Grade by Grade
C. The World, 1650–1789 · The World, 1650–1789

Global Trade, Mercantilism and the Agricultural Revolution

C1 C2 A1.4 A1.2About 70 minutes
Learning goals
  • I can explain mercantilism and how it shaped colonial trade.
  • I can describe the role of chartered companies (VOC, East India Company, Hudson's Bay Company) and the financial revolution.
  • I can trace how silver, sugar, tea, cotton cloth and furs connected the world economy.
  • I can explain the Agricultural Revolution and its social consequences, including enclosure.
  • I can explain Adam Smith's critique of mercantilism and analyse his pin-factory example.

Words to know

mercantilism
An economic policy aiming to increase a state's wealth and power by exporting more than it imports, building industry, hoarding bullion and controlling colonial trade.
chartered company
A private company given special rights (such as a trade monopoly or the right to govern territory) by a government charter.
joint-stock company
A company owned by many investors who buy shares, spreading risk and sharing profit.
Agricultural Revolution
Changes in farming in the 1700s, especially in Britain and the Low Countries, that greatly increased food production.
enclosure
Fencing off common land and scattered strips into private farms, often by act of Parliament.
division of labour
Splitting work into small, specialized tasks so each worker becomes faster at one task.
laissez-faire
French for "let do": the idea that governments should interfere as little as possible in the economy.

Your breakfast, 1750

Imagine a well-off family in London in 1750. Their tea came from China, their sugar from Caribbean plantations worked by enslaved Africans, their cotton tablecloth may have been woven in Bengal, the silver coins they paid with were mined in Bolivia or Mexico, and the father's felt hat was made from beaver fur traded by Cree hunters at York Factory on Hudson Bay.

By the 1700s, ordinary purchases depended on a world economy. This lesson asks how that economy worked, who controlled it and who paid its costs.

Mercantilism

Most European governments followed mercantilism. Its assumptions were:

  • The world's wealth is limited, so one country gains only if another loses.
  • A country should export more than it imports and build up gold and silver.
  • Colonies exist to supply raw materials and to buy the home country's manufactured goods.
  • The state should use tariffs, monopolies and navies to protect trade.

England's Navigation Acts (1651 and 1660) required that colonial trade be carried in English ships and that key colonial goods, such as sugar and tobacco, go to England first. France's Colbert followed the same logic.

Mercantilism: the colony serves the mother countryMother countrymanufactures goods;wants gold and silver;protects its industryColonysupplies raw materials(furs, sugar, tobacco, fish);must buy home goodsmanufactured goodsraw materialsRules: only the home country's ships may carry the trade(e.g. England's Navigation Acts, 1651 and 1660); high tariffs on rivals
Under mercantilism, colonies were economic tools of the mother country. Colonists, and later Adam Smith, criticized these rules.

Chartered companies

Much of the world's trade was run by chartered joint-stock companies, private businesses with powers usually held by governments:

  • The Dutch East India Company (VOC, 1602) controlled the spice trade from Batavia (Jakarta), founded the Cape Colony (1652) and had its own soldiers, forts and courts.
  • The English East India Company (1600) traded at Indian ports such as Madras, Bombay and Calcutta, and later conquered territory (see the lesson on European companies in Asia, Africa and the Pacific).
  • The Hudson's Bay Company (1670) received a charter from Charles II for Rupert's Land, all the lands draining into Hudson Bay, without the consent of the Cree, Dene, Anishinaabe and other nations who lived there. The trade depended on Indigenous hunters, guides, food and the work of Indigenous women, and posts such as York Factory were places of negotiation. The company went on to operate in Canada for 355 years, until it closed its last stores in 2025.
  • The Royal African Company (chartered 1672) traded in gold, ivory and enslaved Africans (see the next lesson).

The financial revolution

Wars cost more than taxes could pay, so states borrowed. The Bank of England (1694) lent to the government, and Parliament guaranteed repayment, so Britain could borrow cheaply. Investors bought and sold shares in Amsterdam and London. Speculation could turn wild: in 1720 shares in Britain's South Sea Company and France's Mississippi Company soared and then crashed, ruining many investors. These were among the first international financial bubbles.

Goods that connected the world

  • Silver from Potosí (in today's Bolivia) and Mexico flowed to Europe and, by the Manila galleons from Acapulco to the Philippines, directly to Asia. Much of it ended up in Qing China, which collected taxes in silver.
  • Sugar, tobacco, coffee and cotton grown in the Americas, much of it by enslaved people, turned luxuries into everyday goods in Europe.
  • Tea from China and cotton cloth from India were so popular in Britain that Parliament passed the Calico Acts (1700 and 1721) to restrict Indian printed cottons and protect British wool and silk makers.
  • Furs from North America, especially beaver, supplied European hat makers.
  • Cowrie shells from the Maldives were used as money in parts of West Africa, and Indian textiles were among the main goods European traders exchanged on the African coast.

Historians call the rising demand for these goods in Europe a consumer revolution.

Silver: the money that tied the world togetherSpanish Americamines at Potosíand in MexicoEuropepays for Asian goodsManila galleonsAcapulco to ManilaQing Chinaand India(taxes, trade)Silver flowed east; tea, silk, porcelain and cotton cloth flowed west.
Silver mined in the Americas, often with forced Indigenous labour, paid for Asian goods. This made the world economy truly global.

The Agricultural Revolution

In the 1700s, farmers in Britain and the Low Countries raised much more food from the same land:

  • New crop rotations. Instead of leaving one field in three fallow, farmers adopted the four-course rotation: wheat, turnips, barley, clover. Clover puts nitrogen back into the soil; turnips and clover feed animals over winter. Charles Townshend promoted turnips so enthusiastically he was nicknamed "Turnip Townshend".
  • Machines. Jethro Tull's seed drill (about 1701) planted seeds in neat rows at the right depth instead of scattering them.
  • Selective breeding. Robert Bakewell bred sheep and cattle for more meat.
  • Enclosure. Landowners fenced open fields and commons into compact private farms, often through acts of Parliament, especially after 1750. Enclosure made improvements easier but took away poor villagers' rights to graze animals and gather fuel on common land. Many became wage labourers or moved to towns, where they later became workers in the Industrial Revolution (studied in The World, 1789–1900).

Agricultural change was global: crops from the Americas, such as maize, sweet potatoes, potatoes and cassava, spread through China, Africa and Europe and helped feed growing populations.

Old three-field system vs. Norfolk four-course rotationThree fields (one always fallow)Wheator ryeBarleyor oatsFallow(resting)One third of the land grows nothing each year.Four-course rotation (no fallow)WheatTurnipsBarleyCloverEvery field produces something every year.Why it worksClover adds nitrogen to the soil;turnips and clover feed animals in winter;more animals → more manure → more grainEach field moves one stepalong the rotation every year,so the soil is never exhaustedby the same crop.
The four-course rotation ended fallow years. More fodder meant more animals, more manure and bigger harvests.

Adam Smith's challenge

In The Wealth of Nations (1776), the Scottish philosopher Adam Smith attacked mercantilism. He argued that:

  • A nation's wealth is its productive labour, not its stock of gold.
  • The division of labour greatly increases output.
  • When individuals pursue their own interest in free markets, they are often led, as if by an "invisible hand", to benefit society.
  • Monopolies such as the East India Company and colonial trade restrictions harm consumers and the nation.

French thinkers called Physiocrats had already urged laissez-faire. Smith's ideas became the foundation of classical economics, which you will meet in first-year economics courses.

Worked example

Modelled example: Analysing Smith's pin factory

Smith described a small pin workshop where 10 workers, each doing a few specialized steps, made upwards of 48 000 pins a day. He said a single worker doing every step alone could perhaps not make 20 in a day. How much more productive was each specialized worker, and what does the example show?

  1. Output per specialized worker: 48 000 ÷ 10 = 4800 pins a day.
  2. Compare with one worker alone: at most 20 pins a day.
  3. Ratio: 4800 ÷ 20 = 240. Each specialized worker produced at least 240 times as many pins.
  4. Interpret: specialization saves time switching tasks, builds skill, and encourages simple machines.
  5. Evaluate the source: Smith chose a vivid example to persuade readers. Historians note he drew on descriptions of pin-making (including in the Encyclopédie), so the numbers are illustrative rather than a precise survey. The trend is the point.

Each specialized worker was at least 240 times as productive. The example supports Smith's argument that the division of labour drives wealth, though it is an illustration, not a statistical study.

Just for fun

Funny but true: Frederick II of Prussia ordered his officials to promote potato farming in 1756 to protect against famine. Visitors to his grave at Sanssouci in Potsdam still leave potatoes on it today.

Hands-on activity

Trace your kitchen's world economy

You need: 10 food or household items from your kitchen, a world map (paper or online), and sticky notes.

  1. For each item, find where it or its main ingredient was grown or made.
  2. Mark the places on the map.
  3. Circle any items that were also global trade goods between 1650 and 1789 (tea, sugar, coffee, chocolate, spices, cotton, potatoes, maize).
  4. Write three sentences comparing who profits and who does the work for one item today and in the 1700s.

Look for: accurate origins, and a thoughtful comparison of labour then (often enslaved or coerced) and now.

Your turn

1

State two assumptions of mercantilism.

2

What were the Navigation Acts?

3

What powers did chartered companies such as the VOC have?

4

What was unusual about the HBC's charter from the point of view of the people who lived in Rupert's Land?

5

Where did much of the world's silver end up, and why?

6

Name two changes of the Agricultural Revolution.

7

What was Adam Smith's main criticism of mercantilism?

More practice: warm-up

1

In what year was the Hudson's Bay Company chartered?

2

What city was the VOC's Asian headquarters?

3

Who invented a seed drill around 1701?

4

What book did Adam Smith publish in 1776?

5

Which two crops replaced the fallow year in the four-course rotation?

More practice: on your own

1

Explain how enclosure had winners and losers.

2

Why did Parliament pass the Calico Acts, and what do they show about mercantilism?

3

How did the Bank of England help Britain in its wars?

4

Why is the four-course rotation more productive than the three-field system?

5

Why is silver called the money that tied the world together?

Challenge

1

"The world economy of 1750 was built on coerced labour." Assess this claim.

2

Compare mercantilism with Adam Smith's ideas, and explain why Smith's book appeared in 1776.

3

Explain how the Agricultural Revolution was a cause of later industrialization.

Check your understanding

Quiz

1.

Which idea is part of mercantilism?

2.

Which company received Rupert's Land in its 1670 charter?

3.

What did clover add to the four-course rotation?

4.

What did Adam Smith argue drives a nation's wealth?

5.

Where did much of the silver mined in the Americas end up?

6.

What happened in 1720 to the South Sea and Mississippi companies?

For parents and teachers

Big idea: This lesson addresses C1 (economic developments and trends) and C2 (interactions through trade), and practises interpreting data (A1.4) and gathering evidence (A1.2).

How to help: The kitchen activity works well as a family conversation. Ask: Who made this, who profited, and who chose the rules?

Common difficulties: Confusing mercantilism with free trade; forgetting the social cost of enclosure. Check the pin-factory arithmetic: 48 000 ÷ 10 = 4800, and 4800 ÷ 20 = 240.

University link: Economic history and first-year economics both start with Smith and the debates about trade, labour and growth.