DOCSLIB.ORG

Saving the Outer Banks – Lessons from the Life of Frank Stick Paul

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Saving the Outer Banks – Lessons from the Life of Frank Stick Paul Saving the Outer Banks – Lessons from the Life of Frank Stick Paul Eugene Triulzi Faculty Advisor: Daniel Rittschof NSOE Marine Science and Conservation Division April 2017 This project was submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Graduate Liberal Studies Program in the Graduate School of Duke University. Copyright by Paul E. Triulzi 2017 Abstract The joy of finding unspoiled beaches on the island of Ocracoke led to inquiring how these areas escaped the rampant development prevalent in coastal North Carolina. This project’s primary purpose was to investigate a mostly unknown person, named Frank Stick, and to determine his role, if any, in helping to establish the Cape Hatteras National Seashore, and second, to investigate present-day threats to the seashore. The primary inquiry led to Roanoke Island, NC, and the Outer Banks History Center to research from primary sources the life of Frank Stick and the formation of the national seashore. I also interviewed residents of the Outer Banks and descendants of landowners that had contributed to the national seashore. To research current threats, I attended forums of the NC Coastal Federation, Duke’s Ocean Policy Working Group, and the Bureau of Ocean Energy Management, and toured the entire seashore. My inquiry reveals that the formation of the Cape Hatteras National Seashore has a very long and complicated history in which Frank Stick played a major role, and which this paper examines through his life and times. I found that oil exploration and global warming are major threats to the seashore, and that coastal residents prefer tourism to an energy economy. This paper reveals who Frank Stick was and what we can learn from his activism, conservationism and methods in order to counteract current environmental threats to America’s first national seashore. iii Dedication TO THE OUTER BANKS’ FAMILIES THAT PARTED WITH LAND TO MAKE POSSIBLE A PRISTINE NATIONAL SEASHORE THAT RECREATES MORE THAN TWO MILLION VISITORS EACH YEAR. iv Contents Abstract ......................................................................................................................... iii List of Figures .................................................................................................................. x Acknowledgements ........................................................................................................ xi Introduction .................................................................................................................... 1 1. In Search of Frank Stick ............................................................................................... 5 1.1 Finding Treasure in Manteo ................................................................................. 5 1.2 Childhood and Family .......................................................................................... 6 1.3 Outdoorsman ...................................................................................................... 8 1.4 Budding Artist ...................................................................................................... 9 1.5 Call of the Wild .................................................................................................. 13 1.6 Career and Growing Family ................................................................................ 14 1.7 Environmentalist ............................................................................................... 16 1.8 Mid-Life Crisis .................................................................................................... 20 1.9 Conservationist .................................................................................................. 21 1.10 Builder, and Architect ...................................................................................... 23 1.11 Sunset Years .................................................................................................... 25 1.12 The Person....................................................................................................... 27 2. Early American Environmental Conservation ............................................................. 35 2.1 Early American Conservationists ........................................................................ 36 v 2.2 John Muir – Writer/Activist ............................................................................... 38 2.2.1 John Muir’s Writings ..................................................................................... 40 2.2.1.1 On Trekking Wilderness ......................................................................... 41 2.2.1.2 On the Need for Federal Intervention .................................................... 41 2.2.1.3 On the Beauty of Wild Spaces ................................................................ 41 2.2.1.4 On the Value of Wilderness Recreation .................................................. 42 2.3 Theodore Roosevelt – Naturalist/Politician ........................................................ 42 2.3.3 Naturalist and Conservationist ...................................................................... 43 2.3.3.1 On Environmental Stewardship .............................................................. 45 2.3.3.2 On The Value of Conservation ................................................................ 46 2.3.3.3 On the Greater Good and Generational Altruism ................................... 47 2.3.3.4 On the Grand Canyon and Its Conservation ............................................ 47 2.4 Aldo Leopold – Writer/Philosopher ................................................................... 48 2.4.1 Philosopher of Nature ................................................................................... 48 2.4.1.1 On Interdependence in Nature (from Round River) ................................ 50 2.4.1.2 On Conservation .................................................................................... 50 2.5 Conservation Consciousness ........................................................................... 50 3. Radical Career Change ............................................................................................... 53 3.1 Discovering the Outer Banks .............................................................................. 53 3.1.1 Outer Banks Promoter .................................................................................. 55 3.1.2 Fort Raleigh .................................................................................................. 57 vi 3.2 A New Home ..................................................................................................... 57 4. Grand Proposal or Grand Illusion ............................................................................... 61 4.1 The State of the Banks ....................................................................................... 61 4.2 A Perfect Confluence ......................................................................................... 64 4.3 A Proposal to Save the Outer Banks ................................................................... 65 4.4 Further Observations on Stick’s Proposal ........................................................... 71 5. Process and Politics of the National Seashore............................................................ 75 5.1 A Popular Start .................................................................................................. 75 5.2 Turning Vision into Reality – First Steps ............................................................. 76 5.2.1 Appointments ............................................................................................... 77 5.2.1 Correspondence ........................................................................................... 78 5.3 Beach and Land Reclamation ............................................................................. 80 5.4 Providing the Park’s Cornerstone – Making It Happen ....................................... 84 5.5 State and Federal Action .................................................................................... 90 5.6 Congressional Action ......................................................................................... 93 5.7 State Land Acquisition and War Years Hiatus ..................................................... 94 5.8 Sunset Clause .................................................................................................... 97 5.9 NC Backsliding and Delicate Interventions ......................................................... 98 5.10 Vision Becomes Reality .................................................................................. 105 5.11 Assessing Stick’s Contributions ...................................................................... 107 6. A Second National Park ........................................................................................... 111 vii 6.1 Plantation Improvements ................................................................................ 111 6.2 Promoting Another Park .................................................................................. 112 6.3 St. John Virgin Islands National Park ................................................................ 115 7. Lessons Learned from Frank Stick ............................................................................ 117 7.1 Dreams vs Pragmatism ...................................................................................
Load more

Recommended publications
  • Peru and Yale University
    P a g e | 1 Alessandro Chechi, Liora Aufseesser, Marc-André Renold October 2011 Case Machu Picchu Collection – Peru and Yale University Peru/Pérou – Yale University – Archaeological objects/objet archéologique – Pre 1970 restitution claims/demandes de restitution pre 1970 – Ownership/propriété – Statute of limitation/prescription – Ad hoc facilitator/facilitateur ad hoc – Diplomatic channel/voie diplomatique – Judicial claim/action en justice – Negotiation/négociation –– Settlement agreement/accord transactionnel – Cultural Cooperation/coopération culturelle – Conditional restitution/restitution sous condition Between 1912 and 1916, Hiram Bingham, a history professor at Yale University, shipped to the United States several artefacts that had been excavated at the Machu Picchu site with the authorization of the Peruvian Government. Peru formally requested restitution in 1918 and 1920, but to no avail. In 2001, negotiations between Peru and Yale University resumed. However, the resulting accord discontented the Peruvian Government. As a result, Peru filed suit in the United States against Yale University seeking the return of the collection and damages. In November 2010, the parties signed an agreement on the return of the Machu Picchu collection to Peru. As part of that accord, Yale University and the Universidad Nacional de San Antonio Abad del Cusco (UNSAAC) established the UNSAAC- Yale University International Centre for the Study of Machu Picchu and Inca Culture. I. Chronology; II. Dispute Resolution Process; III. Legal Issues; IV.
    [Show full text]
  • List of Freemasons from Wikipedia, the Free Encyclopedia Jump To: Navigation , Search
    List of Freemasons From Wikipedia, the free encyclopedia Jump to: navigation , search Part of a series on Masonic youth organizations Freemasonry DeMolay • A.J.E.F. • Job's Daughters International Order of the Rainbow for Girls Core articles Views of Masonry Freemasonry • Grand Lodge • Masonic • Lodge • Anti-Masonry • Anti-Masonic Party • Masonic Lodge Officers • Grand Master • Prince Hall Anti-Freemason Exhibition • Freemasonry • Regular Masonic jurisdictions • Opposition to Freemasonry within • Christianity • Continental Freemasonry Suppression of Freemasonry • History Masonic conspiracy theories • History of Freemasonry • Liberté chérie • Papal ban of Freemasonry • Taxil hoax • Masonic manuscripts • People and places Masonic bodies Masonic Temple • James Anderson • Masonic Albert Mackey • Albert Pike • Prince Hall • Masonic bodies • York Rite • Order of Mark Master John the Evangelist • John the Baptist • Masons • Holy Royal Arch • Royal Arch Masonry • William Schaw • Elizabeth Aldworth • List of Cryptic Masonry • Knights Templar • Red Cross of Freemasons • Lodge Mother Kilwinning • Constantine • Freemasons' Hall, London • House of the Temple • Scottish Rite • Knight Kadosh • The Shrine • Royal Solomon's Temple • Detroit Masonic Temple • List of Order of Jesters • Tall Cedars of Lebanon • The Grotto • Masonic buildings Societas Rosicruciana • Grand College of Rites • Other related articles Swedish Rite • Order of St. Thomas of Acon • Royal Great Architect of the Universe • Square and Compasses Order of Scotland • Order of Knight Masons • Research • Pigpen cipher • Lodge • Corks Eye of Providence • Hiram Abiff • Masonic groups for women Sprig of Acacia • Masonic Landmarks • Women and Freemasonry • Order of the Amaranth • Pike's Morals and Dogma • Propaganda Due • Dermott's Order of the Eastern Star • Co-Freemasonry • DeMolay • Ahiman Rezon • A.J.E.F.
    [Show full text]
  • Viewees Who Donated Their Time and Knowledge to the Dissertation Research
    SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... Selling Sacred Cities: Tourism, Region, and Nation in Cusco, Peru A Dissertation Presented by Mark Charles Rice to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History Stony Brook University May 2014 Copyright by Mark Rice 2014 Stony Brook University The Graduate School Mark Charles Rice We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Paul Gootenberg – Dissertation Advisor SUNY Distinguished Professor, History, Stony Brook University Eric Zolov – Chairperson of Defense Associate Professor, History, Stony Brook University Brooke Larson Professor, History, Stony Brook University Deborah Poole Professor, Anthropology, Johns Hopkins University This dissertation is accepted by the Graduate School Charles Taber Dean of the Graduate School ii Abstract of the Dissertation Selling Sacred Cities: Tourism, Region, and Nation in Cusco, Peru by Mark Charles Rice Doctor of Philosophy in History Stony Brook University 2014 It is hard to imagine a more iconic representation of Peru than the Inca archeological complex of Machu Picchu located in the Cusco region. However, when US explorer, Hiram Bingham, announced that he had discovered the “lost city” in 1911, few would have predicted Machu Picchu’s rise to fame during the twentieth century. My dissertation traces the unlikely transformation of Machu Picchu into its present-day role as a modern tourism destination and a representation of Peruvian national identity.
    [Show full text]
  • Men of Progress, 1898
    Menf o Progress Biographical S ketches and Portraits OF Leaders i n Business and Professional Life INND A OF THE COMPILED U NDER THE SUPERVISION OF RICHARD H ERNDON EDITEDY B RICHARD B URTON BOSTON NEW E NGLAND MAGAZINE 1898 M5"3 Copvright, 1 897 uv RICHARD H ERNDON 7TKTrcq H lSTORICAC-1 • C. ALFRED M UDOE * SON, PRINTERS, BOSTON. MENF O PROGRESS. ALLEN, I saac Almarin, Jr., Architect, Hartford, a d escendant of Captain Ephraim Pease, who was born in Enfield street, Enfield, Connecticut, entertained General Washington at his house in May 22, 1859, son of Isaac Almarin and Harriet Enfield. His father's mother Mary (Pease) Allen Jane (Carrier) Allen. He is an only son; of his was also a descendant of Captain Ephraim Pease. four sisters, but one is now living — Elizabeth A letter from General Washington referring to the Ingraham (Allen) Burns, wife of Louis Burns of hospitality of Captain Pease, is still preserved by Pittsfield, Massachusetts. The other three sisters died while young. His father is a well-to-do farmer of Enfield, and his grandfather, Chauncey Allen, was an extensive farmer and dealer in leaf tobacco, who died at the age of eighty-nine, leaving a large property. Isaac Allen, brother of Chaun cey, moved from Enfield to Clarkson, Monroe county, New York, and became an extensive farmer there. At the age of eighteen he was a Colonel in the War of 1812. The genealogy of the family is traced back many generations in the Allen gene alogy, which has been published. On his mother's side he is descended from John Hancock, the signer of the Declaration of Independence.
    [Show full text]
  • Sybil's Bones, a Chronicle of the Three Hiram Binghams
    Sybil's Bones, a Chronicle of the Three Hiram Binghams Alfred M. Bingham I first heard about Sybil when my father took me to see her grave in the old New Haven City Burial Ground. The Grove Street Cemetery, as it was commonly called, was not far from the Yale College Chapel, where our family went on Sundays, so I suppose that it was after a service that my father walked us over to see where his grandfather and grandmother were buried. My father was not a religious man, but, as a College professor, at a time when attendance at chapel services was compulsory for all students, he may well have felt it incumbent on him, a supporter of the establishment, to attend Sunday services, when he was not off exploring in Peru, and he would have had an uneasy conscience if he had not given me and my brothers at least a grounding in the religion of his missionary ancestors. Moreover, the College invited the country's most prominent preachers, without much regard for doctrinal or denominational purity, to its pulpit, so his own skeptical theism was not offended. And he must have enjoyed the prominence of the family pew at the front of the faculty section, where his six-foot-four-inch frame, flanked by my mother and several small boys, was visible to the whole student body. It would have been a five-minute walk from the Battell Chapel steps on College Street, with its slowly melting group of departing worshipers, to the Cemetery. The setting today is unchanged from what it was then, sixty years ago.
    [Show full text]
  • A Manual for the Use of the General Court
    MAY 20 1884 Hon. CHAKLES A. PHELPS, President. 1.—George Odiorne. 11.—Thomas Rice. 1.—G. F. Bailey. 11.—M. S. Underwood. 2.—Warren Tilton. 12.—Samuel Walker. 2.— J. B. F. Osgood. 12—Edwin Walden. 8.—Benjamin Evans. 13.—Samuel Watson. 3.—D. F. Parker. 13.—J. M. Kinney. 4.—G. L. Davis. 14—E. B. Patch. 4.—Milton M. Fisher. 14.—B. W. Gleason. 5.—T. P. Ricli. 15.—M. K. Randall. 5.— Carver Hotchkiss. 15—Alvin Cook. 6. —Nehemiaii Boynton. 16.—Samuel B. Sumn 6.—Timothy W. Carter. 7.—Eugene L. Norton. 16—N. H. Whiting. 17.—Lucius Slade. 7. —Horace Conn. 17.—Lansing J. Cole. 8.—I. N. Luce. 18.— Levi Reed. 8.—Stephen T. Farwell. 9. —Jason Gorham. 18.—Nathaniel Eddy. 19.—J. H. D. Blake. 9.—Hiram Nash. 0.—WiUiam Claflin. 19—Gordon M. Fisk. 10.—Cassander Gilmore. 20.—Lucius M. Boltwood. S. N. GIFFORD, Cleek. JOHN MORISSEY, SsRagiNT-AT-AEMS. : (Lommontotnlil) jof iliissac|iisttt3. \0^^ .;,.^^^^ MAY 20 1884 FOK ^E USE OF THE G E N E R ^lE^^aiKD^^ RT COXTAIXING THE RULES AND ORDERS OF THE TWO BRANCHES, TOGETHER WITH TIIK OOXSTITUTION OF THE COMMONAVEALTH, AKD THAT OF THE U>'ITED STATES, A LIST OF THE EXECUTIVE, LEGISLATIVE, AXD JUDICIAL DEPART5IEXTS OF THE STATE GOVERN5IEXT, STATE INSTITUTIONS AND THEIR OFFICEKS, COUNTY OFFICERS, AND OTHER STATISTICAL INFORMATION. Prepared, pursuant to an Order of the Legislature, BY S. N. GIFFORD and "WILLIAM STOWE. BOSTON: V»'[LLIAM WUITE, PRINTER TO THE STATE. 1860. CTammontocaltl} of fHassacfjusctts. House of Representatives, March 28, 1859. Ordered, That the clerks of the two branches cause to be prepared and printed, before the meeting of the next General Court, two thousand copies of so much as may be practicable of the matter of the legislative Manual, on the general plan of the Manual of the present year.
    [Show full text]
  • Conference on the Yale Peruvian Expeditions, 2005
    Conference on the Yale Peruvian Expeditions, 2005 DIRECTOR MODERATOR Christy-Anna Chung Sofia Policelli VICE-DIRECTOR Maeve Redmond UTMUN 2021 Yale Peruvian Expeditions Content Disclaimer At its core, Model United Nations (MUN) is a simulatory exercise of diplomatically embodying, presenting, hearing, dissecting, and negotiating various perspectives in debate. Such an exercise offers opportunities for delegates to meaningfully explore possibilities for conflict resolution on various issues and their complex, even controversial dimensions—which, we recognize, may be emotionally and intellectually challenging to engage with. As UTMUN seeks to provide an enriching educational experience that facilitates understanding of the real-world implications of issues, our committees’ contents may necessarily involve sensitive or controversial subject matter strictly for academic purposes. We ask for delegates to be respectful, professional, tactful, and diplomatic when engaging with all committee content, representing their assigned country’s or character’s position, communicating with staff and other delegates, and responding to opposing viewpoints. The below content warning is meant to warn you of potentially sensitive or triggering topics that are present in the formal content of this background guide, as well as content that may appear in other aspects of committee (e.g., debate, crisis updates, directives), so that you can either prepare yourself before reading this background guide or opt-out of reading it entirely The topics that this committee will be discussing are centered around politically and culturally charged events. Ideas regardings neo-colonialism, cultural property and repatriation are sensitive ones. Additionally, events that occur prior to the expeditions have been characterized by colonial violence. As such, delegates must demonstrate respect when speaking about cultures that they may or may not be familiar with, and conduct the negotiations in good faith.
    [Show full text]
  • Yale Environmental News / 17:1 Yale Environmental News / 17:1 3 Conferences, Yale Climate & Seminars, Symposia Energy Institute News
    yale environmental n e w s Yale Peabody Museum of Natural History, Yale School of Forestry & Environmental Studies and Yale Institute for Biospheric Studies fall 2011 · vol. 17, no. 1 Shedding Light on Ancient Marine Life page 16 from the director faculty news “On July 1 of this year, I was given the honor Expert in Energy and Transportation Joins Tenure-Track Faculty of becoming Director of the Yale Institute for at the School of Forestry & Environmental Studies Biospheric Studies.” An expert in energy research delves into the effects of different poli- research on the economics and policy of and transportation cies on reducing greenhouse gas emissions solar energy technologies in that country. He goal of developing and testing new compu- that advanced stage doctoral students can has joined the tenure- from transportation.“We’re very pleased to have holds a PhD from Stanford University, and Michael Marsland, Yale University Michael Marsland, Yale tational platforms to assist in the analysis of have the opportunity to spend a year focused track faculty at the Ken join us,” said Dean Peter Crane. “He’s done taught “Economics of the Environment,” a complex systems. Many of the insights and on enhancing the scientific quality of their Yale School of Forestry important work on how consumers respond foundations course with an enrollment of tools that emerged from this activity have now dissertations through the exploration of their & Environmental to changing gasoline prices, which has critical approximately 100 students during the fall been embedded as core parts of research into innovative discoveries. I have asked anthropol- Studies (F&ES).
    [Show full text]
  • Case #6 Alejandro Toledo, President of Peru, Has Launched a Public
    Case #6 Alejandro Toledo, President of Peru, has launched a public campaign demanding that Yale University return to Peru Incan artifacts excavated at Machu Picchu in 1912. Yale professor Hiram Bingham III, guided by a native Peruvian, came upon the Incan city of Machu Picchu in 1911. Bingham secured backing from the National Geographic Society and support from Peru’s government for archeological excavations at Machu Picchu in 1912 and again in 1914-15. In October 1912, Bingham gained the Peruvian government’s permission to bring to Yale for research the contents of 170 tombs in Machu Picchu. The decree allowed that Peru reserve the right to ask for the return of the objects. By 1916, Peru, suspecting Bingham of secretly taking Incan gold, ended Bingham’s work at Machu Picchu. The items taken to Yale from the 1914-15 excavations were loaned for only 18 months. Yale has refused several Peruvian requests for return of the artifacts. Today, Yale claims that they have complied with the 1912 and the 1916 agreements, returning the objects to Peru during the 1920’s. Yale sees no similar responsibility to return the items taken from earlier work. National Geographic Society records show that about half of the items were returned to Peru, with no mention of the remaining artifacts. Luis Guillermo Lumbreras, the director of Peru’s National Institute of Culture in Lima, claims that Yale has had 90 years to complete research on the objects, and now Peru wants the items returned. Peru elected its first indigenous president–Alejandro Toledo, who honored the nation’s Incan heritage by holding part of his inauguration ceremony at Machu Picchu in 2001.
    [Show full text]
  • Punahou School
    Resolved: That the foundation of this institution be laid with faith in God, relying upon His great and precious promises to believing parents in behalf of their children, commending it to His care and love from its commencement, and looking to Him to build it up, cherish it, and make it a blessing to the church and the world. Resolution Passed at the General Meeting of the Sandwich Islands Mission, held from May 12, till June 8, 1841 – forming what later became known as Punahou School. Punahou School On July 11, 1842, fifteen children met for the first time at Punahou School. By the end of that first year, 34- children from the Sandwich Islands and Oregon missions were enrolled; only one over 12-years old. Today, Punahou is the oldest independent school west of the Mississippi River. With 3,750 students, it is the largest single-campus private school in America. All of its graduates go on to college, with over 90- percent going to the continent for further schooling. (Scott, Punahou) Let’s look at how it got there. The story of Punahou tracks its foundation, beginning in 1808, when young ʻŌpūkahaʻia, a native Hawaiian training under his uncle to be a kahuna (priest) at Hikiʻau Heiau in Kealakekua Bay, boarded a Western ship there and sailed to the continent. On board, he developed a friendship with a Christian sailor who, using the Bible, began teaching ʻŌpūkahaʻia how to read and write. Once landed, he traveled throughout New England and continued to learn and study. At that time, the US was swept by religious revivalism and many people were converted in the wake of the newly-born religious fervor.
    [Show full text]
  • Hiram Bingham III and the Decline in Missionary Fervor Char Miller Pomona College
    Claremont Colleges Scholarship @ Claremont Pomona Faculty Publications and Research Pomona Faculty Scholarship 1-1-1981 "The orW ld Creeps In": Hiram Bingham III and the Decline in Missionary Fervor Char Miller Pomona College Recommended Citation Miller, Char. “The orldW Creeps In: Hiram Bingham III and the Decline of Missionary Fervor,” Hawaiian Journal of History, 15, 1981, 80-99. This Article is brought to you for free and open access by the Pomona Faculty Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Pomona Faculty Publications and Research by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. "The World Creeps In": Hiram Bingham III and the Decline in Missionary Fervor Char Miller We live in two different worlds of thought and my philosophy does not seem good to you because it has been born and nourished under different conditions. Hiram Bingham III to Hiram Bingham, Jr. 26 December 1899 On 4 November 1929, Senator Hiram Bingham of Connecticut became only the third member of the United States Senate to be censured by his colleagues. Bingham had placed Charles Eyanson, a paid clerk of the Connecticut Manufacturers Association, on the Senate payroll, and had brought Eyanson into secret Tariff Committee meetings. During those hearings, at Bingham's behest, Eyanson helped write those aspects of the Tariff Bill affecting the prospects of Connecticut industry. The conflict of interest was clear—and Senator George W. Norris, paragon of Progressive virtue, moved that his fellow Republican be reprimanded: RESOLVED, that the action of the Senator from Connecticut ..
    [Show full text]
  • Connecticut Office of Lt. Governor Data Sheet As of August 23, 2016 Updated
    Connecticut Office of Lt. Governor Data Sheet As of August 23, 2016 Updated. History of Office The office existed during the Colonial period as Deputy Governor of the Colony of Connecticut from 1639. The Office of the Lt. Governor of Connecticut was established with the founding of the country in 1776. Formal statehood occurred in 1788. Connecticut did not create a state constitution for itself until several decades after it became a state. Until 1818, the state operated under the provisions of its colonial charter.1 Origins of the Office The Office of the Lt. Governor of Connecticut was established with the founding of the country in 1776, but the office existed during the Colonial period as Deputy Governor of the Colony of Connecticut from 1639. Formal statehood occurred in 1788. Qualifications for Office The Council of State Governments (CSG) publishes the Book of the States (BOS) 2015. In chapter 4, Table 4.13 lists the Qualifications and Terms of Office for lieutenant governors: The Book of the States 2015 (CSG) at www.csg.org. Method of Election The National Lieutenant Governors Association (NLGA) maintains a list of the methods of electing gubernatorial successors at: http://www.nlga.us/lt-governors/office-of-lieutenant- governor/methods-of-election/. Duties and Powers A lieutenant governor may derive responsibilities one of four ways: from the Constitution, from the Legislature through statute, from the governor (thru gubernatorial appointment or executive order), thru personal initiative in office, and/or a combination of these. The principal and shared constitutional responsibility of every gubernatorial successor is to be the first official in the line of succession to the governor’s office.
    [Show full text]