Trade Routes and Emerging Colonial Economies

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Newsprint, Sale of Africans from the Windward Coast, New York Public Library
Question

“What was the impact of trade routes on emerging colonies in the Americas?”

Answer

Good question and one that is often answered a bit too narrowly. The key issue is whether trade routes promoted resource extraction and/or economic development, and if the latter, what sort of development. Of course, the most famous route, with the greatest impact on New World colonies, was the Triangular Trade, which had some variants. In addition, though, there were several versions of a simpler two-way transatlantic trade, from the UK to the northern colonies, from France to Quebec, and from Spain/Portugal to Latin American places. Last, and less known, a transpacific trade took shape in the 17th century, connecting the Philippines with Mexico through the west coast port of Acapulco. So here we have at least half dozen routes to assess in terms of impacts.

These ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains between the 16th and 19th centuries

The core of the triangular trade, ca. 1600-1800, was the exchange of slaves for materials and goods – African captives brought to eastern Atlantic ports, exchanged for gold or British manufactured products, then transshipped brutally to colonial depots – Charleston, New Orleans, the Caribbean islands, and in smaller numbers, New York, for example. There, captives were again sold, for cash or goods (sugar, tobacco, timber) which returned to a UK starting point (often Liverpool). Yet this sequence was not the only one, particularly in New England, where merchants sent rum and other North American goods to Africa, secured slaves for auction to sugar plantations in the Caribbean, and brought liquid sugar (molasses) to American shores for distillation into more rum. Though this sounds tidy, actually, rarely was either triangle completed by one ship in one voyage; each triangle stands more as a mythical model than a description of standard practice. Nonetheless these ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains across the 16th through the 19th centuries. That’s quite an impact, creating slave economies from Virginia to Trinidad to Brazil. Another three-sided trade involved slavery indirectly, as when Yankees sent colonial goods to the sugar islands, shipped to Russia to exchange sugar for iron, which returned to New England.

Trade did not automatically translate into sustained development

Bilateral trade is simpler to grasp, and yet may depart from our current notions of exchange. The Kingdom of Spain extracted precious metals from Latin America, sending back goods for colonizers, especially through Veracruz, which became Mexico’s principal east coast harbor. By contrast, French trade with Quebec was a constant drain on the monarchy’s funds; often goods sent to sustain some 50,000 settlers cost more than double the value of furs gathered and sold. However, Virginia tobacco sold to Britain at times created high profits, but this single-crop economy proved vulnerable to commodity price fluctuations (Cotton’s southern surge came after the American Revolution.). Clearly trade did not automatically translate into sustained development, though port cities did prosper, not least because they became anchors for coastal shipping within and among colonies. At times, expanding trade could irritate the colonizing state, as when Mexican merchants created a long-distance 16th-18th century trans-Pacific route from Acapulco, trading an estimated 100 tons of silver annually for Chinese silks, cottons, spices, and pottery – resources the Crown thought should be sent to Madrid instead. Overall, my sense is that colonial trade routes deepened exploitation of people and nature appreciably more than they fostered investment and economic development.

For more information

Bailey, Anne. African Voices of the Atlantic Slave Trade. Boston: Beacon, 2006.

Bjork, Katherine. “The Link That Kept the Philippines Spanish: Mexican Merchant Interests and the Manila Trade, 1571-1815.” Journal of World History 9 (1998): 25-50.

Bravo, Karen. “Exploring the Analogy between Modern Trafficking in Humans and the Transatlantic Slave Trade.” Boston University Int’nl Law Journal 25 (2007), 207-95.

Evans, Chris and Goran Ryden. Baltic Iron in the Atlantic World Leiden: Brill, 2007.

Hart, Michael. A Trading Nation: Canadian Trade Policy from Colonialism to Globalization. Vancouver: University of British Columbia Press, 2002.

Jamestown-Yorktown Foundation, Jamestown Settlement, and Yorktown Victory Center[VA]

Ostrander, Gilman. “The Making of the Transatlantic Slave Trade Myth,” William and Mary Quarterly 30 (1973): 635-44.

Rawley, James and Stephen Behrendt. “The Coastal Trade of the British North American Colonies,” Journal of Economic History 34 (1972): 783-810.

Bibliography

Canny, Nicholas. “Writing Atlantic History; or, Reconfiguring the History of Colonial British America,” Journal of American History 86 (1999): 1093-1114.

Price, Jacob and Paul Clemens. “A Revolution of Scale in Overseas Trade: British Firms in the Chesapeake Trade, 1675-1775.” Journal of Economic History 47(1987): 1-43.

Rawley, James and Stephen Berendt. The Transatlantic Slave Trade: A History. Lincoln: University of Nebraska Press, 2005.

Spanish Colonial Trade Routes

Worklore: Brooklyn Workers Speak

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Photo, Brooklyn Battery Tunnel Construction Workers, 1947
Annotation

This site explores the work lives of Brooklynites (historic and present) as they made their living in the borough. The site has four main sections: Confronting Racial Bias documents discrimination in the workplace; Women Breaking Barriers examines the ways in which women's work roles changed over the decades; Seeking a Better Life takes a look at the issues facing new immigrants; and Changes in the Workplace discusses challenges such as unemployment and job displacement.

Each section contains an approximately 2,000-word article on its respective topic, photographs, and audio files of people speaking about their various vocations. The site also includes eight help wanted advertisements from the 1850s, 1860s, 1920s, and 1930s.

Visitors should not miss the interactive feature Can You Make Ends Meet?, where they can pick one of four vocations, and see if they can stretch their salary out to adequately include housing, transportation, and entertainment.

Telling Your Story allows visitors to share their own recollections of Brooklyn life. The site includes few primary sources, but the personal stories of Brooklyn workers may be useful to students, teachers, or researchers.

Central Pacific Railroad Photographic History Museum

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Travel guide, Rand, McNally, & Co., 1871
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On May 10, 1869, in Promontory Summit, UT, a rail line from Sacramento, CA met with another line from Omaha, NE. When the last spike was driven, the Central Pacific became the first transcontinental railroad. This site provides a vast collection of online materials documenting the history of the Central Pacific Railroad and rail travel in general, as well as material on the history of photography. The site boasts more than 2,000 photographs and images, including stereographs by Alfred Hart and Eadweard Muybridge; engravings and illustrations from magazines, travel brochures, and journals; and more than 400 railroad and travel maps. Also included are more than 60 links to images and transcriptions of primary documents dealing with the construction and operation of the railroad, including government reports, travel accounts and diaries, magazine and journal articles, travel guides, and railroad schedules.

A separate section documents the Chinese-American contribution to the transcontinental railroad, including four scholarly articles, two links to Harper's Weekly articles and illustrations about Chinese workers, a bibliography of 15 scholarly works, and links to more than 20 related websites. Timelines on the building of the transcontinental railroad from 1838 to 1869, the history of photography from 1826 to 1992, and the development of the railroad from 1630 to 1986 also help to contextualize the history of the railroad in America. The volume of information on the home pages make this site slow loading, unwieldy, and confusing to navigate, and there are no descriptive captions or other information on most of the images. But the site is keyword searchable, and for those interested in the history of railroads, this site is certainly worth the time.

Federal Resources for Educational Excellence: History & Social Studies

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Portrait, George Washington
Annotation

This megasite brings together resources for teaching U.S. and world history from the far corners of the web. Most of these websites boast large collections of primary sources from the Library of Congress, the Smithsonian, the National Archives and Records Administration, and prominent universities. There are more than 600 websites listed for U.S. history alone, divided by time period and topic: Business & Work, Ethnic Groups, Famous People, Government, Movements, States & Regions, Wars, and Other Social Studies. While most of these websites are either primary source archives (for example, History of the American West, 1860-1920) or virtual exhibits, many offer lesson plans and ready-made student activities, such as EDSITEment, created by the National Endowment for the Humanities.

A good place to begin is the (Subject Map), which lists resources by sub-topic, including African Americans (67 resources), Women's History (37 resources), and Natural Disasters (16 resources). Each resource is accompanied by a brief annotation that facilitates quick browsing.

New Jersey Public Records and Archives

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Photo, "Charles A. Lindbergh Jr., aged 1 year," c. 1931
Annotation

For historians researching New Jersey, this site's main interest will be its "state archives." "Catalog" provides access to nearly 200 pre-established searches on the archive's manuscript series, genealogical holdings, business and corporate records, cultural resources, and maps. Topics include military conflicts, society and economics, transportation, public works agencies, and photographic collections, as well as state, county, municipal, and federal government records. The other major feature consists of eight image collections with themes that include New Jersey Civil War soldiers, Spanish-American War Infantry Officers, Spanish-American War Naval Officers, Gettysburg Monuments, and views of the Morris Canal. The archives site also includes a searchable index of New Jersey Supreme Court cases, a transcription of New Jersey's 1776 constitution, and a table summarizing the holdings of the state archives. This site is a useful aid for researching the history and culture of New Jersey.

A Summons To Comradeship: World War I and II Posters

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Poster, Howard Scott, 1943, A Summons to Comradeship
Annotation

Poster art shaped and reflected the nature of total war in the first half of the twentieth century, and remains a rich primary source for examining the political, military, social, and cultural history of World War I and World War II. This website provides a database of close to 6,000 of these posters. Posters from the U.S. constitute the bulk of the collection, followed by posters from Great Britain, and then France, Czechoslovakia, the Soviet Union, Italy, and Germany.

Descriptions are keyword searchable, and there are also categories for browsing. Fifteen posters under "Civilian participation" represent one of the key components of "total war": full participation of citizens both at the front and at home. Posters can be used to examine the ways in which citizens on the "home front" were drawn into the war effort, as well as messages about gender and class. Other subjects include organizations, war-related social groups, and individual political leaders.

The Great Migration Anonymous (not verified) Sun, 10/19/2008 - 23:18
Description

This iCue Mini-Documentary describes how, at the outbreak of World War I, industries in the north opened employment to African Americans. They left the south in record numbers for jobs in the north.

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The Triangle Shirtwaist Fire

Description

The fire at the Triangle Shirtwaist factory in New York City was the deadliest workplace disaster in New York history until 9/11. David Von Drehle, the author of Triangle: The Fire that Changed America, discusses the fire in this segment from the NBC Today Show.

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Yo, Ho, Ho and a . . . Bushel of Oysters?

Quiz Webform ID
22411
date_published
Teaser

Shellfish pirates stole from the rich to feed themselves—and make a little money on the side.

quiz_instructions

With Talk Like a Pirate Day on September 19th, students may be rolling their "Arrs." Popular media focuses on pirates pillaging at sea, but pirates didn't limit themselves to the open ocean. Consider these questions on oyster pirates, who made their living thieving shellfish in America's bays.

Quiz Answer

1. Oyster pirates were at the height of their trade during what years?
a. The 1700s, the Golden Age of piracy
b. The 1800s, prior to the Civil War
c. Approximately 1930 to 1940
d. Approximately 1870 to 1920

Oysters became a high-demand source of protein and nutrition following the Civil War. With the rise of industry and of shipping by rail, canneries and corporate oyster farming operations sprang up on both coasts, eager to supply the working class, and anyone else who wanted the tasty shellfish, with oysters shipped live or canned. In San Francisco, a center of oyster piracy, the boom years of the oyster industry corresponded, unsurprisingly, with those of the oyster industry—both took off in 1870, as the state began allowing major oyster farming operations to purchase the rights to underwater bay "land" (traditionally common property), and petered off in the 1920s, as silt and pollution disrupted the bay's ecosystem.

2. Which famous author spent time as an oyster pirate?
a. Jack London
b. Mark Twain
c. Ernest Hemingway
d. Upton Sinclair

At 15, Jack London bought a boat, the Razzle Dazzle, and joined the oyster pirates of San Francisco Bay to escape work as a child laborer. London wrote about his experiences in his semi-fictional autobiography, John Barleycorn, and used them in his early work, The Cruise of the Dazzler, and in his Tales of the Fish Patrol. The latter tells the story of oyster pirates from law enforcement's perspective—after sailing as an oyster pirate, London switched sides himself, to hunt his former compatriots.

3. What was popular working-class opinion on the oyster pirates?
a. Oyster pirates should be hunted down and captured, as they gave a bad name to common fishermen
b. Oyster pirates meant very little to the working class in bay areas; a few people admired or condemned them, but most people ignored them
c. Oyster pirates were heroes, fighting back against corporate ownership of underwater property
d. Oyster pirates pulled attention from more important issues, such as urban crime rates and public health

The working class romanticized oyster pirates as Robin-Hood-like heroes, fighting back against the new big businesses' private control of what had once been common land. Traditionally, underwater "real estate" was commonly owned—anyone with a boat or oyster tongs could fish or dredge without fear of trespassing. Following the Civil War, states began leasing maritime "land" out to private owners; and the public protested, by engaging in oyster piracy, supporting oyster pirates, scavenging in tidal flats and along the boundaries of maritime property, and, occasionally, engaging in armed uprisings.

4. On April 3, 1883, the comic opera Driven from the Seas; or the Pirate Dredger's Doom played to an appreciative audience at the Norfolk Academy of Music in Virginia. What Chesapeake Bay event did the opera satirize?
a. A successful raid against Chesapeake oyster pirates by Virginia governor William Evelyn Cameron, in 1882
b. The sinking of two dredgers' ships in February 1883, when the dredgers ran against rocks while being chased by overzealous patrol boats
c. The misadventures of a group of drunk oyster pirates arrested for causing a public disturbance in Norfolk in March 1883
d. An unsuccessful raid against Chesapeake oyster pirates by Virginia governor William Evelyn Cameron, in February 1883

The opera satirized Governor William Evelyn Cameron's second raid against oyster pirates in the Chesapeake Bay, on February 27, 1883. Cameron had conducted a very successful raid the previous February, capturing seven boats and 46 dredgers, later pardoning most of them to appease public opinion—which saw the pirates as remorseful, hard-working family men. His second raid, in 1883, went poorly. Almost all of the ships he and his crews chased escaped into Maryland waters, including the Dancing Molly, a sloop manned only by its captain's wife and two daughters (the men had been ashore when the governor started pursuit). The public hailed the pirates as heroes and ridiculed the governor in the popular media—the Lynchberg Advance, for instance, ran a poem comically saluting the failed raid.

For more information

oyster_pirates_ctlm.jpg Oyster piracy highlights the class tensions that sprang up during post-Civil War industrialization. Big business and private ownership began to drive the economy, shaping the lives of the working class and changing long-established institutions and daily patterns. Young people such as Jack London turned to oyster piracy as an escape from the new factory work—and the working class chaffed against the loss of traditional maritime common lands to business owners.

For more on oyster piracy, consider Jack London's fiction on the subject. Full-text versions of The Cruise of the Dazzler, John Barleycorn, and Tales of the Fish Patrol are available at Project Gutenberg, which provides the full text of hundreds of out-of-copyright works.

The Smithsonian's online exhibit On the Water includes a section on the Chesapeake oyster industry, with a mention of oyster pirates.

The Oyster War: A Poem

The oyster war!
The oyster war!
The biggest sight you ever saw;
The Armada sailing up the Bay,
The oyster pirates for to slay.

With cannon, brandy, cards aboard,
They steam from out of Hampton Road,
The Govnor wearing all the while
A Face lit up with many a "smile."

But when the pirates hove in view
Quick to his post each sailor flew!
The squadron, with "Dutch courage" bold,
Sweeps like the wolf upon the fold.

They to the Rappahannock turn
To fight like Bruce at Bannockburn,
And give the oyster-dredgers fits,
Like Bonaparte at Austerlitz.

Sources
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Oyster, 1921
Oyster, 1921
Oyster, 1921
Oyster, 1921
Oyster, 1921
Oyster, 1921
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"Gathering and dressing oysters under difficulties," 1879
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