state-granted monopolies

Examples of state-granted monopolies in the following topics:

• The Transformation of Law

  • Marshall also defended the legal rights of corporations and granted corporations a level of protection for their property equal to what individuals were entitled.
  • This decision also shielded corporations from intrusive state governments.
  • In 1819, the state of Maryland attempted to impose a tax on the Maryland branch of the Second Bank of the United States in McCulloch v.
  • Ogden in 1824, in which Marshall overturned a monopoly granted by the New York state legislature to steamships operating between New York and New Jersey.
  • The immediate impact of this historic decision was to end many state-granted monopolies.

• Gibbons v. Ogden

  • Ogden was a landmark decision in which the Supreme Court granted Congress the power to regulate interstate commerce.
  • Ogden, 22 U.S. 1 (1824), was a landmark decision in which the Supreme Court of the United States held that the power to regulate interstate commerce was granted to Congress by the Commerce Clause of the United States Constitution.
  • The decision overturned the New York state legislature's monopoly over certain steamships operating between New York and New Jersey.
  • He held that it was a legitimate exercise of congressional power regulating interstate commerce, and therefore superseded the state law allowing the monopoly.
  • The immediate impact of Gibbons resulted in the end of many state-granted monopolies.

• The Expansion of the Federal Government

  • The Constitution grants to Congress implied powers for implementing the Constitution's express powers, in order to create a functional national government.
  • Ogden (1824) was a landmark decision in which the Supreme Court held that the power to regulate interstate commerce was granted to Congress by the Commerce Clause of the Constitution.
  • The decision overturned the New York state legislature's monopoly over certain steamships operating between New York and New Jersey.
  • He held that it was a legitimate exercise of congressional power regulating interstate commerce, and therefore superseded the state law allowing the monopoly.
  • The immediate impact of the Gibbons case resulted in the end of many state-granted monopolies.

• Jackson's Democratic Agenda

  • Jacksonian democracy was built on the general principles of expanded suffrage, manifest destiny, patronage, strict constructionism, Laissez-Faire capitalism, and opposition to the Second Bank of the United States.
  • Jackson said that he would guard against "all encroachments upon the legitimate sphere of State sovereignty. " This is not to say that Jackson was a states' rights extremist; indeed, the Nullification Crisis would find Jackson fighting against what he perceived as state encroachments on the proper sphere of federal influence.
  • This position was one basis for the Jacksonians' opposition to the Second Bank of the United States.
  • The Jacksonians opposed government-granted monopolies to banks, especially the central bank known as the Second Bank of the United States.

• The Economy of the Middle Colonies

  • During the American Revolution, the Middle Colonies became independent of Britain as the states of New Jersey, Pennsylvania, New York and Delaware.
  • Pennsylvania became a leading exporter of wheat, corn, rye, hemp, and flax, making it the leading food producer in the colonies (and later states) between the years of 1725 and 1840 .
  • The Netherlands granted an exclusive patent for trade in the New World to the Dutch East India Company.
  • This monopoly would be valid for 4 voyages, all of which had to be undertaken within three years after the patent was awarded.

• Education and the Professions

  • The United States became a world leader in applied technology.
  • Rockefeller built Standard Oil into a national monopoly; then he retired from the oil business in 1897 and devoted the next 40 years of his life to giving away his fortune using systematic philanthropy, especially to upgrade education, medicine and race relations.
  • States used federal funding from the Morrill Land-Grant Colleges Acts of 1862 and 1890 to set up "land grant colleges" that specialized in agriculture and engineering.
  • The 1890 act created all-black land grant colleges, which were dedicated primarily to teacher training.
  • Among the first land-grant colleges were Purdue University, Michigan State University, Kansas State University, Cornell University (in New York), Texas A&M University, Pennsylvania State University, The Ohio State University and the University of California.

• The Grant Years

  • After the war ended, with the North victorious, the fear among Radical Republicans was that President Johnson too quickly assumed that slavery and Confederate nationalism were dead and that the Southern states could return to the Union.
  • Grant to be the Republican presidential candidate.
  • During Grant's two terms, he strengthened Washington's legal capabilities to directly intervene to protect citizenship rights even if the states ignored the problem.
  • Most important, they authorized the federal government to intervene when states did not act.
  • Grant had alienated large numbers of leading Republicans, including many Radicals, with the corruption of his administration and his use of federal soldiers to prop up Radical state regimes in the South.

• The Dutch Empire

  • In 1609, the Dutch East India Company commissioned English explorer Henry Hudson who, in an attempt to find the fabled northwest passage to the Indies, discovered and claimed for the VOC parts of the present-day United States and Canada.
  • In 1621, a new company was established with a trading monopoly in the Americas and West Africa: the Dutch West India Company.
  • The new company sought recognition for New Netherland as a province, which was granted in 1623.

• Higher Education

  • The Morrill Land-Grant Acts are United States statutes signed into law by President Abraham Lincoln on July 2, 1862 that allowed for the creation of land-grant colleges.
  • If the federal land within a state was insufficient to meet that state's land grant, the state was issued "scrip" which authorized the state to select federal lands in other states to fund its institution.
  • The resulting management of this scrip by the university yielded one third of the total grant revenues generated by all the states, even though New York received only one-tenth of the 1862 land grant.
  • This act required each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color.
  • Though the 1890 Act granted cash instead of land, it granted colleges under that act the same legal standing as the 1862 Act colleges; hence, the term "land-grant college" properly applies to both groups.

• America and WWI

  • The home front of the United States in World War I saw a systematic mobilization of the entire population and the economy to produce the soldiers, food supplies, munitions and money needed to win the war.
  • Therefore the federal government (and states as well) set up a multitude of temporary agencies to bring together the expertise necessary to redirect the economy and society into the production of munitions and food necessary for the war, as well as the production of ideas necessary to motivate the people.
  • In 1914, Congress passed the Smith-Lever Act, which created the Cooperative Extension Service in order to develop more effective agricultural and animal husbandry classes, programs, and use of land grant institutions such as Washington State University, Texas Agriculture & Mining, and the University of Wisconsin.
  • The Act also mandated land grant universities to share their knowledge with non-students (hence the Extension part of the title).
  • Headed by future president Herbert Hoover, the Food Administration was tasked with assuring the supply, distribution, and conservation of food during the war, facilitating transportation of food, preventing monopolies and hoarding, and maintaining governmental power over foods by using voluntary agreements and a licensing system.