The French hired Vietnamese workers to get rid of the plague. But their efforts produced no effective results. Those who did the dirty work of entering sewers found innovative ways to earn from this menace. A bounty was paid when a tail was given as proof that a rat had been killed. They had to produce the tails of the rats they killed as a proof. So after clipping the tails of the rats, they were released by the Vietnamese and this process was repeated. Many Vietnamese even began raising rats to earn huge profits. The Vietnamese took this opportunity to resist the colonial rule. Thus, the measures to prevent plague proved ineffective.

The French had made up their mind to systemically dismantle the traditional educational system of Vietnam and establish their own. They glorified themselves, their ways and justified colonial rule. But the teachers and students did not blindly follow the new curriculum imposed on them and at times resisted openly. The teachers and students organised resistance against the French in the following ways.
(a) The teachers modified the text and criticised what was stated in the books.
(b) The students openly resisted the discrimination done against them by the French teachers in the schools. The incident of the Saigon Native Girls School was a bold protest when a Vietnamese girl sitting in one of the front seats in the class was asked to sit in back to allow a French student occupy the front seat. On refusal, the Vietnamese girl was expelled which fuelled the sentiments of other students. This led to an open protest. Fearing the situation might go beyond control, the expelled student was taken back. 
(c) In other parts of Vietnam, students resisted French efforts to prevent white-collar jobs to the Vietnamese.
(d) Vietnamese students began to organise political parties like Young Annan. Schools turned into places for political and cultural battles.
(e) Various nationalist journals such as the Annanese student were published by the students to spread nationalist sentiments.

The following steps were taken by the French to dismantle the Chinese influence in Vietnam.
(a) French schools were established to spread western outlook.
(b) Medium of instruction was replaced either by French or by Vietnamese. 
(c) Chinese language used by the elites in Vietnam was discouraged.
(d) The Vietnamese were forced to learn French culture.
(e) Tonkin Free School was set up to provide western-style education to spread French culture.
(f) In religion, the French introduction Christianity in Vietnam which challenged Confucianism, the Chinese religion followed by many Vietnamese.

French policy-makers wanted to educate the people in Vietnam because of the following reasons.
(a) Some French policy-makers emphasised the need to use French language as the medium of instruction. They felt that by learning French, the Vietnamese would be introduced to the culture and civilisation of France.
(b) This would help the French to consolidate their control over the Vietnamese.
(c) The educated Vietnamese would respect French sentiments and ideals, see the superiority of French culture and work for the French.
These ideas were made possible in the following ways.
(a) School textbooks glorified the French and justified colonial rule and represented the Vietnamese as primitive and backward.
(b) New subjects like science, hygiene and French were included.
(c) Students were encouraged to adopt Western styles.

The following were the objectives of the French in the development of infra structural 1- projects in Vietnam.
(a) They wanted to ensure regular supply of natural resources and other necessary goods to make more profits.
(b) They began by building canals and draining lands in the Mekong delta to increase cultivation for increased export of rice in the international market.
(c) To facilitate trade, various projects were started to transport goods and move military garrisons.
(d) Trans-Indo-China rail network linking northern Vietnam with southern part was constructed to control the entire region. They were successful to some extent. Paul Bernard's suggestions were not liked by the colonisers. They did little to develop Vietnam as they were more interested in making profits.

Civilizing Mission: The French, like the British, claimed they were bringing modern civilization to the Vietnamese. They wanted to introduce modern ideas to the colony even if this meant destroying local cultures, religion and traditions as it was seen as outdated and prevented development. The French needed educated labour force but once educated it would create problems for them - they might lose their jobs and they might question colonial domination.
Talking Modern: The elites in Vietnam were influenced by the Chinese culture. To consolidate the French power, they had to counter the Chinese influence. They had to dismantle the traditional system of education and establish French Schools for the Vietnamese. They wanted to replace the Chinese language. French language to be the medium of instruction was felt by policy makers. Others opposed it and suggested Vietnamese be taught in the lower classes and French in the higher classes. Only a small fraction of population could enroll in schools and only a few could pass school leaving examinations. Their school text books glorified.French and the colonial rule. The Vietnamese were represented as primitive, backward, capable of manual labour, first to work in the fields and were skilled copyists and not creative.
Western style of Education: The Tonkin Free School was started in 1907 to provide Western Style of Education. This education included classes in Science, hygiene and French. They encouraged the Western style such as having a short haircut as against their traditional long hair.
Resistance in Schools: Vietnamese teachers and students who were rapidly increasing in numbers opposed the curriculum either through open opposition or silent resistance. The Vietnamese teachers subtly modified and criticized the texts. The students fought against the colonial governmen's efforts in providing the posts of white-collar jobs only for the French. In 1920 s, students were forming various political parties such as the Party of Young Annan and publishing nationalist journals ("Annanese student"). The schools became the hubs of the formation of political ideas and revolutions. The Vietnamese intellectuals feared the loss of both the Vietnamese territory and culture. They believed that the native culture and customs were being devalued and the development of a master-slave mentality was on the progress in the country. The colonial education and its resistance ultimately added to the larger picture of the entire revolution.

Effect of the War on Vietnam:
(i) US entry into the war proved costly to the Vietnamese as well as to Americans. The phase of struggle with the US was brutal.
(ii) From 1965-1972, many (over 403100) US personnel served in Vietnam out of which 7484 were women. Many died in battle and a large number of people were wounded.
(iii) Thousands of US troops arrived equipped with heavy weapons and tanks backed by most powerful bombers of the time-B52s. The widespread attacks and use of chemical weapons-Napalm, Agent Orange and Phosphorous bombs destroyed many villages and decimated jungles. Civilians died in large numbers.
Effect of the US involvement on life within the US:
(i) Most of the people were critical of the government's policy of war. When the youths were drafted (forced recruitment) for the war, the anger grew.
(ii) Compulsory service in the armed forces could be waived only for university graduates. The meant many of those sent to fight did not belong to the privileged elite, but were minorities and children of working class families which created a lot of resentment.
(iii) US media played a major role in both supporting and criticising the war. Hollywood made films in support of the war. (Example: John Wayne's Green Berets 1968). The film was taken as a war propaganda film, responsible for motivating many young men to die in the war. Other films were more critical. (Example: John Ford Coppola's Apocalypse Now 1979 reflected the moral confusion that the war cause in the US).

In the 20th century a 'Go east movement' became popular.  In 1907-08, some 3000 Vietnamese students went to Japan to acquire modern education.  Their prime objective was to drive out French from Vietnam, over throw the puppet emperor and re-establish the Nguyen dynasty.  The Vietnamese nationalist looked for Japanese arms, and help because Japan had modernised itself and had resisted Colonisation by the West and its victory over Russian in 1907 proved its military capabilities.  A branch of the Restoration Society was established by Vietnamese students in Tokyo, but was put down by Japanese ministry.  Development in China also inspired Vietnamese nationalists.  In 1911, monarchy in China was overthrown by a popular movement under Sun Yat-Sen, and a Republic was set up.  Vietnamese students organized the Association for the Restoration of Vietnam.

Vietnamese teachers and students who were rapidly increasing in numbers opposed the curriculum either through open opposition or silent resistance.  The Vietnamese teachers subtly modified and criticised the texts.  the students fought against the colonial government's efforts in providing the posts of white-collar jobs only for the Frech.  In 1920s, students were forming various political parties such as the Party of Young Annan and publishing nationalist journals ("Annamese student").  The Vietnamese intellectuals feared the loss of both the Vietnamese territory and culture.  They believed that the native culture and customers were being devalued and the development of a master-slave mentality was on the progress in the country.  The colonial education and its resistance ultimately added to the larger picture of the entire revolution.

The Entry of the US into the War (1965-1972) : The US was apprehensive that establishment of a communist regime would spark a chain reaction which could lead to formation of similar regimes in the surrounding parts of the world. In order to stop the spread of communism, the US attacked Vietnam. The US occupation of Vietnam involved use of a high number of services personnel and also the use of latest warfare. In spite of advanced technology and good medical supplies, the US casualties were very high in Vietnam. Even the most powerful bombers of the time, the B52s were used in the battle. About 47,000 US soldiers died and 303,000 were wounded. About 23,000 suffered 100% disability. The struggle of the Vietnamese people against the US showed that the inspiration of saving the motherland can turn even the weak into a great battle force. The US probably underestimated this factor. Effect on US : Most of the people in the US were highly critical of the US involvement in Vietnam. Many contemporary thinkers were of the opinion that the US should not have involved itself in a war was impossible to win.