Florida Fallen: Spanish East Florida, the Cuban Negro Militia

Total Page:16

File Type:pdf, Size:1020Kb

Florida Fallen: Spanish East Florida, the Cuban Negro Militia FLORIDA FALLEN: SPANISH EAST FLORIDA, THE CUBAN NEGRO MILITIA AND THE FAILURE OF THE BOURBON REFORMS, 1812-1821 by ALEJANDRO JOSE GOMEZ-DEL-MORAL (Under the Direction of Thomas L. Whigham) ABSTRACT Throughout the eighteenth century, the Spanish Bourbon Crown ordered a series of reforms– the Bourbon Reforms –intended to strengthen Spain’s position both in Iberia and its colonies. Among the institutions reformed was the Cuban Negro Militia, which then served in Spanish East Florida shortly before its annexation by the United States. This study has two aims: first, it explores the underlying causes of Spain’s loss of Florida and, more broadly, the loss of its other New World colonies – the failure of the Bourbon Reforms – through the militia’s eyes. It develops a new model with which to view the limitations of the reforms and the fall of Florida. This study also considers the militia’s tenure in Florida, particularly its desertions, as a microcosm of a larger breakdown in race relations taking place in the Spanish Caribbean, and argues that, far from being criminals, militia deserters had compelling reasons to flee. INDEX WORDS: Cuban Negro Militia, East Florida, Spanish Florida, Bourbon Reforms, Race, History, Cuba, Spain, Caribbean Africans, Situado, New Spain, New Granada, Peru, Aponte FLORIDA FALLEN: SPANISH EAST FLORIDA, THE CUBAN NEGRO MILITIA AND THE FAILURE OF THE BOURBON REFORMS, 1812-1821 by ALEJANDRO JOSE GOMEZ-DEL-MORAL B.A., Amherst College, 2003 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2007 © 2007 Alejandro Jose Gomez-del-Moral All Rights Reserved FLORIDA FALLEN: SPANISH EAST FLORIDA, THE CUBAN NEGRO MILITIA AND THE FAILURE OF THE BOURBON REFORMS, 1812-1821 by ALEJANDRO JOSE GOMEZ-DEL-MORAL Major Professor: Thomas L. Whigham Committee: Benjamin Ehlers Reinaldo Román Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2007 DEDICATION For Kat, the love of my life, and for my mother, to whom I owe it. iv ACKNOWLEDGEMENTS I would first of all like to thank my fiancée and soon-to-be-wife, Kat Mahaney, who offered me incalculable moral support, held our house and lives together while I immersed myself in this project and has been entirely too patient with me. I would like to thank my parents, Alasdair Ritchie and María de Lourdes Guerra, for their crucial work in pushing me to work hard, think critically and be ambitious – I imagine that, without their influence, I might be in a very different and far less enjoyable line of work. I would like to thank my advisor, Professor Thomas Whigham, for his sense of humor, his forthright comments (they have been appreciated) and his periodic assurances that my thesis was, in fact, not worthless. I would like to thank Professor David Roberts for his guidance throughout my time at the University of Georgia; if I can be half the historian he is, I will consider myself fortunate. Finally, I would like to thank Carla Buss, James Cusick, Bruce Chappell and the rest of the staff at the University of Georgia Reference Desk and the P.K. Yonge Library of Florida History without whose help I could not have done this. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.................................................................................................v LIST OF TABLES........................................................................................................... viii LIST OF FIGURES ........................................................................................................... ix INTRODUCTION ...............................................................................................................1 CHAPTER 1 HISTORICAL FOUNDATIONS ....................................................................17 A History of Spanish Florida.......................................................................17 The Cuban Negro Militia and East Florida .................................................27 The Bourbon Reforms in Spanish America ................................................31 Conclusions .................................................................................................38 2 DESERTION: EAST FLORIDA’S PERNICIOUS TREND ..........................41 Desertion in the Spanish Colonies and Beyond ..........................................43 Desertion in the Cuban Negro Militia .........................................................49 Desertion among the White Regulars..........................................................55 Destinations.................................................................................................61 Conclusions .................................................................................................67 3 DISEASE AND WANT IN SPANISH FLORIDA .........................................69 Disease.........................................................................................................72 Material Conditions among the Cuban Negro Militia.................................88 vi Material Conditions and the White Garrison ..............................................95 Conclusions ...............................................................................................107 4 THE FAILURE OF THE BOURBON REFORMS.......................................109 Declining Finances in East Florida ...........................................................112 The Depósito de Subvención de Guerra....................................................133 Lenience and Desertion in East Florida ....................................................136 Financial Troubles, Lenience and the Spanish Caribbean ........................140 Conclusions ...............................................................................................145 5 CONCLUSION..............................................................................................149 REFERENCES ................................................................................................................158 vii LIST OF TABLES Page Table 2.1: Third Battalion of Cuba Troop Size .................................................................57 Table 4.1: Treasury Monthly Ending Balances, June and December 1810.....................126 Table 4.2: Treasury Balances for Select Months, 1811...................................................127 viii LIST OF FIGURES Page Figure 1.1: Conflicting Claims over Florida......................................................................20 Figure 2.1: Average Percentage of Desertions by Company (1813 excepted)..................51 Figure 3.1: Militiaman, Moreno Infantry Battalion of Havana .........................................70 Figure 3.2: Volunteer in White Infantry Regiment of Havana ..........................................70 Figure 4.1: Example of an Arcas Record, dated November 30, 1792 .............................116 Figure 4.2: Example of an Estado Mensual Record, dated 31 August, 1817..................117 Figure 4.3: Liquid Funds in St. Augustine Treasury, 1806-1817 ....................................119 Figure 4.4: Liquid Funds in St. Augustine Treasury, 1818-1821 ....................................120 Figure 4.5: Detail of Liquid Funds in St. Augustine Treasury, 1806-1817.....................121 Figure 4.6: Percentage of Liquid Funds Discounted, 1806-1818 ....................................124 Figure 4.7: Funds in the Depósito de Subvención de Guerra Fund, 1806-1818 .............125 ix INTRODUCTION JULIAN ACOSTA AND THE LOSS OF THE FLORIDAS On 9 July 1819, Julian Acosta faced trial. Acosta, a militiaman in the fourth company of the Battalion of Pardos of Havana, stood accused of repeated desertion: on the fifth of that month, he had abandoned his company’s post in St. Augustine, the capital of Spanish East Florida.1 Acosta, the court maintained, had also tried to flee military service on 1 October of the previous year, while still stationed in Cuba. His more recent desertion was undeniable - he had been caught twenty-two miles from the fort only three days before his trial began. Realizing, perhaps, that evasion would avail him little, Acosta offered his motives in lieu of a defense. He complained that he had been “shamed and abused” by a Sergeant Mauricio Gomes, and that he “lacked clothes”. As for the earlier desertion charge, Acosta suggested the possibility of a bureaucratic error, and argued that he could not possibly have deserted in Cuba on the alleged date, as he was en route to Pensacola then, and was later a prisoner in American New Orleans.2 The militiaman faced almost certain conviction on both counts. His defense against the charge of previous desertion did not hold: Acosta mentioned two fellow passengers aboard the Pensacola-bound gunboat María, Sub-lieutenants José Insunsa and 1 Several Spanish racial euphemisms pervade this study. In the interests of clarity, they should be defined before proceeding any further. Pardos like Julian Acosta were individuals of mixed white and black heritage, or mulattos. A moreno was a free individual of exclusively African descent. Finally, a casta was any individual of even partial non-white heritage, including both of the above categories as well as mestizos, mixed Amerindian-Europeans. 2 Testimony for Trial of Julian Acosta, Records of Court-Martials, 1785-1821, section 64, microfilm reel 120, East Florida Papers (hereafter cited as EFP), P.K. Yonge Library of Florida History,
Recommended publications
  • "Patria É Intereses": Reflections on the Origins and Changing Meanings of Ilustrado
    3DWULD«LQWHUHVHV5HIOHFWLRQVRQWKH2ULJLQVDQG &KDQJLQJ0HDQLQJVRI,OXVWUDGR Caroline Sy Hau Philippine Studies, Volume 59, Number 1, March 2011, pp. 3-54 (Article) Published by Ateneo de Manila University DOI: 10.1353/phs.2011.0005 For additional information about this article http://muse.jhu.edu/journals/phs/summary/v059/59.1.hau.html Access provided by University of Warwick (5 Oct 2014 14:43 GMT) CAROLINE SY Hau “Patria é intereses” 1 Reflections on the Origins and Changing Meanings of Ilustrado Miguel Syjuco’s acclaimed novel Ilustrado (2010) was written not just for an international readership, but also for a Filipino audience. Through an analysis of the historical origins and changing meanings of “ilustrado” in Philippine literary and nationalist discourse, this article looks at the politics of reading and writing that have shaped international and domestic reception of the novel. While the novel seeks to resignify the hitherto class- bound concept of “ilustrado” to include Overseas Filipino Workers (OFWs), historical and contemporary usages of the term present conceptual and practical difficulties and challenges that require a new intellectual paradigm for understanding Philippine society. Keywords: rizal • novel • ofw • ilustrado • nationalism PHILIPPINE STUDIES 59, NO. 1 (2011) 3–54 © Ateneo de Manila University iguel Syjuco’s Ilustrado (2010) is arguably the first contemporary novel by a Filipino to have a global presence and impact (fig. 1). Published in America by Farrar, Straus and Giroux and in Great Britain by Picador, the novel has garnered rave reviews across Mthe Atlantic and received press coverage in the Commonwealth nations of Australia and Canada (where Syjuco is currently based).
    [Show full text]
  • Comparison of Spanish Colonization—Latin America and the Philippines
    Title: Comparison of Spanish Colonization—Latin America and the Philippines Teacher: Anne Sharkey, Huntley High School Summary: This lesson took part as a comparison of the different aspects of the Spanish maritime empires with a comparison of Spanish colonization of Mexico & Cuba to that of the Philippines. The lessons in this unit begin with a basic understanding of each land based empire of the time period 1450-1750 (Russia, Ottomans, China) and then with a movement to the maritime transoceanic empires (Spain, Portugal, France, Britain). This lesson will come after the students already have been introduced to the Spanish colonial empire and the Spanish trade systems through the Atlantic and Pacific. Through this lesson the students will gain an understanding of Spanish systems of colonial rule and control of the peoples and the territories. The evaluation of causes of actions of the Spanish, reactions to native populations, and consequences of Spanish involvement will be discussed with the direct correlation between the social systems and structures created, the influence of the Christian missionaries, the rebellions and conflicts with native populations between the two locations in the Latin American Spanish colonies and the Philippines. Level: High School Content Area: AP World History, World History, Global Studies Duration: Lesson Objectives: Students will be able to: Compare the economic, political, social, and cultural structures of the Spanish involvement in Latin America with the Spanish involvement with the Philippines Compare the effects of mercantilism on Latin America and the Philippines Evaluate the role of the encomienda and hacienda system on both regions Evaluate the influence of the silver trade on the economies of both regions Analyze the creation of a colonial society through the development of social classes—Peninsulares, creoles, mestizos, mulattos, etc.
    [Show full text]
  • Enlightenment Implications, Bourbon Influence and Character
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Vanderbilt Electronic Thesis and Dissertation Archive Enlightenment Implications, Bourbon Influence and Character Construction in Comedia nueva del apostolado en las Indias martirio de un cacique: An Alternative Approach to the Life, Works and Ideology of Eusebio Vela By Megan Louise Oleson Thesis Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of Master of Arts In Latin American Studies August 2014 Nashville, Tennessee Approved: Ruth Hill, Ph.D. José Cárdenas-Bunsen, Ph.D. To Panama, Eric, Mom, Dad, Erica and the rest of my family and friends. Your love and support made this all possible. ii First and foremost, without the funding provided by the Foreign Language and Area Studies Fellowship, none of this would have been possible. The completion of this project is a product of the guidance and support of the faculty associated with the Latin American Studies Department and the faculty of the Spanish and Portuguese Department. I would like to give a special thanks to my advisor Professor Ruth Hill for her continuous encouragement. Her knowledge and appreciation for the subject are inspirational and infectious. Professor José Cárdenas-Bunsen aided in bringing together the final components of my thesis and I am thankful for his insightful comments and his innate optimism. Alma Paz- Sanmiguel has been instrumental in many other aspects of my graduate school experience and for that I will be forever grateful. Last but not least, the daily support of my partner Eric and our daughter Panama has been fundamental in attaining my Master’s degree.
    [Show full text]
  • Spanish American War 8/6/11 1:19 PM Page Iii
    DM - Spanish American War 8/6/11 1:19 PM Page iii Defining Moments The spanish- American War Kevin Hillstrom and Laurie Collier Hillstrom 155 W. Congress, Suite 200 Detroit, MI 48226 DM - Spanish American War 8/6/11 1:19 PM Page v Table of Contents Preface . .ix How to Use This Book . .xiii Research Topics for Defining Moments: The Spanish-American War . .xv NARRATIVE OVERVIEW Prologue . .3 Chapter One: American Expansion in the 1800s . .7 Chapter Two: Spain and Its Colonies . .23 Chapter Three: The Call to Arms: Remember the Maine! . .35 Chapter Four: A “Splendid Little War” in Cuba . .53 Chapter Five: The War in the Philippines . .71 Chapter Six: American Imperialism in the New Century . .85 Chapter Seven: Legacy of the Spanish-American War . .103 BIOGRAPHIES Emilio Aguinaldo (1869-1964) . .121 Filipino Rebel Leader and Politician George Dewey (1837-1917) . .124 American Naval Commander of U.S. forces in the Pacific during the Spanish-American War William Randolph Hearst (1863-1951) . .128 American Newspaper Publisher of the New York Journal and Leading Architect of “Yellow Journalism” v DM - Spanish American War 8/6/11 1:19 PM Page vi Defining Moments: The Spanish-American War Queen Lili’uokalani (1838-1917) . .132 Last Monarch of the Kingdom of Hawaii Antonio Maceo (1845-1896) . .136 Cuban Military Leader in the Ten Years’ War and the Spanish-American War José Martí (1853-1895) . .140 Cuban Revolutionary Leader and Writer William McKinley (1843-1901) . .143 President of the United States during the Spanish-American War Theodore Roosevelt (1858-1919) . .147 Hero of the Spanish-American War and President of the United States, 1901-1909 Valeriano Weyler (1838-1930) .
    [Show full text]
  • 1 LAH 6934: Colonial Spanish America Ida Altman T 8-10
    LAH 6934: Colonial Spanish America Ida Altman T 8-10 (3-6 p.m.), Keene-Flint 13 Office: Grinter Rm. 339 Email: [email protected] Hours: Th 10-12 The objective of the seminar is to become familiar with trends and topics in the history and historiography of early Spanish America. The field has grown rapidly in recent years, and earlier pioneering work has not been superseded. Our approach will take into account the development of the scholarship and changing emphases in topics, sources and methodology. For each session there are readings for discussion, listed under the weekly topic. These are mostly journal articles or book chapters. You will write short (2-3 pages) response papers on assigned readings as well as introducing them and suggesting questions for discussion. For each week’s topic a number of books are listed. You should become familiar with most of this literature if colonial Spanish America is a field for your qualifying exams. Each student will write two book reviews during the semester, to be chosen from among the books on the syllabus (or you may suggest one). The final paper (12-15 pages in length) is due on the last day of class. If you write a historiographical paper it should focus on the most important work on the topic rather than being bibliographic. You are encouraged to read in Spanish as well as English. For a fairly recent example of a historiographical essay, see R. Douglas Cope, “Indigenous Agency in Colonial Spanish America,” Latin American Research Review 45:1 (2010). You also may write a research paper.
    [Show full text]
  • Bartolomé De Las Casas, Soldiers of Fortune, And
    HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Dissertation Submitted To The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in Theology By Damian Matthew Costello UNIVERSITY OF DAYTON Dayton, Ohio August 2013 HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Name: Costello, Damian Matthew APPROVED BY: ____________________________ Dr. William L. Portier, Ph.D. Committee Chair ____________________________ Dr. Sandra Yocum, Ph.D. Committee Member ____________________________ Dr. Kelly S. Johnson, Ph.D. Committee Member ____________________________ Dr. Anthony B. Smith, Ph.D. Committee Member _____________________________ Dr. Roberto S. Goizueta, Ph.D. Committee Member ii ABSTRACT HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Name: Costello, Damian Matthew University of Dayton Advisor: Dr. William L. Portier This dissertation - a postcolonial re-examination of Bartolomé de las Casas, the 16th century Spanish priest often called “The Protector of the Indians” - is a conversation between three primary components: a biography of Las Casas, an interdisciplinary history of the conquest of the Americas and early Latin America, and an analysis of the Spanish debate over the morality of Spanish colonialism. The work adds two new theses to the scholarship of Las Casas: a reassessment of the process of Spanish expansion and the nature of Las Casas’s opposition to it. The first thesis challenges the dominant paradigm of 16th century Spanish colonialism, which tends to explain conquest as the result of perceived religious and racial difference; that is, Spanish conquistadors turned to military force as a means of imposing Spanish civilization and Christianity on heathen Indians.
    [Show full text]
  • Encountering the Enlightenment: Science, Religion, and Catholic Epistemologies Across the Spanish Atlantic, 1687-1813
    Encountering the Enlightenment: Science, Religion, and Catholic Epistemologies across the Spanish Atlantic, 1687-1813 by Copyright 2016 George Alan Klaeren Submitted to the graduate degree program in History and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. _______________________________ Chairperson Dr. Luis Corteguera _______________________________ Dr. Elizabeth Kuznesof _______________________________ Dr. Robert Schwaller _______________________________ Dr. Marta Vicente _______________________________ Dr. Santa Arias Date Defended: February 23, 2017 ii The Dissertation Committee for George Alan Klaeren certifies that this is the approved version of the following dissertation: Encountering the Enlightenment: Science, Religion, and Catholic Epistemologies across the Spanish Atlantic, 1687-1813 _________________________________ Chairperson Dr. Luis Corteguera Date approved: February 23, 2017 iii ABSTRACT During the eighteenth century, a wave of thought inundated the Spanish empire, introducing new knowledge in the natural sciences, religion, and philosophy, and importantly, questioning the very modes of perceiving and ascertaining this knowledge. This period of epistemic rupture in Spain and her colonies, commonly referred to as the Enlightenment, not only presented new ways of knowing, but inspired impassioned debates among leading intellectuals about the epistemology and philosophy that continued throughout the century. The previous scholarly literature
    [Show full text]
  • A Chronology of Spanish Florida 1513 to 1821
    Conquistadores in the Land of Flowers: A Chronology of Spanish Florida 1513 to 1821 Compiled by Paul Eugen Camp Special Collections Department University of South Florida Library Tampa 2001 The First Spanish Period, 1513-1763 To a late sixteenth century Spaniard, “Florida” was a vast land stretching as far north as Chesapeake Bay and west to a point beyond the Mississippi. In the first half of the 1500's, Spain launched a series of expeditions to explore and colonize Florida. Although these expeditions brought back geographic knowledge, they were costly in blood and treasure, and failed to achieve a permanent Spanish settlement. The establishment of St. Augustine in 1565 marked the true beginning of Spain’s Florida colony. The remainder of the century saw the establishment of further settlements and the beginning of the mission system. During the seventeenth century, Spanish Florida prospered moderately, with an extensive system of Franciscan missions stretching from northern Georgia to the Florida panhandle, and large cattle ranchos operating in the Tallahassee and Alachua areas. At the beginning of the eighteenth century, war with England destroyed the missions and ranchos, and with them any hope of Florida becoming more than an isolated military frontier. By the time Spain turned Florida over to the British in 1763, Spanish control was limited to little more than St. Augustine, Pensacola and a few other outposts. 1510 Unrecorded Spanish expeditions searching for indian slaves probably reached the Florida coast as early as 1510, possibly even earlier. In 1565, the Spanish Council of the Indies claimed that Spanish ships had “gone to occupy” Florida ever since 1510.
    [Show full text]
  • Luis De Unzaga and Bourbon Reform in Spanish Louisiana, 1770--1776
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 2000 Luis De Unzaga and Bourbon Reform in Spanish Louisiana, 1770--1776. Julia Carpenter Frederick Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Frederick, Julia Carpenter, "Luis De Unzaga and Bourbon Reform in Spanish Louisiana, 1770--1776." (2000). LSU Historical Dissertations and Theses. 7355. https://digitalcommons.lsu.edu/gradschool_disstheses/7355 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • Hispanic Heritage Award Day Santa Fe, NM)
    An illegitimate mestizo cattle driver, Juan Vicente Gómez, became one of three great authoritarian rulers of Venezuela (president, 1908-1910, 1911-1914, 1915-1922, 1923-1929, 193-1935), achieving political stability with the creation of a professional army. 1997 January 1997 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Año Nuevo (New Year's Day). 1 1955: Panama’s President 2 1925: José F. Valdez--Medal of 3 1927: Lauro F. Cavazos--first 4 José Antonio Remón is Honor recipient and private first Hispanic secretary of 1954: Robert Menéndez, US assassinated. class in Marine Corps (WWII)-- education (1988) and first in a Representative (D-NJ), is born in is born in Governador, NM. cabinet-level position--is born New York, NY. 1963: Edgar Martínez, in King Ranch, TX. baseball player, is born in New 1961: United States breaks 1994: North American Free York, NY. relations with Cuba. Trade Agreement (NAFTA) takes effect. 1891: Cuban Revolutionary 5 Día de los Tres Reyes 6 1959: United States recognizes 7 1912: José Ferrer, Theater Hall 8 1915: Fernando Lamas, actor, 9 1815: José Gervasio Artigas, 10 1811: 100,000 peasants led 11 Party (Partido Revolucionário commemorates Three Kings Cuba’s new provisional of Fame actor and Oscar winner is born in Buenos Aires, father of Uruguay, defeats by Hidalgo are defeated in Cubano--PRC) is founded by (Wise Men), in Latin America. government, headed by Fidel (Cyrano de Bergerac, 1950), is Argentina. Argentines at Guayabo. Battle of Calderón, Mexico. Cuban national hero José Castro Ruz. born in Santruce, PR. 1959: Rigoberta Menchú Tum, 1839: Eugenio María de Martí.
    [Show full text]
  • Cortés After the Conquest of Mexico
    CORTÉS AFTER THE CONQUEST OF MEXICO: CONSTRUCTING LEGACY IN NEW SPAIN By RANDALL RAY LOUDAMY Bachelor of Arts Midwestern State University Wichita Falls, Texas 2003 Master of Arts Midwestern State University Wichita Falls, Texas 2007 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY December, 2013 CORTÉS AFTER THE CONQUEST OF MEXICO: CONSTRUCTING LEGACY IN NEW SPAIN Dissertation Approved: Dr. David D’Andrea Dissertation Adviser Dr. Michael Smith Dr. Joseph Byrnes Dr. James Cooper Dr. Cristina Cruz González ii Name: Randall Ray Loudamy Date of Degree: DECEMBER, 2013 Title of Study: CORTÉS AFTER THE CONQUEST OF MEXICO: CONSTRUCTING LEGACY IN NEW SPAIN Major Field: History Abstract: This dissertation examines an important yet woefully understudied aspect of Hernán Cortés after the conquest of Mexico. The Marquisate of the Valley of Oaxaca was carefully constructed during his lifetime to be his lasting legacy in New Spain. The goal of this dissertation is to reexamine published primary sources in light of this new argument and integrate unknown archival material to trace the development of a lasting legacy by Cortés and his direct heirs in Spanish colonial Mexico. Part one looks at Cortés’s life after the conquest of Mexico, giving particular attention to the themes of fame and honor and how these ideas guided his actions. The importance of land and property in and after the conquest is also highlighted. Part two is an examination of the marquisate, discussing the key features of the various landholdings and also their importance to the legacy Cortés sought to construct.
    [Show full text]
  • Our War with Spain for Cuba's Freedom
    Our War With Spain For Cuba's Freedom Trumbull White Our War With Spain For Cuba's Freedom Table of Contents Our War With Spain For Cuba's Freedom............................................................................................................1 Trumbull White..............................................................................................................................................1 PREFACE......................................................................................................................................................2 INTRODUCTION.........................................................................................................................................3 CHAPTER I. A WAR FOR LIBERTY AND HUMANITY.........................................................................5 CHAPTER II. HOW COLUMBUS FOUND THE "PEARL OF THE ANTILLES.".................................19 CHAPTER III. SPAIN'S BLACK HISTORICAL RECORD.....................................................................23 CHAPTER IV. BUCCANEERING AND THE WARFARE IN THE SPANISH MAIN...........................28 CHAPTER V. COMMERCIAL DEVELOPMENT OF CUBA..................................................................33 CHAPTER VI. BEAUTIES OF A TROPICAL ISLAND...........................................................................41 CHAPTER VII. WEALTH FROM NATURE'S STORES IN THE FORESTS AND FIELDS OF CUBA..........................................................................................................................................................44
    [Show full text]