Family and Social Patterns of the Colonial Louisiana Frontier: a Quantitative Analysis, 1714-1803

Total Page:16

File Type:pdf, Size:1020Kb

Family and Social Patterns of the Colonial Louisiana Frontier: a Quantitative Analysis, 1714-1803 FAMILY AND SOCIAL PATTERNS OF THE COLONIAL LOUISIANA FRONTIER: A QUANTITATIVE ANALYSIS, 1714-1803 A' Thesis Submitted to the Faculty of the University of Alabama New College. in partial fulfillment of the requirements f or the degree of Bachelor of Arts in Southern and Family History by Elizabeth Shown Mills Certified Genealogist Life Fellow, American Society of Genealogists Gadsden, Alabama November, 1981 I UNIVERSITY OF ALABAMA FAMILY AND SOCIAL PATTERNS OF THE COLONIAL LOUISIANA FRONTIER : A QUANTITATIVE ANALYSIS, 1714-1803 by Elizabeth Shown Mills, C.G., F.A.S.G. Approved: Major Professor Grady McWhiney Director & Distinguished Senior Fellow Center for the Study of Southern History and Culture Professor Harriet W. Cabell, Director The New College External Degree Program TABLE OF CONTENTS ACKNOWLEDG01ENTS vii INTRODUCTION 1 CHAPTERS I. Seeding the Frontier: Patterns of Settlement and Higration 10 II. Cultivating a Society: Patterns of Livelihood, Education, and Hortality 47 III. Rites of Passage: Patterns in Courtship, Harriage and Widowhood 93 IV. Harital Beds and Communal Hearths: Pattersn in Reproduction and Family Structure 153 COHHENTARY 206 BIBLIOGRAPHY 214 iv LIST OF TABLES 1. Foreign-Native Population Ratios, 1725-1790 19 2. Population Growth (Census Statistics), 1722-1802 27 3. Occupations - By Decade (With Ratio to Population-at-Large) 52 4-. Occupations - By Generation 53 5. Child Mortality - By Decade 79 6. Child Mortality Rates - Comparative Table 80 7. Child Mortality - By Age 81 8. Mortality Rates - By Sexan'ct Age 84- 9. Children Surviving at Death of Parent 85 10. Illegitimate and Irregular Births - By Decade 97 11. Premarital Conceptions - Comparative Table 98 12. The Marriage Contract - Characteristic Features 127 13. Male-Female Population Ratios 132 14-. Female Marital Ages - By Decade 136 15. Grooms-Brides with Living Parents 137 16. Male Marital Ages - By Generation and Decade 138 17. Spouse Selection Patterns of Remarrying Widows and Widowers 14-5 18. Intervals between Widowing and Remarrying 150 19. Intervals between Births - Comparative Tables 1 and 2 159 20. Age of Mother at Last Birth - Comparative Table 161 21. Age of Fathers at Birth of Last Child 162 22. Mean Number of Children per Completed Family - Comparative Table 169 23. Mean Ratio of Children under 10 per 1,000 Women aged 16-4-9 Comparative Table 169 24-. Birth to Marriage Ratios - Comparative Table 171 25. Mean Number of Children per Mother - By Age at Marriage - Comparative Table 172 26. Average Number of Children per Household - Comparative Table 172 27. Crude Birth Rates per Thousand 174- 28. Low Fertility Table - Female Cohorts 182 29. Household Characteristics - 1726_1787 192 30. Household Characteristics - Comparative Table 198 31. Size of Households - Comparative Table 199 32. Naming Patterns - By Time Frame 202 v LIST Of FIGURES 1. Provincial Origins of French Emigrants to 1803 21 2. Colonial Migration - By Generation 35 3. Commercial Activity - By Decade 58 4. Female Participation in Notarial Activities - By Decade 66 5. Male-Female Literacy - By Generation 70 6. Mortalities - By Month 91 7. Patterns of Twinning (Figures 7.1-7.7) 165-166 vi LIST OF ILLUSTRATIONS Marie Aurore Rachal Charleville - one-eighth Caddo Ancestry 40 ACKNOWLEDGEMENTS Over a dozen years have elapsed since I was first lured into study­ ing the Natchitoches frontier and the pioneers who settled it -- and a legion of debts have accumulated in that time. Research of this nature is all but impossible without the cooperation of local civil, church, and university archivists, and in my Natchitoches work I have been blessed. Archivists there, over the years, have not merely cooperated, they have often assisted enthusiastically. As this present study also shows, it is equally impossible to study the migrant population of the frontier outpost of St. Jean Baptiste des Natchitoches without a broader and comprehensive study of the records generated in all of the colonial Louisiana settle­ ments, records now scattered in a host of archives throughout America and abroad. In the five volumes published to-date in my Cane River Creole Series on Natchitoches, I have attempted to express the measure of appre­ ciation that lowe to this legion of archivists, friends,and fellow family historians who have assisted me with my explorations of the Natchitoches frontier. Their cumulative numbers are too great to include in this pres­ ent paper, but the gratitude lowe them still remains. In the course of this current study, special debts have accrued which I must specifically acknowledge. I have been fortunate, indeed, to have as my advisor Professor Grady McWhiney, Director and Distinguished Senior Fellow of the Center for the Study of Southern History and Culture at the University of Alabama. There could have been no more receptive "sounding board" for my evolving thoughts and ideas, and his perceptive critiques -­ stemming from his own highly developed understanding of the Southern mind ix -- have been invaluble. Perhaps this present paper will repay him in a small way by helping him to better know his personal "roots" -- since, in the course of this study it was discovered that several of the individuals I have discussed in this paper, for the significant impact which they had upon the frontier's development, were Professor McWhiney's previously-unknown ancestors. Totally indispensable to this project has been the assistance and co­ operation of Gary B. Mills, Associate Professor of History, University of Alabama -- another descendant of Old Natchitoches. It was he who was res­ ponsible in the first place for introducing me to his ancestral home, and over the years I have been fortunate enough to have him as my occasional colleague and regular (even eager) critic. It was also his suggestion that I acknowledge him as "Aaaw Honnnnn ••• ," "--But, Darn It," or "Why Don't You Understand •••• ?" Equal thanks are due to my errand-boy, my house-maid and my yard-boy, Clayton, Donna, and Danny Mills -- together with my apologies for serving them so many frozen pizzas in return, and my sincere hope that they understand it all. Appreciation is owed also to the administration of the University of Alabama New College Program, particularly Dr. Harriet W. Cabell, Director, and Dr. James J. Harrington, Assistant Director, for their patience and understanding as I pursued this project at what must, to them, have seemed a snail's pace. Reconstitution of the personal lives of 2,631 individuals is an infinitely slow process, as any genealogist can attest! I was for­ tunate in being able to build this present study upon ten years of accumu­ lated work that I had already done on the subject families, but the comple­ tion of the reconstitution process generated over 6,000 pages of abstracted personal data, and the extraction and analysis of statistical material from ix this mass is an extended process -- particularly for one whose family and career responsibilities must be given priority. As a consequence of these factors, I must also express my very personal appreciation to the New Col­ lege Program itself, and to the educators and administrators who conceived and developed the concept of permitting the adult student to pursue his own academic development at whatever pace his personal responsibilities permit. Finally, the oldest debt of all must be acknowledged to Professor Wil­ liam F. LaForge of Delta State University, Cleveland, Mississippi, who -­ twenty years ago this past summer -- took a sixteen-year-old college fresh­ man, a declared business major, and instilled in her a lifelong appreciation of history. INTRODUCTION Women's rights. Ethnic awareness. Birth control. Sexual freedom. Alternate family styles. Job mobility. The Social Revolution of twentieth­ century America has focused public attention upon a litany of cultural and moral issues that past societies cared not -- or dared not to address. Since the turbulent sixties, America has "let it all hang out," and now Americans cannot agree on solutions to each newly-visible problem. Calls for government action are met by complaints of too much intervention in private lives. Any rally for a government-sponsored "return to traditional morality" is countered with the invocation of those magic words: separation of church and state, as though the mere utterance of those eight syllables should clearly settle any social issue. A crux of the problem is that the American public lacks the requisite historical perspective to deal realistically with many such issues. Half the adult population of this nation attended public school in an era when .many historians believed it their sacred duty to present the past in a man­ ner that would inspire and uplift the new generations. Frank studies of il­ legitimacy and wife-beating had no place in their rose-garden sagas of human­ ity. Despite scholarly advances of recent decades, history textbooks remain unpurged of many of the stereotypes, cliches, and misconceptions which are so generally accepted that few people have felt the need to document or even to question them. As contemporary society struggles to redefine such social foundations as the family and the roles, responsibilities, and rights of its varied 2 members, a new breed of historical demographer, in America and abroad, has begun to wrestle with many of the questions left by their predecessors. Exactly what is "traditional morality" -- if it can be defined at all? How much individuality have various governments permitted their citizens in the
Recommended publications
  • A History of Education in Louisiana During the Reconstruction Period, 1862-1877
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1957 A History of Education in Louisiana During the Reconstruction Period, 1862-1877. Leon Odum Beasley Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Beasley, Leon Odum, "A History of Education in Louisiana During the Reconstruction Period, 1862-1877." (1957). LSU Historical Dissertations and Theses. 191. https://digitalcommons.lsu.edu/gradschool_disstheses/191 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. A HISTORY OF EDUCATION IN LOUISIANA DURING THE RECONSTRUCTION PERIOD, 1862-1877 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Education by, ... Leon Odum Beasley B. A., Baylor University, 1948 M. A., University of North Carolina, 1953 ACKNOWLEDGMENT The writer wishes to express his appreciation of and his gratitude for the guidance and helpful criticisms which were given by Professor John A.- Hunter, under whose direction the study was made. To Professor John Oliver Pettiss and Professor Edwin A. Davis a special word of gratitude for their many valuable suggestions and criticisms. Professors Mitchell, Fulmer, and Deer provided the full complement to the committee which was of real benefit to the writer.
    [Show full text]
  • Grade 8 Social Studies
    Grade 8 Social Studies Grade 8 Social Studies Table of Contents Unit 1: Louisiana’s Physical and Cultural Geography ..................................................1 Unit 2: Economics in Louisiana......................................................................................19 Unit 3: Louisiana’s Government ....................................................................................38 Unit 4: Early Peoples of Louisiana and a Meeting of Different Worlds.....................57 Unit 5: The Acadian Odyssey .........................................................................................69 Unit 6: The Early American Era of Louisiana..............................................................77 Unit 7: Civil War and Reconstruction ...........................................................................90 Unit 8: Transitions to the Twentieth Century.............................................................103 Unit 9: Eras of World War II and Civil Rights ..........................................................115 Unit 10: Louisiana Ends the Twentieth Century and Enters the Twenty-First.......128 Louisiana Comprehensive Curriculum, Revised 2008 Course Introduction The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The curriculum has been revised based on teacher feedback, an external review by a team of content experts from outside the state, and input from course writers. As in the first edition, the Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content
    [Show full text]
  • Grain-Size Variability Within a Mega-Scale Point-Bar System, False River, Louisiana
    Sedimentology (2018) doi: 10.1111/sed.12528 Grain-size variability within a mega-scale point-bar system, False River, Louisiana PETER D. CLIFT*†, ELIZABETH D. OLSON*, ALEXANDRA LECHNOWSKYJ*, MARY GRACE MORAN*, ALLISON BARBATO* and JUAN M. LORENZO* *Department of Geology and Geophysics, Louisiana State University, Baton Rouge, LA 70803, USA (E-mail: [email protected]) †Coastal Studies Institute, Louisiana State University, Baton Rouge, LA 70803, USA ABSTRACT Point bars formed by meandering river systems are an important class of sedimentary deposit and are of significant economic interest as hydrocar- bon reservoirs. Standard point-bar models of how the internal sedimentol- ogy varies are based on the structure of small-scale systems with little information about the largest complexes and how these might differ. Here a very large point bar (>25Á0 m thick and 7Á5 9 13Á0 km across) on the Mis- sissippi River (USA) was examined. The lithology and grain-size character- istics at different parts of the point bar were determined by using a combination of coring and electrical conductivity logging. The data confirm that there is a general fining up-section along most parts of the point bar, with a well-defined transition from massive medium-grained sands below about 9 to 11 m depth up into interbedded silts and fine–medium sand sediment (inclined heterolithic strata). There is also a poorly defined increase in sorting quality at the transition level. Massive medium sands are especially common in the region of the channel bend apex and regions upstream of that point. Downstream of the meander apex, there is much less evidence for fining up-section.
    [Show full text]
  • A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-Circa 1798
    THE TULANE EUROPEAN AND CIVIL LAW FORUM VOLUME 31/32 2017 A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-circa 1798 Paul E Hoffman* I. INTRODUCTION ..................................................................................... 1 II. THE ECONOMIC SYSTEM AND LOCAL LAW AND ORDER .................... 4 III. SLAVERY ............................................................................................. 13 IV. CONCLUSION ...................................................................................... 20 I. INTRODUCTION French Louisiana had been a thorn in the flank of Spain’s Atlantic Empire from its founding in 1699. Failure to remove that thorn in 1699 and again in 1716, when doing so would have been comparatively easy and Spanish naval forces were positioned to do so, meant that by 1762 the wound had festered, so that the colony had become what La Salle, Iberville, Bienville, and their royal masters had envisioned: a smuggling station through which French goods reached New Spain and Cuba and their goods—dye stuffs and silver mostly—reached France and helped to pay the costs of a colony that consumed more than it produced, at least so 1 far as the French crown’s finances were concerned. * © 2017 Paul E Hoffman. Professor Emeritus of History, Louisiana State University. 1. I have borrowed the “thorn” from ROBERT S. WEDDLE, THE FRENCH THORN: RIVAL EXPLORERS IN THE SPANISH SEA, 1682-1762 (1991); ROBERT S. WEDDLE, CHANGING TIDES: TWILIGHT AND DAWN IN THE SPANISH SEA, 1763-1803 (1995) (carries the story of explorations). The most detailed history of the French colony to 1731 is the five volumes of A History of French Louisiana: MARCEL GIRAUD, 1-4 HISTOIRE DE LA LOUISIANA FRANÇAISE (1953-74); 1 A HISTORY OF FRENCH LOUISIANA: THE REIGN OF LOUIS XIV, 1698-1715 (Joseph C.
    [Show full text]
  • Verified Complaint for Declaratory and Injunctive Relief Introduction
    Case 1:15-cv-01241 Document 1 Filed 08/03/15 Page 1 of 54 United States District Court District of Columbia Republican Party of Louisiana 530 Lakeland Drive, Suite 215 Baton Rouge, LA 70802 Jefferson Parish Republican Parish Exec- utive Committee 729 Champagne Drive Kenner, LA 70065 Orleans Parish Republican Executive Civil Case No. 15-cv-1241 Committee 230 Carondelet Street THREE-JUDGE COURT REQUESTED New Orleans, LA 70130, Plaintiffs v. Federal Election Commission 999 E Street, NW Washington, DC 20463, Defendant Verified Complaint for Declaratory and Injunctive Relief Plaintiffs complain as follows: Introduction 1. Plaintiffs challenge provisions of the Bipartisan Campaign Reform Act of 2002 (“BCRA”), Pub. L. 107-155, 116 Stat. 81 (Mar. 27, 2002), restricting “federal election activity,” 52 U.S.C. 30101(20) (definition), as unconstitutional under the First Amendment (I) as applied to (a) non- individualized, independent communications exhorting registering/voting and (b) non-individu- alized, independent communications by Internet; (II) as applied to (a) non-individualized, inde- pendent communications and (b) such communications from an independent-communications- only account (“ICA”); (III) as applied to all independent federal election activity; and (IV) fa- cially. Verified Complaint 1 Case 1:15-cv-01241 Document 1 Filed 08/03/15 Page 2 of 54 2. Because Plaintiffs “elect [BCRA’s judicial-review] provisions to apply to this action,” BCRA § 403(d)(2), “[i]t shall be the duty of the ... Court ... to advance on the docket and to expe- dite to the greatest possible extent the disposition of this action ...,” § 403(a)(4). 3. In relevant part, BCRA § 403, 116 Stat.
    [Show full text]
  • Coal Zone of the Lower Wilcox Group (Paleocene), Northwestern Louisiana
    Preliminary Assessment of Coal Resources for the Chemard Lake (Naborton No. 2) Coal Zone of the Lower Wilcox Group (Paleocene), Northwestern Louisiana By Peter D. Warwick, Steven M. Podwysocki and Adam C. Schultz Any use of trade, firm, or product names is for descriptive purposes only and does not imply endorsement by the U.S. Government Open-File Report 2005-1262 U.S. Department of the Interior U.S. Geological Survey U.S. Department of the Interior Gale A. Norton, Secretary U.S. Geological Survey P. Patrick Leahy, Acting Director U.S. Geological Survey, Reston, Virginia 2005 Revised and reprinted: 2005 For sale by U.S. Geological Survey, Information Services Box 25286, Denver Federal Center Denver, CO 80225 For more information about the USGS and its products: Telephone: 1-888-ASK-USGS World Wide Web: http://www.usgs.gov/ Although this report is in the public domain, permission must be secured from the individual copyright owners to reproduce any copyrighted material contained within this report. ii Contents Introduction………………………..……………………….……………………………………………………… 1 Stratigraphy…………………………………………………………………………….………………………….. 1 Methods……….…………………………………………………………………………….……………………… 7 Results……………………………………………………………………………………….………………………12 Maps…………………………………………………………………………….…….…………………..12 Coal Resources…..……………………………….…………………………………….....................12 Conclusions.…...…………………………………………………………………………………………………...12 Literature Cited……………………………………………..……………………………………………………...17 Appendix 1—Locations and intercepts for public data points used in the Louisiana
    [Show full text]
  • The Survival of French Culture in South Louisiana by Barry Jean Ancelet
    The Survival of French Culture in South Louisiana by Barry Jean Ancelet "What's your name? Where're you from? Who's your daddy?" When Barry j ean Ancelet - a native of Louisiana you first meet someone from south Louisiana, these are the questions where he grew up with French as his first language- received his Master 's Degree in you will probably hear. And you have to answer them before you can f olklore from Indiana University and his get along about your business. They are not rhetorical questions but doctorate in Creole Studies at the Universite quite serious ones designed to elicit information which helps to place de Provence. He is currently Director of Folklore Programs, Center for Louisiana you in the world of the Cajuns and Creoles. If you are from the inside, Studies, University of So uthwestern they want to know where you fit; if from the outside, they want to Louisiana. know how you got in and why. Such concerns could be thought of as xenophobic, but they are not. Rather they are simply part of a ritual to establish relationships - one which is used by a people whose history of tragedy and turmoil has taught them to be careful. Such questions function as boots for a people used to high water. Young and old perform during Cajun Mardi The French founded Louisiana in 1699. At first there were just a few Gras at Fred's Lounge in Mamou, Louisiana. forts perched precariously along the rivers of the frontier. Eventually, Photo by Philip Gould 47 however, there developed a society of French colonials.
    [Show full text]
  • CAJUNS, CREOLES, PIRATES and PLANTERS Your New Louisiana Ancestors Format Volume 2, Number 33
    CAJUNS, CREOLES, PIRATES AND PLANTERS Your New Louisiana Ancestors Format Volume 2, Number 33 By Damon Veach SLAVE REBELLION: The Greater New Orleans Louis A. Martinet Society, through its President-Elect, Sharrolyn Jackson Miles, is laying the groundwork for an important event. January 2011 will be the Bicentennial of what has been passed down as the German Coast Uprising or Slave Rebellion. This society and other local attorneys and supporters are interested in commemorating the events surrounding the historic 1811 slave uprising which took place at the German Coast which is now part of St. John and St. Charles parishes. The revolt began on January 8, 1811 and was led by Charles Deslondes, a free person of color working as a laborer on the Deslondes plantation. During the insurrection, approximately 200 slaves escaped from their plantations and joined the insurgents as they marched 20 miles downriver toward New Orleans. The rebellion was quashed a couple of days later when a militia of planters led by Colonel Manuel Andry attacked them at Destrehan Plantation. According to reports, 95 slaves were killed in the aftermath including 18 who were tried and executed at the Destrehan Plantation and 11 who were tried and executed in New Orleans. The slaves were executed by decapitation or hanging and the heads of some of the slaves were placed on stakes at plantations as a warning to others. This organization feels that it is very important that Louisianans take the time to remember this historic revolt which has been documented as the largest slave revolt in United States history.
    [Show full text]
  • Women's Experiences in French Colonial Louisiana
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1997 The Need for "That Certain Article of Furniture": Women's Experiences in French Colonial Louisiana Ellen Margaret Fitzgibbons College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons, and the Women's Studies Commons Recommended Citation Fitzgibbons, Ellen Margaret, "The Need for "That Certain Article of Furniture": Women's Experiences in French Colonial Louisiana" (1997). Dissertations, Theses, and Masters Projects. Paper 1539626134. https://dx.doi.org/doi:10.21220/s2-xm1y-h458 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. THE NEED FOR “THAT CERTAIN ARTICLE OF FURNITURE”: WOMEN’S EXPERIENCES IN FRENCH COLONIAL LOUISIANA A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Masters of Arts by Ellen M. Fitzgibbons 1997 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts Approved, September 1997 <C^~&UjLOr> A xZlM' James L. Axtell Cam Walker ALu Jimes P. Whittenburg TABLE OF CONTENTS Page ACKNOWLEDGMENTS iv ABSTRACT v INTRODUCTION 2 CHAPTER I. INDIAN WOMEN AND THE ADVENT OF EUROPEAN WOMEN, 1699-1717 11 CHAPTER II.
    [Show full text]
  • A Historical and Linguistic Study of the German Settlement at Roberts Cove, Louisiana
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1969 A Historical and Linguistic Study of the German Settlement at Roberts Cove, Louisiana. Stanley Joe Mccord Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Mccord, Stanley Joe, "A Historical and Linguistic Study of the German Settlement at Roberts Cove, Louisiana." (1969). LSU Historical Dissertations and Theses. 1606. https://digitalcommons.lsu.edu/gradschool_disstheses/1606 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been microfilmed exactly as received 70-253 McCORD, Stanley Joe, 1936- A HISTORICAL AND LINGUISTIC STUDY OF THE GERMAN SETTLEMENT AT ROBERTS COVE, LOUISIANA. [Portions of Text in German]. The Louisiana State University and Agricultural and Mechanical College, Ph.D., 1969 Language and Literature, modem University Microfilms, Inc., Ann Arbor, Michigan Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A HISTORICAL AND LINGUISTIC STUDY OF THE GERMAN SETTLEMENT AT ROBERTS COVE, LOUISIANA A Dissertation Submitted, to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Foreign Languages fcy Stanley Joe McCord B,A.f Louisiana State University, i960 M.A., Louisiana State University, 1963 May, 1969 Reproduced with permission of the copyright owner.
    [Show full text]
  • The 1811 Louisiana Slave Insurrection Nathan A
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2008 To kill whites: the 1811 Louisiana slave insurrection Nathan A. Buman Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the History Commons Recommended Citation Buman, Nathan A., "To kill whites: the 1811 Louisiana slave insurrection" (2008). LSU Master's Theses. 1888. https://digitalcommons.lsu.edu/gradschool_theses/1888 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. TO KILL WHITES: THE 1811 LOUISANA SLAVE INSURRECTION A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Master of Arts In The Department of History by Nathan A. Buman B.A. Iowa State University 2006 August, 2008 ©Copyright 2008 [2008/Copyright] Nathan A. Buman All Rights Reserved ii ACKNOWLEDGEMENTS This thesis would not have been possible without the encouragement and support of my committee members, William J. Cooper, Gaines M. Foster, and Alicia P. Long. Had it not been for their advice, conversation, and patience in helping me to become a better writer, this thesis might have never come to fruition. Additionally I must thank John C. Rodrigue and Leonard Moore for assisting me in deciding to approach this topic in the first place and convincing me of the necessity of this study.
    [Show full text]
  • The French Language in Louisiana Law and Legal Education: a Requiem, 57 La
    Louisiana Law Review Volume 57 | Number 4 Summer 1997 The rF ench Language in Louisiana Law and Legal Education: A Requiem Roger K. Ward Repository Citation Roger K. Ward, The French Language in Louisiana Law and Legal Education: A Requiem, 57 La. L. Rev. (1997) Available at: https://digitalcommons.law.lsu.edu/lalrev/vol57/iss4/7 This Comment is brought to you for free and open access by the Law Reviews and Journals at LSU Law Digital Commons. It has been accepted for inclusion in Louisiana Law Review by an authorized editor of LSU Law Digital Commons. For more information, please contact [email protected]. COMMENT The French Language in Louisiana Law and Legal Education: A Requiem* I. INTRODUCTION Anyone familiar with the celebrated works of the sixteenth century French satirist Frangois Rabelais is sure to remember the protagonist Pantagruel's encounter with the Limousin scholar outside the gates of Orldans.1 During his peregrinations, the errant Pantagruel happens upon the Limousin student who, in response to a simple inquiry, employs a gallicized form of Latin in order to show off how much he has learned at the university.? The melange of French and Latin is virtually incomprehensible to Pantagruel, prompting him to exclaim, "What the devil kind of language is this?"' 3 Determined to understand the student, Pantagruel launches into a series of straightforward and easily answerable questions. The Limousin scholar, however, responds to each question using the same unintelligi- ble, bastardized form of Latin." The pretentious use of pseudo-Latin in lieu of the French vernacular infuriates Pantagruel and causes him to physically assault the student.
    [Show full text]