Academic literature on the topic 'New York (State). Constitution (1869)'

Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.

Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the “Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process. References Basil, Bernstein. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge UP. Chambers, J. K. (2009). Sociolinguistic Theory: Linguistic Variation and Its Social Significance. Malden: Wiley Blackwell. Constitution of India [The]. (2007). Retrieved from: http://lawmin.nic.in/ coi/coiason29july08.pdf. Cummins, J. (2000). Language, Power and Pedagogy. Clevedon: Multilingual Matters. Dictionary of Quotations in Communications. (1997). L. McPherson Shilling and L. K. Fuller (eds.), Westport: Greenwood. Fishman, J. A. (1972). The Sociology of Language. An Interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House. Gandhi, M. K. (1917). Hindi: The National Language for India. In: Speeches and Writings of Mahatma Gandhi, (pp.395–99). Retrieved from http://www.mkgandhi.org/ towrds_edu/chap15.htm. Gandhi, M. K. Medium of Instruction. Retrieved from http://www.mkgandhi.org/towrds_edu/chap14.htm. Giglioli, P. P. (1972). Language and Social Context: Selected Readings. Middlesex: Penguin Books. Gumperz, J. J., Dell H. H. (1972). Directions in Sociolinguistics: The Ethnography of Communication. New York: Holt, Rinehart and Winston. Haugen, E. (1966). Language Conflict and Language Planning: The Case of Modern Norwegian, Cambridge, MA: Harvard University Press. Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press. Hymns of the Atharva-Veda. Tr. Maurice Bloomfield. In: Sacred Books of the East, 42, 1897. Retrieved from: http://www.archive.org/stream/ SacredBooksEastVariousOrientalScholarsWithIndex.50VolsMaxMuller/42.SacredBooks East.VarOrSch.v42.Muller.Hindu.Bloomfield.HymnsAtharvaVed.ExRitBkCom.Oxf.189 7.#page/n19/mode/2up. Jernudd, B. H. (1982). Language Planning as a Focus for Language Correction. Language Planning Newsletter, 8(4) November, 1–3. Retrieved from http://languagemanagement.ff.cuni.cz/en/system/files/documents/Je rnudd_LP%20as%20 LC.pdf. Kamat, V. The Languages of India. Retrieved from http://www.kamat.com/indica/diversity/languages.htm. King, K., & Mackey, A. (2007). The Bilingual Edge: Why, When, and How to Teach Your Child a Second Language. New York: Collins. Kosonen, K. (2005). Education in Local Languages: Policy and Practice in Southeast Asia. First Languages First: Community-based Literacy Programmes for Minority Language Contexts in Asia. Bangkok: UNESCO Bangkok. Lewis, E. G. (1972). Multilingualism in the Soviet Union: Aspects of Language Policy and Its Implementation. Mouton: The Hague. Linguistic Survey of India. George Abraham Grierson (Comp. and ed.). Calcutta: Office of the Superintendent of Government Printing, India, 1903–1928. PDF. Retrieved from http://dsal.uchicago.edu/books/lsi/. Macaulay, T. B. (1835). Minute dated the 2nd February 1835. Web. Retrieved from http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_ed uca tion_1835.html. Mansor, S. (2005). Language Planning in Higher Education. New York: Oxford University Press. Mishra, Dr Jayakanta & others, PIL Case no. CWJC 7505/1998. Patna High Court. Peñalosa, F. (1981). Introduction to the Sociology of Language. New York: Newbury House Publishers. Sapir, E. in “Mutilingualism & National Development: The Nigerian Situation”, R O Farinde, In Nigerian Languages, Literatures, Culture and Reforms, Ndimele, Ozo-mekuri (Ed.), Port Harcourt: M & J Grand Orbit Communications, 2007. Simons, G., Fennig, C. (2017). Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International. Retrieved from http://www.ethnologue.com/country/IN. Stegen, O. Why Teaching the Mother Tongue is Important? Retrieved from https://www.academia.edu/2406265/Why_teaching_the_mother_tongue_is_important. “The Tower of Babel”. Genesis 11:1–9. The Bible. Retrieved from https://www.biblegateway.com/passage/?search=Genesis+11:1–9. Trudgill, Peter (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin. UNESCO (1953). The Use of the Vernacular Languages in Education. Monographs on Foundations of Education, No. 8. Paris: UNESCO. U P Hindi Sahitya Sammelan vs. the State of UP and others. Supreme Court of India 2014STPL(web)569SC. Retrieved from: http://judis.nic.in/ supremecourt/ imgs1.aspx?filename=41872. Whorf, B. L. (1940). Science and linguistics. Technology Review, 42(6), 229–31, 247–8. Sources http://www.censusindia.gov.in/2011-documents/lsi/ling_survey_india.htm http://www.ciil-lisindia.net/ http://www.ethnologue.com/country/IN http://peopleslinguisticsurvey.org/ http://www.rajbhasha.nic.in/en/official-language-rules-1976 http://www.ugc.ac.in/journallist/ http://www.unesco.org/new/en/international-mother-language-day

While the drafting of the American Constitution in the summer of 1787 is recognized as a contentious period, the ratification of the proposed Constitution in each of the states held its own challenges. The Federalist Papers are widely seen as providing the case for the confidentially crafted Constitution, particularly in the state of New York. Yet the extent to which they played a role in convincing citizens and delegates at the time remains unclear. This essay seeks to understand the role that these 85 Federalist Papers played in the Ratification debate in the state of New York.

It seems appropriate in this bicentennial year to examine the treatment introductory American government textbooks give the U.S. Constitution. Nearly every text devotes a chapter (typically, the second) to the events leading up to, and the writing of, the Constitution. But what of the political theory on which the Constitution is based? The Constitution, by itself, is too brief and devoid of theory to provide students with an overall assessment of that document. The source that is often relied upon by constitutional scholars to provide that theory is The Federalist Papers. It is the textbooks' treatment of these essays that we will explore here.The Federalist Papers were 85 newspaper editorials written by Hamilton, Madison, and jay, under the pseudonym Publius, in support of ratification of the proposed Constitution. The first essay was published October 27, 1787, and when the last essay was published, the authors had written 175,000 words. This was an average of 1,000 words a day, and was about 35 times the length of the Constitution itself.Hamilton initiated the project in reaction to another set of pseudonymous literature published in New York. New York support of the Constitution was essential, and it was doubtful that the state would ratify. As the seat of the central government, New York was in a pivotal position on the eastern seaboard. It had a lively commerce, and thus was not eager for change. Governor George Clinton staunchly opposed ratification. New York had not signed the Constitution because all of its delegates, except Hamilton, had left in protest and no one signatory was authorized to approve the document for the state.

Todo cambio de régimen en un Estado viene acompañado por trascendentes modificaciones en el ceremonial, el protocolo, sus símbolos, y en la configuración y ejecución de actos, como medio definidor y de legitimación de un nuevo régimen político y de ruptura con el anterior. En el mes de junio de 1869 se van a desarrollar una serie de actos y eventos, ya provengan de la propia iniciativa política como desde planteamientos populares que asume el poder político como vehículo de legitimación del nuevo estado político. Entre esos actos que se llevaron a cabo en ese mes en Madrid, destaca el acto solemne de promulgación y juramento de la Constitución de 1869, el cual tendrá su propia traslación a las distintas capitales de provincia y localidades relevantes, y que tras el análisis del presente estudio se podrá comprobar la profusa regulación normativa que la toma en consideración del juramento de la Norma Fundamental tuvo en numerosas instituciones, miembros y empleados de las mismas.Se trata por tanto de un acto fundamental, con un desarrollo destacado en su ceremonial tanto respecto al acto celebrado el 6 de junio de 1869 en las Cortes Constituyentes, como en todos aquellos actos que consecuencia del juramento afectará a instituciones, sus funcionarios tanto civiles como militares y otros miembros de los mismos. Se trata de una sucesiva y larga serie de disposiciones publicadas en la Gaceta de Madrid, que se alargarán hasta finales del año 1870, abarcando aspectos fundamentales del juramento, su ceremonial, fórmula, y distintos aspectos relacionados con el mismo, así como las consecuencias de no hacerlo. Por tanto, uno más de los actos y eventos solemnes que se desarrollaron en Madrid en ese mes de junio de 1869 como la inauguración del Panteón Nacional, el descubrimiento de la escultura de Mendizábal, el nombramiento del Regente y su juramento de la constitución, etc._________________Every new regime brings along transcendent modifications in a state's ceremonial, protocol, symbols, configuration and performance of ceremonies, so as to define and legitimize the new political regime while rupturing with the previous one. In June 1869, a series of ceremonies and events originated either from political initiative alone or from popular approaches that accepted political power as a means to legitimize the new political state. One of those remarkable ceremonies that were held in Madrid that month was the solemn act of promulgation and oath-taking of the 1869 Constitution, then replicated throughout all capital and major cities in the provinces. As analyzed in this study, the oath-taking of the Fundamental Law allowed for a profuse set of normative regulations that affected a number of institutions along with their members and officials.It was therefore a fundamental act carried out with outstanding formalities at the ceremony held at the Constituent Parliament on June 6, 1869, and in all the resulting ceremonies concerning institutions, their civil and military officials and other members thereof. A long, sequential series of provisions were published in the Madrid Gazette until the end of 1870to cover key aspects of oath-taking, such as its ceremonial and process, and the consequences of not carrying it out. Therefore, this oath-taking was one of the solemn ceremonies and events that took place in Madrid back in June 1869, together with the inauguration of the National Pantheon, the unveiling of Mendizábal's statue, the appointment of the Regent and his constitutional oath, and so on.

AbstractArticle III of the U.S. Constitution establishes an independent federal judiciary: federal courts constitute a separate branch of the national government, federal judges enjoy tenure during good behavior, and their salaries cannot be diminished while they hold office. The framers who drafted Article III in 1787 were not working from whole cloth. Rather, they were familiar with the preceding colonial and state practices, including those from New York. This essay provides a case study of New York's judicial history: the Dutch period, 1621-1664; the Ducal proprietary period, 1664-1685; the Royal period, 1685-1776; and the early state period. As will be seen, New York—among the most significant of the original thirteen states—was a state groping towards a new ideal of judicial independence: an ideal that became a reality a decade after its own constitution was enacted in 1777 and at a different level of government. Significantly, the uncertain status of New York's judiciary had profound consequences for the ultimate expression of judicial independence, judicial review.

AbstractIn the summer of 1787, New Yorkers were about to ratify a constitution for the US. In a series of 85 essays written by Alexander Hamilton, John Jay, and James Madison between October 1787 and May 1788 urged New Yorkers to ratify the proposed United States Constitution, which was drafted in Philadelphia in the summer of 1787. The essays (commonly referred to as the Federalist Papers) were published anonymously, under the pen name “Publius,” in various New York state newspapers of the time. On May 28, 1788, Alexander Hamilton published Federalist 78, titled “The Judicial Department.” In this famous essay, he offered a powerful defense of judicial review. Hamilton argued that only a federal judge could guarantee constitutional rights and provide an effective check on state power. At the same time, Hamilton had to convince his political opponents that the unelected judiciary would never dominate the other branches of government. Drawing on the ideas of Montesquieu, he deliberately portrayed the judiciary as “the least dangerous branch of government”. A branch that is inherently weak because it can control neither the country’s financial resources nor the army.

This chapter focuses on the New York Constitution. The constitution of a state or nation refers to the fundamental document that defines the structure of government and the extent of its powers. The New York Constitution embodies traditions, statutes, local laws, judicial opinions, and related texts that simultaneously reinforce, supplement, constrict, and sometimes even nullify the basic text of the Constitution. Thus, the constitution is vital to the policymaking process as it acts as a roadmap for the operation of the political process. The chapter looks into the New York governor's exercise of power, which references their extended and enhanced formal authority. It mentions the difficulty of the amendment process in New York.

This chapter explores how 1869 was an important year in the political history of the state of Mississippi. The new constitution which was rejected in 1868 was to be resubmitted to a popular vote in November. At the same time, state officers, members of the legislature, congressmen, and district and county officers were to be elected. Since the objectionable clauses in the constitution were to be submitted to a separate vote and since it was understood that both parties would favor their rejection, there was no serious opposition to the ratification of the constitution as thus amended. But a hard and stubborn fight was to be made for control of state government.

This chapter talks about the Baptist population that grew rapidly throughout the United States during the first half of the nineteenth century. It considers the 93,855 Baptists in New York as the largest population than in any other state as they accounted for nearly 4 percent of the population. It also mentions the several Baptists in and around Prattsburg, New York in April 1823 that broke away from the Baptist congregation in the nearby town of Wheeler and formed a new religious society. The chapter cites a New York statute that required the drafting and adopting of a constitution, which is part of the legal incorporation process for a church or religious society. It features the constitution created by the Baptists of Prattsburg.

This chapter discusses the Census of the State of New York for 1855 that documented the rapid population growth of New York since 1790. It highlights the growth of the New York population in several charts, including one that lists the population of each county in each of the twelve censuses taken since adoption of the United States Constitution. It also recounts that the censuses prior to 1845 did not record the place of birth for the men and women counted and do not indicate the origins of the growing population. The chapter describes a chart that demonstrates the geography of the population boom in New York, particularly its effects in the western part of the state. It talks about the growth of the population in New York that occurred as the state created fourteen new counties from the territory that comprised Ontario County in 1790.

This chapter introduces the Christians who organized dozens of missionary societies in the United States during the nineteenth century, supporting either foreign or domestic missions. It talks about the Christians in central and western New York that organized several missionary societies of their own in the early 1800s. It also highlights that several citizens of Waterloo, New York, formed a missionary society on October 27, 1817, as a branch of the General Missionary Society of the Western District of the State of New York. The chapter describes how the Waterloo Missionary Society held quarterly meetings at which members or visitors would speak about Christian missions. It features the constitution of the branch in Waterloo, which is representative of similar missionary societies that formed throughout the Burned-over District.

This chapter cites articles 7 and 8 of New York's 1821 constitution that laid a foundation for popular political and religious activism in New York State. It explains that Article 7 protected religious freedom and freedom of expression, while Article 8 established new procedures for amending the state constitution. It also talks about reformers of all stripes that acted on the rights in the 1821 constitution and that advocated for numerous causes with the hope of achieving lasting change. The chapter highlights the liberty of conscience mentioned in Article 7, which must not be misunderstood as an excuse to acts of licentiousness. It features the content of Article 8, which includes the proposal for an amendment or amendments of the constitution are to be reviewed by the senate or assembly.

Abstract William M. Tweed’s Tammany Democracy was the most successful attempt to resolve the problem of political rule exposed by the volcanic social eruption of July 1863. Tweed and Tammany’s domination of the Democratic Party dated from late 1864 and 1865. In the eighteen months after the riots, a loyal Tammany Hall gained ascendancy after the Peace Democracy was branded the provocateur of an insurrectionary working class and traitor to the Northern cause. Tweed’s political domination began with the electoral victories of December 1865 and in the state with the victories of December 1869. His regime lasted until the Orange riot and revelations of fraud in July 1871. During this six-year tenure, Tweed’s organization managed to negotiate tensions between contesting groups of wage earners and elites, an accomplishment which had eluded a host of Republican and Democratic predecessors during the middle decades.