White Abolitionism and English Women's Protest Wrtiting in the 1790S
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SELF-FLAGELLATION in the EARLY MODERN ERA Patrick
SELF-FLAGELLATION IN THE EARLY MODERN ERA Patrick Vandermeersch Self-fl agellation is often understood as self-punishment. History teaches us, however, that the same physical act has taken various psychologi- cal meanings. As a mass movement in the fourteenth century, it was primarily seen as an act of protest whereby the fl agellants rejected the spiritual authority and sacramental power of the clergy. In the sixteenth century, fl agellation came to be associated with self-control, and a new term was coined in order to designate it: ‘discipline’. Curiously, in some religious orders this shift was accompanied by a change in focus: rather than the shoulders or back, the buttocks were to be whipped instead. A great controversy immediately arose but was silenced when the possible sexual meaning of fl agellation was realized – or should we say, constructed? My hypothesis is that the change in both the name and the way fl agellation was performed indicates the emergence of a new type of modern subjectivity. I will suggest, furthermore, that this requires a further elaboration of Norbert Elias’s theory of the ‘civiliz- ing process’. A Brief Overview of the History of Flagellation1 Let us start with the origins of religious self-fl agellation. Although there were many ascetic practices in the monasteries at the time of the desert fathers, self-fl agellation does not seem to have been among them. With- out doubt many extraordinary rituals were performed. Extreme degrees 1 The following historical account summarizes the more detailed historical research presented in my La chair de la passion. -
The Middle Passage MAP by Patagonia Routes SLAVE TRADING MARK ANDERSON MOORE Malvina (Falkland Is.) REGIONS Atlantic Slave Trade
Arctic Ocean Greenland Arctic Ocean ARCTIC CIRCLE Iceland Norway Sweden Finland B udson ay H North North Scotland Sea Denmark Moscow Labrador England Ireland Prussia British North A Atlantic Russian Empire mer London German ica Paris States Kiev OREGON Newfoundland Asia TERRITORY Quebec Ocean Montreal Austria Bay of France Vt. Me. Nova Scotia Biscay Italy C NY NH “TRIANGULAR TRADE” Black Sea a Mass. Rome Ottoman sp ia Pa. RI n LOUISIANA Oh. Conn. Portugal Madrid Empire Il. In. NJ United States S TERRITORY e Spain a Va. Del. Ky. Md. Azores Is. Tn. NC by 1820 M In TUNIS edi dian Terr. O terra Persia SC C nean S Ms. C ea Al. Madeira O Ga. R ALGIERS La. O M Cairo P Fla. Canary Is. er EGYPT sia n G Bahama Is. ulf Mexico Havana WESTERN SUDAN R. R e Mecca Mexico West Indies dle Pa d Cuba Mid ssag Nile S City he e e T a Arabia Haiti Timbuktu Vera Jamaica Puerto Rico Cruz Guadeloupe Cape Verde Is. Martinique SENEGAMBIA Niger Africa Arabian Central America Barbados Cape Verde R. Sea Portobelo Trinidad Caracas SIERRA ETHIOPIA Stabroek (Georgetown) LEONE GUINEA Paramaribo Cayenne BIGHT Bogotá WINDWARD GOLD OF BIGHT COAST COAST BENIN Mogadishu Galapagos Is. SL OF Quito Colombia AV BIAFRA Barro do Rio E T Negro RAD Belé m Fortaleza ING REGIONS CONGO Paita Indian Brazil Recife Trujillo Ocean Peru ANGOLA Lima Salvador La Plata ambezi La Paz Z R. Chuquisaca MOZAMBIQUE South America São Paulo Rio de Janeiro From The Way We Lived in North Carolina © 2003 The University of North Carolina Press Madagascar La Serena Santos Easter I. -
Erasmus Darwin - Poems
Classic Poetry Series Erasmus Darwin - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Erasmus Darwin(12 December 1731 – 18 April 1802) Erasmus Darwin was an English physician who turned down George III's invitation to be a physician to the King. One of the key thinkers of the Midlands Enlightenment, he was also a natural philosopher, physiologist, abolitionist, inventor and poet. His poems included much natural history, including a statement of evolution and the relatedness of all forms of life. He was a member of the Darwin–Wedgwood family, which includes his grandsons Charles Darwin and Francis Galton. Darwin was also a founding member of the Lunar Society of Birmingham, a discussion group of pioneering industrialists and natural philosophers. <b>Early Life</b> Born at Elston Hall, Nottinghamshire near Newark-on-Trent, England, the youngest of seven children of Robert Darwin of Elston (12 August 1682–20 November 1754), a lawyer, and his wife Elizabeth Hill (1702–1797). The name Erasmus had been used by a number of his family and derives from his ancestor Erasmus Earle, Common Sergent of England under Oliver Cromwell. His siblings were: Robert Darwin (17 October 1724–4 November 1816) Elizabeth Darwin (15 September 1725–8 April 1800) William Alvey Darwin (3 October 1726–7 October 1783) Anne Darwin (12 November 1727–3 August 1813) Susannah Darwin (10 April 1729–29 September 1789) John Darwin, rector of Elston (28 September 1730–24 May 1805) He was educated at Chesterfield Grammar School, then later at St John's College, Cambridge. He obtained his medical education at the University of Edinburgh Medical School. -
Definitions of Child Abuse and Neglect
STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse. -
Human Trafficking: Issues Beyond Criminalization
IA SCIEN M T E IA D R A V C M A PONTIFICIAE ACADEMIAE SCIENTIARVM SOCIALIVM ACTA 20 S A O I C C I I F A I T L I N V M O P Human Trafficking: Issues Beyond Criminalization The Proceedings of the 20th Plenary Session 17-21 April 2015 Edited by Margaret S. Archer | Marcelo Sánchez Sorondo Libreria Editrice Vaticana • Vatican City 2016 Human Trafficking: Issues Beyond Criminalization The Pontifical Academy of Social Sciences Acta 20 The Proceedings of the 20th Plenary Session Human Trafficking: Issues Beyond Criminalization 17-21 April 2015 Edited by Margaret S. Archer Marcelo Sánchez Sorondo IA SCIE M NT E IA D R A V C M A S A I O C C I F I I A T L I N V M O P LIBRERIA EDITRICE VATICANA • VATICAN CITY 2016 The Pontifical Academy of Social Sciences Casina Pio IV, 00120 Vatican City Tel: +39 0669881441 • Fax: +39 0669885218 Email: [email protected] • Website: www.pass.va The opinions expressed with absolute freedom during the presentation of the papers of this meeting, although published by the Academy, represent only the points of view of the participants and not those of the Academy. ISBN 978-88-86726-32-0 © Copyright 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, mechanical, recording, pho- tocopying or otherwise without the expressed written permission of the publisher. THE PONTIFICAL ACADEMY OF SOCIAL SCIENCES LIBRERIA EDITRICE VATICANA VATICAN CITY In recent years, the Pontifical Academy of Social Sciences, thanks to the efforts of its President, its Chancellor and a num- ber of prestigious external collaborators – to whom I offer my heartfelt thanks – has engaged in important activities in defence of human dignity and freedom in our day. -
A Twist in the Tale of “The Tyger”
MINUTE PARTICULAR A Twist in the Tale of “The Tyger” Desmond King-Hele Blake/An Illustrated Quarterly, Volume 23, Issue 2, Fall 1989, pp. 104-106 PAGE 104 BLAKE/AN ILLUSTRATED QUARTERLY FALL 1989 comprehension and expanse of thought which at once fills the whole mind, and of which the first effect is sudden astonishment, and the A Twist in the Tale of "The Tyger" second rational admiration." Here is a sampling of similar contem porary opinions: "The sublime . takes possession of our attention, Desmond KingHele and of all our faculties, and absorbs them in astonishment"; "[the sublime] imports such ideas presented to the mind, as raise it to an uncommon degree of elevation, and fill it with admiration and astonishment"; "objects exciting terror are . in general sublime; Most readers of "The Tyger" have their own ideas of its for terror always implies astonishment, occupies the whole soul, meaning: I shall not be adding my own interpretation, and suspends all its motions." See, respectively, Works of Joseph but merely offering a factual record of minute particu Addison, 6 vols. (London: T. Cadell and W. Davies, 1811) 4: 340; lars, by pointing to a number of verbal parallels with Samuel Johnson, "The Life of Cowley," Lives of the English Poets, ed. George Birkbeck Hill, 3 vols. (1905; Oxford: Clarendon P; New Erasmus Darwin's The Botanic Garden. A few of these York: Octagon Books, 1967) 1: 2021; James Usher, Clio: Or, a Dis were given in my book Erasmus Darwin and the Roman course on Taste, 2nd ed. (London: T. -
Triangular Trade and the Middle Passage
Lesson 3 Museum Connection: Labor and the Black Experience Lesson Title: Triangular Trade Purpose: In this lesson students will read individually for information in order to examine the history of the Atlantic slave trade. In cooperative groups, they will analyze primary and secondary documents in order to determine the costs and benefits of the slave trade to the nations and peoples involved. As an individual assessment, students will write and deliver a speech by a member of the British Parliament who wished to abolish the slave trade. Grade Level and Content Area: Middle, Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: WH 3.10.12.4 Describe the origins of the transatlantic African slave trade and the consequences for Africa, America, and Europe, such as triangular trade and the Middle Passage. GEO 4.3.8.8 Describe how cooperation and conflict contribute to political, economic, geographic, and cultural divisions of Earth’s surface. ECON 5.1.8.2 Analyze opportunity costs and trade-offs in business, government, and personal decision-making. ECON 5.1.8.3 Analyze the relationship between the availability of natural, capital, and human resources, and the production of goods and services now and in the past. Social Studies: Maryland College and Career Ready Standards 3.C.1.a (Grade 6) Explain how the development of transportation and communication networks influenced the movement of people, goods, and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam. 4.A.1.a (Grade 6) Identify the costs, including opportunity cost, and the benefits of economic decisions made by individuals and groups, including governments in early world history, such as the decision to engage in trade. -
Abolition in Context: the Historical Background of the Campaign for the Abolition of the Slave Trade
Abolition in context: the historical background of the campaign for the abolition of the slave trade Jeffrey HOPES Université du Mans The abolition of the slave trade by the British Parliament in 1807 was one of a series of legislative measures which led progressively to the abandonment of the slave economy in British held territories, culminating in the abolition of the legal framework of slavery in 1833 and in 1838 when the apprenticeship system was ended.1 The whole process whereby first the slave trade and then slavery itself were abolished can only be understood if all the different contexts, economic, military, political, ideological, cultural and social in which it took place are taken into account. The constant inter-connection of these contexts precludes any simple reliance on single explanations for the abolition of the slave trade, however tempting such explanations may be. In briefly summarising the nature of this multiple contextualisation, I do not wish to enter the on-going and fraught debate on the reasons for the abolition of the slave trade but simply to present it as a multi-faceted question, one which, like so many historical events, takes on a different appearance according to the position – in time and space – from which we approach it. Abolition and us In this respect, the first context which needs to be mentioned is that of our own relationship to the issue of slavery. The bicentenary of abolition in 2007 has seen the publication of a flood of articles, books, exhibitions and radio and television programmes in Britain and abroad. -
Reflections on the Slave Trade and Impact on Latin American Culture
Unit Title: Reflections on the Slave Trade and Impact on Latin American Culture Author: Colleen Devine Atlanta Charter Middle School 6th grade Humanities 2-week unit Unit Summary: In this mini-unit, students will research and teach each other about European conquest and colonization in Latin America. They will learn about and reflect on the trans- Atlantic slave trade. They will analyze primary source documents from the slave trade by conducting research using the online Slave Voyages Database, reading slave narratives and viewing primary source paintings and photographs. They will reflect on the influence of African culture in Latin America as a result of the slave trade. Finally, they will write a slave perspective narrative, applying their knowledge of all of the above. Established Goals: Georgia Performance Standards: GA SS6H1: The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. GA SS6H2: The student will describe the influence of African slavery on the development of the Americas. Enduring Understandings: Students will be able to describe the impact of European contact on Latin America. Students will be able to define the African slave trade and describe the impact it had on Latin America. Students will reflect on the experiences of slaves in the trans-Atlantic slave trade. -
Liminal Encounters and the Missionary Position: New England's Sexual Colonization of the Hawaiian Islands, 1778-1840
University of Southern Maine USM Digital Commons All Theses & Dissertations Student Scholarship 2014 Liminal Encounters and the Missionary Position: New England's Sexual Colonization of the Hawaiian Islands, 1778-1840 Anatole Brown MA University of Southern Maine Follow this and additional works at: https://digitalcommons.usm.maine.edu/etd Part of the Other American Studies Commons Recommended Citation Brown, Anatole MA, "Liminal Encounters and the Missionary Position: New England's Sexual Colonization of the Hawaiian Islands, 1778-1840" (2014). All Theses & Dissertations. 62. https://digitalcommons.usm.maine.edu/etd/62 This Open Access Thesis is brought to you for free and open access by the Student Scholarship at USM Digital Commons. It has been accepted for inclusion in All Theses & Dissertations by an authorized administrator of USM Digital Commons. For more information, please contact [email protected]. LIMINAL ENCOUNTERS AND THE MISSIONARY POSITION: NEW ENGLAND’S SEXUAL COLONIZATION OF THE HAWAIIAN ISLANDS, 1778–1840 ________________________ A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF THE ARTS THE UNIVERSITY OF SOUTHERN MAINE AMERICAN AND NEW ENGLAND STUDIES BY ANATOLE BROWN _____________ 2014 FINAL APPROVAL FORM THE UNIVERSITY OF SOUTHERN MAINE AMERICAN AND NEW ENGLAND STUDIES June 20, 2014 We hereby recommend the thesis of Anatole Brown entitled “Liminal Encounters and the Missionary Position: New England’s Sexual Colonization of the Hawaiian Islands, 1778 – 1840” Be accepted as partial fulfillment of the requirements for the Degree of Master of Arts Professor Ardis Cameron (Advisor) Professor Kent Ryden (Reader) Accepted Dean, College of Arts, Humanities, and Social Sciences ii ACKNOWLEDGEMENTS This thesis has been churning in my head in various forms since I started the American and New England Studies Masters program at The University of Southern Maine. -
Globalizing the Routes of Breadfruit and Other Bounties
http://muse.jhu.edu/journals/journal_of_colonialism_and_colonial_history/v008/8.3deloughrey.html Globalizing the Routes of Breadfruit and Other Bounties Journal of Colonialism and Colonial History 8:3 | © 2008 Elizabeth DeLoughrey Globalizing the Routes of Breadfruit and Other Bounties Elizabeth DeLoughrey Cornell University 1. The eighteenth-century British quest for Tahitian breadfruit and the subsequent mutiny on the Bounty have produced a remarkable narrative legacy of maritime romance and revolution in print, film and the popular imagination. William Bligh’s first attempt to transport the Tahitian breadfruit to the Caribbean slave colonies in 1789 resulted in a well-known mutiny orchestrated by his first mate Fletcher Christian, the pursuit, capture, and court martial of the mutineers who returned to Tahiti, and the flight of Christian and his colleagues to Pitcairn Island where they established a troubled society of Europeans and Tahitians. As a historical narrative rehearsed almost exclusively on the Pacific stage, the breadfruit transplantation has been segregated from its Caribbean roots. Despite the loss of officers, crew, and one thousand breadfruit seedlings, the British government decided to repeat the attempt and successfully transplanted the tree to their slave colonies four years later.1 Here I focus on the colonial mania for what was popularly conceived as an icon of liberty, the breadfruit, and the British determination to transplant over three thousand of these Tahitian food trees to the Caribbean plantations to “feed the slaves.”2 Tracing the routes of the breadfruit from the Pacific to the Caribbean, I read this historical event as a globalization of the island tropics, particularly evident in human and plant migration, creolization, and consumption. -
Transoceanic Mortality: the Slave Trade in Comparative Perspective
1 Transoceanic Mortality: The Slave Trade in Comparative Perspective by Herbert S. Klein, Stanley L. Engerman, Robin Haines, and Ralph Shlomowitz* Published in the William & Mary Quarterly, LVIII, no. 1 (January 2001), pp. 93-118. Death in the Middle Passage has long been at the center of the moral attack on slavery, and during the past two centuries estimates of the death rate and explanations of its magnitude have been repeatedly discussed and debated. For comparative purposes we draw on studies of mortality in other aspects of the movement of slaves from Africa to the Americas, as well as the experiences of passengers on other long-distance oceanic voyages.1 These comparisons will provide new interpretations as well as raise significant problems for the study of African, European, and American history. The transatlantic slave trade represented a major international movement of persons, and, although only one part of the movement of slaves from the point of enslavement in Africa to their place of forced labor in the Americas, shipboard mortality was its most conspicuous and frequently discussed aspect. Of the more than 27,000 voyages included in the Du Bois Institute dataset, more than 5,000 have information on shipboard mortality. Information is provided on African ports of embarkation; American ports of disembarkation; nationality of carrying vessels; numbers of slaves leaving Africa, arriving in the Americas, and dying in transit; ship size; numbers of crew and their mortality; and length of time at sea. The dataset also permits, with subsequent collecting, the linking of this information to government and private documents containing data on sailing times from Europe to Africa and time on the coast while purchasing slaves.