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Climate and Capitalism: English Perceptions of Newfoundland's Natural Environment and Economic Value, 1610-1699

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Climate and Capitalism: English Perceptions of Newfoundland's Natural Environment and Economic Value, 1610-1699 Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2017 Climate and Capitalism: English Perceptions of Newfoundland's Natural Environment and Economic Value, 1610-1699 Joshua Tavenor [email protected] Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Canadian History Commons, European History Commons, and the History of Science, Technology, and Medicine Commons Recommended Citation Tavenor, Joshua, "Climate and Capitalism: English Perceptions of Newfoundland's Natural Environment and Economic Value, 1610-1699" (2017). Theses and Dissertations (Comprehensive). 1911. https://scholars.wlu.ca/etd/1911 This Dissertation is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. CLIMATE AND CAPITALISM: ENGLISH PERCEPTIONS OF NEWFOUNDLAND’S NATURAL ENVIRONMENT AND ECONOMIC VALUE, 1610-1699 By Joshua Tavenor (B.A. Historical Studies, Memorial University of Newfoundland, 2009) (M.A. History, Memorial University of Newfoundland, 2010) THESIS Submitted to the Department of History and the Faculty of Postdoctoral Studies In partial fulfillment of the requirements for The Degree of Doctor of Philosophy in History Wilfrid Laurier University © Joshua Tavenor, 2017 i Author’s Declaration I hereby declare that I am the sole author of this thesis. I understand that my thesis may be made electronically available to the public. ii Abstract For English merchants, planters and politicians, colonizing Newfoundland required learning the limitations and opportunities afforded by the island’s natural environment. The crucial period for this learning process took place from 1610, the first English effort to colonize the island, to the 1699 passing of the Act to Encourage the Trade to Newfoundland, which defined the cod fishery as the island’s only viable industry. During these eighty-nine years, English enterprises and policies consistently failed to meet the expectations of their backers, and new information challenged accepted ideas about Newfoundland’s climate and natural resources, pressuring the supporters of those decisions to reassess the island’s economic value and role as a colonial possession. This reflexive cycle of ideas, implementation and feedback shaped the creation of a series of policies and practices that guided English efforts to colonize and profit from Newfoundland by altering what industries were prioritized and how they were regulated. As a result of this process, English efforts in Newfoundland shifted away from developing an economically diverse colony with little government oversight to maximizing the fishery through government management. The challenges encountered by the English in Newfoundland, specifically how to adapt to the island’s natural environment and defining what the role of a colony with a single major industry was, shaped the development of the political, social and economic institutions and questions that influence the island to this day. This dissertation’s original contribution is its examination of this reflexive process and how the methods employed by policymakers, planters and merchants to learn about Newfoundland defined English colonization efforts and policymaking during the seventeenth century. This approach differs from previous studies, which have focused on how the English inhabitants in Newfoundland adapted to the island, by examining how perceptions of the island’s natural environment changed in England, and how that affected business ventures and policies during the seventeenth century. iii Acknowledgements This dissertation developed from a question I began thinking about as an undergraduate student in a survey course about Newfoundland history: why, after four hundred years, are we still chasing the same goal of a diversified economy, and how does this idea shape our history and society? Any number of periods could have been chosen to examine these questions, but the impetus for studying the early history of English colonization comes from the instructor of that survey course, Dr. Olaf Janzen, and his insistence that the seventeenth century matters for understanding our current circumstances. I sharpened this question during my Master’s research with Dr. Peter Pope. His insistence that Newfoundland needs to be understood within the context of networks of people, trade and ideas shifted my perspective to thinking about the island as a subject of other peoples’ considerations, not just a place where events unfolded. Without those lessons I doubt I would have ever embarked on this journey. Numerous people have contributed to my academic and personal development during my time at Wilfrid Laurier University as a doctoral candidate, many more than can be easily listed here. First and foremost, I owe a great many thanks to my co-supervisors Dr. David Smith and Dr. Suzanne Zeller, who provided invaluable insight and assistance throughout the entire process. Without their enthusiasm and support, especially during difficult times, this dissertation could not have been completed. Additionally, I have benefited immensely from the ideas and feedback from my dissertation committee: Dr. Cynthia Comacchio and Dr. Alan Gordon. Their insights consistently made me think about the broader questions related to my topic and helped me to solve and avoid many an error. Additionally, Dr. Byron Williston provided insightful comments and questions on the defense draft and Dr. John Reid, the external advisor, offered a iv wealth of ideas and thoughtful suggestions about my work and how to develop upon it. Any remaining errors are my own responsibility. Undertaking a doctorate is an intimidating process, but members of the History Department, Tri-University Doctoral Program and staff at Laurier helped me immensely and made the experience a positive one. In the Department of History, Cindi Wieg, Dr. Adam Crerar and Dr. Susan Neylan helped me navigate the many administrative policies and procedures that accompany the graduate student experience. Additionally, the various faculty members I worked with as a teaching assistant throughout my time at Laurier contributed greatly to my professional development. In the Tri-University Program in History, Dr. Andrew Hunt, Dr. Linda Mahood, Dr. Greta Kroeker and Dr. Peter Godard provided highly rewarding academic experiences and advice. During most of my time at Laurier I have worked at the Centre for Teaching Innovation and Excellence with Dr. Jeanette McDonald and Dr. Kyra Jones. The professional relationships and experiences I developed there helped me to think about the purpose of graduate education and how to deploy my skills in a professional environment. I have benefited immensely from the support of family and friends. My parents, Tony and Carolyn Tavenor, have always encouraged me to pursue interesting questions to their fullest, and without this encouragement I do not think I would have ever undertaken a doctorate. Completing a dissertation is a long process, and without Dashy Koprnicka’s endless patience and support it would have been much longer, I am proud to call her my partner, particularly after she’s put up with me reading a paragraph to her half-a-dozen times. Additionally, the friendships I formed at Laurier and in the Tri-University Program in History will stay with me as both vital for shaping how I thought about my subject and enriching the entire graduate school experience. v Financial support from the Department of History and Faculty of Graduate and Postdoctoral Studies was essential for creating this dissertation. In particular, aid from the Lorimer Travel Scholarship, Research and Travel Scholarships from the Faculty of Graduate and Postdoctoral Studies, and a Research Assistantship with Dr. David Smith allowed me to conduct a research trip in the United Kingdom. Without this opportunity, I would have been unable to access many of the sources essential for this dissertation. Additionally, travel funding from the Department of History and Faculty of Graduate Studies helped me to disseminate sections of this dissertation at conferences in Canada and the United States. vi Table of Contents Author’s Declaration ........................................................................................................................ i Abstract ........................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii List of Tables ................................................................................................................................ vii List of Figures .............................................................................................................................. viii List of Appendices ......................................................................................................................... ix List of Abbreviations ...................................................................................................................... x Introduction ..................................................................................................................................... 1 Part 1 Encountering Newfoundland:
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