Manumission in Late Eighteenth-Century Jamaica
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Three-Fifths Clause: a Necessary American Compromise Or Evidence of America’S Original Sin?
THE THREE-FIFTHS CLAUSE: A NECESSARY AMERICAN COMPROMISE OR EVIDENCE OF AMERICA’S ORIGINAL SIN? A Thesis submitted to the Faculty of the Graduate School of Continuing Studies and of The Graduate School of Arts and Sciences in partial fulfillment of the requirement for the degree of Masters of Arts in Liberal Studies By Michael D. Tanguay, B.A. Georgetown University Washington, DC 4 April 2017 COPYRIGHT Copyright 2017 by Michael D. Tanguay All Rights Reserved ii THE THREE-FIFTHS CLAUSE: A NECESSARY AMERICAN COMPROMISE OR EVIDENCE OF AMERICA’S ORIGINAL SIN? Michael D. Tanguay, B.A. MALS Mentor: James H. Hershman, Ph.D. ABSTRACT For over 230 years historians and scholars have argued that the Three-fifths Clause of the United States Constitution, which counted slaves as three-fifths a citizen when calculating states’ population for apportionment in the House of Representatives, gave Southern states a disproportional amount of power in Congress. This “Slave Power” afforded by the additional “slave seats” in the House of Representatives and extra votes in the Electoral College allegedly prolonged slavery well beyond the anticipated timelines for gradual emancipation efforts already enacted by several states at the time of the Constitutional Convention. An analysis of a sampling of these debates starts in the period immediately following ratification and follows these debates well into the 21st century. Debates on the pro- or anti-slavery aspects of the Constitution began almost immediately after ratification with the Election of 1800 and resurfaced during many critical moments in the antebellum period including the Missouri Compromise, the Dred Scott decision, The Compromise of 1850 and the Wilmot Proviso. -
Office Attendants and Cleaners Certified
OFFICE ATTENDANTS AND CLEANERS CERTIFIED For the first time in the history of “You can use the certificates the judiciary, office attendants and to get jobs elsewhere includ- cleaners have been certified after ing overseas because IWED they received training to improve is an accredited training or- their performance on the job in a ganization (ATO) by bid to make Jamaica’s judiciary NCTVET- Heart Trust/NTA the best in the Caribbean in three and HEART is a recognized years and among the best in the institution,” the Chief Justice world in six years. emphasized. The four-day training, which was One of the participants in the conducted by the Institute of training exercise Rosemarie The Hon. Mr. Justice Bryan Sykes OJ CD, Workforce Education and Devel- Chanteloupe from the Chief Justice, hands over certificate to Jennifer opment (IWED) at the Knutsford Manchester Parish Court said Bryan from the Traffic Court at the Award Court Hotel in Kingston “I learn a lot and I appreciate Ceremony for Office Attendants held at the everything that they did for (November 18-19, 2019) and Riu Terra Nova All-Suite Hotel in St. Andrew on Hotel in Montego Bay, St. James December 19, 2019. us. The training helped us to (November 21-22, 2019), covered learn more about our work ethic and to have better a range of topics such as: custom- and urged them to apply what they have customer relation skills.” er relations, proper sanitation, garnered from the training exercise to food handling practices and pro- their jobs. Another participant, Shaun cedures, occupational safety and Huggarth from the Hanover Chief Justice Sykes said the training is workplace professionalism. -
HOUSE JOINT RESOLUTION 587 by Matheny a RESOLUTION to Honor Frederick Douglass for His Legacy of Advancing and Protecting Civi
HOUSE JOINT RESOLUTION 587 By Matheny A RESOLUTION to honor Frederick Douglass for his legacy of advancing and protecting civil rights. WHEREAS, Frederick Douglass was born Frederick Augustus Washington Bailey near Easton, Maryland, in February of 1818, and lived the first twenty years of his life as a slave before escaping to freedom in 1838 through the Underground Railroad; and; WHEREAS, with the assistance of abolitionists, he resettled in New Bedford, Massachusetts and changed his name to avoid recapture by fugitive slave bounty hunters; he thus began a new life as Frederick Douglass and worked tirelessly to help other slaves flee north through the Underground Railroad; and WHEREAS, Frederick Douglass, who had no formal education and taught himself to read and write, would go on to become one of the Nation’s leading abolitionists; his seminal autobiographical work, Narrative of the Life of Frederick Douglass, an American Slave, explained with unsurpassed eloquence and detail how slavery corrupts the human spirit and robs both master and slave of their freedom; and WHEREAS, Frederick Douglass was not only prominent as an uncompromising abolitionist, but he also defended women’s rights; and WHEREAS, Frederick Douglass, through his writings, lectures, speeches, activism, and relationship with President Abraham Lincoln helped the Nation summon the will to accept civil war as the price to abolish slavery and emancipate millions from bondage; and WHEREAS, Frederick Douglass was a strong advocate for African American service in the Civil -
The Freedmen'sbureau's Judicial
Louisiana Law Review Volume 79 Number 1 The Fourteenth Amendment: 150 Years Later Article 6 A Symposium of the Louisiana Law Review Fall 2018 1-24-2019 “To This Tribunal the Freedman Has Turned”: The Freedmen’sBureau’s Judicial Powers and the Origins of the FourteenthAmendment Hon. Bernice B. Donald Pablo J. Davis Follow this and additional works at: https://digitalcommons.law.lsu.edu/lalrev Part of the Law Commons Repository Citation Hon. Bernice B. Donald and Pablo J. Davis, “To This Tribunal the Freedman Has Turned”: The Freedmen’sBureau’s Judicial Powers and the Origins of the FourteenthAmendment, 79 La. L. Rev. (2019) Available at: https://digitalcommons.law.lsu.edu/lalrev/vol79/iss1/6 This Article is brought to you for free and open access by the Law Reviews and Journals at LSU Law Digital Commons. It has been accepted for inclusion in Louisiana Law Review by an authorized editor of LSU Law Digital Commons. For more information, please contact [email protected]. “To This Tribunal the Freedman Has Turned”: The Freedmen’s Bureau’s Judicial Powers and the Origins of the Fourteenth Amendment Hon. Bernice B. Donald* and Pablo J. Davis** TABLE OF CONTENTS Introduction ...................................................................................... 2 I. Wartime Genesis of the Bureau ....................................................... 5 A. Forerunners ................................................................................ 6 B. Creation of the Bureau ............................................................... 9 II. The Bureau’s Original Judicial Powers .......................................... 13 A. Judicial Powers Under the First Freedmen’s Bureau Act ............................................................................... 13 B. Cession and Reassertion of Jurisdiction .................................. 18 III. The Battle Over the Second Freedmen’s Bureau Act .................... 20 A. Challenges to the Bureau’s Judicial Powers ............................ 20 B. -
John Punch Indentured Servant
John Punch Indentured Servant Which Orbadiah inclined so metaphysically that Lester overglazed her fieldstones? Fitting Odie secularise spinally. Son hoping slangily as unmaimed Spiro subintroduced her hajjis pronounce sooner. Were punished while on trial of john punch shall lift up the general council president too many indentured servant and heavily on what type of passenger transportation beyond his gun 1640 Indentured servant John Punch is sentenced to a lifetime of slavery in. Mixed Race Studies John Punch. Obama roots traced to reduce slave in US named John Punch. Virginia and the Carolinas Laws Flashcards Quizlet. Servants and duty boys all forms of indentured servitude regulated by social customs and contracts. Indentured servitude in British America Wikipedia. But previous research could open a curb Was John Punch the slave. Slavery Antislavery and his Underground Railroad. 1640 Virginia courts sentenced a strong run away servant John Punch to either his. 1640 Virginia courts sentenced a black border away servant John Punch shall serve. John Punch of an enslaved African who lived in the colony of Virginia Thought to that been an indentured servant Punch attempted to enhance to Maryland and was sentenced in July 1640 by the Virginia Governor's Council would serve as a burn for any remainder to his life. Slave John Punch Build Nation. An African servant John Punch is sentenced to bank after school away. African slavery rather than indentured servitude in history American colonies. Had ended with our man named John Punch being declared a thank for prime as. Thought might have sent an indentured servant Punch attempted to band to Maryland and was sentenced in July 1640 by the. -
WESTERN JAMAICA ECONOMIC FORUM: “Improving Capacity for Sustainable Growth and Development”
3 WESTERN JAMAICA ECONOMIC FORUM: “Improving Capacity for Sustainable Growth and Development” The Parish of St. James is central to the economic activities of Western Jamaica and is therefore poised to pivot collaborative initiatives for the economic development of the western parishes. Montego Bay Community College branded as the “University College of Western Jamaica” is the only community college in Western Jamaica. Driven by its Workforce Development and Continuing Education Division the college continues to contribute to the development of the workforce of western Jamaica and its environs thereby enhancing the human capital productive capacity. This vision is driven by the growing demands of the global market and is in keeping with the principles of a knowledge based economy. Montego Bay Community College through its Workforce Development and Continuing Education Division in collaboration with the St. James Parish Council will be hosting the inaugural Western Jamaica Economic Forum, on Wednesday November 26, 2014, at the Montego Bay Convention Centre. This event will be held under the theme “IMPROVING CAPACITY FOR SUSTAINABLE GROWTH AND DEVELOPMENT”. The forum aims to empower local groups within the Western Parishes, to develop and implement an economic model to improve their way of life. It is therefore significant that this assembly is being held during Local Government and Community Development Month as the forum aims to stimulate discussions through plenaries and concurrent participatory sessions by engaging major stakeholders from Trelawny, St, James, Hanover and Westmoreland. Specifically, the Forum’s objectives include: • To stimulate the culture of local patronage among stakeholders from the parishes of Trelawny, St. -
THE BLACK SLAVE OWNERS by Joseph E. Holloway the Majority of Black Slave
THE BLACK SLAVE OWNERS By Joseph E. Holloway The majority of black slave owners were members of the mulatto class, and in some cases were the sons and daughters of white slave masters. Many of the mulatto slave owners separated themselves from the masses of black people and attempted to establish a caste system based on color, wealth, and free status. According to Martin Delany, the colored community of Charleston City clung to the assumptions of the superiority of white blood and brown skin complexion. These mulattoes of the old free Black elite did not attend church with the dark-skinned blacks of Charleston City. They not only formed congregations which excluded freedmen of dark complexion, but they only married among other mulattoes to “keep the color in the family.” Large numbers of free Blacks owned black slaves in numbers disproportionate to their representation in society. According to the federal census of 1830, free blacks owned more than 10,000 slaves in Louisiana, Maryland, South Carolina, and Virginia. The majority of black slave-owners lived in Louisiana and planted sugar cane. Slave holding among the mulatto class in South Carolina was widespread according to the first census of 1790, which revealed that 36 out of 102, or 35.2 percent of the free Black heads of family held slaves in Charleston City. By 1800 one out of every three free black recorded owning slave property. Between 1820 and 1840 the percentage of slaveholding heads of family ranged from 72.1 to 77.7 percent, however, by 1850 the percentage felt to 42.3 percent. -
Underground Railroad Byway Delaware
Harriet Tubman Underground Railroad Byway Delaware Chapter 3.0 Intrinsic Resource Assessment The following Intrinsic Resource Assessment chapter outlines the intrinsic resources found along the corridor. The National Scenic Byway Program defines an intrinsic resource as the cultural, historical, archeological, recreational, natural or scenic qualities or values along a roadway that are necessary for designation as a Scenic Byway. Intrinsic resources are features considered significant, exceptional and distinctive by a community and are recognized and expressed by that community in its comprehensive plan to be of local, regional, statewide or national significance and worthy of preservation and management (60 FR 26759). Nationally significant resources are those that tend to draw travelers or visitors from regions throughout the United States. National Scenic Byway CMP Point #2 An assessment of the intrinsic qualities and their context (the areas surrounding the intrinsic resources). The Harriet Tubman Underground Railroad Byway offers travelers a significant amount of Historical and Cultural resources; therefore, this CMP is focused mainly on these resource categories. The additional resource categories are not ignored in this CMP; they are however, not at the same level of significance or concentration along the corridor as the Historical and Cultural resources. The resources represented in the following chapter provide direct relationships to the corridor story and are therefore presented in this chapter. A map of the entire corridor with all of the intrinsic resources displayed can be found on Figure 6. Figures 7 through 10 provide detailed maps of the four (4) corridors segments, with the intrinsic resources highlighted. This Intrinsic Resource Assessment is organized in a manner that presents the Primary (or most significant resources) first, followed by the Secondary resources. -
The Origins and Uses of the Three-Fifths Clause Related to Slavery and Taxation
The Origins and Uses of the Three-Fifths Clause Related to Slavery and Taxation A Thesis Submitted to the Faculty of the Department of History at Liberty University in Candidacy for a Master of Arts in History by William F. Hughes Advisory Committee Dr. Carey M. Roberts, Committee Chair Dr. Joseph Super, Reader 2018 i Table of Contents Abstract . ii Introduction . 1 Historiography . 9 Historical Interpretation . 17 Thesis Objectives . 25 Chapter 1: Slavery and Citizenship . 27 Chapter 2: Slavery and Representation . 57 Chapter 3: Slavery and Taxation . 76 Conclusion . 104 Bibliography . 113 ii Abstract The Three-fifths clause of the 1787 U.S. Constitution is noted for having a role in perpetuating racial injustices of America’s early slave culture, solidifying the document as pro- slavery in design and practice. This thesis, however, examines the ubiquitous application of the three-fifths ratio as used in ancient societies, medieval governments, and colonial America. Being associated with proportions of scale, this understanding of the three-fifths formula is essential in supporting the intent of the Constitutional framers to create a proportional based system of government that encompassed citizenship, representation, and taxation as related to production theory. The empirical methodology used in this thesis builds on the theory of “legal borrowing” from earlier cultures and expands this theory to the early formation of the United States government and the economic system of the American slave institution. Therefore, the Three-fifths clause of the 1787 U.S. Constitution did not result from an interest to facilitate or perpetuate American slavery; the ratio stems from earlier practices based on divisions of land in proportion to human scale and may adhere to the ancient theory known as the Golden Ratio. -
Slave Trading and Slavery in the Dutch Colonial Empire: a Global Comparison
rik Van WELie Slave Trading and Slavery in the Dutch Colonial Empire: A Global Comparison INTRODUCTION From the early seventeenth to the mid-nineteenth century, slavery played a fundamental role in the Dutch colonial empire.1 All overseas possessions of the Dutch depended in varying degrees on the labor of slaves who were imported from diverse and often remote areas. Over the past decades numer- ous academic publications have shed light on the history of the Dutch Atlantic slave trade and of slavery in the Dutch Americas.2 These scholarly contribu- tions, in combination with the social and political activism of the descen- dants of Caribbean slaves, have helped to bring the subject of slavery into the national public debate. The ongoing discussions about an official apology for the Dutch role in slavery, the erection of monuments to commemorate that history, and the inclusion of some of these topics in the first national history canon are all testimony to this increased attention for a troubled past.3 To some this recent focus on the negative aspects of Dutch colonial history has already gone too far, as they summon the country’s glorious past to instill a 1. I would like to thank David Eltis, Pieter Emmer, Henk den Heijer, Han Jordaan, Gerrit Knaap, Gert Oostindie, Alex van Stipriaan, Jelmer Vos, and the anonymous reviewers of the New West Indian Guide for their many insightful comments. As usual, the author remains entirely responsible for any errors. This article is an abbreviated version of a chapter writ- ten for the “Migration and Culture in the Dutch Colonial World” project at KITLV. -
African-American Integration During Reconstruction Jeremy Henderson Center for Creative Arts Chattanooga, Tennessee
“Do Nothing with Us!” African-American Integration during Reconstruction Jeremy Henderson Center for Creative Arts Chattanooga, Tennessee This module was developed and utilized in an eighth-grade American history class in order to meet state U.S. history standards on slavery and Reconstruction. However, the module is applicable to middle and high school American history courses elsewhere. The inspiration for this module comes from a lecture by Peter Myers titled “Frederick Douglass, Martin Luther King Jr., and Integration.” Estimated module length: Two and half hours Frederick Douglass. Source: Wikipedia at https://tinyurl.com/pk5xljn. Meeting of the Committee of Freedmen, Edisto Island. Source: PBS Learning Media at https://tinyurl.com/ybxwsh7w. Objectives Students will: Predict and hypothesize factors that changed the status of a people who formally constituted a subservient group in American life. 59 Analyze a speech by abolitionist Frederick Douglass given at the end of the Civil War. Investigate the ways in which restrictions were placed on freedmen during the Reconstruction era. Prerequisite knowledge This lesson assumes students have completed a unit of study on the causes of the Civil War and the war’s subsequent course of events. Students should also have some prior knowledge of Frederick Douglass. Module introduction Note: All primary source material and accompanying questions are included in Appendix 1 and available at this link (https://www.utc.edu/center-reflective- citizenship/pdfs/crchendersonm2materials.pdf). Warmup/opener (estimated time, fifteen minutes) Teachers should distribute (or project) the chart below showing population data of the South. Ask students: What stands out about these figures? Based on this data, what challenges and issues do you see the South will face during Reconstruction? How do you think the U.S. -
The Slavery of Emancipation
University at Buffalo School of Law Digital Commons @ University at Buffalo School of Law Journal Articles Faculty Scholarship 1996 The Slavery of Emancipation Guyora Binder University at Buffalo School of Law Follow this and additional works at: https://digitalcommons.law.buffalo.edu/journal_articles Part of the Constitutional Law Commons, and the Legal History Commons Recommended Citation Guyora Binder, The Slavery of Emancipation, 17 Cardozo L. Rev. 2063 (1996). Available at: https://digitalcommons.law.buffalo.edu/journal_articles/301 This Article is brought to you for free and open access by the Faculty Scholarship at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Journal Articles by an authorized administrator of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. THE SLAVERY OF EMANCIPATION Guyora Binder* I. THE CLAIM: MANUMISSION IS NOT ABOLITION The Thirteenth Amendment of the U.S. Constitution com- mands that "neither slavery nor involuntary servitude shall exist."' What has been the effect of this command? It will serve my present purpose to offer the following too- simple answer to this complex question: the Thirteenth Amend- ment secured little more than the manumission of slaves already practically freed by the friction of war. It guaranteed, in Confeder- ate General Robert Richardson's now well-known phrase, "noth- 2 ing but freedom." Supposing this answer to be true, a further question presents itself: Did the Thirteenth Amendment's effect fulfill its command? Did universal manumission abolish slavery? A full answer to this question would require a rich historical account of the evolving institution of American slavery, the fea- tures of that institution that survived the Reconstruction era, and how those features evolved in the ensuing century and a quarter.