In the last few hundred years, dark-skinned peoples have been likened to apes in an effort to dehumanize them and give some form of reasoning behind their oppression and general use . This is not unfamiliar to most Americans as something that is done peculiarly to African Americans The history of American and British discrimination against the Irish, however, offers an interesting study. The Irish, too, have been likened to apes and monkeys, which suggests that this comparison, an invidious comparison to be sure based on Veblen’s theory of status and distinction within the socio-economic realm is a tried-and-true strategy of oppression and subjugation, not one necessarily inspired by the skin color of Africans, but also applicable to more invisible minorities.
The debate took the veneer of pseudo science in Victorian times: whether there had been one creation for all mankind, the creationist monogenism or whether the almighty had completed the work in sections. several efforts: polygenism, before arriving at the ideal corresponding to white gentry and royalty. ”To a large extent, the story of racial science in Britain between 1800 and 1850,” Nancy Stepan wrote, “is the story of desperate efforts to rebut polygenism and the eventual acceptance of popular quasi-polygenist prejudices in the language of science” . The Polygenists and the racists who appropriated the doctrine quickly advocated the disparity of the various creations, and mingled the theory with other Darwinistic permutations of missing links, recessed genes and other fantasies bordering on science fiction as the need arose. All in all, the complicit acceptance of a social acceptance of stereotyping, racial profiling and ghettoization which continues to this day in slightly more subtle form.
“Bog Trotters” became a long-standing English term for Irish people,especially Irish peasants; near imbeciles, drunks, immoral, frolicking over the countryside. “The workingman’s burden” was another phrase to connote gleeful Irish peasants profiting from Famine relief money on the back of back of , honest exhausted English laborer. ”The Irish Frankenstein” was another stereotype, capitalizing on Mary Shelley’s popular novel, in this case depicting the Irish as savage, mutant humans.Other popular caricatures depicted the Irish as obese,indolent, wasteful, violence prone, drug abusing apes and chimps. Even more insidiously:
…Restriction of the diffusion of technologies and national frontiers do not allow other countries to grow or to make rapid structural changes. Large corporations prevent the flow of technologies, not only to keep other countries backward but to reduce competition. These corporations know that the free export of technology to these countries, whose workers are educated and inexpensive, would weaken their international economic power and comparative advantages. This implies that technological restrictions will create uneven economic development among countries: developed (the center) and underdeveloped countries (the peripheries), a dualistic condition that is compatible with Veblen’s intellectual system. Underdevelopment generates disintegrated and divided countries, which make them easy targets for imperialist expansion. Colonies, mostly from underdeveloped nations, are needed, because “it is reasonably believed that traders and investors in foreign parts are able to derive a large profit from their business when they have the backing of a powerful and aggressive national government; particularly in their dealings with helpless and backward peoples” (Veblen 1919: 131).
Veblen identified two different behavioral traits in history: the trait of workmanship and the predatory trait (the tendency to exploit and plunder). Workmanship includes such things as parenting and “idle curiosity” in addition to the more usual use of the term – creativity. It is out of this trait that advances in civilization stems. It is also out of this trait from which the instinct for cooperation stems. The predatory instinct is what made early societies revere the strong. The booty from victory at war, including slaves, ears, scalps, etc., were often displayed by the mightiest of warriors. In other systems, the instinct might be less obvious – but it always leads to sexism, racism, subjugation, and exploitation.Read More:http://www.d.umn.edu/~rlichty/Radical%20Lectures/lecture8.pdf
ADDENDUM:
…Curtis’s work has provoked controversy. Sheridan Gilley argued in an essay on ‘English attitudes to the Irish in England, 1780–1900′ that stereotypes about ‘Paddies’ were as much a product of Irish views of themselves as of British prejudice. Moreover, Gilley claimed that such stereotypes were not essentially about race, as Curtis had argued, because most Britons did not regard the Irish as a race apart. For Gilley, British attitudes to the Irish were a complex mixture of the positive and the negative, and derived largely from shifting ideas about religion, class and political violence. Roy Foster endorsed these conclusions in an essay that was published in, and provided the main title for, his collection Paddy and Mr Punch: Connections in Irish and English History (1993). Foster argued that simianisation was but a passing phase in Punch caricatures of the Irish, and that British cartoonists drew upon a much wider range of images of Irish men and women than Curtis had suggested. Foster agreed with Gilley that British attitudes to the Irish were complex and shifting, reflecting not a sense of Irish racial difference, but rather a dislike of popery, peasants and political violence that was expressed in various ways at different times. Foster and Gilley stressed that British attitudes to the Irish could thus only be recovered by situating press comment in its specific, contemporary political context: ‘historians have been right to treat Irish politics as political history.’ Read More:http://www.history.ac.uk/reviews/review/501
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In the late l8th centu
nglish historian Arthur Young travelled widely in Ireland. He wrote, “A landlord in Ireland can scarcely invent an order which a laborer, servant, or cottier dares to refuse. He may punish with his cane or horsewhip with most perfect security. A poor man would have his bones broken if he offered to lift a hand in his own defense.”…
…When the Irish rebelled in 1798, Britain shipped thousands of chained “traitors” to her penal colonies in Australia. Many Irish prisoners were convinced that the masters of these convict ships were under orders to starve and murder them by neglect on the outward voyage. In The Fatal Shore , Robert Hughes says, “They had reason to think so,” and points to the 1802 arrival of the Hercules, with a 37 percent death rate among the political exiles. That same year, the Atlas II sailed from Cork, with 65 out of 181 “convicts” found dead on arrival. Irish sailors who mutinied to help their countrymen were flogged unmercifully, and “ironed” together with handcuffs, thumbscrews and slave leg bolts. Read More:http://www.eirefirst.com/archive/unit_2.html a
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Such complaints grew in currency during the 1830s, but few were as supremacist as Thomas Carlyle’s now infamous attack of 1839:
The wild Milesian features, looking false ingenuity, restlessness, unreason, misery, andmockery, salute you on all highways and byways. The English coachman, as he whirls past, lashes the Milesian with his whip, curses him with his tongue; the Milesian is holding out his hat to beg. He is the sorest evil this country has to strive with. In his rags and laughing savagery, he is there to undertake all work that can be done by mere strength of hand and back – for wages that will purchase him potatoes. He needs only salt for his condiment, he lodges to his mind in any pig-hutch or dog-hutch, roosts in out-houses, and wears a suit of tatters, the getting on and off which is said to be a difficult operation, transacted only in festivals and the high tides of the calendar. The Saxon man, if he cannot work on these terms, finds no work. The uncivilised Irishman, not by his strength, but by the opposite of strength, drives the Saxon native out, takes possession in his room.’ Read More:http://iisresource.org/Documents/KS3_Racism_Interpretation.pdf