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 Contents

Preface xiii
About the Authors xvii

Understanding Workplace Diversity: Where

Have We Been and Where Are We Going? 1
Section I Understanding Individual Perspectives
of Diversity 8
1. Diversity Today: Fact or Fiction? 11
Carol P. Harvey
2. Diversity! 12
Jeanne M. Aurelio and Christopher Laib
3. Body Ritual Among the Nacirema 14
Horace Miner
4. Increasing Multicultural Understanding: Uncovering
Stereotypes 21
John R. Bowman
5. I am … 25
M. June Allard
6. Are You Privileged? 26
Mark Julien and Micheal T. Stratton
7. White Privilege and Male Privilege: A Personal Account of
Coming to See Correspondences through Work in Women’s
Studies 29
Peggy McIntosh
8. The Emotional Connection of Distinguishing Differences
and Conflict 38
Carole G. Parker
9. Exploring Diversity in Your Organization 45
Carol P. Harvey
10. The Pitney Bowes’ Case: A Legacy of Diversity
Management 48
Carol P. Harvey
Integrative Questions for Section I 55

vii
viii Contents

Section II Understanding the Primary Dimensions

of Diversity: Race and Ethnicity 56
11. Being An Only: A Field Assignment 59
Carol P. Harvey
12. Thriving in a Multicultural Classroom 60
Michelle R. Dunlap
13. Since We Elected an African American President Twice,
Is Racism Still an Issue in America? 70
Joyce McNickles
14. Immigration Patterns: The Transition Process 83
M. June Allard
15. The Coca-Cola Company: Then and Now 98
Carol P. Harvey
Integrative Questions for Section II 107

Section III Understanding the Primary Dimensions

of Diversity: Age, Gender, Sexual
Orientation, and Physical and Mental
Challenges 108
16. How Old Should You Be to Drive a Bus? Exploring
Ageism 110
Sharon P. McKechnie
17. Generational Diversity in the Workplace 111
Diane M. Holtzman, Evonne J. Kruger, and
Charles D. Srock
18. Exploring The Gender Gap: What Are the Issues? 120
Carol P. Harvey and Deborah L. Larsen
19. When Women Do Lead: Gender Bias 2013 Style 131
Carol P. Harvey
20. The Paradox of Male Privilege: Toward a Gender
Democracy & Democratic Manhood 133
Steven D. Farough
21. Sorting Through Lesbian, Gay, Bisexual, and Transgender
Issues in the American Workplace 142
Gerald Hunt
22. Is This Sexual Harassment? 154
Carol P. Harvey
 Contents ix

23. Musical Chairs 156

M. June Allard
24. Professor on Wheels: A Case of Disability and
Diversity 158
Mark E. Moore and Caryl L. Martin
25. The Cracker Barrel Restaurants 166
John Howard
26. Cracker Barrel Old Country Stores: Postscript 174
Carol P. Harvey
Integrative Questions for Section III 175

Section IV Understanding the Secondary Dimensions of

Diversity: Social Class, Religion, Appearance/
Weight, Language/Communication, and Military
Service 177
27. Does Social Class Make a Difference? 179
Carol P. Harvey
28. Social Class: The Fiction of American Meritocracy 182
Colleen A. Fahy
29. Religion in the U.S. Workplace 196
Kathleen M. Fisher, Jeanne M. McNett, and
Pamela D. Sherer
30. Understanding Intercultural Communications in
Today’s Global Environment 210
Gina Ruxton and Carol P. Harvey
31. Communicating with a Global Call Center
Exercise 219
Carol P. Harvey
32. The Culture of the U.S. Air Force and Its Impact
on a Mobile Training Team Case 222
Christopher C. Butts, Elizabeth Sanz, Kizzy M. Parks,
and Daniel P. McDonald
33. Fighting for Equal Opportunity: Women’s Changing
Roles in the U.S. Military 228
Joseph R. Bongiovi
34. Choosing the Board: Charting the Course with
Competing Priorities 242
M. June Allard
x Contents

35. Appearance and Weight: Discrimination in

the Workplace 244
M. June Allard
36. Fairfax Metropolitan Hospital: The Candidate 255
M. June Allard
Integrative Questions for Section IV 257

Section V Managing Diversity in Terms of the Ethical,

Legal, Media, and Marketing Issues 259
37. The Ethics of Workplace Diversity 261
Jeanne McNett
38. Ethics and Diversity Cases: Legal Applications
in the Workplace 273
M. June Allard
39. How Canada Promotes Workplace Diversity 282
Marc S. Mentzer
40. A Report on the Current Health of the Media 289
M. June Allard
41. Exercises in Media Diversity 299
M. June Allard
42. New Business Opportunities: Changing Consumer
Markets 302
M. June Allard
43. Points of Law: The Bar Exam 317
M. June Allard
44. Chick-fil-A and the Media 319
Carol P. Harvey
Integrative Questions for Section V 323

Section VI Managing Organizational Change and

Diversity: Current Issues 324
45. What Do Organizations Do to Manage Diversity? Examining
Corporate Leadership, Training, Mentoring, Employee
Resource Groups, and Social Responsibility Programs 326
Carol P. Harvey
46. Work-Life Balance Issues: Changing When and How the Work
Gets Done 338
Carol P. Harvey
 Contents xi

47. The Six Sigma Case: Promotion at the Western

Company 347
Rana Haq
48. Diversity and Inclusion Awards: A Critical
Examination 353
M. June Allard
49. One Workplace Bully is One Too Many: The Four
Faces of Bullying 369
Andra Gumbus
50. A Case of Harassment, Discrimination, or Bullying?
You Decide… 379
Andra Gumbus
51. The Path to Inclusion: The Business Case for Diversity
at Ocean Spray 384
Carol P. Harvey
Integrative Questions for Section VI 388

Section VII Capstone Experiences for Understanding

and Managing Diversity 390
52. Creating a Case to Better Understand and Manage
­Diversity 392
Carol P. Harvey
53. Creating Diversity Awareness: A Video Project 395
Cary J. LeBlanc
54. Evaluating Diversity Management: Conducting
a Diversity Audit Using Rubrics 399
Carol P. Harvey
Integrative Questions for Section VII 406

Index 408
This page intentionally left blank
 Preface

Much has changed since we started writing diversity textbooks. Today, overt discrimination
has become less acceptable. There is more awareness of the impact of multiple social identi-
ties. There is more realization now that organizations must change the way they manage their
employees to maximize the advantages that diversity can bring to the workplace in a challenging
global economy, if they are to benefit from the richness of a diverse and productive workforce.
However, as Equal Employment Opportunity Commission (EEOC) claims and recent
lawsuits substantiate, there is still considerable workplace discrimination and harassment. As
the workplace becomes more diverse because of demographic shifts, immigration, and global
business, there is an increasing need to understand that workers are not all alike and are far less
willing to assimilate than in the past. In a highly competitive marketplace, organizations need to
manage in ways that promote a feeling of inclusion in order to tap into all the creativity and tal-
ent that diversity has the potential to contribute. This is why we write these books.

Focus of The Sixth Edition

We see diversity, the ways we differ that may affect our organizational experiences, as a change
process that occurs on three levels: the individual, the social identity group level, and the organiza-
tional level. Beginning the study of diversity requires that each of us take an introspective look at
our beliefs and our own socialization. While most people will deny that they have any prejudices at
all, that is simply not the reality. Although it is often an unconscious process, it is quite natural to
tend to favor some people over others. We do feel more at ease with some people and less comfort-
able with others. Once we realize that others may experience the world differently, we need to be
open to learning about others’ social identities. It is not always easy to understand what a differ-
ence race, gender, physical abilities, religion, appearance, and sexual identity may make in other
people’s lives. Lastly, we examine and evaluate what organizations are doing or not doing to man-
age the needs of today’s diverse workforce. Are they maximizing productivity and minimizing
conflict? Are they working toward inclusion by tapping into the potential of their diverse workers?
Because of space constraints, focus of this text is primarily on North American diversity.
However, we are well aware that global diversity is an important topic. So, we have added a
Global Notes feature to incorporate some international perspectives on diversity issues.

New In The Sixth Edition

Ever responsive to the constant changes in workplace diversity, the proliferation of online educa-
tion, the growth of global business, feedback from our reviewers, and the 2013 revision of AACSB
business accreditation standards, we have incorporated many pedagogical and topical changes
into this edition. However, we have retained our interdisciplinary approach to diversity with
contributions from experts in management, psychology, economics, sociology, law, and business.
New content features include:
• New cases that illustrate today’s important diversity issues: Six Sigma (work-life balance),
Joy’s Dilemma (bullying), Professor on Wheels (physical challenge), Chick-fil-A (sexual

xiii
xiv Preface

orientation, ethics, and law), Ocean Spray (the business case for diversity), the U.S. Air
Force in Central America (intercultural communication), and When Women Do Lead
(gender harassment). Additional cases are available in the Instructor’s Manual.
• Three capstone assignments—complete with grading rubrics: A case writing research
project, the production of a diversity video, and the diversity audit assignments provide a
broader selection of capstone course assignments.
• New material, significant revisions, and updates: In addition to new cases, articles, and
exercises we have substantially revised and updated 14 articles and 5 exercises and added
many additional Points of Law, Diversity on the Web, Writing Assignment, and Best
Practices boxes.
New pedagogical features include:
• Global Notes—which illustrate diversity issues in an international context.
• Rubrics—for evaluating all of the capstone assignments.
• Linkages for Active Learning—an integrated approach to the organization of the book
that begins each section with an expanded introduction followed by an interactive exer-
cise. Laws are placed within the context of their relevant topics. Each section concludes
with a major case and integrative questions that synthesize readings and encourage critical
thinking.
• Did You Know …?—introductory features to capture students’ interest.

Organization of The Text

This edition is organized into seven main sections. To provide additional linkages for learning,
articles are placed with the exercises and cases that illustrate their topics.

Building the Foundation for Understanding Diversity

Section I—Provides students with a foundation for the course. The goals here are to illustrate
that diversity is still a workplace issue in the twenty-first century by providing students with
basic information by challenging them to examine their own beliefs about differences.

Primary and Secondary Diversity

Sections II and III—Focus on understanding the primary dimensions of diversity: race,
ethnicity, gender, age, physical/mental challenges, and sexual orientation.
Section IV—Covers secondary aspects of diversity, such as social class, religion, appear-
ance/weight, communication/first language, and the military experience.

Managing Diversity: Ethical, Legal, Media, and Marketing Issues

Section V—Explores contextual elements that impact diversity such as ethics, the laws in
the United States and Canada, the media, and marketing opportunities.

Managing Organizational Change and Diversity: Current Issues

Section VI—Focuses on what organizations can do to improve the ways that they man-
age diversity and covers emerging issues. Topics include diversity leadership, employee
 Preface xv

resource groups, mentoring, flexible work arrangements, training, social responsi­bility,

diversity awards, marketing opportunities, work-life balance, the flexible workplace,
­bullying, and the business case for diversity.
Section VII—Features three capstone assignments with grading rubrics that provide
­students with opportunities to synthesize their learning.

The Association To Advance Collegiate Schools

of Business (AACSB)
In accordance with AACSB’s 2013 academic standards that require accredited institutions
to demonstrate that diversity is included in their programs in a manner consistent with their
­individual missions and cultural contexts, our structure and format allow instructors to ­easily
customize the diversity components of their courses according to their individual needs. In
­keeping with AACSB’s focus on assurance of learning, in this edition we have included ­learning
goals at the beginning of each section of the book, integrative questions at the end of each sec-
tion, and goals for individual articles in the Instructor’s Manual, as well as capstone course
assignments complete with grading rubrics.

Faculty Resources
The materials listed below are available online in a downloadable digital format at http://www.
pearsonhighered.com/educator.
• Instructor’s Manual—This extensive resource features course, article, and case outlines,
case teaching notes, pedagogical tips, answers to discussion questions, extra cases, assess-
ment materials, and tips for teaching with film.
• PowerPoint Slides—These are available at http://www.pearsonhighered.com/educator

Acknowledgments
We are most grateful to our contributing authors, whose expertise and writing talent makes this
text possible. Special thanks to Martin Mitchell from Ocean Spray, who gave so willingly of his
time for numerous interviews, and to Maria Alicata, Jillian Pentergast, Lucia A. Doucette, and
Katy Beach from Assumption College for their assistance in preparing this manuscript. Thanks
to our reviewers.
This page intentionally left blank
 About The Authors

Carol P. Harvey, EdD, is Professor Emerita from Assumption College where she was the former
Chair of the Business Studies Department and Director of the MBA program. She received her
EdD from the University of Massachusetts, Amherst, her MBA and CAGS from Northeastern
University, and an MA in Psychology from Assumption College. Formerly employed as a man-
ager at the Xerox Corporation, she is currently teaching leadership and organizational behavior at
Suffolk University in Boston, and is teaching Diversity in Organizations online for the University
of Southern Maine.
Dr. Harvey received the 2011 ALANA faculty award from Assumption College, is the co-
recipient of the Roethlisburger award for the best article published in 2002 in the Journal of
Management ­Education from the Organizational Behavior Teaching Society, and received a vol-
unteer of the year award for her m
­ entoring of female entrepreneurs from the Center for Women
in Enterprise. She can be reached at ­[email protected] or [email protected].

M. June Allard, PhD, is Professor Emerita from Worcester State University where she served as
Chair of the Psychology and the Social and Behavioral Science departments. She holds a PhD
from Michigan State University in Social Psychology with a specialization in cross-cultural re-
search. She is the recipient of nine national fellowships, numerous Distinguished Service and
Outstanding Teaching awards, and is listed in numerous national and international directories of
scientists and women leaders.
Dr. Allard has conducted academic program reviews and evaluations for over 30 years and
is a ­recognized expert in this field. She currently maintains a consulting practice, designing and
conducting research and project evaluations. Formerly employed as a senior scientist in the re-
search and development industry in Washington, D.C., she has directed a wide range of projects
on government contracts in industry as well as in university research institutes.
She has been a site visitor for the New England Association of Schools and Colleges for
­collegiate ­accreditation and on the doctoral Accreditation Visiting Committee for the ­American
Psychological ­Association (APA), as well as a member of the APA Departmental C ­ onsulting
Service. Dr. Allard has l­ectured on program evaluation in over a dozen different countries
­([email protected]).
Please feel free to contact us at any time to share ideas and resources for teaching about
diversity in the workplace.
Always,
Carol P. Harvey & M. June Allard

xvii
This page intentionally left blank
 Understanding Workplace
Diversity: Where Have We Been
and Where Are We Going?
Carol P. Harvey
Suffolk University,
Assumption College, Professor Emerita

A
lthough there is little agreement on the definition, we have chosen to define diversity
as the ways in which people differ that may affect their organizational experiences in
terms of performance, motivation, communication, and inclusion. Our definition is
broad enough to recognize the impact of multiple dimensions of diversity and the ever-changing
categories of group memberships that matter to people. To understand where diversity manage-
ment is today, it is necessary to examine where it has been.

The Historical Context of Workplace Diversity—the Early

Years (1960s and 1970s)
We have been writing about diversity for almost twenty years and in that timeframe much has
changed. Historically, the United States has always had a diverse population due to its heritage of
immigration, slavery, and religious freedom. However, in the 1960s, early civil rights legislation
(see Points of Law) became a catalyst for workplace change. The initial focus was on “righting
the wrongs” experienced by people with visible differences, particularly race and gender. During
this period, there was much confusion about how to accomplish this goal, especially in terms of
the Executive Orders that required Affirmative Action plans. Because responsibility for diversity
often resided in Human Resources departments that had minimal power to initiate change, most

1
2 Understanding Workplace Diversity

diversity training focused on how to avoid lawsuits. This approach often led to hiring unquali-
fied workers to fulfill what was interpreted as a “quota” of women and minorities. At times,
people were hired or promoted simply because of their race or gender which set them up for
failure. Even when qualified women and people of color were selected, they were often expected
to behave, dress, and talk like white men. The analogy often used then was that of a “melting pot”
where everyone was expected to blend into the organization and minimize their differences. This
led to poor morale, job turnover, and even backlash against the very groups the legislation was
designed to benefit.

The Valuing Diversity Era—(1980s and 1990s)

In 1987, The Hudson Institute published a landmark study, Workforce 2000: Work and
Workers for the Twenty-First Century (Johnson & Packer). This report analyzed the popula-
tion trends and projected the growth of nonwhites, women, and older employees in the work-
force, and anticipated the expansion of global business. The authors stated that by 2000 the
net newcomers to the U.S. workforce would be primarily women and racial minorities. While
the need to understand diverse perspectives was increasing, many managers struggled to do it
effectively. The reality was that the workplace was becoming more diverse in terms of not just
race and gender but also age, ethnicity, people with physical challenges, and so on. Training
tended to focus on identifying differences between groups, which were often generalizations
that failed to recognize that people hold multiple group identities, some more important to
them than others.
Diversity theorists responded to these changes. Organizations began to realize that work-
force differences could potentially offer business advantages and that differences were far broader

G Points of Law
Early U.S. Federal Equal Employment Opportunity Laws
Equal Pay Act (1963)—Males and females must receive the same salary for jobs that ­require
equal skill, effort and responsibility.
Civil Rights Act (1964)—Prohibits discrimination in employment in terms of hiring, pro-
motion, firing, etc. on the basis of race, sex, national origin, religion and color.
Executive Orders, 10925, 11246, and 11375 (1961 and 1965)—Required organizations that
accept ­federal funds and/or have federal contracts to submit a written Affirmative Action
plan. The plans were i­ntended to demonstrate that the organization was making progress
in the hiring and promotion of people from groups that had been previously discriminated
against in the past.
Age Discrimination in Employment Act (1974)—Protects workers over forty years of age
from discrimination in terms of hiring, firing, promotion, benefits, training and pay.
 Understanding Workplace Diversity 3

than just race and gender. In 1991, an article by Cox and Blake explained, but did not validate, six
ways that organizations could make diversity a competitive advantage by:
• reducing the turnover costs
• attracting the best talent from diverse groups
• creating a marketing advantage in global business
• improving creative thinking by having input from diverse perspectives
• improving the quality of business decisions
• increasing systems flexibility by developing new policies and procedures and ways of
leading.
To their credit, the authors also cautioned that moving from a homogeneous to a h ­ eterogeneous
workplace required significant organizational changes such as support from top management in
terms of diversity training, research, and ongoing monitoring to determine the effectiveness of
change initiatives.
In 1992, R. Roosevelt Thomas called for the death of affirmative action, but urged
­institutions to adopt management practices and policies that would help all employees be pro-
ductive and to reach their full potential.
In 1996, Marilyn Loden developed a more inclusive framework that classified the
­dimensions of diversity into two categories: primary that are more permanent, less change-
able, and more central to one’s identity and secondary which are usually less visible, less
central to one’s experiences, and more changeable (see Exhibit I-1). She depicted the dimen-
sions of diversity as a wheel with primary dimensions as the central core and secondary as
the outer ring. This classification broadened people’s ideas about diversity, was more inclu-
sive of white men, and created greater awareness that most people have multiple dimensions
of diversity.
Gardenswartz and Rowe expanded these dimensions to include personality differences as
central to one’s identity and organizational differences, such as seniority, functional level, man-
agement status, or union membership, as a peripheral outer ring (1995).

Primary Dimensions Secondary Dimensions

Age Geographic Location

Gender Military and Work Experience
Race Family Status
Mental and Physical Abilities Income
Ethnicity Religion
Sexual Orientation Education
First Language
Organizational Role and Level
Communication and Work Style
Adapted from Loden, M. (1996). Implementing Diversity. New York: McGraw Hill.

EXHIBIT I-1   Loden’s Dimensions of Diversity

4 Understanding Workplace Diversity

During this time, capitalizing on the advantages that diversity could bring to organizations
was still a challenge. Being diverse was described using the metaphor of a salad or stew where
the “ingredients,” that is, diverse people, each contribute their uniqueness to the whole but do
not “melt” or change into one. While this is an improvement over expecting assimilation, it also
emphasized differences, and generalized stereotypes, rather than finding similarities between
co-workers.
Rather than making systemic changes, some organizations interpreted “valuing differ-
ences” superficially by having ethnic food days, providing training that involved playing diver-
sity games, or assigning diverse employees to jobs without much authority that involved taking
care of other diverse employees and/or investigating discrimination claims. Yet, there were some
organizations like IBM and Xerox where the leadership believed that diversity could be a com-
petitive advantage (see the Pitney Bowes’ case); diversity was taken more seriously and resulted
in significant organizational change.
Thomas and Ely (1996) developed a model that classified diversity management into three
organizational paradigms, or ways of viewing diversity:
• Discrimination and fairness as exemplified more in the first era
• Access and legitimacy that corresponds to the second era, where differences are empha-
sized and valued because they help organizations to understand and market to growing
diverse and global markets
• Learning and effectiveness where organizations connect diversity and its advantages
to the organizational mission and goals which was at the time a novel idea for most
companies
Toward the end of this period, researchers began to examine what is known as the busi-
ness case for diversity, that is, trying to prove mathematically that a diverse workforce could
lower costs, provide a competitive advantage in the global marketplace, and improve the quality
of creativity and problem solving. If this sounds a bit familiar, it is basically placing a dollar value
on the advantages of diversity that Cox and Blake wrote about in their 1991 article. The results
of this effort are controversial and mixed. For example, while MIT’s Kochan et al.’s five-year but
small sample study could not confirm the business case, the University of Chicago’s 1996–1997
study of over a thousand organizations found that diversity did have a net positive financial
impact on the organizations’ bottom line (Herring, 2010).
Since so many internal and external factors are constantly interacting, perhaps, a more
practical approach to proving that diversity generates a return on its costs is to measure the
results of individual programs and policies. Then, evaluate and adjust them as needed. For exam-
ple, if a diverse team with native speakers develops a plan for designing, naming, promoting,
packaging, and marketing a product for a particular country, how are the sales trending and
what are the changes in your market share? Or, how much did offering a part-time option of
working two days a week for three months improve your retention of employees who are new
parents over last year’s figures?

The Third Era—Diversity Management

and Inclusion in the Twenty-first Century
Today, many managers and organizations realize that diversity can benefit both the
individual and the organization but for many reasons, including changes in workforce
composition, the acknowledgment of the effects of multiple social identities, and the need
 Understanding Workplace Diversity 5

to establish an inclusive organizational culture, diversity is much broader in scope and

more ­complicated to manage than initially imagined. To benefit from the personal and
­o rganizational ­a dvantages of diversity requires support from the corporate level of an
organization.
The workforce is becoming increasingly diverse especially through immigration (see
Allard’s article) and the expansion of global opportunities, particularly in the BRICKS coun-
tries (Brazil, Russia, India, China, Korea, and South Africa). Increasingly sophisticated forms
of technology have made international communication skills practically a job requirement (see
Ruxton’s article). At the same time, the workforce is becoming increasingly female and older as
Baby Boomers defer retirement.
Loden’s secondary dimensions of diversity have been expanded to include new catego-
ries such as political beliefs, spirituality, physical characteristics, and work styles. Family sta-
tus has taken on new importance as working parents struggle with workplace balance issues,
Muslims experience post 9-11 discrimination, and returning military veterans vie for jobs in a
tight economy. Today, most people are no longer defined by a single social identity, or charac-
teristic. Assuming that a person is defined by a single set of characteristics is called the error of
essentialism. An Asian American man’s work life experience may be affected far more by his
being a person with a disability than by his race or gender.
In 2002, Miller and Katz authored a book called The Inclusion Breakthrough: Unleashing
the Real Power of Diversity, which suggested that organizations must need to “break out of
the diversity box” mentality and change their cultures, policies, and structures in order to
benefit from the diversity of their employees. Like the third paradigm of Thomas and Ely,
Miller and Katz call for linking diversity to organizational goals and mission but went a step
further to document the need for a more inclusive approach to diversity. It makes sense that
when employees, including white men who still hold most of the leadership positions, feel
“included” they will feel freer to offer new ideas, safer to point out mistakes in others’ reason-
ing, and be more apt to refer competent colleagues for jobs. All of these can add value to the
organization in terms of the advantages of a diverse workforce (see Ocean Spray case).
Despite considerable progress, managing diversity is complex and offers new challenges
in the twenty-first century. Women can now fight in combat. There is a second-term African
American president. Gays and lesbians can marry in many states. However, women and racial
minorities still hold very few board seats or corporate-level positions. There is still no U.S. federal
legislation that protects LGBT employees, workplace bullying is rampant, the unemployment
rate for people with disabilities is double that of the able-bodied, and the Equal Employment
Commission (EEOC) is now filing lawsuits against companies that are requiring genetic infor-
mation from healthy job applicants discriminated against because of their family’s medical his-
tory (Trottman, 2013).
After examining the individual and social identity issues, we will frame managing diversity
as a change process (see Figure I-1). While external forces such as demographics and the expan-
sion of global business opportunities are pushing for change, it will only happen with supportive
corporate level leadership through diversity audits, training and input from employee resource
groups (ERGs),and so on. The refreezing process results in practices, policies, and programs
such as more flexible work arrangements, recognition through awards, and best practices as sup-
plier diversity programs.
6 Understanding Workplace Diversity

UNFREEZING CHANGE
Demographics Leadership
Global Expansion Corporate Boards
Laws Diversity Audits
Market Opportunities ERGs
Values Training

REFREEZING
Social Responsibility
Best Practices
Awards
Flexible Work
Figure I-1 Change Model

Bibliography
Cox, T. and Blake, S. (1991). Managing cultural diversity research network. Human Resources
diversity: Implications for organizational com- Management, 42 (1), 3–21.
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5 (3), 45–56. York: McGraw Hill.
Gardenswartz, L. and Rowe, A. (1995). Diverse Miller, F.A. and Katz, J.H. (2002). The Inclusion
Teams at Work. Irwin: New York. Breakthrough: Unleashing the Real Power
Herring, C. (2010). Does diversity pay? Race, gen- of Diversity. San Francisco: Berrett-Koehler
der, and the business case for diversity. American Publishers.
Sociological Review, 74 (2), 208–224. Thomas, D.A. and Ely, R.J. (1996). Making dif-
Johnson, W.B. and Packer, A.E. (1987). Workforce ferences matter: A new paradigm for man-
2000: Work and Workers for the Twenty- aging diversity. Harvard Business Review,
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Kochan, T., et al. (Spring 2003). The effects of diver- pitfalls for employers. The Wall Street Journal,
sity on business performance: The report of the B-1 & B-7.
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 legislation, but from the circumstances that the existing laws
were hastily framed or were the outcome of party rancour. If
we had formerly had a Senate composed of men of experience and
good patriots, they would never have consented to the conclusion
of so many onerous loans, to the application of so many
iniquitous measures, nor to the convocation of the special
tribunal, 'le tribunal extraordinaire,' of 1899.

"At first the Radical party was not favourable to the

institution of an Upper Chamber, but it now recognizes the
great advantages it will offer, and has rallied to my project.
The Progressist party has always been favourable to it. The
majority of the Liberal party has also adhered to it. I
therefore believe that this new institution will be of the
greatest service to the country. All that is required, and
with a little good will it can be easily done, is that the
members of the two Chambers should endeavour honestly,
sincerely, and loyally to work for the good of the State and
of the nation. If I have not thought right to raise the
qualification for the suffrage, as desired by some people, it
is because I did not wish to disfranchise any of those who
have enjoyed the right of voting during the last 35 years. I
do not wish to restrict any of the rights of the nation.

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"The application of the new Constitution will be the great

task of my Government, in which I have every confidence. The
Prime Minister, Dr. Vuitch, has the sympathy and support not
only of his own party but of all who would like to see the
country governed in a liberal spirit. His presence at the head
of the Ministry is a pledge for the active and sincere
co-operation of all elements of order and progress. … As soon
as the new Constitution has been promulgated, the Government
will invite the co-operation of all those which admit its
necessity and fitness. A large Conservative party will thus be
formed which will have the requisite power and authority for
 all purposes of government, for the application of the
Constitution, and for the elaboration of financial and
economic laws necessary for the progress of the country.

"As regards the question of the succession to the Throne, I

wanted to settle it finally, as the members of the reigning
dynasty are not numerous unless the remote collateral lines be
included, which is not possible. Moreover, everybody wished me
to take in this matter such decisions as I might think proper
in view of securing the continuation of the Servian Monarchy.
The first thing to be done was to safeguard the rights of the
direct line without seeking to bind ourselves by the Salic
Law, which there is really no reason to apply in our country.
I should add here that there are no anti-dynastic elements in
Servia, with the exception, perhaps, of a few hare-brained
individuals who really do not enter into account. My people
are profoundly attached to the reigning dynasty, and never
lose an opportunity of showing me their loyalty. It is the
same with all the political parties.

"Before promulgating the Constitution I decided to consult the

most influential members of the parties in office. They agreed
with me, and promised me to assist harmoniously in the work. I
have also consulted the leading members of the Liberal party,
and with two or three exceptions they have given me the same
assurances. Such being the case, I may say that the
Constitution of 1901 is not a production of my will or of my
good pleasure, but that it is the result of an understanding
between the Sovereign and the leaders of the three political
parties. I consequently reckon upon their sincere and active
co-operation, and I trust they will not fail me. I am firmly
convinced that the new Constitution will act as a fresh and
vigorous stimulus to my country, and that it will bring it
that calm and stability which it sorely needs. I sincerely
regard it as a source of prosperity and welfare for Servia."

SEVERALTY ACT, The Indian.

 See (in this volume)
INDIANS, AMERICAN: A. D. 1899-1900.

SEYMOUR, Vice-Admiral Sir Edward:

Expedition to relieve Peking.

See (in this volume)

CHINA: A. D. 1900 (JUNE 10-26).

SEYYIDIEH, The province of.

See (in this volume)

BRITISH EAST AFRICA PROTECTORATE: A. D. 1895-1897.

SHAFTER, General:
Commanding the expedition against Santiago de Cuba.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1898 (JUNE-JULY).

SHAFTER, General:
Surrender of Spanish forces at Santiago and all eastern Cuba.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1898 (JULY 4-17).

SHAFTER, General:
Report of sickness in army.
Removal of troops to Montauk Point.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1898 (JULY-AUGUST:
CUBA).

SHANGHAI.
"Shanghai is the New York of China. It occupies a position on
the coast quite similar to that of New York on our own eastern
coast, and its percentage of importations into China is about
the same as that which New York enjoys in the United States.
The large share of the foreign trade of China which Shanghai
controls is due largely to its position at the mouth of the
great artery through which trade flows to and from China—the
Yangtze-Kiang. Transportation in bulk in China up to the
present time having been almost exclusively by water, and the
Yangtze being navigable by steamers and junks for more than
2,000 miles, thus reaching the most populous, productive, and
wealthy sections of the country, naturally a very large share
of the foreign commerce entering or leaving that country
passes through Shanghai, where foreign merchants, bankers,
trade representatives, trade facilities, and excellent docking
and steamship conveniences exist. The lines of no less than
eight great steamship companies center at Shanghai, where they
land freight and passengers from their fleets of vessels which
are counted by hundreds, while the smaller vessels, for river
and coastwise service, and the native junks are counted
literally by thousands. The Yangtze from Shanghai westward to
Hankow, a distance of 582 miles, is navigable for very large
steamships that are capable of coasting as well as river
service. Hankow, which with its suburbs has nearly a million
people, is the most important of the interior cities, being a
great distributing center for trade to all parts of central
and western China and thus the river trade between Shanghai
and Hankow is of itself enormous, while the coastwise trade
from Shanghai, both to the north and south, and that by the
Grand Canal to Tientsin, the most important city of northern
China, is also very large."

United States, Bureau of Statistics,

Monthly Summary, March, 1899, page 2191.

"When the English chose this position, in 1842, for their

mercantile settlement, it seemed difficult to believe that
 they would ever succeed in making the place a rival of Canton
or of Amoy. It is true that Shanghai possessed important
commercial relations already, and the great geographical
advantage of commanding the entrance to the navigable river
which traverses the whole empire from west to east; but the
builders of the city there had to struggle with enormous
difficulties of soil and climate. They had to solidify and
drain the land, dig canals, dry up marshes, cleanse the air of
its miasms, besides incessantly dredging and clearing the
channel, to keep it open for their ships. The first European
merchants established at Shanghai were favored in fortune by
the national disasters of China. The Taiping war drove
fugitives in multitudes to the territory conceded to
foreigners, and when the town of Soutcheou was destroyed, in
1860, Shanghai succeeded it as the great city of the country."

É. Reclus,
Nouvelle géographie universelle,
volume 7, page 455.

SHANGHAI: A. D. 1898.
Rioting consequent on French desecration of a cemetery.
Extension of foreign settlements.

See (in this volume)

CHINA: A. D. 1898-1899.

SHANTUNG, The "Boxer" outbreak in.

See (in this volume)

CHINA: A. D. 1900 (JANUARY-MARCH).

SHIMONOSEKI, Text of the Treaty of.

See (in this volume)

CHINA: A. D. 1894-1895.
{452}

SHIPPING OF THE WORLD: In 1900.

Statement of number and net and gross tonnage of steam and

sailing vessels of over 100 tons of the several countries of
the world, as recorded in Lloyd's Register for 1900-1901
[dated July 1, 1900].

United States, Commissioner of Navigation,

Annual Report, 1900, page 125.

FLAG STEAM.
SAIL. TOTAL.
------------------------- -
----------------- -------------
Number. Net tons. Gross tons.
Number. Net tons. Number. Tonnage.

British:
United Kingdom. 7,020 7,072,401 11,513,759
1,894 1,727,687 8,914 13,241,446
Colonies. 910 378,925 635,331
1,014 384,477 1,924 1,019,808
Total. 7,930 7,451,326 12,149,090
2,908 2,112,164 10,838 14,261,254

American
(United States):
Sea. 690 594,237 878,564
2,130 1,156,498 2,820 2,035,062
Lake. 242 436,979 576,402
73 138,807 315 715,209
Total. 932 1,031,216 1,454,966
2,203 1,295,305 3,135 2,750,271

Argentine. 95 36,938 57,239

106 30,407 201 87,646
Austro-Hungarian 214 240,808 387,471
56 28,613 270 416,084
Belgian. 115 111,624 162,493
2 420 117 162,913
Brazilian. 215 85,799 133,507
117 29,580 332 163,087
Chilean. 52 38,960 62,872
75 48,106 127 110,978
Chinese. 48 41,847 65,721
1 573 49 66,294
Colombian. 1 555 877
5 1,110 6 1,987
Danish. 369 240,599 412,273
433 106,738 802 519,011
Dutch. 289 307,574 467,209
117 63,068 406 530,277
French. 662 542,305 1,052,193
552 298,309 1,214 1,350,562
German. 1,209 1,344,605 2,159,919
501 490,114 1,710 2,650,033
Greek. 139 111,797 178,137
230 65,957 369 245,094
Haitian. 5 912 1,750
2 414 7 2,164
Italian. 312 343,020 540,349
864 443,306 1,176 983,655
Japanese. 484 303,303 488,187
582 86,370 1,006 574,557
Mexican. 25 6,562 11,460
13 3,081 38 14,541
Montenegrin. 1 1,064 1,857
14 3,513 15 5,370
Norwegian. 806 467,123 764,683
1,574 876,129 2,380 1,640,812
Peruvian. 3 3,204 4,869
33 9,607 36 14,476
Portuguese. 48 37,153 57,664
156 53,391 204 111,055
Roumanian. 17 9,686 17,361
3 659 20 18,020
Russian. 496 292,277 469,496
750 251,405 1,246 720,901
Sarawakian. 2 244 418
2 418
Siamese. 4 821 1,435
1 294 5 1,729
Spanish. 422 416,882 642,231
175 52,549 597 694,780
Swedish. 678 260,023 418,550
755 218,722 1,433 637,272
Turkish. 135 58,974 94,781
170 48,709 305 143,490
Uruguayan. 17 6,438 10,468
19 4,032 36 14,500
Venezuelan. 12 2,450 4,246
8 1,185 20 5,431
Zanzibarian. 3 1,871 2,808
3 2,808
Other countries:
Hawaii. 23 11,185 16,922
24 29,707 47 46,629
Cuba. 35 17,651 27,040
11 2,410 46 29,450
Philippine Islands 69 19,587 31,099
42 8,236 111 39,335
Various:
Arabia,
Salvador,
Ecuador,
Liberia,
Samos,
Nicaragua,
Bulgaria,
Costa Rica,
Egypt,
Persia,
Porto Rico,
etc. 31 10,130 17,717
22 9,127 53 26,844

Total. 15,898 13,800,513 22,309,358

12,524 6,674,370 28,422 29,043,728

SHIRE HIGHLANDS, The.

See (in this volume)

BRITISH CENTRAL AFRICA PROTECTORATE.

SHOA.

See (in this volume)

EGYPT: A. D. 1885-1896.

SHUN-CH'ING, Anti-missionary insurrection at.

See (in this volume)

CHINA: A. D. 1898-1899 (JUNE-JANUARY).
SIAH CHAI, or Vegetarians, The.

See (in this volume)

CHINA: A. D. 1895 (AUGUST).

SIAM: A. D. 1896-1899.
Declaration between Great Britain and France
with regard to Siam.

A declaration of agreement, in part as follows, between Great

Britain and France, was signed at London, January 15, 1896:

"I.
The Governments of Great Britain and France engage to one
another that neither of them will, without the consent of the
other, in any case, or under any pretext, advance their armed
forces into the region which is comprised in the basins of the
Petcha Bouri, Meiklong, Menam, and Bang Pa Kong (Petriou)
Rivers and their respective tributaries, together with the
extent of coast from Muong Bang Tapan to Muong Pase, the
basins of the rivers on which those two places are situated,
and the basins of the other rivers, the estuaries of which are
included in that coast; and including also the territory lying
to the north of the basin of the Menam, and situated between
the Anglo-Siamese frontier, the Mekong River, and the eastern
watershed of the Me Ing. They further engage not to acquire
within this region any special privilege or advantage which
shall not be enjoyed in common by, or equally open to, Great
Britain and France, and their nationals and dependents. These
stipulations, however, shall not be interpreted as derogating
from the special clauses which, in virtue of the Treaty
concluded on the 3rd October, 1893, between France and Siam,
apply to a zone of 25 kilometers on the right bank of the
Mekong and to the navigation of that river.

{453}
II.
Nothing in the foregoing clause shall hinder any action on
which the two Powers may agree, and which they shall think
necessary in order to uphold the independence of the Kingdom
of Siam. But they engage not to enter into any separate
Agreement permitting a third Power to take any action from
which they are bound by the present Declaration themselves to
abstain.

III.
From the mouth of the Nam Huok northwards as far as the
Chinese frontier the thalweg of the Mekong shall form the
limit of the possessions or spheres of influence of Great
Britain and France. It is agreed that the nationals and
dependents of each of the two countries shall not exercise any
jurisdiction or authority within the possessions or sphere of
influence of the other."

In a despatch to the British Ambassador at Paris, written on

the same day, Lord Salisbury explained the intent and purpose
of the agreement as follows: "It might be thought that because
we have engaged ourselves, and have received the engagement of
France, not under any circumstances to invade this territory,
that therefore we are throwing doubt upon the complete title
and rights of the Siamese to the remainder of their kingdom,
or, at all events, treating those rights with disregard. Any
such interpretation would entirely misrepresent the intention
with which this arrangement has been signed. We have selected
a particular area for the application of the stipulations of
this Treaty, not because the title of the King of Siam to
other portions of his dominions is less valid, but because it
is the area which affects our interests as a commercial
nation. The valley of the Menam is eminently fitted to receive
a high industrial development. Possibly in course of time it
may be the site of lines of communication which will be of
considerable importance to neighbouring portions of the
British Empire. There seems every prospect that capital will
flow into this region if reasonable security is offered for
its investment, and great advantage would result to the
commerce and industry of the world, and especially of Great
Britain, if capitalists could be induced to make such an
application of the force which they command. But the history
of the region in which Siam is situated has not in recent
years been favourable to the extension of industrial
enterprise, or to the growth of that confidence which is the
first condition of material improvement. A large territory to
the north has passed from the hands of the Burmese Government
to those of Great Britain. A large territory to the east has
passed from the hands of its former possessors to those of
France. The events of this recent history certainly have a
tendency to encourage doubts of the stability of the Siamese
dominion; and without in any degree sharing in those doubts,
or admitting the possibility, within any future with which we
have to deal, of the Siamese independence being compromised,
Her Majesty's Government could not but feel that there would
be an advantage in giving some security to the commercial
world that, in regard to the region where the most active
development is likely to take place, no further disturbances
of territorial ownership are to be apprehended."

Great Britain, Parliamentary Publications

(Papers by Command: France, Number 2, 1896, pages 1-3).

Perhaps the above explanation can be better understood after

reading the following:

"In the early eighties France commenced the subjugation of

Tonquin. … It was not until 1893 that France openly attacked
Siam. The demand was subtly formulated—on behalf, not of the
Government of the French Republic, but of 'the Empire of
Annam.' But even so the French had been in Annam for perhaps a
quarter of a century, whereas Siam could show an undisturbed,
undisputed tenure of the Mekong River's 'rive gauche' for at
least ninety years. … The cession to France of territory
amounting to rather more than one-third of the entire kingdom
was insisted upon; and in March 1893 that Power sent the
ship-of-war Lutin to Bangkok, where she remained for months a
standing menace. A rigorous blockade of the Siamese seaboard
followed, resulting in a few short days in complete surrender
of the disputed territory to France and the payment of a heavy
war indemnity. … By the Anglo-French Convention of last year
[as given above] the King of Siam's position became, to say
the least, slightly anomalous. That agreement practically
amounted to the fair division, between France and England, of
the whole of Siam save that portion situate in the fertile
valley of the Meinam, whose autonomy they still guarantee to
preserve. … France holds, in addition to the long-coveted port
of Chantabûn, that part of the province of Luang Phrabang
which is situate upon the right bank of the Mekong. … The
Siamese king is 'nulli secundus' among Oriental monarchs as a
progressive ruler. And fate has been unkind to him indeed! He
has encouraged English customs and the English language by all
the means in his power—has taken the kindliest possible
interest in the introduction of electric light, electric
tramways, &c., into his capital—has endeavoured to model his
army and navy, his prison and other systems, upon the English
method—and has in person opened the first railway (that
connecting Bangkok with Pâknam) in Siam. It is, indeed, one of
the strangest and most interesting sights, as you stroll
through the streets of the capital, to witness the 'riksha and
gharry of comparative barbarism travelling in juxtaposition to
the electric tramcar and the bicycle! And for his broad and
enlightened views the King of Siam has been requited by the
wholesale and utterly unjustifiable plunder of his most
fertile lands."
Percy Cross Standing,
The Significance of the Siamese Visit
(Nineteenth Century, June, 1897).

Frequent collisions between French and Siamese in the

so-called "neutral zone" on the right bank of the Mekong
continued, until a new convention was agreed upon in May,
1890. This gave to France the province of Luang-Phrabang, in
return for which she agreed to withdraw entirely from the
neutral territory and from the port of Chantabûn.

SIAM: A. D. 1898.
Gift of relics of Buddha.

See (in this volume)

BUDDHA.

SIAM: A. D. 1899 (May-July).

Representation in the Peace Conference at The Hague.

See (in this volume)

PEACE CONFERENCE.

SIAN FU,
SI-NGAN-FU,
The Chinese Imperial Court at.

See (in this volume)

CHINA: A. D. 1900 (AUGUST-SEPTEMBER).

SIBERIA.

See (in this volume)

RUSSIA IN ASIA.

SIBERIAN ARCTIC EXPLORATION.

 See (in this volume)
POLAR EXPLORATION, 1805, 1896, 1897, 1898, 1899, 1900.

{454}

SIERRA LEONE PROTECTORATE.

Extension of British authority over the Hinterland of the
Colony of Sierra Leone.
The hut tax.
Insurrection of natives.

"Immediately adjoining the Colony of Sierra Leone, lying to

the northward and eastward, is the Hinterland, the boundaries
of which were defined by the Agreement between Great Britain
and France which was concluded 21st January 1895. The extreme
depth from south to north is about 210 miles, lying between 7°
and 10° north latitude, and 180 miles from east to west, lying
between 10° 40' and 13° 20' of west longitude. The estimated area
is rather more than 30,000 square miles—about the size of
Ireland. … Unlike many regions on the west coast of Africa,
the country is, for the most part, well watered by rivers and
running streams. The population of the Hinterland has not been
ascertained. It has been variously estimated, before the
present troubles, at from about 750,000 up to about 2,000,000.
The trade and revenue of the Colony depend almost entirely on
the Hinterland. A very large proportion of the goods imported
into the Colony are carried into and consumed in the
Hinterland. These goods are paid for by means of the products
of the Hinterland, which are exported, and the profits derived
from the exchange enable the merchants to pay the Customs
duties, which constitute the bulk of the Colonial revenue. The
territories forming the Hinterland are, according to the
native organisation, ruled over by a large number of Chiefs
(or Kings, as they used to be, and still in native parlance
are, called). The portions of country under each Chief are
well ascertained, and recognised by the various Chiefs and
their subjects. …

"The relations between the English Government and the Chiefs

at the time of the conclusion of the Agreement between France
and England in 1895 was … that some of the Chiefs whose
territories lay most adjacent to the Colony of Sierra Leone
had contracted with the English Crown certain treaties of
cession, and treaties directed to definite objects of amity
and good offices. In addition there had sprung up by usage a
limited consensual and advisory jurisdiction, under which
Chiefs as well as persons not Chiefs would bring their
differences (mainly as to territorial boundaries) before the
Governor of Sierra Leone as a sort of arbitrator, and
implicitly follow his awards. This jurisdiction was exercised
over an area of no defined limits, so far as any rules were
concerned. As a fact, it was limited by conditions of distance
and facility of travel, so that whilst the usage was most
established in the countries nearest to Freetown, there was
none in the more distant regions, or if there was any it was
at most so rudimentary as to be jurally of no account. … I
have not been able to trace any instance in which, either
under treaty or any other form of consent, or without consent,
the English Government has imposed, or endeavoured to impose
any direct taxation upon the Chiefs or people of the
Hinterland prior to 1896.

"The agreement between France and Great Britain delimited the

respective spheres of interest of the two countries south and
west of the Middle or Upper Niger, and thus defined for
England in the Hinterland of Sierra Leone a territory within
which, so far as concerned any question between France and
England, England was at liberty to exercise whatever species
or extent of jurisdiction she might consider proper. It made,
of course, no alteration on the existing native organisation,
nor upon the existing relations between England and the native
Chiefs, who were not parties to the agreement in any sense. …
On 31st August 1896 a Proclamation was published setting forth
that Her Majesty had assumed a Protectorate over the
territories adjacent to the Colony of Sierra Leone in which
Her Majesty had acquired power and jurisdiction. For purposes
of administration the Hinterland was divided into five
districts, intended to be of about equal size, avoiding
severance as far as possible by the district boundary of the
territories of Paramount Chiefs. These districts have been
named as the Karene, Ronietta, Bandajuma, Pangmua, and
Koinadugu districts. In anticipation of the arrangements that
might become necessary for the government of the Protectorate,
an Order of the Queen in Council had been made on 24th August
1895, … whereby, … Her Majesty was pleased, by and with the
advice of her Privy Council, to order that it shall be lawful
for the Legislative Council, for the time being, of the Colony
of Sierra Leone, by Ordinance or Ordinances, to exercise and
provide for giving effect to all such jurisdiction as Her
Majesty may at any time, before or after the passing of the
Order in Council, have acquired in the said territories
adjacent to the Colony of Sierra Leone. … Following upon the
Order of the Queen in Council, an Ordinance, entitled 'An
Ordinance to Determine the mode of exercising Her Majesty's
Jurisdiction in the Territories adjacent to the Colony of
Sierra Leone,' was passed by the Legislative Council and
Governor of Sierra Leone for the Government of the
Protectorate, on 16th September 1896."

Great Britain,
Report and Correspondence on Insurrection in
the Sierra Leone Protectorate
(Parliamentary Publications:
Papers by Command, 1899, C. 9388, pages 10-17).

The Ordinance above mentioned, which was reenacted, with some

changes, in September, 1897, provided, among other things, for
the imposition of a house tax, or hut tax, upon the natives,
and this proved to be the main cause of a serious native
revolt in the Protectorate. "By way of asserting the Crown's
 ownership of all lands, whether in use and occupation or
not—and also of attempting to make the people defray the cost
of governing them by methods they resent—the Protectorate
Ordinance imposes a 'house tax' of five shillings a year, and,
in the case of 'houses with four rooms or more,' of ten
shillings a year, on every 'householder'; the same to be paid
in 'sterling coin' on or after the 1st January in each year,
or, in default of payment on demand, to be distrained for with
so much addition as will defray the cost of removing the
property and disposing of it for 'the price current at the
nearest market.' The absurdity of thus importing the mechanism
of civilisation into 'house tax' levying among these ignorant
savages matches the injustice of the tax itself. The mud
hovels to be taxed are rarely worth more than the equivalent
of two or three shillings apiece, and shillings or other
'sterling coin' are rarely seen or handled by the natives,
such wages as they earn being generally paid in kind, and such
trade as they carry on being nearly always in the way of barter.
{455}
Few who are not chiefs or headmen own property worth as much
as five shillings, and property for which five shillings could
be obtained 'at the nearest market' might be worth the
equivalent of five pounds to them. There was no attempt to
raise the proposed house or hut tax before last January
[1898], and perhaps none of the natives have even yet any
understanding of the clauses of the Protectorate Ordinance
providing them with new-fangled 'courts of Justice,' and
taking from them all proprietary rights in their land. But as
soon as a proclamation was issued on 21st August, 1896,
notifying the contemplated changes, all who heard of them were
reasonably alarmed, and wherever the news spread seeds of fresh
discontent were sown. …

"There were burning of huts, buffeting of chiefs, and so

forth, in the south and east, as well as in the north, where,
owing to the alleged recalcitrancy of Bai Bureh and the zeal
of Captain Sharpe, the District Commissioner, the havoc was
 greatest. Early in February several chiefs and headmen were
brought to Freetown from Port Lokko in manacles, to be tried,
or punished without trial, on a charge of 'refusing to comply
with the provisions of the Protectorate Ordinance, and
inciting their subjects to resist the law.' 'The most
affecting part of the matter,' says the newspaper report, 'is
that the natives all loudly affirm their unswerving loyalty to
the Government, and say that they do not refuse to pay the hut
tax because they do not wish to, but because they really
cannot pay.' Their apologies were not listened to. Instead, a
detachment of the West India Regiment was sent up to assist
Captain Sharpe in the little war on which he had already
embarked. A futile attempt to arrest Bai Bureh on 18th
February led to a general uprising, and the first battle was
fought on 3rd March, when the town of Karina was recovered
from the 'insurgents' who had occupied it, and over sixty of
them were killed. Another fight occurred at Port Lokko, on 5th
March, when the 'insurgents' lost about forty more. These
victories being insufficient, fresh troops were sent up in
batches, until the entire force of conquerors numbered 800 or
upwards. They found it easier to cow than to conquer the
people, and the unequal struggle went on for three months. At
the end of May operations had to be suspended during the rainy
season, and before they can be renewed it may be hoped that
peace will be patched up. Already, indeed, the 'rebellion'
appears to be practically crushed, and with it all the
civilisation and all the commerce that had been planted in the
Karina district. Hundreds of natives have been shot down, many
more hundreds have died of starvation. Nearly all the huts
that it was proposed to tax have been destroyed, either by the
owners themselves, or by the policemen and soldiers."

H. R. Fox Bourne,
Sierra Leone Troubles
(Fortnightly Review, August, 1898).

SILVER QUESTION, The: A. D. 1895 (January-February).

 Attitude of Free Silver majority in the U. S. Senate
towards the Treasury gold reserve.

See (in this volume)

UNITED STATES OF AMERICA:
A. D. 1895 (JANUARY-FEBRUARY);
and 1895-1896 (DECEMBER-FEBRUARY).

SILVER QUESTION, The: A. D. 1896.

In the American Presidential election.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1896 (JUNE-NOVEMBER).

SILVER QUESTION, The: A. D. 1896-1898.

The Indianapolis Monetary Commission report and
Secretary Gage's plan in Congress.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1896-1898.

SILVER QUESTION, The: A. D. 1897.

Negotiations by envoys from the United States for an
international bi-metallic agreement.

See (in this volume)

MONETARY QUESTIONS: A. D. 1897 (APRIL-OCTOBER).

SILVER QUESTION, The: A. D. 1900.

Practical settlement of the issue in the United States.
Attempted revival in the Presidential canvass.

See (in this volume)

UNITED STATES OF AMERICA:
A. D. 1900 (MARCH-DECEMBER), and (MAY-NOVEMBER).

SILVER REPUBLICANS.