The Homestead Act, Low Wages and Deplorable Working Conditions
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Grants of Land in California Made by Spanish Or Mexican Authorities
-::, » . .• f Grants of Land in California Made by Spanish or Mexican Authorities Prepared by the Staff of the State Lands Commission ----- -- -·- PREFACE This report was prepared by Cris Perez under direction of Lou Shafer. There were three main reasons for its preparation. First, it provides a convenient reference to patent data used by staff Boundary Officers and others who may find the information helpful. Secondly, this report provides a background for newer members who may be unfamiliar with Spanish and Mexican land grants and the general circumstances surrounding the transfer of land from Mexican to American dominion. Lastly, it provides sources for additional reading for those who may wish to study further. The report has not been reviewed by the Executive Staff of the Commission and has not been approved by the State Lands Commission. If there are any questions regarding this report, direct them to Cris Perez or myself at the Office of the State Lands Commission, 1807 - 13th Street, Sacramento, California 95814. ROY MINNICK, Supervisor Boundary Investigation Unit 0401L VI TABLE OF CONTENlS Preface UI List of Maps x Introduction 1 Private Land Claims in California 2 Missions, Presidios, and Pueblos 7 Explanation of Terms Used in This Report 14 GRANTS OF LAND BY COUNTY AlamE:1da County 15 Amador County 19 Butte County 21 Calaveras County 23 Colusa County 25 Contra Costa County 27 Fresno County 31 Glenn County 33 Kern County 35 Kings County 39 Lake County 41 Los Angeles County 43 Marin County 53 Mariposa County 57 Mendocino County -
Review of Laura Ingalls Wilder and Rose Wilder Lane: Authorship, Place, Time, and Culture by John E
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 2010 Review of Laura Ingalls Wilder and Rose Wilder Lane: Authorship, Place, Time, and Culture By John E. Miller Philip Heldrich University of Washington Tacoma Follow this and additional works at: http://digitalcommons.unl.edu/greatplainsquarterly Part of the American Studies Commons, Cultural History Commons, and the United States History Commons Heldrich, Philip, "Review of Laura Ingalls Wilder and Rose Wilder Lane: Authorship, Place, Time, and Culture By John E. Miller" (2010). Great Plains Quarterly. 2537. http://digitalcommons.unl.edu/greatplainsquarterly/2537 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. BOOK REVIEWS 67 books and the role played by daughter Lane. He positions himself largely in opposition to William Holtz's The Ghost in the Little House (1993), which claims Lane should be consid ered the ghostwriter of the Little House books for the enormity of her contribution. Miller finds support in Caroline Fraser, William Laura Ingalls Wilder and Rose Wilder Lane: Anderson, Rosa Ann Moore, Fred Erisman, Authorship, Place, Time, and Culture. By John Ann Romines, Anita Claire Fellman, Julia E. Miller. Columbia: University of Missouri Erhhardt, and Pamela Smith Hill, each of Press, 2008. x + 263 pp. Photographs, notes, whom argues in some fashion, as does Miller, bibliography, index. $39.95. for understanding the Wilder-Lane relationship as a collaboration that differed in scope for In his third book on Laura Ingalls Wilder, each book. -
Kansas Settlers on the Osage Diminished Reserve: a Study Of
KANSAS SETTLERS ON THE OSAGE DIMINISHED RESERVE 168 KANSAS HISTORY A Study of Laura Ingalls Wilder’s Little House on the Prairie by Penny T. Linsenmayer aura Ingalls Wilder’s widely acclaimed “Little the Sturges Treaty in the context of public land policy. Each House” series of children’s novels traces her life side committed acts of violence and property destruction with her parents and sisters from the late 1860s against the other, but historical evidence supports the until her marriage to Almanzo Wilder in 1885. proposition that the majority of both Osages and settlers LThe primary focus of Wilder’s third novel, Little House on favored and actively promoted peaceful relations. Howev- the Prairie, was the interaction between the pioneer settlers er, the overall relationship between the parties was marked of Kansas and the Osage Indians. Wilder’s family settled in by an unavoidable degree of tension. The settlers who pro- Montgomery County, Kansas, in 1869–1870, approximate- moted peaceful relations desired that the land be opened ly one year before the final removal of the Osages to Indi- up to them for settlement, and even the Osages who fa- an Territory. The novel depicts some of the pivotal events vored a speedy removal to Indian Territory merely tolerat- in the relations between the Osages and the intruding set- ed the intruders. tlers during that time period.1 The Ingalls family arrived in Kansas with a large tide The Osages ceded much of their Great Plains territory of other squatters in the summer and fall of 1869, a point at to the United States in the first half of the nineteenth cen- which relations between settlers and Osages were most tury and finally were left in 1865 with one remaining tract strained. -
Land Records in the Tennessee State Library and Archives
LAND RECORDS IN THE TENNESSEE STATE LIBRARY AND ARCHIVES Tennessee State Library & Archives Nashville Tennessee Copies of Tennessee’s early land records are on file in the Archives Section. These records include the early grants issued by North Carolina in addition to those granted by Tennessee Extensive holdings of land warrants and certificates of survey are also included in the land records in the Archives. Only a small percentage of the land granted in Tennessee was free land, and this was given to individuals who had performed some service to North Carolina. Included in this group were veterans of the North Carolina Continental Line, and their heirs and assignees; the commissioners, guards, surveyors, and chain carriers who laid off the Military Reservation for soldiers’ grants; and the Cumberland settlers. The word “grant” is used to denote not necessarily free land, but the first private ownership of the land. This leaflet deals with the background of the Watauga and Cumberland Settlement grants, the Revolutionary War grants, and the warrants on which these grants were based. It gives also a brief history of Tennessee’s struggle for total independence from the mother state, and outlines the procedures for granting land in the several divisions of the state. Finally, it describes the master card index to land records which is used by researchers and by members of the Archives staff. It is intended to help answer some of the frequent questions on the history of land granting in Tennessee. Watauga Settlement In 1769 the first permanent white settlement in Tennessee was established on the Watauga River in the present Carter County. -
Early Settlers in British West Florida
Florida Historical Quarterly Volume 24 Number 1 Florida Historical Quarterly, Vol 24, Article 8 Issue 1 1945 Early Settlers in British West Florida Clinton N. Howard Part of the American Studies Commons, and the United States History Commons Find similar works at: https://stars.library.ucf.edu/fhq University of Central Florida Libraries http://library.ucf.edu This Article is brought to you for free and open access by STARS. It has been accepted for inclusion in Florida Historical Quarterly by an authorized editor of STARS. For more information, please contact [email protected]. Recommended Citation Howard, Clinton N. (1945) "Early Settlers in British West Florida," Florida Historical Quarterly: Vol. 24 : No. 1 , Article 8. Available at: https://stars.library.ucf.edu/fhq/vol24/iss1/8 Howard: Early Settlers in British West Florida EARLY SETTLERS IN BRITISH WEST FLORIDA by CLINTON N. HOWARD The land grant records of the British colony of West Florida comprise a fairly complete census of the population of the colony in the early years. 1 Land was granted by the king-in-council and the governor and council. Grants by the former were presented to the latter for execution in a mandamus. The governor and council in West Florida usually set aside certain days in each month for consideration of petitions for grants of land, so the land grant records of the colony comprise a part of the minutes of the council. The proclamation of 1763 forbade settlement west of the watershed of the Appalachian moun- tains until the plan for the gradual extinction of the Indian title by purchase could be put into operation. -
Rose Wilder Lane, Laura Ingalls Wilder
A Reader’s Companion to A Wilder Rose By Susan Wittig Albert Copyright © 2013 by Susan Wittig Albert All rights reserved. No part of this book may be reproduced, scanned, or distributed in any printed or electronic form without permission. For information, write to Persevero Press, PO Box 1616, Bertram TX 78605. www.PerseveroPress.com Publisher’s Cataloging-in-Publication data Albert, Susan Wittig. A reader’s companion to a wilder rose / by Susan Wittig Albert. p. cm. ISBN Includes bibliographical references Wilder, Laura Ingalls, 1867-1957. 2. Lane, Rose Wilder, 1886-1968. 3. Authorship -- Collaboration. 4. Criticism. 5. Explanatory notes. 6. Discussion questions. 2 CONTENTS A Note to the Reader PART ONE Chapter One: The Little House on King Street: April 1939 Chapter Two: From Albania to Missouri: 1928 Chapter Three: Houses: 1928 Chapter Four: “This Is the End”: 1929 PART TWO Chapter Five: King Street: April 1939 Chapter Six: Mother and Daughter: 1930–1931 Chapter Seven: “When Grandma Was a Little Girl”: 1930–1931 Chapter Eight: Little House in the Big Woods: 1931 PART THREE Chapter Nine: King Street: April 1939 Chapter Ten: Let the Hurricane Roar: 1932 Chapter Eleven: A Year of Losses: 1933 PART FOUR Chapter Twelve: King Street: April 1939 Chapter Thirteen: Mother and Sons: 1933–1934 3 Chapter Fourteen: Escape and Old Home Town: 1935 Chapter Fifteen: “Credo”: 1936 Chapter Sixteen: On the Banks of Plum Creek: 1936–1937 Chapter Seventeen: King Street: April 1939 Epilogue The Rest of the Story: “Our Wild Rose at her Wildest ” Historical People Discussion Questions Bibliography 4 A Note to the Reader Writing novels about real people can be a tricky business. -
Revisiting American Indians in Laura Ingalls Wilder's Little House Books
"Indians in the House": Revisiting American Indians in Laura Ingalls Wilder's Little House Books Item Type text; Electronic Dissertation Authors Fatzinger, Amy S. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 23/09/2021 22:15:14 Link to Item http://hdl.handle.net/10150/195771 1 “INDIANS IN THE HOUSE”: REVISITING AMERICAN INDIANS IN LAURA INGALLS WILDER'S LITTLE HOUSE BOOKS by Amy S. Fatzinger _________________________ Copyright © Amy S. Fatzinger 2008 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN AMERICAN INDIAN STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2008 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Amy S. Fatzinger entitled "Indians in the House": Revisiting American Indians in Laura Ingalls Wilder's Little House Books and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _______________________________________________________________________ Date: 4/16/2008 Luci Tapahonso _______________________________________________________________________ Date: 4/16/2008 Mary Jo Fox _______________________________________________________________________ Date: 4/16/2008 Joseph Stauss _______________________________________________________________________ Date: _______________________________________________________________________ Date: Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. -
Pennsylvania History
PENNSYLVANIA HISTORY VOLUME IX APRIL, 1942 NUMBER 2 PENNSYLVANIA'S LAND GRANT UNDER THE MORRILL ACT OF 1862 By ASA E. MARTIN Pennsylvania State College, State College, Pennsylvania FROM the beginning of English colonization in America the granting of land for educational purposes was common. As early as 1619, just twelve years after the founding of Jamestown, the Virginia Company in England set aside ten thousand acres for the establishment of a university in the infant colony of Virginia, and two years later an additional thousand acres was appropriated for the partial support of a preparatory school at Charles City. Subsequently the governments of various of the other colonies made similar grants. That this procedure should be followed was entirely natural, for land was the main source of wealth throughout the colonial period and long afterward. During the latter years of the American Revolution and the period of readjustment immediately following, one after another of the original states transferred to the federal government such titles as it possessed to unsettled land west of the Allegheny mountains. Eventually, as the boundaries of the nation were extended west- ward, the so-called public domain came to embrace approximately three-fourths of the present area of the country. The government utilized this rich heritage not only to provide funds for its main- tenance and for payments to war veterans but also to make ex- tensive grants to individual states and private establishments for the promotion of internal improvements and public education. 85 86 PENNSYLVANIA HISTORY The possibility of using public lands for the advancement of education was a topic of constant discussion in Congress under the Articles government. -
Milestones in the History of the Land-Grant University
Milestones in the Legislative History of U.S. Land-Grant Universities Compiled by Arnold P. Appleby Professor Emeritus of Crop Science Oregon State University October 2007 Table of Contents Preface…………………………………………………………………………………… iii Chapter One. The 1862 Morrill Act ................................................................................. 1 Chapter Two. The Hatch Act of 1887 ................................................................................ 8 Chapter Three. The 1890 Morrill Act ............................................................................... 10 Chapter Four. The 1914 Smith-Lever Act ........................................................................ 11 Chapter Five. The 1917 Smith-Hughes Act ...................................................................... 12 Chapter Six. The 1994 Land Grant Act ............................................................................ 13 Chapter Seven. Other Federal Legislation Impacting Land-Grant Universities .......... 15 General Comments .............................................................................................................. 17 Appendix No. 1 1862 Land-Grant Universities ............................................................... 18 Appendix No. 2 1890 Land-Grant Universities ............................................................... 19 Appendix No. 3 1994 Tribal Land-Grant Universities ................................................... 20 ADDENDUM—United States Department of Agriculture—Origin and Evolution……21 ii -
Land Grant History
LAND GRANT HISTORY Several federal laws were enacted to dedicate significant acreages of land to the educational mission of the University of Alaska (UA), parallel to those dedicated to land-grant universities in other states. This was in keeping with a long-standing tradition of providing land to support education, predating even the United States Constitution. Unfortunately, a series of historical circumstances have deprived UA of most of the actual land grants originally intended for it, with the ironic result that, despite the vast areas of land within the State of Alaska, UA has been crippled, historically and presently, by the paucity of lands from which it can generate its own revenues. The largest state in the U.S. has received a smaller land grant for higher education than any other state except Delaware (90,000 acres) and Hawaii (which received no federal land at all, but did get a large monetary grant in-lieu of land). The following is a brief summary. 1862 Morrill Act. The Morrill Act was passed by Congress in 1862 under President Lincoln, and provided more than 11 million acres of land to states and territories to create a system of land grant colleges and universities. Each state received 30,000 acres for each of its Senators and Representatives, and future-admitted states were to receive the same. Proceeds from the lands were used to establish and endow the operation of at least one college in each state, to promote “the liberal and practical education of the industrial classes in the several pursuits and professions of life.” For the first time in American history, higher education became available to millions of working class men and women. -
Liberty's Belle Lived in Harlingen Norman Rozeff
Liberty's Belle Lived in Harlingen Norman Rozeff Almost to a person those of the "baby boomer" generation will fondly remember the pop- ular TV series, "Little House on the Prairie." Few, however, will have known of Rose Wilder Lane, her connection to this series, to Harlingen, and more importantly her ac- complishments. Rose Wilder Lane was born December 5, 1886 in De Smet, Dakota Territory. She was the first child of Almanzo and Laura Ingalls Wilder. Aha, this stirs a memory; isn't the latter the author of the "Little House on the Prairie" book series for children? Yes, indeed. Rose also lived the hardship life, similar to her mother's as portrayed on television. Be- fore the age of two she was sent away to her mother's parents for several months after her parents contracted diphtheria, then a deadly disease. In August 1889 she became a sister but only for the short period that her baby brother survived without ever being given a name. Rose was to have no other siblings. When a fire destroyed their home soon after the baby's death and repeated crop failures compounded the Wilder family miseries, the Wilders moved from the Dakotas to his parent's home in Spring Valley, Minnesota. In their search for a settled life and livelihood, the Wilders in 1891 went south to Westville, Florida to live with Laura's cousin Peter. Still unhappy in these surroundings, the family returned to De Smet in 1892 and lived in a rented house. Here Grandma Ingalls took care of Rose while Laura and Almanzo worked. -
Public Schools and the Original Federal Land Grant Program
Public Schools and the Original Federal Land Grant Program A Background Paper from the Center on Education Policy The foundation of our political institutions, it is well known, rests in the will of the People, and the safety of the whole superstructure, its temple and altar, daily and hourly depend upon the discreet exercise of this will. How then is this will to be corrected, chastened, subdued? By education—that education, the first rudiments of which can be acquired only in common schools. Report of U.S. House Committee on Public Lands, 1826 Summary From the late 18th century through the middle of the 20th century, the federal government granted control of millions of acres of federal land to each state as it entered the Union. These lands were given in trust, with the stipulation that proceeds from their sale or lease be used to support various public institutions—most notably, public elementary and secondary schools and universities. These state land grants have played an important role in the development of the American system of public education and continue to provide revenues to maintain that system today. This background paper from the Center on Education Policy (CEP) examines the origins, history, and evolution of federal land grants for public schools, as well as their significance as an early example of the federal role in education. It is intended to serve as a more detailed companion to another CEP paper, Get the Federal Government Out of Education? That Wasn’t the Founding Fathers’ Vision (CEP, 2011), which mentions land grants as part of a broader look at the historical federal role in education.