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  • 00:04

    This is a story about Ireland.
    This is a story about Ireland.

  • 00:05

    And it’s a story about an event that you’ve probably heard of, but might not know much
    And it’s a story about an event that you’ve probably heard of, but might not know much

  • 00:10

    about.
    about.

  • 00:11

    It’s usually called, quote, “the Irish Potato Famine.”
    It’s usually called, quote, “the Irish Potato Famine.”

  • 00:15

    In most history books, the Irish Potato Famine doesn’t get a lot of attention.
    In most history books, the Irish Potato Famine doesn’t get a lot of attention.

  • 00:20

    At most, it appears as a pretty simple story to explain Irish migration abroad.
    At most, it appears as a pretty simple story to explain Irish migration abroad.

  • 00:26

    In the beginning, Irish people depended on the potato for food; then, there was a potato
    In the beginning, Irish people depended on the potato for food; then, there was a potato

  • 00:32

    disease; many Irish died, and others migrated abroad on what they called quote “coffin
    disease; many Irish died, and others migrated abroad on what they called quote “coffin

  • 00:38

    ships” – to England, Scotland, Australia and North America.
    ships” – to England, Scotland, Australia and North America.

  • 00:44

    But the story of the famine is a lot more complicated – and a lot more disturbing
    But the story of the famine is a lot more complicated – and a lot more disturbing

  • 00:47

    – than that.
    – than that.

  • 00:48

    It was much less “natural” and much more “artificial” than you might think.
    It was much less “natural” and much more “artificial” than you might think.

  • 00:53

    And it all goes back to a man named Thomas Malthus.
    And it all goes back to a man named Thomas Malthus.

  • 00:57

    Malthus was a British economist, a very influential one.
    Malthus was a British economist, a very influential one.

  • 00:59

    And in 1798, Malthus published a book called, quote, “An Essay on the Principle of Population.”
    And in 1798, Malthus published a book called, quote, “An Essay on the Principle of Population.”

  • 01:01

    And in this book Malthus put forward an influential idea, and a rather counterintuitive one.
    And in this book Malthus put forward an influential idea, and a rather counterintuitive one.

  • 01:06

    Malthus said that when food production increased, people were better off for a little.
    Malthus said that when food production increased, people were better off for a little.

  • 01:12

    But that improvement led to an increase in population, which eventually caused societal
    But that improvement led to an increase in population, which eventually caused societal

  • 01:17

    problems: there were too many people, and not enough food to go around.
    problems: there were too many people, and not enough food to go around.

  • 01:23

    Poverty and famine were the natural results.
    Poverty and famine were the natural results.

  • 01:27

    Like animals, Malthus said, humans had a certain “carrying capacity.”
    Like animals, Malthus said, humans had a certain “carrying capacity.”

  • 01:33

    When it exceeded that carrying capacity, enough people would die to return the population
    When it exceeded that carrying capacity, enough people would die to return the population

  • 01:40

    to a natural equilibrium.
    to a natural equilibrium.

  • 01:41

    So in the nineteenth century, that so-called “Malthusian” model became the conventional
    So in the nineteenth century, that so-called “Malthusian” model became the conventional

  • 01:48

    wisdom in European intellectuals.
    wisdom in European intellectuals.

  • 01:52

    It led them to focus on what they called “overpopulation,” and made them basically think of famine as
    It led them to focus on what they called “overpopulation,” and made them basically think of famine as

  • 01:58

    nature reducing population to a sustainable level.
    nature reducing population to a sustainable level.

  • 02:02

    Not that the Malthusian idea was really correct.
    Not that the Malthusian idea was really correct.

  • 02:03

    No serious economist today will tell you that having “too many people” is the reason
    No serious economist today will tell you that having “too many people” is the reason

  • 02:09

    people are poor or hungry.
    people are poor or hungry.

  • 02:12

    In 1981, the economist Amartya Sen explained the real cause of most historical famines.
    In 1981, the economist Amartya Sen explained the real cause of most historical famines.

  • 02:20

    If you look at the historical record, Sen said, a collective lack of food is never the
    If you look at the historical record, Sen said, a collective lack of food is never the

  • 02:26

    real problem.
    real problem.

  • 02:27

    The cause of famines – while it often has something to do with a decline in agricultural
    The cause of famines – while it often has something to do with a decline in agricultural

  • 02:32

    production – is more related to the unequal DISTRIBUTION of food: there’s enough food
    production – is more related to the unequal DISTRIBUTION of food: there’s enough food

  • 02:37

    for everyone, but some people can’t exchange what they have for that food.
    for everyone, but some people can’t exchange what they have for that food.

  • 02:43

    Sen found that famine is usually not the result of “too little food,” but of exploitation
    Sen found that famine is usually not the result of “too little food,” but of exploitation

  • 02:49

    and unequal economic relations.
    and unequal economic relations.

  • 02:51

    That brings us to Ireland in the 1840s.
    That brings us to Ireland in the 1840s.

  • 02:52

    Here you have a perfect example of exploitation and unequal economic relations.
    Here you have a perfect example of exploitation and unequal economic relations.

  • 02:53

    Irish people were the “other” against whom the British could define themselves:
    Irish people were the “other” against whom the British could define themselves:

  • 02:57

    they were viewed as lazy, barbaric, barely human.
    they were viewed as lazy, barbaric, barely human.

  • 03:01

    Ireland itself was run as a colony for the emerging class of British capitalists.
    Ireland itself was run as a colony for the emerging class of British capitalists.

  • 03:08

    While England was rapidly becoming the wealthiest country in the world, Ireland was kept incredibly
    While England was rapidly becoming the wealthiest country in the world, Ireland was kept incredibly

  • 03:14

    poor.
    poor.

  • 03:15

    The population was almost entirely composed of peasants.
    The population was almost entirely composed of peasants.

  • 03:19

    The large majority of ALL HOUSES were huts made of mud.
    The large majority of ALL HOUSES were huts made of mud.

  • 03:24

    And the land those peasants lived on was owned almost entirely by absentee English landlords
    And the land those peasants lived on was owned almost entirely by absentee English landlords

  • 03:31

    who never visited Ireland, and extracted exorbitant amounts in rent.
    who never visited Ireland, and extracted exorbitant amounts in rent.

  • 03:37

    Even the British government regarded these landlords with disdain, calling them, quote,
    Even the British government regarded these landlords with disdain, calling them, quote,

  • 03:43

    “the most oppressive species of tyrant that ever lent assistance to the destruction of
    “the most oppressive species of tyrant that ever lent assistance to the destruction of

  • 03:49

    a country.”
    a country.”

  • 03:51

    So most Irish people were on a treadmill of extreme poverty.
    So most Irish people were on a treadmill of extreme poverty.

  • 03:54

    They were the most destitute people in all of Europe.
    They were the most destitute people in all of Europe.

  • 03:58

    “In many districts,” one government report found, “their only food is the potato, their
    “In many districts,” one government report found, “their only food is the potato, their

  • 04:04

    only beverage water.
    only beverage water.

  • 04:06

    A bed or a blanket is a rare luxury.”
    A bed or a blanket is a rare luxury.”

  • 04:11

    And that part about the potato is especially important.
    And that part about the potato is especially important.

  • 04:15

    Ireland has a lot of fertile soil, and a topography that is ideal for grazing cattle.
    Ireland has a lot of fertile soil, and a topography that is ideal for grazing cattle.

  • 04:20

    But when the British came in and colonized Ireland, they systematically took that land
    But when the British came in and colonized Ireland, they systematically took that land

  • 04:25

    and used it to produce beef for the domestic English market.
    and used it to produce beef for the domestic English market.

  • 04:29

    So the Irish were pushed off their land, and had to make do with the worst territory on
    So the Irish were pushed off their land, and had to make do with the worst territory on

  • 04:30

    the island.
    the island.

  • 04:31

    And so the economically poor Irish turned to the potato: a versatile crop that could
    And so the economically poor Irish turned to the potato: a versatile crop that could

  • 04:36

    be grown in large numbers on bad soil.
    be grown in large numbers on bad soil.

  • 04:39

    But while the potato was ADAPTABLE, it was also really UNRELIABLE.
    But while the potato was ADAPTABLE, it was also really UNRELIABLE.

  • 04:45

    There had been widespread potato failures pretty much every other year in the nineteenth
    There had been widespread potato failures pretty much every other year in the nineteenth

  • 04:50

    century.
    century.

  • 04:51

    And in the 1840s, a new potato disease, originally from North America, arrived in Europe.
    And in the 1840s, a new potato disease, originally from North America, arrived in Europe.

  • 04:59

    Huge potato crop failures sprung up in northern France, in Belgium, and in the Netherlands.
    Huge potato crop failures sprung up in northern France, in Belgium, and in the Netherlands.

  • 05:06

    But none of those places were as dependent on the potato as a source of food as was Ireland.
    But none of those places were as dependent on the potato as a source of food as was Ireland.

  • 05:12

    So when the disease got to Ireland in the 1840s, the results were devastating.
    So when the disease got to Ireland in the 1840s, the results were devastating.

  • 05:20

    In 1845, about a third of the Irish crop was destroyed; by 1846, seventy five percent of
    In 1845, about a third of the Irish crop was destroyed; by 1846, seventy five percent of

  • 05:28

    it was gone.
    it was gone.

  • 05:30

    Hunger spread rapidly, of a severity that had never before been known.
    Hunger spread rapidly, of a severity that had never before been known.

  • 05:34

    This period became known in Ireland as the Drochshaol: “the bad life.”
    This period became known in Ireland as the Drochshaol: “the bad life.”

  • 05:39

    But as Amartya Sen observed, this wasn’t just about a pure lack of food.
    But as Amartya Sen observed, this wasn’t just about a pure lack of food.

  • 05:45

    In fact, during the entire period of the famine, Ireland was continuing to export food OUT
    In fact, during the entire period of the famine, Ireland was continuing to export food OUT

  • 05:51

    of the country.
    of the country.

  • 05:53

    Enough cows, sheep, pigs, and grain were being shipped out of Ireland to feed the Irish population
    Enough cows, sheep, pigs, and grain were being shipped out of Ireland to feed the Irish population

  • 05:59

    twice over.
    twice over.

  • 06:00

    But the British government refused to do anything about it.
    But the British government refused to do anything about it.

  • 06:04

    Soon, the Irish began begging their British overlords for relief.
    Soon, the Irish began begging their British overlords for relief.

  • 06:09

    And early on, the Conservative Party government—then the representatives of the old British aristocracy—had
    And early on, the Conservative Party government—then the representatives of the old British aristocracy—had

  • 06:15

    a fairly sympathetic response.
    a fairly sympathetic response.

  • 06:18

    They bought some food from America and brought it to Ireland, distributing it to the poor.
    They bought some food from America and brought it to Ireland, distributing it to the poor.

  • 06:23

    But in 1846, a different party, the Whigs, came to power in Britain.
    But in 1846, a different party, the Whigs, came to power in Britain.

  • 06:29

    And the Whigs did not have the sort of aristocratic paternalism that the Conservatives had.
    And the Whigs did not have the sort of aristocratic paternalism that the Conservatives had.

  • 06:35

    They were advocates of a philosophy called “LAISSEZ-FAIRE,” the idea that the free
    They were advocates of a philosophy called “LAISSEZ-FAIRE,” the idea that the free

  • 06:40

    market, left alone, would solve virtually any problem.
    market, left alone, would solve virtually any problem.

  • 06:44

    So the person they put in charge of famine relief in Ireland was a man named Charles
    So the person they put in charge of famine relief in Ireland was a man named Charles

  • 06:50

    Trevelyan.
    Trevelyan.

  • 06:51

    Trevelyan had been a colonial administrator in India, and he was a big believer in those
    Trevelyan had been a colonial administrator in India, and he was a big believer in those

  • 06:56

    Malthusian ideas about population.
    Malthusian ideas about population.

  • 06:58

    He didn’t really want to stop the starvation.
    He didn’t really want to stop the starvation.

  • 07:02

    He thought it was, well, NECESSARY.
    He thought it was, well, NECESSARY.

  • 07:06

    The famine, Trevelyan said, was, quote, “an effective mechanism for reducing surplus population.”
    The famine, Trevelyan said, was, quote, “an effective mechanism for reducing surplus population.”

  • 07:14

    He said it was “the judgment of God” that sent the famine “to teach the Irish a lesson.”
    He said it was “the judgment of God” that sent the famine “to teach the Irish a lesson.”

  • 07:19

    “The real evil,” he said, “is not the physical evil of the Famine, but the moral
    “The real evil,” he said, “is not the physical evil of the Famine, but the moral

  • 07:27

    evil of the selfish, perverse and turbulent character of the [Irish] people.”
    evil of the selfish, perverse and turbulent character of the [Irish] people.”

  • 07:34

    So Trevelyan’s solution to the famine was to let it ride.
    So Trevelyan’s solution to the famine was to let it ride.

  • 07:37

    The laissez-faire Whigs decided to change nothing: they refused to stop the movement
    The laissez-faire Whigs decided to change nothing: they refused to stop the movement

  • 07:42

    of food to England, and limited the amount of food they offered to starving Irish people.
    of food to England, and limited the amount of food they offered to starving Irish people.

  • 07:48

    The food that WAS being imported into Ireland was largely used not to feed the Irish, but
    The food that WAS being imported into Ireland was largely used not to feed the Irish, but

  • 07:54

    to feed the cattle being slaughtered for British consumption.
    to feed the cattle being slaughtered for British consumption.

  • 07:58

    Even when they did offer some relief to Irish peasants, they instituted moralistic tests,
    Even when they did offer some relief to Irish peasants, they instituted moralistic tests,

  • 08:05

    requiring that recipients live as indentured servants in a workhouse to improve their work
    requiring that recipients live as indentured servants in a workhouse to improve their work

  • 08:11

    ethic.
    ethic.

  • 08:12

    The British even required that food only go to people who owned almost no land—forcing
    The British even required that food only go to people who owned almost no land—forcing

  • 08:18

    impoverished farmers to sell all the remaining land they had to their landlords, many of
    impoverished farmers to sell all the remaining land they had to their landlords, many of

  • 08:24

    whom lived in Britain.
    whom lived in Britain.

  • 08:27

    And so the famine only got worse.
    And so the famine only got worse.

  • 08:30

    Diseases of hunger like typhus, dysentery, and cholera spread wildly, killing just as
    Diseases of hunger like typhus, dysentery, and cholera spread wildly, killing just as

  • 08:36

    many people as the lack of food.
    many people as the lack of food.

  • 08:39

    Social structures broke down: ordinary people turned in mass to begging, crime, prostitution.
    Social structures broke down: ordinary people turned in mass to begging, crime, prostitution.

  • 08:46

    In western Ireland, some resorted to cannibalism.
    In western Ireland, some resorted to cannibalism.

  • 08:49

    The British, fearing a rebellion, sent army troops instead of food.
    The British, fearing a rebellion, sent army troops instead of food.

  • 08:55

    As news of the famine spread all over the world, shiploads of food finally began arriving.
    As news of the famine spread all over the world, shiploads of food finally began arriving.

  • 09:02

    Americans of all kinds generously sent money and food supplies over the Atlantic, only
    Americans of all kinds generously sent money and food supplies over the Atlantic, only

  • 09:07

    to find they had to pay to have their cargo transferred to British ships and then unloaded
    to find they had to pay to have their cargo transferred to British ships and then unloaded

  • 09:11

    in Ireland.
    in Ireland.

  • 09:12

    Even several Native Americans, of the Choctaw people, donated to famine relief funds, just
    Even several Native Americans, of the Choctaw people, donated to famine relief funds, just

  • 09:16

    a few years after they had experienced starvation themselves on the Trail of Tears.
    a few years after they had experienced starvation themselves on the Trail of Tears.

  • 09:21

    It was a beautiful example of international solidarity.
    It was a beautiful example of international solidarity.

  • 09:26

    But these donations weren’t enough to stop ruthless exploitation by British landlords.
    But these donations weren’t enough to stop ruthless exploitation by British landlords.

  • 09:31

    Even when enough food was being imported, it wasn’t getting to Irish people.
    Even when enough food was being imported, it wasn’t getting to Irish people.

  • 09:37

    Starvation and death continued.
    Starvation and death continued.

  • 09:40

    Impoverished Irish, with barely enough to eat, were evicted from their homes.
    Impoverished Irish, with barely enough to eat, were evicted from their homes.

  • 09:46

    One priest remembered the scene of a mass eviction:
    One priest remembered the scene of a mass eviction:

  • 09:50

    “Seven hundred human beings were driven from their homes in one day and set adrift
    “Seven hundred human beings were driven from their homes in one day and set adrift

  • 09:56

    on the world, to gratify the caprice of one who, before God and man, probably deserved
    on the world, to gratify the caprice of one who, before God and man, probably deserved

  • 10:03

    less consideration than the last and least of them.
    less consideration than the last and least of them.

  • 10:08

    The horrid scenes I then witnessed, I must remember all my life long.
    The horrid scenes I then witnessed, I must remember all my life long.

  • 10:14

    The wailing of women—the screams, the terror, the consternation of children—the speechless
    The wailing of women—the screams, the terror, the consternation of children—the speechless

  • 10:21

    agony of honest industrious men—wrung tears of grief from all who saw them.”
    agony of honest industrious men—wrung tears of grief from all who saw them.”

  • 10:29

    By the time the famine began to end, in the early 1850s, about twenty percent of the Irish
    By the time the famine began to end, in the early 1850s, about twenty percent of the Irish

  • 10:35

    population—two million human beings—had died of disease or hunger.
    population—two million human beings—had died of disease or hunger.

  • 10:42

    Another two million had left for brighter shores.
    Another two million had left for brighter shores.

  • 10:45

    Today, Ireland’s population is still lower than it was in the 1840s.
    Today, Ireland’s population is still lower than it was in the 1840s.

  • 10:50

    But Ireland has never forgotten the famine, and the generosity that some showed to them.
    But Ireland has never forgotten the famine, and the generosity that some showed to them.

  • 10:57

    During COVID, when the people of the Navajo nation were hit hard, Ireland repaid the kindness
    During COVID, when the people of the Navajo nation were hit hard, Ireland repaid the kindness

  • 11:04

    shown to them during the famine by raising two million dollars for them.
    shown to them during the famine by raising two million dollars for them.

  • 11:09

    And Ireland has never forgotten those who did not help them – the British government,
    And Ireland has never forgotten those who did not help them – the British government,

  • 11:14

    and all those who valued profits over humanity.
    and all those who valued profits over humanity.

  • 11:19

    As the British historian A.J.P.
    As the British historian A.J.P.

  • 11:21

    Taylor would later write: “The English governing class had the blood of two million Irish people
    Taylor would later write: “The English governing class had the blood of two million Irish people

  • 11:28

    on their hands.
    on their hands.

  • 11:30

    All Ireland was a Belsen.”
    All Ireland was a Belsen.”

All idiom
this is
//

idiom

Used to quote, paraphrase, or mimic the words of someone else, especially in a mocking or derisive manner.

How Britain Starved Ireland

339,094 views

Video Language:

  • English

Caption Language:

  • English (en)

Accent:

  • English (US)

Speech Time:

93%
  • 11:29 / 12:13

Speech Rate:

  • 143 wpm - Conversational

Category:

  • Education

Tags :

Intro:

This is a story about Ireland.. And it’s a story about an event that you’ve probably heard of, but might not know much
about.. It’s usually called, quote, “the Irish Potato Famine.”
In most history books, the Irish Potato Famine doesn’t get a lot of attention.
At most, it appears as a pretty simple story to explain Irish migration abroad.
In the beginning, Irish people depended on the potato for food; then, there was a potato
disease; many Irish died, and others migrated abroad on what they called quote “coffin
ships” – to England, Scotland, Australia and North America.
But the story of the famine is a lot more complicated – and a lot more disturbing
– than that.. It was much less “natural” and much more “artificial” than you might think.
And it all goes back to a man named Thomas Malthus.
Malthus was a British economist, a very influential one.
And in 1798, Malthus published a book called, quote, “An Essay on the Principle of Population.”
And in this book Malthus put forward an influential idea, and a rather counterintuitive one.
Malthus said that when food production increased, people were better off for a little.
But that improvement led to an increase in population, which eventually caused societal
problems: there were too many people, and not enough food to go around.
Poverty and famine were the natural results..

Video Vocabulary

/ˌinflo͞oˈen(t)SH(ə)l/

adjective noun

Having the power to cause change; having influence. influential person.

/ˈpəbliSHt/

adjective verb

(of book etc.) prepared and issued for public sale. To release information to the general public.

/ˈnaCH(ə)rəl/

adjective adverb noun

existing in or derived from nature. naturally. person having innate talent.

/ˌnīnˈtēnTH/

noun number

19th. constituting number nineteen in sequence.

/ˈhist(ə)rē/

noun

Established pattern or record.

/ˈyo͞oZH(o͞o)əlē/

adverb

Normally; regularly.

/ˈmīˌɡrāt/

verb

To move from one country or place to live or work.

/dəˈpend/

verb

Be controlled or determined by..

/mīˈɡrāSH(ə)n/

noun

seasonal movement of animals from one region to another.

/ˈkerē/

verb

To have a child, be pregnant.

/ˌkoun(t)ərinˈt(y)o͞oədiv/

adjective

contrary to intuition or to common-sense expectation.

/prəˈdəkSH(ə)n/

noun

action of making or manufacturing from components or raw materials.

/imˈpro͞ovmənt/

noun

Addition or change that makes something better.