The nationalist movement in Indo-china - class-IX

The French sought to strengthen their rule in Vietnam through control of  education. They tried to change the values, norms and perception of the people, to make them believe in superiority of French civilisation and the inferiority of the Vietnamese.

The term “Indochina” is used to denote a particular part of Southeast Asia, specifically the “Indochinese Peninsula”. Indo-China comprises the modern countries of Vietnam, Laos, and Cambodia.

The Great Depression of 1930's had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh.

The European country that colonized Vietnam was France. The colonization by the French brought the people of
the country into conflict with the colonizers in all areas of life. The most visible form of French control was military and economic
domination but the French also built a system that tried to reshape
the culture of the Vietnamese

The Tonkin Free School was started in 1907 to provide a Western style education in Vietnam. This education included classes in science, hygiene, and French.

Only the Vietnamese elite- comprising a small fraction of the population could enrol in the schools, and only a few among those admitted ultimately passed the school-leaving examination.

A peace negotiation took place in Geneva after the French defeat. Vietnam was divided into two countries, viz. south and north Vietnam. Ho Chi Minh and the communists assumed power in the north. Bao Dai’s regime took control of the south.

• Paul Bernard, a leading writer and policy-maker intensely believed that the economy of the colonies needed to be developed.
• He argued that the purpose of acquiring colonies was to make profits
• If the economy was developed and the standard of living of the people progresses, they would buy more goods. 
• The market would subsequently expand, leading to better profit for French business.
•  To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms 
  

Syncretism, a combination of Buddhism and local beliefs in Vietnam, aimed at bringing together different beliefs and practices,  thus emphasizing on their essential unity.

Phan Boi Chau and Phan Chu Trinh both differed on the abolition of monarchy: the former wanted to retain it initially while the latter, to abolish it immediately.

Japan had occupied Vietnam in September, $1940$ and retained this occupation till the end of World War II.

The colonisation of Vietnam by the French brought the people of the country into conflict with the colonisers in all areas of life. The most visible form of French control was military and economic domination but the French also built a system that tried to reshape the culture of the Vietnamese. 

In the first decade of the twentieth century a ‘go east movement’ became popular.  In 1907-08 some 300 Vietnamese students went to Japan to acquire modern education. For many of them the primary objective was to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty that had been deposed by the French. 

• In the late nineteenth century, resistance to French domination was very often led by Confucian scholar-activists, who saw their world crumbling.
  
•  Educated in the Confucian tradition, Phan Boi Chau (1867-1940) was one such nationalist.
  
•  He became a major figure in the anti-colonial resistance from the time he formed the Revolutionary Society (Duy Tan Hoi) in 1903, with Prince Cuong  De as the head. 
  

In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party. It was later renamed as the Indo-Chinese Communist Party.

In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party. It was later renamed as the Indo-Chinese Communist Party. He was inspired by the militant demonstrations of the European communist parties. 

In the first decade of the twentieth century, many Vietnamese students went to Japan for getting modern education. The primary motive for going to Japan was to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty that had been deposed by the French.

 By the 1920s, students began to form political parties and to publish nationalist journals. The Party of Young Annan (political party) and Annanese Student (journal) are some examples.

Phan Boi Chau was the author of the book titled "The History of the loss of Vietnam". The book was written in Chinese in 1905 by Chau, who was Vietnamese anti-colonial revolutionary. The book popularized the word "Vietnam". During that time the country was known as "Annam".

Developments in China also inspired Vietnamese nationalists. In 1911, the long established monarchy in China was overthrown by a popular movement under Sun Yat-sen, and a Republic was set up. Inspired by these developments, Vietnamese students organised the Association for the Restoration of Vietnam (Viet-Nam Quan Phuc Hoi).

In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party. It was later renamed as the Indo-Chinese Communist Party.

Huynh Phu So was the founder of a nationalist movement called Hoa Hao. 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.

• Rebel women of the past were celebrated. In 1913, the nationalist Phan Boi Chau wrote a play based on the lives of the Trung sisters who had fought against Chinese domination in 39-43 CE.
• They built six airstrips, neutralized tens of thousands of bombs, transported tens of thousands of kilograms of cargo, weapons, and food and shot down fifteen planes. 
  
• Women were represented not only as warriors but also as workers: 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.