Enlightened institutions: science, plantations, and slavery.

University of Minnesota Ph.D. dissertation. August 2012. Major: History. Advisor: Kirsten Fischer. 1 computer file (PDF); v, 322 pages.My project examines confluences between the scientific, progressive, and reforming ideas associated with the early English Enlightenment, and the concurrent proliferation of Caribbean slave plantations. More specifically, it argues that Britain’s West Indian sugar estates were major sites of early Enlightenment thought and practice, and were imagined as such by both Caribbean planters and English reformers during this period. From the mid-seventeenth century until the American Revolution, two of the most significant developments within the English Atlantic were the proliferation of Enlightenment ideas on reason, order, and progress, and the simultaneous expansion of slave-based work regimes. Yet despite this concurrence historians have almost always treated these topics separately, juxtaposing them as opposing forces within early modern thought. This approach has stymied historians when seeking to explain how a terror-based, exploitative labor system could prosper during the period of Enlightenment. Such a problem has forced historians either to ignore slavery’s role within Enlightenment narratives, or to characterize slavery as the Enlightenment’s shadow-double with expressions like “The Peculiar Institution” or “The American Paradox.” I address this problem through a study of early English sugar plantations, showing how these estates were appraised by England’s intellectual community in the seventeenth century. In doing so, I demonstrate how both slavery and the Enlightenment shared common roots within the expansionist discourse of English natural science during this period. Within this discourse, the dual categories of knowing and dominating were understood as positive synergic outcomes of an ethos which stressed both a systematic exploration of knowledge, and an enforced rational application of that knowledge towards various worldly problems. In particular, this ethos advocated using new discoveries and innovations to streamline artisanal industries and to more thoroughly organize English labor routines, all for the sake of national plenty and profit. Because of this focus, natural scientists of this period perceived little moral, scientific, or economic distinction between the coercive practices of the West Indies and other developmental or experimental projects within British dominions. Instead, Caribbean plantations were simply understood as another example of this period’s strivings towards moral, natural, and economic improvement—hallmarks of early Enlightenment thought

The history of Atlantic science : collective reflections from the 2009 Harvard seminar on Atlantic history

For the purposes of this review essay, which seeks to capture the spirit of those early conversations in Cambridge, we propose calling the assemblages and interactions of the peoples, objects, institutions, and techniques that resulted in and from colonization during the early modern period ‘‘Atlantic science.’’ We recognize, of course, that not all colonization was bounded by an Atlantic frame. However, in terms of timing, scale, and scope, no other cluster of imperial enterprises can be compared with the conquest and colonization of the Americas in the sixteenth, seventeenth, and eighteenth centuries. What made colonization in the Atlantic unique was that it involved the voluntary migration of more than two million Europeans, the forced migration of more than ten million Africans, the creation of a vast network of interconnected centers, and the political incorporation ofmuch of the hemisphere into the Western world, all between 1500 and 1825. Nothing of this scale has happened anywhere else in the early modern period. The Atlantic Ocean, rather than Europe, became the center of that world. And so, we see the Atlantic world as an outcome of this colonizing process