, US entered in the war but due to widespread questioning in 1974, the US troops were withdrawn from Vietnam. In 1975, Vietnam unified.
(Para – 4, 5 and 6, Page No. 43| Para – 1, 2 and 3, Page No. 44| Para – 1, Page No. 45| Para – 2, Page No. 51)
2. Describe any five steps taken by the French for the development of the "Mekong Delta Region".
Answer
• The French started building canals to drain lands in the Mekong Delta to increase cultivation.
• The vast system of irrigation works-canals and earthworks-built mainly with forced labour increased the rice production.
• It allowed export of rice to the international market.
• The area under rice cultivation went up from 2,74,000 hectares in 1873 to 2.2 million hectares in 1930.
• Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
(Para – 3, Page No. 32)
3. Explain any five features of the Go East Movement.
Answer
• The Go East Movement became popular in Vietnam in the first decade of the 20th century.
• In 1907-08 some 300 Vietnamese students went to Japan to acquire modern education.
• The primary objective to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty that had been deposed by the French.
• The nationalists in Vietnam wanted foreign help and arms.
• They appealed to the Japanese as fellow Asians as Japan had modernised itself and had resisted colonisation by the West.
(Para – 2, Page No. 62)
High Order Thinking Skills (HOTS) :
1. “The role of women varied in the anti-imperialist movement in Vietnam.” Examine the statement.
Answer
• In the 1960s, photographs in magazines and journals showed women as brave fighters.
• They were portrayed as young, brave and dedicated.
• Women were represented not only as warriors but also as workers as they were shown with a rifle in one hand and a hammer in the other.
• Whether young or old, women began to be depicted as selflessly working and fighting to save the country.
• Many women responded and joined the resistance movement and helped in nursing the wounded, constructing underground rooms and tunnels and fighting the enemy.
(Para – 1, 2 and 3, Page No. 50)
2. “U.S. entry into the war in Vietnam marked a new phase that proved costly to Vietnamese as well as to the Americans.” Analyse the statement.
Answer
• Even though the U.S. had advanced technology and good medical supplies, casualties were high.
• The wide spread attacks and use of chemical weapons – Napalm, Agent Orange, and phosphorous bombs – destroyed many villages and decimated jungles and led to the death of civilians in large numbers.
• Many were critical of the US government for getting involved in a war that they saw as indefensible.
• The recruitment of youth for the war spread anger.
• Compulsory service in the armed forces, however, could be waived for university graduates which meant that only minorities and children of working-class families recruited for war not the privileged elite.
(Para – 2, Page No. 45| Para – 2 and 3, Page No. 46)
Value Based Questions (VBQs) :
1. Explain the contribution made by the French in the development of agriculture in Vietnam.
Answer
• Mekong Delta in Vietnam had a fertile land, suitable for cultivation of rice and plantation crops.
• For profit, the French began by building canals and draining lands in Mekong delta to increase cultivation.
• They built a vast system of irrigation works, consisting of a canal and earthworks with the help of forced labour.
• The rice production increased and allowed the export of rice to the international market.
• They also built a network of railways which helped in faster movement of goods and agricultural products.
• Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
(Para – 3 and 4, Page No. 32)
Write in Brief
1. Write a note on:
(a) What was meant by the 'civilising mission' of the colonisers:
The European colonisers such as Britain and France considered themselves as most advanced civilisation. Thus, according to them, it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development.
(b) Huynh Phu So
Huynh Phu So was the founder of a nationalist movement called Hoa Hao. He performed miracles and helped the poor. His criticism against useless expenditure had a wide appeal. He also opposed the sale of child brides, gambling and the use of alcohol and opium. The French tried to suppress the movement inspired by Huynh Phu So. They declared him mad, called him the Mad Bonze, and put him in a mental asylum. But the doctor, who had to prove him mad, became his follower. Finally, he was exiled to Laos and many of his followers were sent to concentration camps.
2. Explain the following:
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.
(b) The French began building canals and draining lands in the Mekong delta.
(c) The government made the Saigon Native Girls School take back the students it had expelled.
(d) Rats were most common in the modern, newly built areas of Hanoi.
Answer
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations because the French colonial administration followed a deliberate policy of failing students in their final year examinations so that they could not qualify for better-paid jobs.
(b) France as a colonial power needed supply of natural resources and other essential goods from colonies. Thus, the French began building canals and draining lands in the Mekong delta to increase cultivation. The vast system of irrigation increased the rice production and allowed the export of rice to the international market.
(c) The principal of Saigon Native Girls School expelled a Vietnamese girl student when she refused to vacate the seat for a French student. The angry students protested against this but they too were expelled leading to a further spread of open protests. Seeing the situation getting out of control, the government forced the school to take the students back.
(d) The French part of Hanoi has a well-laid-out sewer system became an ideal and protected breeding ground for rats. The sewers also served as a great transport system, allowing the rats to move around the city without any problem. And rats began to enter the well-cared-for homes of the French through the sewage pipes.
3. Describe the ideas behind the Tonkin Free School. To what extent is it a typical example of colonial ideas in Vietnam?
Answer
The ideas behind the Tonkin Free School was to promote western culture and to make it look superior. The school taught science, hygiene and French, other than the common subjects. The students were not only made to attend these classes but also were asked to look modern too. Vietnamese were asked to cut off their long hair and adopt a short haircut which was absolutely against their culture.
1. Write a note on:
(a) What was meant by the 'civilising mission' of the colonisers:
The European colonisers such as Britain and France considered themselves as most advanced civilisation. Thus, according to them, it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development.
(b) Huynh Phu So
Huynh Phu So was the founder of a nationalist movement called Hoa Hao. He performed miracles and helped the poor. His criticism against useless expenditure had a wide appeal. He also opposed the sale of child brides, gambling and the use of alcohol and opium. The French tried to suppress the movement inspired by Huynh Phu So. They declared him mad, called him the Mad Bonze, and put him in a mental asylum. But the doctor, who had to prove him mad, became his follower. Finally, he was exiled to Laos and many of his followers were sent to concentration camps.
2. Explain the following:
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.
(b) The French began building canals and draining lands in the Mekong delta.
(c) The government made the Saigon Native Girls School take back the students it had expelled.
(d) Rats were most common in the modern, newly built areas of Hanoi.
Answer
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations because the French colonial administration followed a deliberate policy of failing students in their final year examinations so that they could not qualify for better-paid jobs.
(b) France as a colonial power needed supply of natural resources and other essential goods from colonies. Thus, the French began building canals and draining lands in the Mekong delta to increase cultivation. The vast system of irrigation increased the rice production and allowed the export of rice to the international market.
(c) The principal of Saigon Native Girls School expelled a Vietnamese girl student when she refused to vacate the seat for a French student. The angry students protested against this but they too were expelled leading to a further spread of open protests. Seeing the situation getting out of control, the government forced the school to take the students back.
(d) The French part of Hanoi has a well-laid-out sewer system became an ideal and protected breeding ground for rats. The sewers also served as a great transport system, allowing the rats to move around the city without any problem. And rats began to enter the well-cared-for homes of the French through the sewage pipes.
3. Describe the ideas behind the Tonkin Free School. To what extent is it a typical example of colonial ideas in Vietnam?
Answer
The ideas behind the Tonkin Free School was to promote western culture and to make it look superior. The school taught science, hygiene and French, other than the common subjects. The students were not only made to attend these classes but also were asked to look modern too. Vietnamese were asked to cut off their long hair and adopt a short haircut which was absolutely against their culture.
This school was a typical example of colonial ideas in Vietnam as it rejected traditional Vietnamese education and lifestyle and promoted the western style of living. Like any other colonisers, the French introduced their so-called modern ideas to the colony even if this meant destroying local cultures, religions and traditions.
4. What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from those of Phan Boi Chau?
Answer
Phan Chu Trinh wanted to overthrow the foreign rule but at the same time, he was not against the setting up of French legal and educational institutions in Vietnam.
Phan Boi Chau wanted to use monarchy to drive out the foreign enemy, France while Phan Chu Trinh disagreed on this term of monarchy as he believed in overthrowing the monarchy to promote popular rights.
Discuss
1. With reference to what you have read in this chapter, discuss the influence of China on Vietnam's culture and life.
Answer
Vietnam was a part of the powerful empire of China. Even when an independent country was established, its rulers continued to maintain the Chinese system of government as well as Chinese culture.
• The elites in Vietnam were educated in Chinese and Confucianism. A Vietnamese nationalist, Phan Boi Chau’s most influential book, 'The History of the Loss of Vietnam' was written under the strong influence and advice of Chinese reformer Qichao.
• In 1911, the monarchy in China was overthrown and a Republic was set up. This inspired Vietnamese students and they organised the Association for the Restoration of Vietnam.
2. What was the role of religious groups in the development of anti-colonial feelings in Vietnam?
Answer
Religion had always played a pivotal role in the lives of people in Vietnam. Vietnam's religious beliefs were a mix of Buddhism, Confucianism and local customs. Christianity, introduced by French
missionaries wanted to correct the beliefs of the Vietnamese regarding supernatural powers.
• In 1868, the Scholars Revolt was led by officials at the imperial court angered by the spread of Catholicism and French power. However, the French crushed the movement but this uprising served to inspire other patriots to rise up against them.
• The Hoa Hoa movement in 1939 gained great popularity in the fertile Mekong delta area which drew on religious ideas popular in anti-French uprisings of the nineteenth century. The French tried to suppress the movement inspired by Huynh Phu and declared him mad. Finally, the French authorities exiled him to Laos and sent many of his followers to concentration camps.
Political parties often drew upon their support from these movements. Thus, these religious movements were successful in gaining the support of anti-colonial feelings in Vietnam.
3. Explain the causes of the US involvement in the war in Vietnam. What effect did this involvement have on life within the US itself?
Answer
The US got involved in the war in Vietnam because it was worried about communists gaining
power as National Liberation Front and Ho Chi Minh government in the north made alliance against Ngo Dinh Diem's regime in the south. US policy-planners also feared that it would start a domino effect means communist governments would be established in other countries in the area. Thus, it decided to intervene decisively, sending in troops and arms.
The effect of the US involvement in the war was felt within the US as well as many saw this war not worthy. When the youth were prepared for the war, the anger spread. Only university graduates were exempt from compulsory service in the army which caused even more anger amongst the minorities and working-class families.
4. Write an evaluation of the Vietnamese war against the US from the point of
(a) a porter on the Ho Chi Minh trail.
(b) a woman soldier.
Answer
a) The porters set out without fear on the Ho Chi Minh Trail which was a great expansive network of roads and footpaths. The heroic porters carried as much as 25 kg to 70 kg of weight on their backs or bicycles. They did not fear that they might fall over in the deep valleys. They bravely walked on the narrow, dangerous roads that marked the treacherous routes. They also did not feel afraid of being shot down by aircraft guns. They put all their fears aside and walked on to maintain the supply line. This fact showed that the porters were heroic and patriotic.
b) The Vietnamese women played an important role in the US-Vietnam War. They were both warriors and workers. As warriors and soldiers, the Vietnamese women constructed six airstrips, they neutralised thousands of bombs and went on to shoot down fifteen planes. There were 1.5 million Vietnamese women in the regular army, the militia, the local forces and professional teams. The women workers were also engaged as porters, nurses and construction workers.
5. What was the role of women in the anti-imperial struggle in Vietnam? Compare this with the role of women in the nationalist struggle in India.
Answer
The role of women in the anti-imperial struggle in Vietnam was very important. Firstly, they rebelled against social conventions which led to the emergence of a new woman in Vietnamese society. The women irrespective of age started working selflessly and fighting to save the country. They joined the resistance movement against imperialist powers. They helped in nursing the wounded and constructing underground rooms and tunnels. They served as porters on the Ho Chi Minh trail.
The women participated in large scale in the nationalist struggle in India. They participated in protest marches and picketed foreign cloth and liquor shops. Many went to jail. They began to see service to the nation as a sacred duty of women. However, their role was not very dynamic and did not hold any position of authority.
4. What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from those of Phan Boi Chau?
Answer
Phan Chu Trinh wanted to overthrow the foreign rule but at the same time, he was not against the setting up of French legal and educational institutions in Vietnam.
Phan Boi Chau wanted to use monarchy to drive out the foreign enemy, France while Phan Chu Trinh disagreed on this term of monarchy as he believed in overthrowing the monarchy to promote popular rights.
Discuss
1. With reference to what you have read in this chapter, discuss the influence of China on Vietnam's culture and life.
Answer
Vietnam was a part of the powerful empire of China. Even when an independent country was established, its rulers continued to maintain the Chinese system of government as well as Chinese culture.
• The elites in Vietnam were educated in Chinese and Confucianism. A Vietnamese nationalist, Phan Boi Chau’s most influential book, 'The History of the Loss of Vietnam' was written under the strong influence and advice of Chinese reformer Qichao.
• In 1911, the monarchy in China was overthrown and a Republic was set up. This inspired Vietnamese students and they organised the Association for the Restoration of Vietnam.
2. What was the role of religious groups in the development of anti-colonial feelings in Vietnam?
Answer
Religion had always played a pivotal role in the lives of people in Vietnam. Vietnam's religious beliefs were a mix of Buddhism, Confucianism and local customs. Christianity, introduced by French
missionaries wanted to correct the beliefs of the Vietnamese regarding supernatural powers.
• In 1868, the Scholars Revolt was led by officials at the imperial court angered by the spread of Catholicism and French power. However, the French crushed the movement but this uprising served to inspire other patriots to rise up against them.
• The Hoa Hoa movement in 1939 gained great popularity in the fertile Mekong delta area which drew on religious ideas popular in anti-French uprisings of the nineteenth century. The French tried to suppress the movement inspired by Huynh Phu and declared him mad. Finally, the French authorities exiled him to Laos and sent many of his followers to concentration camps.
Political parties often drew upon their support from these movements. Thus, these religious movements were successful in gaining the support of anti-colonial feelings in Vietnam.
3. Explain the causes of the US involvement in the war in Vietnam. What effect did this involvement have on life within the US itself?
Answer
The US got involved in the war in Vietnam because it was worried about communists gaining
power as National Liberation Front and Ho Chi Minh government in the north made alliance against Ngo Dinh Diem's regime in the south. US policy-planners also feared that it would start a domino effect means communist governments would be established in other countries in the area. Thus, it decided to intervene decisively, sending in troops and arms.
The effect of the US involvement in the war was felt within the US as well as many saw this war not worthy. When the youth were prepared for the war, the anger spread. Only university graduates were exempt from compulsory service in the army which caused even more anger amongst the minorities and working-class families.
4. Write an evaluation of the Vietnamese war against the US from the point of
(a) a porter on the Ho Chi Minh trail.
(b) a woman soldier.
Answer
a) The porters set out without fear on the Ho Chi Minh Trail which was a great expansive network of roads and footpaths. The heroic porters carried as much as 25 kg to 70 kg of weight on their backs or bicycles. They did not fear that they might fall over in the deep valleys. They bravely walked on the narrow, dangerous roads that marked the treacherous routes. They also did not feel afraid of being shot down by aircraft guns. They put all their fears aside and walked on to maintain the supply line. This fact showed that the porters were heroic and patriotic.
b) The Vietnamese women played an important role in the US-Vietnam War. They were both warriors and workers. As warriors and soldiers, the Vietnamese women constructed six airstrips, they neutralised thousands of bombs and went on to shoot down fifteen planes. There were 1.5 million Vietnamese women in the regular army, the militia, the local forces and professional teams. The women workers were also engaged as porters, nurses and construction workers.
5. What was the role of women in the anti-imperial struggle in Vietnam? Compare this with the role of women in the nationalist struggle in India.
Answer
The role of women in the anti-imperial struggle in Vietnam was very important. Firstly, they rebelled against social conventions which led to the emergence of a new woman in Vietnamese society. The women irrespective of age started working selflessly and fighting to save the country. They joined the resistance movement against imperialist powers. They helped in nursing the wounded and constructing underground rooms and tunnels. They served as porters on the Ho Chi Minh trail.
The women participated in large scale in the nationalist struggle in India. They participated in protest marches and picketed foreign cloth and liquor shops. Many went to jail. They began to see service to the nation as a sacred duty of women. However, their role was not very dynamic and did not hold any position of authority.
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