DOCSLIB.ORG

Affective Colonialism, Power, and the Process of Subjugation in Colonial Virginia, C

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Georgia State University ScholarWorks @ Georgia State University History Dissertations Department of History 5-10-2017 TRIBUTARY SUBJECTS: AFFECTIVE COLONIALISM, POWER, AND THE PROCESS OF SUBJUGATION IN COLONIAL VIRGINIA, C. 1600 – C. 1740 Russell Dylan Ruediger American Historical Association Follow this and additional works at: https://scholarworks.gsu.edu/history_diss Recommended Citation Ruediger, Russell Dylan, "TRIBUTARY SUBJECTS: AFFECTIVE COLONIALISM, POWER, AND THE PROCESS OF SUBJUGATION IN COLONIAL VIRGINIA, C. 1600 – C. 1740." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/history_diss/56 This Dissertation is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. TRIBUTARY SUBJECTS: AFFECTIVE COLONIALISM, POWER, AND THE PROCESS OF SUBJUGATION IN COLONIAL VIRGINIA, C. 1600 – C. 1740 by RUSSELL DYLAN RUEDIGER Under the Direction of Charles Steffen, PhD ABSTRACT My dissertation explores tributary relationships between Algonquin, Siouan, and Iroquoian Indians and English settlers in Virginia, placing the process of political subjection into the heart of narratives of dispossession. Both indigenous Chesapeake and European political traditions shared ideas of tribute as a structure linking unequal, but conceptually autonomous and self-governing, polities in hierarchical relationships of power. By treating colonial tributary relations as a trans-Atlantic political institution, I interpret colonial power struggles in Virginia as a local instance of global battles over sovereignty, jurisdiction, and political subordination within the heart of the unfolding project of settler colonialism. Remarkably durable and continuously shifting, the tributary system and its central ritual of exchanging payments symbolizing subordination for the promise of protection and friendship, provides a powerful lens for understanding the collision of native and English ideas of subjugation that structured colonial interactions in the region. Framing settler colonialism as a contested but unequal political relationship in which subordinated native peoples retained considerable autonomy opens an otherwise obscure era of Virginia’s Native history, in which the English and several dozen Native peoples from the Chesapeake and the Southern Piedmont forged political ties based on a language of friendship and unequal alliance. Drawing on a variety of archival sources, I follow the efforts of small Native polities, who lived in a world of constrained options, to shape the terms of their subordination. Despite numerous disruptions, the tributary system was at the core of both dispossession and resistance in Virginia well into the eighteenth century. Moreover, tributary forms of power continue to structure the experiences of Indigenous peoples in the Chesapeake, the United States, and many of the world’s other settler- states. In Virginia, state-recognized tribes still pay tribute to the governor every fall. In the United States and beyond, indigenous people remain, both theoretically and legally, subordinated yet “sovereign,” or in John Marshall’s phrase, “domestic dependent nations.” By placing political allegiance and subjugation at the heart of settler colonialism, my work expands the scope of dispossession and offers a framework for thinking about contemporary Indigenous politics. INDEX WORDS: Colonial Virginia, Native Americans, Settler Colonialism, Tribute, Powhatans, Saponis, Meherrins, Nottoways TRIBUTARY SUBJECTS: AFFECTIVE COLONIALISM, POWER, AND THE PROCESS OF SUBJUGATION IN COLONIAL VIRGINIA, C. 1600 – C. 1740 by RUSSELL DYLAN RUEDIGER A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2017 Copyright by Russell Dylan Ruediger 2017 TRIBUTARY SUBJECTS: AFFECTIVE COLONIALISM, POWER, AND THE PROCESS OF SUBJUGATION IN COLONIAL VIRGINIA, C. 1600 – C. 1740 by RUSSELL DYLAN RUEDIGER Committee Chair: Charles Steffen Committee: Jacob Selwood Christine Skwiot Wayne Lee Buck Woodard Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University May 2017 iv DEDICATION For Bean. v ACKNOWLEDGEMENTS This work would not have been possible without the generous financial, emotional, and intellectual support of many people and institutions. My greatest debt is to my committee, particularly its core members from GSU. Chuck Steffen guided this project with a calm demeanor and an astutely critical perspective from its very beginnings, and has earned my respect and gratitude many times over. I can't imagine that anyone has ever been graced with a better mentor and chair. Jake Selwood and Christine Skwiot (now of the Maine Maritime Academy) have gone well above and beyond the normal role expected of committee members, reading chapter drafts in real time and otherwise mentoring me and my work in ways that made both me and it better. Wayne Lee and Buck Woodard, my outside readers, have been of great help as well. Buck saved me from several anthropologically naive errors, shared his unmatched expertise in Virginia Indians with me, and gave me repeated opportunities to share my work with a wide variety of audiences in Williamsburg during the summer of 2016. A wide variety of institutions provided financial support to my work. At GSU, the History Department, Writing Across the Curriculum Program, and the Student Innovation Fellowship program paid the bills while I read and wrote. A Provost Dissertation Fellowship provided a vital year of support to see the dissertation to its conclusion. Smaller internal grants, including those from AHGSU and a GSU Dissertation Grant provided additional support. Faculty, staff, and my fellow students at GSU proved consistently ready to read drafts, engage in long conversations and nourish my body and spirit as well as my mind. Denis Gainty, Lela Urquhart, Nick Wilding, Denise Davidson, Joe Perry, Isa Blumi, Rob Baker, Carolyn Biltoft, vi Mindy Clegg, Lauren Thompson, Casey Cater, Megan Piorko, Suzanne Litrell, Kate Odari, Tim Lawrence, Lisa Armistead, Amber Amari, and Robin Wharton all provided friendship, sound advice, critical eyes, cold beers and other forms much appreciated companionship and mentoring. Brennan Collins, I hope, will already know how much he has shaped me. Anna Baumstark read most of the project as it was being written and did as much to make this work possible as anyone. Carol Bengelsdorf, Margaret Cerullo, Walid Ra’ad, and Ali Mirsepassi are much overdue for a public note of appreciation. Amongst my friends in Atlanta, I particularly owe Allyson Tadjer for innumerable hours of stimulating conversation, Michelle Lacoss, for her wisdom over many lunches, Andy Reisinger, who generously opened his home to me in a time of crisis, and above all, my dear friend Sara Patenaude, for too many reasons to list but which she will understand. I see you, Sara. Outside institutional support funded three consecutive summers of archival research. The Mellon Foundation, IMLS, and Folger Shakespeare Libraries provided archival resources and the paleographic training necessary to read them. The University of Illinois Rare Books and Manuscript Library at Urbana-Champaign generously funded a very productive month in their wonderful collection of early modern materials. The Virginia Historical Society opened its doors to me for two weeks of madcap archival raiding. NEH funding to attend a summer institute on Native American History deepened my conceptual background and provided an extended opportunity to conduct research at the Library of Congress during the summer of 2015. The Colonial Williamsburg Foundation gave me the chance to spend an extended period in the friendly and rich confines of the Rockefeller Library. My debts to all those institutions are immeasurable. My thanks go out to all the librarians, archivists, and staff who assisted me while in the archives. In particular, Owen Williams, Elyse Martin, Paul Dingman and Heather Wolfe at vii the Folger, Dennis Sears and Valerie Hotchkiss at the UIUC, Francis Pollard and John McClure in Richmond at the VHS, my cohort at the NEH (notably Edison Cassadore, Guntram Herb, John Bowes, Sabine Klein and Stephanie Fitzgerald), and Buck Woodard, Marianne Martin, Joseph Beatty, and Doug Mayo, and the Native Interpreters at Colonial Williamsburg deserve special thanks. Several institutions funded conference travel that allowed me to share my work with engaged and knowledgeable audiences. I owe a debt to the McNeil Center for Early American Studies and to the lively group of Early Americanists at the 2013 "Traces of Early America" conference, the participants at the 2015 Conference on Histories of Peace in Early American sponsored by the Tanner Center for the Humanities, and 2016 participants of the conference on Indigenous Sovereignties held at the University of Nantes. My family proved once again to be my greatest advocates. Thanks Mom, Dad, Veege, Luke, Chelsea, and Bean. viii TABLE OF CONTENTS ACKNOWLEDGEMENTS ................................................................................................. V LIST OF FIGURES ............................................................................................................. IX STATEMENT ON SPELLING
Recommended publications
  • 21H.991J / STS.210J Theories and Methods in the Study of History Fall 2004

    21H.991J / STS.210J Theories and Methods in the Study of History Fall 2004

    MIT OpenCourseWare http://ocw.mit.edu 21H.991J / STS.210J Theories and Methods in the Study of History Fall 2004 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. Fall 2009 Instructor: Jeff Ravel T 10-1 STS 210J/21H.991J: Theories and Methods in the Study of History Overview: The purpose of this course is to acquaint you with a variety of approaches to the past used by historians writing in the last several decades. We will examine how these historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytical discussion of their topic, and what are the advantages and limitations of their approaches. One concern is the evolution of historical studies in the western tradition, which is not to say that the western approach is the only valid one, nor is it to suggest that we will only read histories of the west. But MIT and many of the institutions in which you will work during your careers are firmly rooted in western intellectual paradigms, and the study of times and places far removed from the western past has been deeply influenced by western historical assumptions. (And, to be honest, this is the historical tradition with which I am most familiar!) We will begin with a brief overview of the construction and deconstruction of historical thinking in the west from the European renaissance to the present. Then we will consider questions of scale, a major preoccupation of post-WWII historians: should history be written at the national, global, or micro level? Next, we will sample two of the more recent innovative trends in the historical profession, environmental history and gender history.
  • A Brief History of Christ Church MEDIEVAL PERIOD

    A Brief History of Christ Church MEDIEVAL PERIOD

    A Brief History of Christ Church MEDIEVAL PERIOD Christ Church was founded in 1546, and there had been a college here since 1525, but prior to the Dissolution of the monasteries, the site was occupied by a priory dedicated to the memory of St Frideswide, the patron saint of both university and city. St Frideswide, a noble Saxon lady, founded a nunnery for herself as head and for twelve more noble virgin ladies sometime towards the end of the seventh century. She was, however, pursued by Algar, prince of Leicester, for her hand in marriage. She refused his frequent approaches which became more and more desperate. Frideswide and her ladies, forewarned miraculously of yet another attempt by Algar, fled up river to hide. She stayed away some years, settling at Binsey, where she performed healing miracles. On returning to Oxford, Frideswide found that Algar was as persistent as ever, laying siege to the town in order to capture his bride. Frideswide called down blindness on Algar who eventually repented of his ways, and left Frideswide to her devotions. Frideswide died in about 737, and was canonised in 1480. Long before this, though, pilgrims came to her shrine in the priory church which was now populated by Augustinian canons. Nothing remains of Frideswide’s nunnery, and little - just a few stones - of the Saxon church but the cathedral and the buildings around the cloister are the oldest on the site. Her story is pictured in cartoon form by Burne-Jones in one of the windows in the cathedral. One of the gifts made to the priory was the meadow between Christ Church and the Thames and Cherwell rivers; Lady Montacute gave the land to maintain her chantry which lay in the Lady Chapel close to St Frideswide’s shrine.
  • Jamestown Timeline

    Jamestown Timeline

    A Jamestown Timeline Christopher Columbus never reached the shores of the North American Continent, but European explorers learned three things from him: there was someplace to go, there was a way to get there, and most importantly, there was a way to get back. Thus began the European exploration of what they referred to as the “New World”. The following timeline details important events in the establishment of the first permanent English settlement in America – Jamestown, Virginia. Preliminary Events 1570s Spanish Jesuits set up an Indian mission on the York River in Virginia. They were killed by the Indians, and the mission was abandoned. Wahunsonacock (Chief Powhatan) inherited a chiefdom of six tribes on the upper James and middle York Rivers. By 1607, he had conquered about 25 other tribes. 1585-1590 Three separate voyages sent English settlers to Roanoke, Virginia (now North Carolina). On the last voyage, John White could not locate the “lost” settlers. 1602 Captain Bartholomew Gosnold explored New England, naming some areas near and including Martha’s Vineyard. 1603 Queen Elizabeth I died; James VI of Scotland became James I of England. Early Settlement Years 1606, April James I of England granted a charter to the Virginia Company to establish colonies in Virginia. The charter named two branches of the Company, the Virginia Company of London and the Virginia Company of Plymouth. 1606, December 20 Three ships – Susan Constant, Godspeed, and Discovery - left London with 105 men and boys to establish a colony in Virginia between 34 and 41 degrees latitude. 1607, April 26 The three ships sighted the land of Virginia, landed at Cape Henry (present day Virginia Beach) and were attacked by Indians.
  • OUR Fnilfftl VOL. V, No. 5 SAVANNAH STATE COLLEGE PRESIDENT BENNER CRESWILL TURNER AUGUST, 1952 South Carolina State Prexy to De

    OUR Fnilfftl VOL. V, No. 5 SAVANNAH STATE COLLEGE PRESIDENT BENNER CRESWILL TURNER AUGUST, 1952 South Carolina State Prexy to De

    37 HGEKS • ^ OUR fnilFftl 1QAH VOL. V, No. 5 SAVANNAH STATE COLLEGE AUGUST, 1952 PRESIDENT BENNER CRESWILL TURNER < Rev, Samuel Gandy Summer Study Calls Miss Camilla Williams, to Deliver 68th Faculty and Staff Soprano, To Be Baccalaureate Sermon at Savannah State Presented In Concert Rev. Samuel Lucius Gandy, Di- According to an announcement rector of Religious Activities at from Dr. W. K. Payne, president of Miss Camilla Williams, leading Virginia State College, Ettrick, Savannah State College, 16 faculty soprano of the City Virginia, New York will deliver the 68th Bac- and staff members are doing fur- Opera for five years, a concert calaureate sermon at Savannah ther study in their respective fields singer who has captivated two con- State College. The Baccalaureate this summer at some of the coun- tinents from Venezuela to northern services will be held in Meldrim try's leading universities. Alaska, a soloist with Auditorium, orchestra Sunday, August 10, at Those studying are: J. Randolph whose "beautiful singing" has 4:00 p. m. Fisher, associate professor of lan- been publicly praised by Stokowski, Reverend Gandy will be intro- guages and literature; Mrs. Elea- will be presented in Concert at Sa- duced by Dr. W. K. Payne, Presi- nor B. Williams, switchboard ope- vannah State College. dent of Savannah State. Invocation rator; and Joseph H. Wortham, as- Miss Williams and Benediction will appear in will be given by sistant professor of biology, all at Meldrim Auditorium, Friday, Au- Rev. A. J. Hargrett, Savannah Ohio State University. gust at State 8 8:30 p. m. in the second College Minister.
  • One Hundred Fifteenth Congress of the United States of America

    One Hundred Fifteenth Congress of the United States of America

    H. R. 984 One Hundred Fifteenth Congress of the United States of America AT THE SECOND SESSION Begun and held at the City of Washington on Wednesday, the third day of January, two thousand and eighteen An Act To extend Federal recognition to the Chickahominy Indian Tribe, the Chickahominy Indian Tribe—Eastern Division, the Upper Mattaponi Tribe, the Rappahannock Tribe, Inc., the Monacan Indian Nation, and the Nansemond Indian Tribe. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE; TABLE OF CONTENTS. (a) SHORT TITLE.—This Act may be cited as the ‘‘Thomasina E. Jordan Indian Tribes of Virginia Federal Recognition Act of 2017’’. (b) TABLE OF CONTENTS.—The table of contents of this Act is as follows: Sec. 1. Short title; table of contents. Sec. 2. Indian Child Welfare Act of 1978. TITLE I—CHICKAHOMINY INDIAN TRIBE Sec. 101. Findings. Sec. 102. Definitions. Sec. 103. Federal recognition. Sec. 104. Membership; governing documents. Sec. 105. Governing body. Sec. 106. Reservation of the Tribe. Sec. 107. Hunting, fishing, trapping, gathering, and water rights. TITLE II—CHICKAHOMINY INDIAN TRIBE—EASTERN DIVISION Sec. 201. Findings. Sec. 202. Definitions. Sec. 203. Federal recognition. Sec. 204. Membership; governing documents. Sec. 205. Governing body. Sec. 206. Reservation of the Tribe. Sec. 207. Hunting, fishing, trapping, gathering, and water rights. TITLE III—UPPER MATTAPONI TRIBE Sec. 301. Findings. Sec. 302. Definitions. Sec. 303. Federal recognition. Sec. 304. Membership; governing documents. Sec. 305. Governing body. Sec. 306. Reservation of the Tribe. Sec. 307. Hunting, fishing, trapping, gathering, and water rights.
  • The Archaeology of Virginia's Long Seventeenth Century, 1550-1720: Previous Research and Future Directions

    The Archaeology of Virginia's Long Seventeenth Century, 1550-1720: Previous Research and Future Directions

    The Archaeology of Virginia's Long Seventeenth Century, 1550-1720: Previous Research and Future Directions Dennis J. Pogue Time Line x 1561-66: Spanish expeditions from Havana and La Florida explore the Chesapeake Bay in search of trade routes to the west and to scout potential sites for settlement. x 1570: Jesuit priests establish the Ajacan mission on the York River in an attempt to Christianize the native Indians; the venture fails the next year when the priests are killed by the natives. x 1607: The English establish their first permanent settlement in Virginia when 104 colonists disembark at Jamestown Island and erect James Fort. x 1607-08: John Smith and his crew explore the Chesapeake Bay and its major tributaries by boat; the Englishmen record the locations of the Indian settlements they pass. x 1609-14: Colonists and the Powhatan Indians engage in a series of armed conflicts as the natives attempt to protect their rights to the land. x 1614: English settlers begin to cultivate tobacco, which becomes the primary source of wealth for the colony for the next 200 years. x 1617-22: Twenty-three "particular plantations," or subsidiary corporations controlled by stock holders, are created as part of an attempt to encourage immigration and the spread of settlement beyond Jamestown. x 1619: The first enslaved Africans are introduced to Virginia; the first representative legislative assembly is formed. x 1622: 200,000 pounds of tobacco are shipped out of Virginia; the homes of 1500 settlers spread for 50 miles along the James River; in response to the pressures of continued immigration of Englishmen, the Powhatan Indians attack and kill several hundred settlers in a series of coordinated attacks.
  • Indian Women and the Law, 1830 to 1934 Bethany Berger University of Connecticut School of Law

    Indian Women and the Law, 1830 to 1934 Bethany Berger University of Connecticut School of Law

    University of Connecticut OpenCommons@UConn Faculty Articles and Papers School of Law 1997 After Pocahontas: Indian Women and the Law, 1830 to 1934 Bethany Berger University of Connecticut School of Law Follow this and additional works at: https://opencommons.uconn.edu/law_papers Part of the Indian and Aboriginal Law Commons Recommended Citation Berger, Bethany, "After Pocahontas: Indian Women and the Law, 1830 to 1934" (1997). Faculty Articles and Papers. 113. https://opencommons.uconn.edu/law_papers/113 +(,121/,1( Citation: 21 Am. Indian L. Rev. 1 1997 Content downloaded/printed from HeinOnline (http://heinonline.org) Tue Aug 16 12:47:23 2016 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: https://www.copyright.com/ccc/basicSearch.do? &operation=go&searchType=0 &lastSearch=simple&all=on&titleOrStdNo=0094-002X AFTER POCAHONTAS: INDIAN WOMEN AND THE LAW, 1830 TO 1934 Bethany Ruth Berger* Table of Contents I. Introduction . ..................................... 2 II. The Nineteenth Century and Indian Women: Federal Indian Policy and the Cult of True Womanhood ....................... 6 I. Federal and State Governments and Indian Women: As Them- selves, as Mothers, and as Wives ...................... 12 A. The Beginning: Ladiga's Heirs and Indian Women in Their Own Right ...................................... 12 B. Indian Women as Wives and Mothers: Intermarriage and Beyond . ........................................ 22 1. A Not So Brief Note on Intermarriage ................. 23 2.
  • A Jamestown Timeline

    A Jamestown Timeline

    A Jamestown Timeline Christopher Columbus never reached the shores of the North American Continent, but European explorers learned three things from him: there was someplace to go, there was a way to get there, and most importantly, there was a way to get back. Thus began the European exploration of what they referred to as the “New World”. The following timeline details important events in the establishment of the fi rst permanent English settlement in America – Jamestown, Virginia. PRELIMINARY EVENTS 1570s Spanish Jesuits set up an Indian mission on the York River in Virginia. They were killed by the Indians, and the mission was abandoned. Wahunsonacock (Chief Powhatan) inherited a chiefdom of six tribes on the upper James and middle York Rivers. By 1607, he had conquered about 25 other tribes. 1585-1590 Three separate voyages sent English settlers to Roanoke, Virginia (now North Carolina). On the last voyage, John White could not locate the “lost” settlers. 1602 Captain Bartholomew Gosnold explored New England, naming some areas near and including Martha’s Vineyard. 1603 Queen Elizabeth I died; James VI of Scotland became James I of England. EARLY SETTLEMENT YEARS 1606, April James I of England granted a charter to the Virginia Company to establish colonies in Virginia. The charter named two branches of the Company, the Virginia Company of London and the Virginia Company of Plymouth. 1606, December 20 Three ships – Susan Constant, Godspeed, and Discovery – left London with 105 men and boys to establish a colony in Virginia between 34 and 41 degrees latitude. 1607, April 26 The three ships sighted the land of Virginia, landed at Cape Henry (present day Virginia Beach) and were attacked by Indians.
  • The Contribution of Ralph Hamor's True Discourse to the Establishment of the English Colony in America

    The Contribution of Ralph Hamor's True Discourse to the Establishment of the English Colony in America

    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1992 Selling America in the Seventeenth Century: The Contribution of Ralph Hamor's True Discourse to the Establishment of the English Colony in America Sibley Judson Smith College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Smith, Sibley Judson, "Selling America in the Seventeenth Century: The Contribution of Ralph Hamor's True Discourse to the Establishment of the English Colony in America" (1992). Dissertations, Theses, and Masters Projects. Paper 1539625711. https://dx.doi.org/doi:10.21220/s2-9acf-4z41 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]. SELLING AMERICA IN THE SEVENTEENTH CENTURY: THE CONTRIBUTION OF RALPH HAMOR'S TRUE DISCOURSE THE ESTABLISHMENT OF THE ENGLISH COLONY IN VIRGINIA A Thesis Presented to The Faculty of the American Studies Program The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Sibley Judson Smith, Jr. November 1992 APPROVAL SHEET This thesis is submitted in partial fulfillment the requirements for the degree of Master of Arts thor Approved, November 1992 Thad W. Tate Robert Gross Cary Cars>6h Vice-President, Research Colonial Williamsburg Foundation DEDICATION This is dedicated to the memory of my father, "S.J.” Smith, S.K.C., U.S.N., Ret., my first American Hero, who introduced me to the world of adventure in the history of our country.
  • Historicizing Nature: Time and Space in German and American Environmental Historiography

    Historicizing Nature: Time and Space in German and American Environmental Historiography

    Historicizing Nature: Time and space in German and American environmental historiography Ursula Lehmkuhl 'History’s time is the plasma in which phenomena are immersed and the locus of their intelligibility' – Marc Bloch Introduction I.G. Simmons, the doyen of British environmental history, explains in the introduction to his “Environmental history of Great Britain from 10.000 years ago to the present”: The discipline of environmental history attempts … to undertake studies of environments in a way which highlights the interfaces between humans as agents, acting in the light of all their manifold human characteristics (both social and individual) and the non-human world in all its complexities and dynamics. … The best studies in environmental history also have one more feature. They carry through an environmental process involving both nature and culture from its beginning to its end. … since, however, words have to be placed sequentially it is rarely possible to deal with the simultaneity of the ramifications. … Hence, simplification in time and space is an inevitable part of the account which is given … 1. This reflection on the dimensions of time and space in environmental history points out conceptual difficulties that historians have to reckon with if they want to study “how people have lived in the natural systems of the planet, and how they have perceived nature and reshaped it to suit their own idea of good living” and if they start to investigate “how nature, once changed, requires people to reshape their cultures, economies, and politics to meet new realities” – as Louis Warren in his definition of environmental history suggests.2 Time – as well as space – is basic to history both with regard to what historians claim to present about the past and with regard to how they go about representing it.
  • KEY to the MARRIAGE of POCAHONTAS at Jamestown

    KEY to the MARRIAGE of POCAHONTAS at Jamestown

    KEY TO THE MARRIAGE OF POCAHONTAS at Jamestown. 2 Halberdiers IS Henry Spibnan 2 lion Sir. Tho f Dale .14 William Spenct 3 Alex'W6ttalctr 15 Thomas Saxaoe 4 ACTMaiJioVit: ChOi 16 Minster Sparhes r3 d J M E Easton 1-iJaJd 17 Thomas Tbtrell Wife d Choristers k Child 7 Bridesmaids 18 WHcrtenkGnmdchiU 5 Pocahontas 19 Sir Tho f Gates 9 John liolfe 20 (ipachisco. Vncle to 10 Indian Attendants Pocaliontas •l Capt. tJeorae Percy 21 A younger Broiiier J2 Brother to Pocahontas to Pocahontas Size of Print 36™"by 25. FROM THE ORIGINAL PICTURE IN THE POSSESSION OF THE PUBLISHER Join C . M*r Tiae, 2 Oliver St."NewYork . THE MARRIAGE OF POCAHONTAS. BY BENSON J. LOSSTNO. During the lovely Indian summer time, in the autumn of 1608, there was a marriage on the banks of the Pow­ hatan, where the English had laid the corner stone of the great fabric of Anglo-Saxon Empire in the New World. It was celebrated in the second church which the English settlers had erected there. Like their first, which fire had devoured the previous winter, it was a rude structure, whose roof rested upon rough pine columns, fresh from the virgin forest, and whose adornings were little in­ debted to the hand of art. The officiating priest was " good Master Hunter," who had lost all his books by the conflagration. History, poetry, and song, have kept a dutiful silence, respecting that first English marriage in America, because John Laydon and Anne Burrows were common people. The bridegroom was a carpenter, among the first adventurers who ascended the Powhatan, then named James in honor of a bad king; and the bride was waiting-maid to " Mistress Forrest," wife of Thomas Forrest, gentleman.
  • November 3, 2011 Inside This Edition: Minot State University Paranormal Activity 3 - Page 4 Minot, N.D

    November 3, 2011 Inside This Edition: Minot State University Paranormal Activity 3 - Page 4 Minot, N.D

    November 3, 2011 Inside this edition: Minot State University Paranormal Activity 3 - Page 4 Minot, N.D. 58701 Crossword - Page 5 Volume 93 , Number 9 Golf season wraps up- Page 8 www.minotstateu.edu/redgreen Red &Green Volleyball results - Page 7 Music students head to Thrill the World national conference Bekka Ryan Wolfe with a shout of “YOU Staff Writer READY FOR PASIC?!” Walking through the “dun - Wolfe, a 2011 graduate of Minot geon” of Old Main (i.e. the music High School and local cashier at division hallway between the Marketplace, was speaking about dreaded theory classroom and the upcoming Percussive Arts practice rooms) students often Society’s International offer one another words of wis - Conference. Hold on, what are we dom and greeting in passing. talking about? Whether it is Alex Baker greeting a PAS, as it is informally known, fellow student with “Good morn - is a self proclaimed “music service ing” at 8 o’clock at night, or a sen - organization promoting percus - ior offering advice on the best way sion education, research, perform - to memorize an Augmented ance and appreciation throughout Italian chord (really, ask any music the world.” Comprised of more major senior and you’ll never for - than 78 chapters across the world get it), students are genial toward and including more than 8,500 one another. Whilst walking this members, PAS offers a wide vari - hallway earlier today I was greet - ety of aid to anyone interested in ed by MSU freshman, Megan See PASIC — Page 3 Photo by Amber Penrose Participants (from the left) Connie Blair, Michelle Walling, Brandon Velasquez and Lindsey All dressed up Nelson at “Thrill the World” Saturday evening in the Beaver Dam.