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Pangaea 2020 PANGAEA The Dalhousie Undergraduate History Journal 2020 Pangaea The Dalhousie Undergraduate History Journal 2020 Pangaea Editors Kristen Becker Jeremy Spronk Editorial Board Jacob Bolton Matthew Scott Derek Van Voorst Evan Wakal Faculty Advisor Christopher M. Bell Layout & Cover Design Evan Wakal Special Thanks The Dalhousie History Department The Dalhousie Undergraduate History Society Editor’s Note The Pangaea journal, sponsored by the Undergraduate History Society, is designed to showcase the efforts and achievements of research and writing within the history department. As one will see within this edition of the journal, the papers within come from a variety of interests, time periods, geographies, and themes to produce the best overall representation of the work done by students within history classes. Pangaea is special in that it not only presents work by History majors but also those who are only beginning to explore the realm of historical writing. Thus, not only do we hope to promote the writings of those students who are to continue within this field of academia but encourage the work of others on an academia level! This year’s edition of Pangaea has been an absolute dream to put together due to the number of submissions which we received and the wide variety of themes and geographical locations which are discussed. We received many excellent submissions, and it was difficult to have to leave some out. Yet, we believe we have provided an excellent collection which not only showcases the student’s labours but also showcase the undergraduate history student body. As you will see within the journal, this year’s edition has taken some extra steps to further showcase the students within the history department. This edition will include not only historical papers, but also reflections from those students within the honours program. The history department’s honours program allows senior level undergraduate students the chance to explore a specific area of history in which they are interested in, with the help of an advisor from within the department. The program not only allows one to explore their own interests but increase their skills in research and writing. It provides students who are thinking about continuing in research and academia the chance to experience the environment and work level prior to committing to a master’s level. The reflections in themselves are written by students within the 2019-2020 honours program that provide an overview of their theses’ as well as a combination of their personal experiences, both within their years at Dalhousie and within the honours program. We hope they provide insight into the honours program and encourage other students to join this great experience! This year’s journal was put together by students within the Honours Program, specifically that of the seminar class, HIST 4986, taken by Honours students. Our excellent peer reviewers logged many hours painstakingly poring over documents, and our designer has done a fantastic job with the cover. Our team has dwindled slightly since the project’s inception, but that just makes the work of the people who remained all the more commendable. It has taken countless hours and meetings to coordinate the creation of this journal, and we hope the fruits of our labours live up to previous expectations. Lastly, we would like to thank Dr. Christopher Bell for his unwavering support throughout this process. He has been a rock throughout, the steady hand guiding us through our first publication with grace and style. Happy reading, and all the best in the future, Jeremy Spronk and Kristen Becker Contents 1 Reflections on Honours Theses 13 Catherine Charlton “They Called me Rolf ” : Examining Race, Memory, and Identity in the Nazi Germanization of Eastern European Children 24 Scott Clark Churchill’s Britain and Europe: To Leave or Remain? 38 Cole DeJager Support, Silence, and Resistance: The Nazification of German Universities during the Third Reich 46 Catherine Frawley Traditional, Western, or Both? Concurrent Usage of Persian and European Elements in Qajar Royal Art 65 Catherine Hutt William Hall, V.C: Race and Empire 72 Adam MacLaren “A World of Wonders in One Closet Shut”: Empire and Encounter Reflected in Early Modern English Botany 87 Evan Wakal Renaissance Magic as Catalyst for Scientific Revolution 99 Eleanor Willner-Fraser Teaching, Travel, and Mission: Independence in the Life of Annie Leake Tuttle 116 Hannah Wygiera “The Spirit is Poured Upon all Flesh”: Quaker Beliefs on Women’s Equality in Preaching and Prophesying 124 Matthew Zolkivski Critical Comedy and Zealous Zoschenko Kristen Becker / Honours Reflection 1 Reflections on Writing an Honours Thesis Kristen Becker On my first day at Dalhousie, I remember being terrified, eager, and baffled. I was so excited to move forward with the next stage of my journey, but scared as well. Looking back, as I close one door and open another, I get that same feeling. The difference being that now I know I am prepared for what is to come. My journey through my undergraduate degree, and more specifically the Honours Thesis, is different from the general accord, in that I was originally enrolled in a general science program with the hope of becoming a Marine Biologist and minoring in History. Over the first two years of my degree, I quickly realized I was not cut out for the sciences and decided to focus solely on History. I have always been interested in Medieval and Early Modern European history, without a specific focus on geography or theme. Yet, now I can say that I have specialized, as I focus solely on law, war, and crime in English and Scottish history from the Medieval era until c. 1800. My Honours thesis focuses on torture in England and Scotland c. 1660-1707 to determine how its use affected Anglo-Scottish Relations and the 1707 Act of Union. During this period, judicial torture was used by governments and monarchies in cases concerning the safety of the state or the crown, such as treason. As the number of these cases are limited, torture itself was not very often used within England and Scotland. Yet, the use of torture in the past is fascinating and important to our understanding of torture’s implications on modern society. Concentrating on the Medieval and Early Modern eras, this thesis examined the judicial and government proceedings within England and Scotland to determine how crime was punished and the role that each parliament played therein. Furthermore, it examined the use of torture within England, Scotland, and on the continent to determine the differences and similarities between European states: torture in England could only be ordered by the crown or privy council as an extra-judicial proceeding via Royal Prerogative until 1642, when the Privy council lost this privilege; torture in Scotland was legal as Scottish law was a mixture of Roman-Canon law and trial 2 Pangaea / 2020 by jury but limited to specific cases; the use of torture on the continent was more common than in England and Scotland due to differences in legal processes. My thesis also examined in detail the torture of two scots arrested in England, William Spence and William Carstares, and an English man arrested in Scotland, Henry Neville Payne, to determine why the crown believed they could torture both Scottish and English men in Scotland, as well as the public viewpoint on this. This thesis found that the public viewed the use of torture on anyone as moving against their rights as subjects, cruel, an act of tyranny, and an attempt to become an absolutist. Furthermore, this thesis argues that the use of torture by Charles II and James II influenced the Glorious Revolution in 1688, and that the use of torture by William III stimulated Jacobite ideologies influencing future Jacobite rebellions. Overall, this thesis argues that the use of torture by Charles II and William III promoted negative relations between England and Scotland influencing riots and rebellions, which prompted the crown and parliament in 1705 to begin conversations regarding union. Furthermore, by examining the various proposals of union in 1603 and 1705, we determined that the abolishment of torture in 1708 by the 1707 union was due to harsh Anglo Scottish relations promoted by the use of torture in previous years. Overall, writing the honours thesis allowed me to gain new skills important to historical research and writing, such as organization and time management. The hardest obstacle to overcome was determining how much time to allot to the thesis when also completing a full course load. Originally, I attempted to allot one day a week for my thesis, however, as assignments increased this day became used for finishing assignments and catching up on readings. Around Christmas, I found myself falling behind in research, and for most of January and February I attempted to play catch up with my writing, to stay within my original deadlines. Figuring out how to properly manage my time when completing a large project is one of the greatest skills I learned during this experience. In some ways I managed this by relating my research essays in other courses to areas in which I was already exploring for my thesis, as well as communicating effectively with others in the honours program to keep myself on track. Kristen Becker / Honours Reflection 3 Yet, I also had my fair share of lack of sleep from writing late at night to meet self-imposed deadlines. Another skill which I gained through this experience was proper organization in terms of research and writing. For my thesis, I had to use both primary and secondary sources all of which came from different locations. To provide a wide consensus of secondary literature, I used sources from other universities as well as the Dalhousie libraries; thus, I needed to keep an accurate record of where the sources came from.
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