A History of the Emblem of the Codfish in the Hall
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Governor Francis Bernard and the Origins of the American Revolution
1 Governor Francis Bernard and the Origins of the American Revolution. Paper delivered to Modern History Research Seminar Series, University of Edinburgh, Wed. January 28, 1998 Dr C Nicolson Dept. History, University of Stirling 1998 © Colin Nicolson 2 1 The future seemed bright for the English-born governor and onetime canon lawyer when, on a cold Saturday afternoon in February, 1763, Bostonians cheered as he walked out onto the small balcony of the Town House. He read aloud a brief statement, a royal proclamation, announcing that the long war with France was finally over. A “general Joy was difused thro’ all Ranks” of townspeople crammed into the streets below, reported one newspaper, before Francis Bernard politely took his leave of the crowd. Only for the most pessimistic of New Englanders were the signs ominous. Looking on was a brilliant civil and maritime lawyer who had astonished peers with his audacity to challenge in court the legality of a vital instrument of royal government. James Otis Jr. would often confound his admirers with his unpredictability and vivacious mind, but of one thing he had never been more certain: the war’s end promised to awaken dormant conflicts of interest between the king’s loyal American subjects and an imperial government in London unappreciative of the many sacrifices they had made in the struggle against the French and the Indians. Of particular concern to Otis was the role which royal officials like Bernard would play in Britain’s efforts to revitalise royal government. Bernard might invite the colonists to enjoy the benefits of empire, but his every word, his every step, seemed beguiling, and mindful of Britain’s hitherto postponed intention to reform the colonial system. -
Boston Tea Party Ships & Mu Seum
SHIPS & MUSEUM * * * * * DECEMBER 16, 1773 AREVOLUTIONARY EXPERIENCE ," "Friends! Brethren! Countrymen! That worst ofplagues, the detested tea, shipped for this port by the East India Co1npany is now arrived in Boston Harbor!" -Sons of Liberty letter, Nov. 29th, 1773 You are about to take part in "the single most important event leading up to the American Revolution." You are encouraged to be loud, participate, and play along! Your Host will en courage you to yell "Hear, hear!", or "Huzzah!" when discussing throwing tea into Boston Harbor. They will also prompt you to yell "Boo!" or "Fie!" when discussing taxes, King George III, and Parliament. Let King George hear your voices from this very room! Join Samuel Adams as he leads a spirited town meeting. Before we begin, please read the following safety information: Ladies and gentlemen, Historic Tours of America is proud to welcome you to the Boston Tea Party Ships & Mu seum. Due to the unique nature of this attraction, there is some important safety information of which you should be aware. Once you leave this room you will be on a floating nautical exhibit. Please watch your step and use the handrails when boarding ships and using gangways. Should there be an emergency during your visit to the museum or the ships, follow the gangways back to this building and use the exit doors provided. Please silence all cell phones and electronic devices. The use of cameras is permitted in this room, on the ships and open air decks, but not permitted in the museum below. Please stay with your Boston Tea Party Host throughout your experience and be aware that you are no longer on cky land. -
The Boston Tea Party
by Edward M. Gair Amazingly, no one knew who dumped the tea! Two thousand people stood on Griffin’s Wharf and watched the Boston Tea Party. The crowd was silent as sixty men dumped 340 chests of tea into the salt water. Some of them put lampblack or paint on their faces. Some came wrapped in blankets. They called themselves “Mohawks”. (Most of the participants actually were not disguised.) The crews of the tea ships were ordered below. No resistance was made. Some of the crew even helped unload the tea. The Governor’s Cadet Corps were guarding the tea ships. They never lifted a musket and stood away from the crowd because these people had not forgot-ten the Boston Massacre. It took three hours and all done in silence and order. No damage was done to the ships. The decks were swept clean. No “Mohawk” would keep any of the tea. The three tea ships were in range of a 60-gun British warship. The entire Tea Party could have been blown out of the water. It would have meant firing on the crowd as well as the people in buildings near the wharf. No shot was fired. The British Admiral watched from the upstairs window of a house nearby. When the “Mohawks” had completed their task they marched under his window. The Admiral opened the window and shouted, “Tomorrow you’ll still have to pay the piper! “. No trial of the “Mohawks” was ever made in Boston. One man in the crowd said he would be a witness provided they would take him to London 3,000 miles away. -
The Green Dragon Tavern and the Boston Tea Party
THE MYSTERY OF THE GREEN DRAGON TAVERN AND THE BOSTON TEA PARTY An artist drew a picture of the Green Dragon Tavern. Below it he wrote these words: "Where we met to Plan the Consignment of a few Shiploads of Tea, Dec 16, 1773" In the upper left hand corner of his drawing he put a square and compass. To this day no one knows for sure who planned the Boston Tea Party. The building had been purchased by the St. Andrews Lodge in 1764. There was a square and compass over the front door and a copper Dragon that had turned green through the weather. It was a community center. Downstairs was the Tavern. Upstairs was the St. Andrews Lodge and the Grand Lodge of Massachusetts (Ancients). It was the largest place for meetings in the north east end of Boston. Historians have called it "headquarters of the American Revolution." Here the Boston Committee of Correspondence was formed after a few initial meetings at Brother Joseph Warren's house a few doors away. Here the Sons of Liberty held secret sessions. They wore a jewel around their necks and were known to have a separate language for recognition. The jewel had a picture of the Liberty Tree on it. The North End Caucus formed the guard here that publicly guarded the tea ships so no tea could be unloaded. Brother Edward Proctor (St. Andrews Lodge) was known to be leader of this guard. Brother Paul Revere served with this guard. Later Brother Paul Revere served in another guard called the Selectmen who walked the streets of Boston, two by two, and observed the movements of British troops before he went off on his famous ride to Lexington. -
Additions to Thomas Hutchinson's *'History of Massachusetts Bay''
Additions to Thomas Hutchinson's *'History of Massachusetts Bay'' AT OUR meeting of October, 1931, Lawrence Shaw Mayo Ix. read a paper on Thomas Hutchinson as an historian and on his own experiences in editing his reprint of the History of Massachusetts Bay, and at the meeting of the Colonial Society of Massachusetts in April, 1933, he supple- mented it with an account of his further literary adventures in this field. Having finished his manuscript based on the printed editions of Hutchinson, he heard that "a gentleman in New Jersey . had bought what he supposed to be an original manuscript of a chapter of volume three," and in the pursuit of this he found at the Chapin Library Governor Hutchinson's own copies of volumes one and two and the manuscript of volume three. From the author's marginal corrections and extensive new manuscript material inter- leaved in the first two volumes he obtained much material which Hutchinson had added in preparing a final revision of these volumes, material which makes his edition of the History far more useful than the mere reprint he had in- tended. Unfortunately, he reported, the manuscript of the third volume, the most important because it deals with the events of Governor Hutchinson's own administration, added "almost nothing" to the printed version. In my account of the libeling of Governor Hutchinson by Isaiah Thomas in my recent biography of our founder, I dis- credited the latter's account of the affair, pointing out that there is no record of such legal action. The day that the mailman brought to my desk the first copy of this biography. -
A History of the Emblem of the Codfish in the Hall
Gass / y ti-^ Book Li- 4 / r r 'Jy{)<)'t'!UJ /I otaof"^'. : A HISTORY EMBLEM OF THE CODFISH Hall of the House of Representatives. COMPILED BY A COMMITTEE OF THE HOUSE. " Xo sea but iv/iat is vexcJ by their JfuJteries, tio climate that is not tcitness to their toils." — Edmund Burke. BOSTON WRIGHT AND POTTER PRINTING CO., STATE PRINTERS, 18 Post Office Squake. 1895. By transfer The White House March 3rd, 1913 " "\'5 \ PREFACE. The committee having* in charge the compila- tion of the history of the codfish, being unable to incorporate in the work the action of the Legislature subsequent to the filing of their report, deemed it best not to chronicle therein any of the proceedings of the present year, but to summarize briefly the several acts and resolves and present them as an introduction, thus furnishing in one work all that appears of record concerning this historical emblem. The members-elect of the House of Repre- sentatives for the year 1895 assembled in the accustomed chamber in the " Bulfinch front January 2 and organized. The House was to meet on the following day in the new chamber, in the State House extension. The question of taking with it the " represen- tation of a codfish," which for more than a hun- dred years had never missed a " roll call," was brought up for consideration. It was, however, deemed wise to investigate the significance of . HISTORY OF THE the emblem before its removal, to which end the following order, on motion of Eepresentative Ernest W. Koberts of Chelsea, was unanimously adopted : — Ordered, That a committee of three be appointed to prepare and report to the House the complete history of the codfish suspended in the chamber of the House of Representatives It may be of interest to note that this was the last business transacted in the old chamber. -
The Destruction of Property and the Radical Nature of the Boston Tea Party
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work 5-2017 The Destruction of Property and the Radical Nature of the Boston Tea Party Holly K. Nehls [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Part of the United States History Commons Recommended Citation Nehls, Holly K., "The Destruction of Property and the Radical Nature of the Boston Tea Party" (2017). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/2001 This Dissertation/Thesis is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Holly Nehls History Thesis 4/26/16 “The Destruction of Property and the Radical Nature of the Boston Tea Party” 2 On a cold and wet winter night in December 1773, around two thousand Bostonians gathered at Griffin’s Warf to witness one of the most memorable events in pre-war colonial America. Ninety-two thousand pounds of tea were destroyed in the event that came to be known as the Boston Tea Party. John Rowe, the owner of one of the ships that carried the tea across the Atlantic to Boston, was ill on the night of the destruction of tea, or so he wrote in his diary. -
The Mystification of the Boston Massacre
1 Emotion Versus Facts: The Mystification of the Boston Massacre The Massachusetts Historical Society, having been founded in 1791, boasts the title of “first historical society.” According to the “History of the MHS,” founder Reverend Jeremy Belknap, along with nine other Boston citizens, envisioned a historical society that would collect and preserve primary sources to facilitate the study of American history. Today, the Massachusetts Historical society has a similar goal and functions as an accessible, independent research library with both a physical and digital presence (Massachusetts Historical Society). The society’s website is www.masshist.org and features an extensive collection on the American Revolution, a topic of persistent interest to me. The two documents chosen to be analyzed can be found in a “Perspectives on the Boston Massacre” feature (pictured below) that is incredibly easy to access and offers plenty of contextualizing background information. In fact, the entirety of the MHS’ site is user-friendly, compared to many other digital archives that are riddled with dead links, search errors, disorganization, and have little to no background information. My only complaint about the MHS digital archive is that it is difficult to read the transcriptions included; they are formatted in small font and the actual text runs together. The two documents chosen are 2 part of the “Reactions and Reponses” section of the Boston Massacre feature. Documents in this section include diary entries, letters, articles, and poetry, among others. Along with general information at the top of the “Reactions and Responses” section, each document has contextualizing background information about the author and/ or a summary of what the document entails. -
American Diary Reading Guide to Enforce Tax Laws, British Troops Content Vocabulary Arrived in Boston
~;J·RMl~~ ··: : How did the colonists :. ..react.. .....to British.. .policies?..... .... American Diary Reading Guide To enforce tax laws, British troops Content Vocabulary arrived in Boston. Conflict soon propaganda (p. 127) committee of correspondence (p.128) erupted. On March 5, 1770, a Academic Vocabulary Boston merchant wrote: "The occupy (p. 127) encounter (p. 127) 29th [regiment] on duty. A Key People and Events Crispus Attucks (p. 127) quarrel between the soldiers Boston Massacre (p. 127) and inhabitants; . .. A Tea Act (p. 128) Boston Tea Party (p. 129) party of the 29th .. fired George Ill (p. 129) on the people; they killed Coercive Acts (p. 129) five, wounded several Reading Strategy Taking Notes As you read, take others. .. The inhabitants are notes on how the Intolerable Acts greatly enraged." affected the colonists. -from The Diary of John Rowe Trouble in Boston The Boston Massacre On March 5,1770, a fight broke out between I I!J mtj10[}1 A violent clash between townspeople Bostonians and the soldiers. While some Brit and British soldiers in Boston intensified anti-British ish officers tried to calm the crowd, one man feeling in the colonies. shouted, "We did not send for you. We will History and You When someone taunts you, how not have you here. We'll get rid of you, we'll do you react? Read to learn how British soldiers drive you away!" responded to the jeers of Bostonians. The angry townspeople moved toward the ........ .. .... tl ••••••••••••••••• •• •••• customhouse, where British taxes were col lected, picking up sticks, stones, and clubs. B y 1768, protests by the colonists were As the crowd approached, the sentry pan making British colonial officials nervous. -
Non-Importation and the Boston Merchant Crisis
Document Section 2 Non-importation and the Boston Merchant Crisis GOAL: Students will understand the economic boycotts and apply their understanding to the Non-Importation agreement. FOCUS: Put on the board: 1. Give an example of an economic boycott with which you are familiar (Cuba, South Africa in the 1980s, etc). 2. What are the advantages and disadvantages of economic boycotts? (T chart) Do you think they work – why or why not? 3. Show what happens to the market of a highly demanded good (Cuban cigars?) when it is no longer allowed in the country. SEGUE: Remind students of the background of the Non-Importation agreement of the summer of 1768 (see Power Point – it was formally agreed upon in August.) There are a few documents in the packet – John Greenough’s letters - that deal with the Tea Crisis in 1773. Make certain students understand the conflict between the smugglers and the smaller importers of London goods. Also, review the concept of “Consignee.” You may want to show part of the power point that deals with Non-Importation at this juncture if you have not already. DOCUMENT ANALYSIS: 1. Distribute documents to students and place students in document groups. 2. For time-management, it may make sense to allow students within one group to divide the documents (or, alternatively, assign reading at home). 3. Students are to read documents and use a document analysis sheet (see appendix) to help them peruse the documents. 4. Students will discuss the “consider” questions that appear before several of the documents. One student or more should record possible answers. -
The New England Cod Fishing Industry and Maritime Dimensions Of
THE NEW ENGLAND COD FISHING INDUSTRY AND MARITIME DIMENSIONS OF THE AMERICAN REVOLUTION by Christopher Paul Magra B.A., Grove City College, 1999 M.A., The Pennsylvania State University, 2001 Submitted to the Graduate Faculty of School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2006 UNIVERSITY OF PITTSBURGH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Christopher Paul Magra It was defended on May 25, 2006 and approved by Jonathan Scott, Professor, Department of History Van Beck Hall, Associate Professor, Department of History Deryck Holdsworth, Professor, Department of Geography Dissertation Advisor: Marcus Rediker, Professor, Department of History ii Copyright © by Christopher Paul Magra 2006 iii THE NEW ENGLAND COD FISHING INDUSTRY AND MARITIME DIMENSIONS OF THE AMERICAN REVOLUTION Christopher Paul Magra, PhD University of Pittsburgh, 2006 The American Revolution cannot be fully understood without coming to terms with why workers and merchants within the New England cod fishing industry resisted British authority and how their labor and capital contributed to the war effort. The Revolution began in New England with the shot heard around the world in Concord, Massachusetts. New England provided the most manpower for the American military each and every year of the war. And cod represented the most lucrative trade good in all of colonial New England. Between 1768 and 1772, fish represented 35% of New England’s total export revenue. The second most valuable export commodity, livestock, represented only 20% of this revenue stream. By 1775, an estimated 10,000 New Englanders, or 8% of the adult male working population, labored in the fishing industry. -
Tea Party Perspectives
Document Section 5 Tea Party Perspectives GOAL: Students will read primary accounts of the days right before the Boston Tea Party and about the Boston Tea Party itself in order to appreciate and comprehend the array of interpretation that surrounds this event. FOCUS: 1. Stage a five minute “event” in the classroom. Catch the students off guard (maybe have a teacher or other students interrupt your beginning of lesson) with a harmless (don’t want to scare anyone) happening at school. For example–some extra students could come in and take some items from the room as they cause a scene. 2. Let the students bear witness to the event. Then have the students write a five minute response to what they saw. Share the responses. Discuss tone of the responses, point of view, etc. 3. Quick notes/mini lecture/discussion about the days before the Boston Tea Party. For example, students need to know why the Tea Party occurred on December 16th (the ships had run out of time—colonists would have to pay the tax.) Review some of the key players that are mentioned in the documents. DOCUMENT ANALYSIS: 1. Distribute documents to students and place students in document groups. 2. For time-management, it may make sense to allow students within one group to divide the documents (or, alternatively, assign reading at home). 3. Students are to read documents and use a document analysis sheet to help them peruse the documents. 4. Students will discuss the “Consider” questions that appear before several of the documents (some documents share one “Consider” question.) One student or more should record possible answers.