Public opinion on imperialism did indeed differ among the working, middle, and upper classes in Britain, France, and Germany. In Britain, the middle and upper classes generally supported imperialism for its economic benefits, such as trade opportunities and investments in colonies. The working class had mixed views; some saw the empire as a source of jobs, while others were influenced by socialist and anti-imperialist ideas. In France, the bourgeoisie largely supported imperialism for its perceived economic and political benefits, whereas the working class was often indifferent or sceptical, influenced by socialist critiques. In Germany, the middle and upper classes viewed imperialism as a symbol of national prestige and economic opportunity, while the working class's views were divided, influenced by both nationalist sentiments and socialist opposition.

Religious organisations in Britain, France, and Germany played a notable role in supporting imperialism. In Britain, Christian missionary societies were instrumental in promoting the idea of the 'civilising mission', justifying imperialism on the grounds of spreading Christianity and Western values. In France, the Catholic Church often supported the mission civilisatrice, seeing it as an opportunity to expand its influence and convert non-Christians. In Germany, although the role of religion was less direct compared to Britain and France, Protestant missionary efforts occasionally aligned with imperial goals, promoting German culture and Christianity. These religious organisations not only provided moral justification for imperialism but also actively participated in colonial administration and educational efforts.

Trade unions and socialist movements in Britain, France, and Germany had mixed views on imperialism. In Britain, some trade unions saw the empire as a source of employment opportunities for the working class, while others criticised it for exploiting both domestic and colonial workers. In France, socialist movements generally opposed imperialism, viewing it as a tool of capitalist exploitation and a diversion from domestic social issues. German socialists were divided, with some opposing imperialism for its militaristic and elitist undertones, while others saw potential benefits in terms of economic opportunities and global influence. Overall, the labour movements in these countries were not uniformly against imperialism, often reflecting the complex interplay of economic, political, and ethical considerations.

In Britain, France, and Germany, the education systems played a significant role in promoting imperialist ideologies. In Britain, school curriculums included stories of British colonial heroes and empire-building, which instilled a sense of pride and moral justification for imperialism. French education emphasised the mission civilisatrice, teaching students about the perceived duty of France to civilise 'inferior' peoples. German education under Wilhelm II focused on fostering a sense of national pride and the idea of Kultur, highlighting Germany’s role as a cultural and military power. Textbooks, maps depicting vast empires, and classroom teachings often glorified the nation’s imperial achievements, shaping young minds to view imperialism as a natural and positive force.

The concept of the 'White Man's Burden' in Britain and the mission civilisatrice in France were similar in their use as justifications for imperialism, but they had distinct cultural connotations. The 'White Man's Burden', popularised by Rudyard Kipling, suggested that it was the moral duty of white Europeans to civilise and govern non-white peoples, viewing imperialism as a benevolent act of charity and enlightenment. In contrast, the French mission civilisatrice was rooted in the belief in the superiority of French culture and the French language. It emphasised the spread of French civilisation, law, and culture to colonial subjects, often linking it to republican ideals and cultural assimilation. Both concepts were grounded in a sense of cultural superiority and used to morally justify colonial rule, but the British version focused more on racial and moral superiority, while the French version stressed cultural and linguistic assimilation.