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A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-Circa 1798
THE TULANE EUROPEAN AND CIVIL LAW FORUM VOLUME 31/32 2017 A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-circa 1798 Paul E Hoffman* I. INTRODUCTION ..................................................................................... 1 II. THE ECONOMIC SYSTEM AND LOCAL LAW AND ORDER .................... 4 III. SLAVERY ............................................................................................. 13 IV. CONCLUSION ...................................................................................... 20 I. INTRODUCTION French Louisiana had been a thorn in the flank of Spain’s Atlantic Empire from its founding in 1699. Failure to remove that thorn in 1699 and again in 1716, when doing so would have been comparatively easy and Spanish naval forces were positioned to do so, meant that by 1762 the wound had festered, so that the colony had become what La Salle, Iberville, Bienville, and their royal masters had envisioned: a smuggling station through which French goods reached New Spain and Cuba and their goods—dye stuffs and silver mostly—reached France and helped to pay the costs of a colony that consumed more than it produced, at least so 1 far as the French crown’s finances were concerned. * © 2017 Paul E Hoffman. Professor Emeritus of History, Louisiana State University. 1. I have borrowed the “thorn” from ROBERT S. WEDDLE, THE FRENCH THORN: RIVAL EXPLORERS IN THE SPANISH SEA, 1682-1762 (1991); ROBERT S. WEDDLE, CHANGING TIDES: TWILIGHT AND DAWN IN THE SPANISH SEA, 1763-1803 (1995) (carries the story of explorations). The most detailed history of the French colony to 1731 is the five volumes of A History of French Louisiana: MARCEL GIRAUD, 1-4 HISTOIRE DE LA LOUISIANA FRANÇAISE (1953-74); 1 A HISTORY OF FRENCH LOUISIANA: THE REIGN OF LOUIS XIV, 1698-1715 (Joseph C. -
Climate Change in Guam: Indicators and Considerations for Key Sectors
PIRCA 2020 PIRCA 2020 PIRCA Indicators & Considerations for Key Sectors Report for the Pacific Islands Regional Climate Assessment (PIRCA) Indicators and Considerations for Key Sectors CLIMATE CHANGE IN GUAM 1 PIRCA 2020 The East-West Center promotes better relations and understanding among the people and nations of the United States, the Pacific, and Asia through cooperative study, research, and dialogue. Established by the US Congress in 1960, the Center serves as a resource for information and analysis on critical issues of common concern, bringing people together to exchange views, build expertise, and develop policy options. The Center’s 21-acre Honolulu campus, adjacent to the University of Hawai‘i at Mānoa, is located midway between Asia and the US mainland and features research, residential, and international conference facilities. The Center’s Washington, DC, office focuses on preparing the United States for an era of growing Asia Pacific prominence. The East-West Center hosts the core office of the Pacific RISA grant, providing administrative and research capabilities for the program. The Pacific RISA is one of the 11 National Oceanic and Atmospheric Administration (NOAA) Regional Integrated Sciences and Assessments (RISA) teams that conduct research that builds the nation’s capacity to prepare for and adapt to climate variability and change. This work is supported by funding from NOAA. The Pacific RISA provided primary oversight of this and the 2012 PIRCA report. EastWestCenter.org PacificRISA.org ISBN: 978-1-932728-91-0 (print) ISBN: 978-1-932728-93-4 (electronic) DOI: 10.5281/zenodo.4037481 Recommended Citation: Grecni, Z., W. Miles, R. -
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. -
N El Último Tercio Del Siglo XVIII, España Se Embarcó En Una Serie
RELACIONES 110, PRIMAVERA 2007, VOL. XXVIII EL REY REVILLAGIGEDO Y LA DEFENSA DEL PUERTO DE VERACRUZ, 1789-1794 Martín González de la Vara* EL COLEGIO DE MICHOACÁN El puerto de Veracruz siempre fue en un punto nodal del sistema de- fensivo novohispano, pero su importancia estratégico-militar se acen- tuó en la segunda mitad del siglo XVIII debido el involucramiento del Imperio Español en constantes conflictos internacionales y a la crea- ción de un ejército profesional en sus colonias americanas. Durante el régimen virreinal del conde de Revillagigedo (1789-1794) se vivió en Nueva España un estado de casi-guerra durante el cual se puede cons- tatar cómo la institución militar iba adquiriendo mayor poder políti- co. Veracruz se convirtió en un pequeño escenario donde lo militar adquiría cada vez más relevancia. Pese a que el puerto no fue atacado entonces, confluyeron en él un creciente presupuesto militar, una or- ganización bélica cada vez más compleja y una gran cantidad de cuer- pos de ejército que nos permiten vislumbrar la militarización de la po- lítica local y de algunas áreas de la vida cotidiana de Veracruz. (Veracruz, vida cotidiana, Revillagidedo, Juan Vicente de Güemez Pa- checo conde de, Nueva España, institución militar, militarización) n el último tercio del siglo XVIII, España se embarcó en una serie constante de conflictos bélicos internaciona- E les en los que comprometía seriamente la seguridad y tranquilidad de sus colonias americanas. En la Nueva España, el gasto militar creció de manera desmesurada hasta convertirse en el primer renglón de egresos de su Real Hacienda. Este sacrificio fiscal, pagado por los novohispanos, resultó ser parcial- mente inútil en el sentido de que el virreinato nunca fue atacado directa- mente por alguna nación enemiga, aunque las costosas diligencias para su defensa se creían entonces indispensables. -
Spain Builds an Empire
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 3 Spain Builds an TEKS 1A, 2A Empire What You Will Learn… If YOU were there... Main Ideas You are an Aztec warrior living in central Mexico in the 1500s. You 1. Spanish conquistadors con- are proud to serve your ruler, Moctezuma II. One day several hun- quered the Aztec and Inca empires. dred foreigners arrive on your shores. They are pale, bearded men, 2. Spanish explorers traveled and they have strange animals and equipment. through the borderlands of New Spain, claiming more From where do you think these strangers have come? land. 3. Spanish settlers treated Native Americans harshly, forcing them to work on plantations and in mines. BUILDING BACKGROUND Spain sent many expeditions to the Americas. Like explorers from other countries, Spanish explorers The Big Idea claimed the land they found for their country. Much of this land was Spain established a large already filled with Native American communities, however. empire in the Americas. Key Terms and People Spanish Conquistadors conquistadors, p. 46 The Spanish sent conquistadors (kahn-kees-tuh-DAWRS), soldiers Hernán Cortés, p. 46 who led military expeditions in the Americas. Conquistador Hernán Moctezuma II, p. 46 Cortés left Cuba to sail to present-day Mexico in 1519. Cortés Francisco Pizarro, p. 47 had heard of a wealthy land to the west ruled by a king named encomienda system, p. 50 Moctezuma II (mawk-tay-SOO-mah). plantations, p. 50 Bartolomé de Las Casas, p. 51 Conquest of the Aztec Empire Moctezuma ruled the Aztec Empire, which was at the height of its power in the early 1500s. -
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. -
Spain's Empire in the Americas
ahon11_sena_ch02_S2_s.fm Page 44 Friday, October 2, 2009 10:41 AM ahon09_sena_ch02_S2_s.fm Page 45 Friday, October 26, 2007 2:01 PM Section 2 About a year later, Cortés returned with a larger force, recaptured Step-by-Step Instruction Tenochtitlán, and then destroyed it. In its place he built Mexico City, The Indians Fear Us the capital of the Spanish colony of New Spain. Cortés used the same methods to subdue the Aztecs in Mexico SECTION SECTION The Indians of the coast, because of some fears “ that another conquistador, Francisco Pizarro, used in South America. of us, have abandoned all the country, so that for Review and Preview 2 Pizarro landed on the coast of Peru in 1531 to search for the Incas, thirty leagues not a man of them has halted. ” who were said to have much gold. In September 1532, he led about Students have learned about new 170 soldiers through the jungle into the heart of the Inca Empire. contacts between peoples of the Eastern —Hernando de Soto, Spanish explorer and conqueror, report on Pizarro then took the Inca ruler Atahualpa (ah tuh WAHL puh) pris- and Western hemispheres during the expedition to Florida, 1539 oner. Although the Inca people paid a huge ransom to free their ruler, Age of Exploration. Now students will Pizarro executed him anyway. By November 1533, the Spanish had focus on Spain’s early success at estab- defeated the leaderless Incas and captured their capital city of Cuzco. lishing colonies in the Americas. Why the Spanish Were Victorious How could a few � Hernando de Soto hundred Spanish soldiers defeat Native American armies many Vocabulary Builder times their size? Several factors explain the Spaniards’ success. -
State of Ambiguity: Civic Life and Culture in Cuba's First Republic
STATE OF AMBIGUITY STATE OF AMBIGUITY CiviC Life and CuLture in Cuba’s first repubLiC STEVEN PALMER, JOSÉ ANTONIO PIQUERAS, and AMPARO SÁNCHEZ COBOS, editors Duke university press 2014 © 2014 Duke University Press All rights reserved Printed in the United States of America on acid-f ree paper ♾ Designed by Heather Hensley Typeset in Minion Pro by Tseng Information Systems, Inc. Library of Congress Cataloging-in-Publication Data State of ambiguity : civic life and culture in Cuba’s first republic / Steven Palmer, José Antonio Piqueras, and Amparo Sánchez Cobos, editors. pages cm Includes bibliographical references and index. isbn 978-0-8223-5630-1 (cloth : alk. paper) isbn 978-0-8223-5638-7 (pbk. : alk. paper) 1. Cuba—History—19th century. 2. Cuba—History—20th century. 3. Cuba—Politics and government—19th century. 4. Cuba—Politics and government—20th century. 5. Cuba— Civilization—19th century. 6. Cuba—Civilization—20th century. i. Palmer, Steven Paul. ii. Piqueras Arenas, José A. (José Antonio). iii. Sánchez Cobos, Amparo. f1784.s73 2014 972.91′05—dc23 2013048700 CONTENTS Introduction: Revisiting Cuba’s First Republic | 1 Steven Palmer, José Antonio Piqueras, and Amparo Sánchez Cobos 1. A Sunken Ship, a Bronze Eagle, and the Politics of Memory: The “Social Life” of the USS Maine in Cuba (1898–1961) | 22 Marial Iglesias Utset 2. Shifting Sands of Cuban Science, 1875–1933 | 54 Steven Palmer 3. Race, Labor, and Citizenship in Cuba: A View from the Sugar District of Cienfuegos, 1886–1909 | 82 Rebecca J. Scott 4. Slaughterhouses and Milk Consumption in the “Sick Republic”: Socio- Environmental Change and Sanitary Technology in Havana, 1890–1925 | 121 Reinaldo Funes Monzote 5. -
Ever Faithful
Ever Faithful Ever Faithful Race, Loyalty, and the Ends of Empire in Spanish Cuba David Sartorius Duke University Press • Durham and London • 2013 © 2013 Duke University Press. All rights reserved Printed in the United States of America on acid-free paper ∞ Tyeset in Minion Pro by Westchester Publishing Services. Library of Congress Cataloging- in- Publication Data Sartorius, David A. Ever faithful : race, loyalty, and the ends of empire in Spanish Cuba / David Sartorius. pages cm Includes bibliographical references and index. ISBN 978- 0- 8223- 5579- 3 (cloth : alk. paper) ISBN 978- 0- 8223- 5593- 9 (pbk. : alk. paper) 1. Blacks— Race identity— Cuba—History—19th century. 2. Cuba— Race relations— History—19th century. 3. Spain— Colonies—America— Administration—History—19th century. I. Title. F1789.N3S27 2013 305.80097291—dc23 2013025534 contents Preface • vii A c k n o w l e d g m e n t s • xv Introduction A Faithful Account of Colonial Racial Politics • 1 one Belonging to an Empire • 21 Race and Rights two Suspicious Affi nities • 52 Loyal Subjectivity and the Paternalist Public three Th e Will to Freedom • 94 Spanish Allegiances in the Ten Years’ War four Publicizing Loyalty • 128 Race and the Post- Zanjón Public Sphere five “Long Live Spain! Death to Autonomy!” • 158 Liberalism and Slave Emancipation six Th e Price of Integrity • 187 Limited Loyalties in Revolution Conclusion Subject Citizens and the Tragedy of Loyalty • 217 Notes • 227 Bibliography • 271 Index • 305 preface To visit the Palace of the Captain General on Havana’s Plaza de Armas today is to witness the most prominent stone- and mortar monument to the endur- ing history of Spanish colonial rule in Cuba. -
Battleground Perceptions in the Portuguese Early Modern Atlantic
WIH0010.1177/0968344517725540War in HistoryDantas da Cruz 725540research-article2018 Original Article War in History 1 –26 From Flanders to Pernambuco: © The Author(s) 2018 Reprints and permissions: Battleground Perceptions in sagepub.co.uk/journalsPermissions.nav https://doi.org/10.1177/0968344517725540DOI: 10.1177/0968344517725540 the Portuguese Early Modern journals.sagepub.com/home/wih Atlantic World Miguel Dantas da Cruz Instituto de Ciências Sociais – Lisbon University, Portugal Abstract This article addresses the way the Portuguese experience in the seventeenth-century battlefields of Flanders, during the Iberian Union (1580–1640), reshaped Portuguese military thought and culture. It argues that their traditional martial perceptions – almost exclusively based in imperial experiences, especially against the Muslims in North Africa and in India – were transformed by the direct exposure to Spanish military endeavours in Europe. It also argues that the experience in Flanders resurfaced in the South Atlantic, in all its religious and political dimensions, transforming the prestige of Brazil as a battlefield. Finally, the article revisits the way the Flanders experience poisoned Spanish–Portuguese relations. Keywords Portuguese Atlantic, Iberian Union, War of Flanders, martial imaginary, battleground perceptions Introduction King Sebastian, in his attempt to go to North Africa, to attack the Moors himself, beyond being moved by the zeal of exalting the Catholic Faith, and spreading the Christian religion, had the example of all of his ancestors, who were always the Generals of their own Arms, and the first ones to attack. King John I went in person to take Ceuta with his four sons in a massive fleet. Afonso V went himself three times…to carry on with the war on the Berber Coast, where he achieved many victories… Manuel I was also determined to go there, carrying on with this Corresponding author: Miguel Dantas da Cruz, Instituto de Ciências Sociais – Lisbon University, Av. -
Exploring the Colonial History of New Mexico Through Artifacts
Exploring the Colonial History of New Mexico Through Artifacts Ramón A. Gutiérrez What relationship does a painting of Saint Anthony of Padua on an elk-skin hide have to an iron spur? On the surface, probably little conjoins them other that they were both produced by artisans in the Kingdom of New Mexico during the eighteenth century. Archaeologists often refer to such material objects as “dumb traces,” not because they are stupid or irrelevant in any way, but because they are mute and silent and do not readily yield their meanings or their grander cultural significance without some prodding and pondering on our part. Such artifacts require interpretation.1 For that, one must first contextualize these objects within denser webs of history, within networks and assemblages of the things humans once made. The broader historical and cultural milieu that led to the creation of this hide painting of Saint Anthony and of the iron spur begins with the Spanish conquest of America, initiated by the 1492 voyage of Christopher Columbus, which ultimately led to the vanquishment of indigenous peoples throughout the New World. Spain’s overseas empire in the seventeenth and eighteenth centuries extended north from what is now Chile as far as New Mexico and Arizona, and from Cuba westward to the Philippines. 45 The geographer Alfred B. Crosby called the cultural processes unleashed by this colonization the “Columbian exchange,” a set of reciprocal transfers of ideas, technologies and goods that created an infinite array of blendings and bor- rowings, of mixings and meldings, of inventions and wholesale appropriations that were often unique and specific to time and place.2 The New Mexican religious im- age of Saint Anthony of Padua holding the infant Christ was painted with local pigments on an elk-skin hide in 1725, possibly by an indigenous artisan (Figure 1). -
Residential Schools, Philadelphia: University of Pennsylania Press, 2004
Table of Contents I.Introduction 3 II. Historical Overview of Boarding Schools 2 A. What was their purpose? 2 B. In what countries were they located 3 United States 3 Central/South America and Caribbean 10 Australia 12 New Zealand 15 Scandinavia 18 Russian Federation 20 Asia 21 Africa 25 Middle East 24 C. What were the experiences of indigenous children? 28 D. What were the major successes and failures? 29 E. What are their legacies today and what can be learned from them? 30 III. The current situation/practices/ideologies of Boarding Schools 31 A. What purpose do they currently serve for indigenous students (eg for nomadic communities, isolated and remote communities) and/or the solution to address the low achievements rates among indigenous students? 31 North America 31 Australia 34 Asia 35 Latin America 39 Russian Federation 40 Scandinavia 41 East Africa 42 New Zealand 43 IV. Assessment of current situation/practices/ideologies of Boarding Schools 43 A. Highlight opportunities 43 B. Highlight areas for concern 45 C. Highlight good practices 46 V. Conclusion 48 VI. Annotated Bibliography 49 I. Introduction At its sixth session, the United Nations Permanent Forum on Indigenous Issues recommended that an expert undertake a comparative study on the subject of boarding schools.1 This report provides a preliminary analysis of boarding school policies directed at indigenous peoples globally. Because of the diversity of indigenous peoples and the nation-states in which they are situated, it is impossible to address all the myriad boarding school policies both historically and contemporary. Boarding schools have had varying impacts for indigenous peoples.