Theme 4: Metropolitan Movements towards Emancipation

1..Assess the effects of nineteenth century revolts on the emancipation process.

The Effects of 19th Century Slave Revolts

By the 19th century, revolts became more and more common. Before we begin to
examine the effects of 19th century slave revolts on the system of slavery in the
Caribbean let us list the three famous revolts that occurred during that period.

1. Barbados Rebellion (1816)

2. Demarara Revolt (1823)

3. Jamaica Christmas Rebellion (1831)

There was both long term as well as short term effects on the plantation and its
operations which ultimately affected the system of slavery.

(a) The massive loss of slave lives meant not only a decrease in the labor force but
a subsequent decrease in the volume of production. Remember that these revolts
are happening after the end of the slave trade. (1807) It is not easy to replace these
slaves especially if they were artisans who need more training than field slaves.

(b) The brutality of the masters in their response to the rebels won much support
among humanitarians.

(c) The blaming of the Missionaries, the burning of the Churches and the ill
treatment and imprisonment of Missionaries such as the Rev. John Smith of
Demarara also attracted support for the cause of abolition.

(d) The planters were very fearful during and after a revolt. They tended to
increase security on the plantations after a revolt. This increased their cost of
production at a time when their profits was already due to the competition from
beet sugar.
Impact of Slave Revolts on Emancipation

Jamaican revolt

The revolt helped to speed up the slow process of emancipation. In the summer of
1832 the Baptists missionaries Reverend William Knibb and Reverend Thomas
Burchell gave evidence to the committee which the House of Commons (England)
had set up to consider emancipation as soon as possible.

Barbados revolt

The revolt contributed to the abolition of slavery in 1834 by the British Parliament.
It was used by the supporters of Abolition to strengthen their case. They
highlighted the negative effects of slavery particularly on the whites.
Humanitarians concentrated their arguments on the mortality rate of the rebellion.
They feared an even worse ‘bloodbath' if the slaves were not freed in the near
future.

2. Assess the attitudes and arguments advanced by interest groups.

The Role of Interest groups

By the late 18th century Britain began a gradual process to end slavery throughout
her empire. A number of persons agreed with this move. For various reasons and
from different perspectives they thought that it was time for the system to end.

 Missionaries who disagreed on religious grounds. They argued that the

Bible did NOT condone slavery but rather condemned it. The Bible actually
teaches that all men are equal before God. The horrid and inhumane
treatment of the enslaved was not in keeping with the commandment to love
your neighbor as yourself. Furthermore in forbidding the enslaved to get
married slavery was condoning sin.

The Missionaries were further enraged by the fact that many of the British and
French planters in particular opposed the religious instructions of the slaves and
went so far as to engage in acts of violence against God's messengers who tried to
do so. It was not right for the enslaved to work on the Lord's Day. They should be
allowed to use that day for worship.

Humanitarians who disagreed on moral grounds. They argued that theslaves were
not property but a part of the human family to which all of us belong as equals.
Philosophers such as Rosseau argued that all men are born free and that freedom
was and should remain the natural state of every man. They were totally against the
sexual abuse of women. These violations of human rights caused them to join the
campaign against slavery.

 Economists and Industrialists. They believed that manual labor was

outdated and inefficient and should be replaced by machinery. They argued
that using machinery would be cheaper and far more efficient.

 Investors who had invested large sums of money into the sugar estates of the
Caribbean by advancing loans to planters. They had not received all of the
money owed to them and some estates were bankrupt!

 The system of slavery encouraged all sorts of vices and evil ways in the
enslaved such as stealing, lying and cursing

Arguments for slavery

African slavery was introduced into the New World as early as 1515. The first set
of African enslaved workers was brought to the Caribbean to work on cattle
ranches and farms. With the huge success of the sugar industry literally millions of
Africans were forcibly transported to work on large sugar estates.

This evil system found support among the following groups of persons:

1. The Planters who got huge profits and were able to afford a lavish lifestyle.

2. Governors and other government officials whose job it was to see to the orderly
development of the colonies.

3. West India Interest in England. This group comprised absentee planters who had
gone to live in England.

(a) Most of these persons argued along racial lines. They felt that the black race
was inferior, backward and uncivilized and this (though not true) justified their
enslavement.
(b) Some even used the Scriptures to back their arguments. They said that the
blacks were ordained to be ‘hewers of wood and drawers of water'. They went
further to state that it was quite alright to enslave a person as long as that person
was a heathen and the West Africans were heathens.

(c) Some even managed to convince themselves that the Africans were not really
humans and did not have any souls.

Others argued on economic grounds.

(a) The laws of Europe respected and recognized private property. The enslaved
were private property, bought and paid for.

(b) Only the enslaved could supply the large number of workers required on the
estates.

(c) They already possessed the necessary agricultural skills

(d) Slave labor was cheap and therefore necessary for the profitable production of
sugar

(e) Slaves would only work if enslaved

(f) They had tried the Encomienda and Indentured Servant systems and those had
failed. Enslaved African labor had done well so far.

(g) It was slave labor that provided England (Europe) with the capital to finance
her Industrial Revolution.

(h) Slavery and the slave trade had led to the developments of many ports and
towns in England.

3. Compare the course of the British, French and Spanish anti-slavery movements.

Outstanding Personalities of British emancipation

The main persons who played an active role in this organization and committee were:

(a) Granville Sharpe

(b) Thomas Buxton

(c) Thomas Clarkson

(d) William Wilberforce

(e) Zachary Macaulay

(f) James Ramsay

Clarkson visited the busy slave trading ports of Liverpool and Bristol and collected cruel objects
used to restrain and force feed the slaves during the Middle Passage, items such as shackles,
thumbscrews and mouth openers. These were then put on public display as evidence of the
cruelty of the system.

Despite the ‘hype' and the feelings of anger and opposition that were stirred in the people, the
slave trade was a legal enterprise. Only a law could end it. The Society was fortunate to have
William Wilberforce on their team. He was a member of the British Parliament. He presented
the petitions and case for the ending of the slave trade to Parliament. He was to become the chief
spokesman for the movement. He was also a friend of the Prime Minister William Pitt.

After several presentations in Parliament, the bill to abolish the slave trade throughout the British
Empire was finally passed into law on March 26, 1807. The new law would take effect on
January 1, 1808. They had crossed the first hurdle!

Britain put in place several measures to prevent the illegal trafficking of slaves. She began to
police the waters. She sent warships to search for British slave ships (slavers). Any British
captain caught transporting slaves would be fined a sum for EACH slave found on board his
ship. The slaves would be released.

The abolitionists felt that this was not enough. This might stop the sellers but they clamoured for
an act that would also apply to the buyers of slaves.

The Spanish Abolition process

By the first quarter of the 19th century the Spanish empire was reduced to Cuba and
Puerto Rico. This was due to the independence of her Latin American colonies and
the Dominican Republic.

In 1818, Spain also signed the treaty with Britain promising to end her slave trade
in 1820. The trade flourished however until the 1840's. Importation of forced
laborers from Africa continued until the 1860's. It ceased only after the mighty
U.S. who had investments in the Cuban sugar industry declared slavery illegal in
1865. In the 18th century, enslaved workers were the key to Cuba's prosperous
sugar industry. They had picked up the gap caused by the Haitian revolution and
cemented themselves as the key producer of cane sugar until the 1860's.

Spanish system of abolition was peculiar in that it was encouraged and agitated for
by the colonists themselves. This includes the very planters! In fact, in 1866,
Puerto Rican delegates sent to Spain demanding the abolition of slavery as "moral
and economic necessity". In 1870 the Moret Law was passed. All children born to
enslaved mothers after 1868 were born free and all enslaved 60 years and older
were declared free.

On March 22, 1873 slavery was abolished in Puerto Rico. The newly freed people
were required to enter into a contract to work with their former masters for no less
than three years.

Cuba was the largest producer of cane sugar in the 1860's. She used both enslaved
and immigrant labor. She also used some amount of mechanization. She did not
depend chronically on enslaved labor. At this time she was experiencing stiff
competition from beet sugar.

Cuban planters realized that mechanization and free labor would be far less
expensive and save her from further decrease in profits. Besides the British and
French had long freed their enslaved. They did not want to have to contend with
rebellions from their enslaved workers.

In both Cuba the abolition movement was tied to the independence movement.

In 1865 the Anti-Slavery Society was formed. It was committed to immediate

emancipation. They were forced however to wait some 20 years. The Ten Years
War for independence (1868-1878) took precedence over the cause of abolition. In
any event if they gained their independence they would simply pass a law
abolishing the system of slavery. In 1870 they too passed the Moret Law.

Meanwhile a number of liberal planters had freed and armed their enslaved
workers to help them fight in the war. At the end of the war they were set free. The
remaining enslaves, as is expected demanded their freedom the year after (1879).
They refused to work unless they were freed like their brothers.
The Spanish government agreed. She would rather abolish slavery than lose her
prosperous colony. In 1880 she passed the law abolishing slavery. The enslaved
were to serve a period of eight years of apprenticeship. The system ended
prematurely on October 7, 1886.

The French Abolition process

Britain, the forerunner of abolition now began to pressure the other European
governments to abolish slavery throughout their Empire. France was the first to do
on April 27, 1848.

France also chose the gradual path.

1. In 1788 the Society for the Abolition of the slave trade was formed. Societe des
Amis de Noirs.

2. 1789 a revolution breaks out in France. The following year, the revolutionary
government under the ideology of ‘liberty, fraternity and equality' declares slavery
abolished throughout the empire.

3. In 1791, Haiti's revolution begins.

4. In 1803, Emperor Napoleon Bonaparte restores slavery throughout the empire

5. January 1, 1804, Haiti declares itself independent of France. Slavery is abolished

in Haiti.

6. 1818: the French government agrees to end the slave trade. This was not
enforced until 1830. She also adopts amelioration.

Amelioration Measures

(a) No more tax on manumission

(b) All enslaved MUST be registered

(c) Branding and mutilation of enslaved prohibited

(d) Whipping is to be curtailed

(e) Religious instructions and elementary education must be given to enslaved

7. 1820's and 1830's slave rebellions in Martinique

8. 1834: The Society for the abolition of slavery is formed under the leadership of
Victor Schoelcher.

9. Schoelcher is made Under-Secretary for the colonies.

10. 1848- Slavery is abolished throughout the French empire. There is to be no

apprenticeship system.

How similar was the path to that taken by Britain? What differences can we
find?

Similarities

 The ending of the slave trade as a means of weakening the system of slavery

 Economic factors undermining the profitability of sugar. In both cases

Cuban grown sugar and beet sugar caused a decrease in the price of sugar
from the French and British colonies.

 Both had organized societies to spearhead the movement

 Both had influential men in parliament to present petitions: Wilberforce and

Schoelcher.

 Amelioration proposals were common to both

 The planters reacted violently to the abolition movement in both cases.

Different interest groups advanced pro-slavery arguments.

 The Amelioration failed miserably and paved the way for the call for
immediate abolition.

 Rebellions played an integral role in speeding up the process. Both

governments acted out of fear. Both referred to the example of Haiti.

 The use of education to get public support

  Industrialization created a support base among factory owners and workers
and industrialists.

 Political reforms increased support in Parliament for the cause of abolition

 Planters are compensated for the loss of their property.

Differences

 Slavery was abolished and then restored

 One colony wrenched freedom from the Mother Country while slavery was
still in force in the others.

 There is the absence of the Missionaries. The French movement was more
humanitarian than religious based.

 There is no period of Apprenticeship in the French colonies

 The Mother Country underwent a revolution during the process

 The campaign was largely conducted by one person: Victor Schoelcher.

The Caribbean reaction to the Registry Bill (1815)

Member of Parliament James Stephen persuaded Parliament to pass a bill for the
registration of all slaves in the British West Indies. The bill stated that ALL slaves
in the British West Indies had to be registered by a certain date. Any slave that was
not registered would be declared free. The registration list, if properly kept, would
show any increase in slaves on the plantations. If the increase was not due to the
birth of slaves it would have to be explained. This would help to identify slaves
that were being shipped illegally into the colonies

Throughout the British West Indies the planters reacted negatively to the bill.
Some refused to enact it in their colony. They were furious! They claimed that
England was interfering in their private business. This would certainly bring them
to ruin, they argued.
 In Barbados, the planters went wild. They began to argue that soon the
emancipation bill would come. They did this to stir all planters into action. The
plan backfired. The slaves heard them and thought that the emancipation bill had
indeed come from England and that the planters were not only furious about it but
they were not going to give the slaves their freedom. The news spread like wildfire
among the slaves. They decided to do as their brethren in Haiti did in 1791 and
claim their freedom by means of a rebellion. (The Barbados Rebellion 1816).
Again the planters blamed the Non-Conformist missionaries. They caught the
Methodist minister tarred him and tried to burn him alive! They also began
destroying his chapel.

The Abolition of the Slave Trade in French and Spanish territories

Colony Year trade ended Organization responsible

French: Martinique, Cayenne,
Law passed 1818 but effected Society for the Abolition of
(French Guiana) Guadeloupe and
1830 Slavery
St. Martin
Spanish: Cuba and Puerto Rico 1865 Anti-slavery society in Cuba

The Organised Campaign in Britain

Sharpe knew that it would take more than one man to fight against the slave trade
that was so well organized and brought such huge profits to both Europe and the
New World. In 1787, he spearheaded the formation of The Society for the
Abolition of the Slave Trade.

They decided to make the public aware of the horrible experiences of the slave on
their journey from West Africa to the New World (Middle Passage). They were
convinced that if the many humanitarians and Christians in England knew of the
atrocities of the trade they would pressure the government to end it. They were
right!
A number of religious groups were already actively campaigning against slavery
and the slave trade. The Quakers or Society of Friends of which Granville Sharpe
was a member and The Clapham Sects of which Ramsay, Wilberforce and
Macaulay were members and the Non-Conformist Churches: Baptists,
Methodists, Moravians etc., were engaged in the struggle long before the ruling
of 1772. In Barbados and Pennsylvania the Quakers urged their members to set
their slaves free.

Strategies used:

 Public campaigns

 Public lectures

 Public readings of essays and pamphlets on slavery

 Distribution of leaflets and fliers

 Debates in the House of Parliament

 Religious leaders preached anti-slavery sermons

British Steps Towards Emancipation-Early protests

The abolition of slavery in England

On June 22, 1772, the Chief Justice of England, Lord Mansfield ruled that
slavery was declared illegal in England from that date and forevermore. In
addition any slave that was brought to England, after this date, for whatever
purpose would be free as soon as they landed in England.

This law was passed because of a series of incidents. The West Indian planters had
a habit of traveling to England on for business or pleasure. They tended to take
along at least one ‘personal' slave with them. This was more to show off on their
friends and neighbors than anything else.
In 1765, David Lisle, a Barbadian slave owner took his slave Jonathan Strong to
England. We do not know why, but while they were there the master used a pistol
to beat Strong in his head. The man was so badly injured that the master was sure
that he would not live. He did an abominable thing. He threw him out in the streets
to die. The slave managed to come in contact with a doctor Sharpe who helped him
to recover. Granville Sharpe, the doctor's brother helped Strong to get a job in a
chemist shop. One day his old master saw him, claimed him as his property and
sold him to a Jamaican planter James Kerr for $30!

In 1772, a similar case was brought to Granville's attention. This time the slave's
name was James Somerset and his master was Charles Stewart of Virginia.
Granville took the case and represented Somerset in court. He won the case and the
declaration was made by the Chief Justice.

Sharpe then turned his attention to ending the trade that allowed men to buy other
men: the Atlantic slave trade.

4. Describe the British and French Amelioration policies. The Amelioration proposals

The word ‘ameliorate' means to improve or make better. The Amelioration

Proposals were therefore designed to improve the conditions of the enslaved on the
plantations.

The British Parliament accepted the proposals that were put forward by the West
India Lobby. These absentee planters felt that England would delay the abolition
process if the planters treated their slaves better. Besides it was only sensible on
their part to treat the enslaved better so that they could live and work longer since
they could no longer get slaves to buy.

England liked the idea. She was alarmed at the violent response of both planters
and enslaved to the Registry Bill and thought that this would actually help the
‘relationship' between the two parties. She was also afraid that what happened in
Haiti could also happen in any one of her colonies given the anger and resentment
that had been building up. The enslaved would certainly revolt if there was no
improvement in their horrid conditions.

The Abolitionists also supported the bill. They felt that something needed to be
done about the inhumane conditions that existed on the sugar estates. In fact they
had drafted their own set of amelioration proposals to present to Parliament. The
Secretary of State Lord Bathurst dispatched the proposals to the colonies.

The Proposals

(a) Females slaves should no longer be flogged

(b) There was to be no more flogging in the fields.

(c) There was to be a day between the time the male committed the offence and the
day on which he is flogged

(d) A record is to be kept of more than three lashes. This should be handed in to the
magistrate every quarter.

(e) Slave families should not be separated

(f) The enslaved should be encouraged to get married

(g) Slaves should not be sold or given away to cover debts (in lieu of payment of
debts)

(h) The Sunday market should end. The enslaved should be given Sundays to go to
Church and Saturdays to go to market.

(i) Religious instructions should be provided for the enslaved

(j) The enslaved could testify in court if a religious official could vouch for their
integrity.

(k) Saving banks should be opened for the enslaved

(l) The enslaved had the right to purchase his or her freedom (manumission)
Reaction

As was expected the Jamaican planters were furious. They refused to adopt the
proposals. The planters in Barbados argued that they had done the enslaved enough
favors already. They felt that their enslaved should be contented with what they
had provided. St. Vincent and Dominica had the same reaction.

In Demarara, the planters chose to delay the enactment of the Proposals. The
enslaved misunderstood and thought the emancipation papers had come. They
began a revolt: Demarara revolt 1823. The planters blamed the Non-Conformist
missionaries. They imprisoned the Rev.John Smith who unfortunately died while
incarcerated.

The failure of the Amelioration Proposals prompted the Abolitionists to form the
Anti-Slavery Society in that same year-1823. There were 122 branches of the
society in England within a year's time. The support for the ending of slavery was
gaining a lot of ground. A number of factory workers, industrialists, economists,
investors had joined the movement.

For the next 10 years they worked feverishly to get Parliament to pass the law to
end slavery throughout the British Empire. Success came in 1833.

England had entered her Industrial Revolution. The revenue from her West Indian
sugar estates could not be compared with the huge profits from her
industrialization. Since she was the first to become industrialized she was the sole
person selling manufactured goods to the entire Europe and the newly freed Latin
American countries. She was nicknamed the ‘workshop of the world'.

There were also important political changes and development as well. In 1832,
England passed the Reform Act. Everyone except the poor could now vote. This
meant that there was a decrease in the number of absentee planters who became
Members of Parliament (M.P.) and an increase in the number of M.P. who were
factory owners and industrialists. The new government that came to power was
also in favor of abolition.

5. Evaluate the clauses of the 1833 Act of Abolition (Emancipation Act).

The Abolition of Slavery Act (1833)

William Wilberforce was gravely ill. Thomas Fowell Buxton took his place in
Parliament. The bill was passed on July26, 1833. It took effect on August 1, 1833.

When the day dawned on August 1, none of the massacre, drunkenness, disorder
and reversion to barbarism that the pro-slavery people predicted happened. Instead
the newly freed people went to Church and gave God thanks. There were parades
and dancing in the street that weekend as the spirit of festivity and jubilation filled
the air.

What were the main clauses or provision of this Act?

(a) As of August 1, 1834 slavery was declared to be utterly abolished throughout

the British Empire.

(b) All enslaved children six years and under were unconditionally free any
children born after that date to apprentices was born free.

(c) All slaves over six years old were required to serve a period of Apprenticeship
to their former masters. They were to give forty and a half hours of unpaid labor to
their former masters. They were to be paid for any work done over the forty and a
half hours.

(d) The enslaved who worked in the fields were to serve for a period of six years
(1834-1840). Those who were non-praedial (field) were to serve for a period of
four years (1834-1838) on the plantations of their former masters.

(e) The plantation owners were given $20M compensation money to be shared
among them according to the number of enslaved that each had.

(f) The apprentices could buy their freedom without the masters' consent as long as
they could afford it.

(g) The Planter could also manumit his enslaved worker if he so desired.

(h) Stipendiary magistrates would be appointed and paid by the British

(i) Government to act as mediators between the masters and their apprentices
6. Assess the workings of the Apprenticeship System

Why did Antigua and Bermuda choose not to adopt the Apprenticeship
system.

Instead, they gave full freedom to all of their enslaved population. This proved to
be a wise move because the system was so difficult to implement that it was full of
problems and led to all sorts of confusion. Finally, it had to be aborted.

Firstly the planters did not change their spiteful and greedy attitude over night.
They argued and quarreled about the half free state of the apprentices. They would
have preferred if they had remained slaves during the apprenticeship period. They
did not agree with the fact that stipendiary magistrates were to dispense justice
between them and the apprentices. Yet they welcomed the forty and a half hours of
unpaid labor. They felt this was more than due to them. They saw as a glorious
opportunity to squeeze the last ounce of labor out of the poor apprentices. They
exploited the vagueness of the clauses to their own advantage.

Planters at a slave auction

(a) There was much argument, confusion and tension over the working week. The
apprentices wanted to divide the forty and a half compulsory labor into four days
of nine hours and one day of four hours. That would mean that they would work
from Monday to Thursday for nine hours each day. They would only have to work
four hours on Friday. They would be finished working by half day. They could
either work for wages for their masters or on their provision ground and sell in the
market on Saturday.

The planters on the other hand insisted on an eight hour day. That would mean that
the apprentices would work from Monday to Friday for eight hours each day and
come back on Saturday to work for half an hour!

(b) The planters knew that the apprentices had no concept of time save sunrise and
sunset. They planned to cheat them and make them work overtime without pay
whether they worked the eight hour or nine hour work day.
(c) Planters hired the apprentices to work outside the forty and a half hours and
refuse to pay them or pay them less than they owed them. The poor apprentices
could not calculate exactly how much they were being cheated but they knew that
they were being cheated.

(d) The Act did not specify whether the apprentice had a right to the provision
grounds that they had during slavery. Some spiteful planters charged the
apprentices high rent for the use of not just the provision ground but also the hut!

(e) Mothers were forced to pay rent per head for each of her children under six
years of age since they were now totally free and no longer the responsibility of the
planter.

(f) The Stipendiary magistrates could not visit each of the estates often enough to
hear the complaints. To begin with they were old and retired soldiers. They had to
travel on horseback over hills and valleys from estate to estate. Many of the
injustices were never reported and the planters were never charged or fined.

(g) The Jamaican planters invented the treadmill as a means of punishment for
apprentices. This was worst than the floggings of slavery.

(h) In Barbados female apprentices who were sent to jail for offences committed
had their hair shaved.

(i) Planters demoted non-field workers to field workers so that they could get the
extra years of free labor out of them.

(j) Many planters chose not to believe the apprentice when they complained of
illnesses. In addition they did not provide adequate medical attention because the
law was not very clear on that issue. It was ambiguous.

(k) In Jamaica, a mistress charged her apprentice with insolence because she was
singing while during her duties and refused to stop when she asked her to. The
apprentice was found guilty and was given four days of solitary confinement!

(l) Another woman was one hour late for work. Although she explained that she
had a two month old baby and two other toddlers to look after she was given
fifteen minutes on the treadmill. When she came back to the estate she still had to
work the fifteen minutes plus the time it took her to get to town, complete the
punishment and travel back to the estate.
(m) Some spiteful planters and overseers refused to give the apprentices time to go
to the bush to perform their body functions. Those who did wanted the apprentices
to work back the little time they took to use the bush! Others told the apprentices to
do ‘their thing' right there in the presence of everyone!

(n) The apprentices were given all sorts of degrading tasks to perform. They were
expected to do things that they had not done even when they were enslaved and
thought of as property. For example, on the Cane Grove estate in St. Vincent the
apprentices were ordered to carry wet manure in baskets on their heads.

All these experiences and more made the apprentices very unhappy and angry with
the system.

Emancipation

Finally, after much protest by Missionaries, humanitarians and abolitionists,

England decided to end the Apprenticeship for ALL apprentices on August 1,
1838.

The Apprenticeship System 1834- 1838

Why did Britain feel that this system was necessary?

(a) She felt that neither the planters nor the enslaved were ready for full freedom.
Both needed a period in which they could learn to adjust to the full freedom to
come.

(b) To provide a peaceful and easy change over from slavery to freedom. A
number of persons had predicted bloodshed and general massacre of the whites if
the enslaved were let free at once.

(c) To give the enslaved time to get use to the responsibilities of freedom.

(d) To give the planters time to get use to paying wages and getting enough money
into the various colonies to pay said wages. Before Emancipation each estate did
very little cash transactions. Mostly everything was done on credit. Therefore very
little money was in circulation.
(e) To guarantee the planters a sure supply of labor to continue sugar production at
least for the next 4 to 6 years. She felt that the planters would not remain in the
colony if they did not have the labor they needed.

(f) The colonial authorities would have enough time to debate on and submit the
changes in the laws that would become necessary with ‘full freedom.'

7. Analyze the terms of the 1833 Act of Emancipation.

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