Bussa’s rebellion

• Tasks
• Background
• Teachers' notes
• Connection to curriculum

Resistance among enslaved Africans began the moment they were captured, and took many different forms. Some chose to do the following:

• speak their native language in private
• perform African rituals like drumming
• appear to accept Christianity, but secretly practise their religion
• run away
• poison their masters
• pretend to be sick in order not to work
• damage tools or machinery

Many Africans also showed their resistance through rebellion. The most successful rebellion took place in Haiti in 1791. Here, the enslaved population drove out the French and British and set up the first black republic. In Jamaica, a group of Maroons, or runaway Africans, formed their own settlements in the mountains. For the next 150 years they fought against the British and helped to free others.

Slave rebellions tended to be less threatening in Barbados than on other Caribbean islands. Barbados had a well-armed police force and there was nowhere to hide. Unlike Jamaica, which still had forests, most of the land in Barbados had been cultivated to produce as much sugar as possible.

On Sunday 14 April 1816 a major rebellion broke out in Barbados. This rebellion was carefully planned and organised by the senior enslaved men and women who worked on several estates and plantations.

The rebellion started in the evening in the southeast parish of St Philip, spreading to most of the southern and central parishes of Christ Church, St John, St Thomas, St George and parts of St Michael. Three days later it was put down by the local militia (soldiers) and the imperial troops (the King’s troops) stationed on the island. Martial law (army rule) was declared on Monday 15 April, and was lifted on 12 July. Use this lesson to explore original documents how the British authorities responded to the rebellion of the enslaved in Barbados.

 

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Tasks

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Background

An African-born enslaved man called Bussa led the rebellion on Barbados. Very little is known about him, except that he was a ranger at the Bayley plantation in St Philip. A ranger was the head officer among the enslaved workers on an estate. He would have to look after boundaries and fences and deal with the day-to-day business arising between the estates. This meant that rangers travelled throughout the area. It is likely that Bussa enjoyed the confidence and respect of both the black community and plantation owners.

Bussa planned the uprising with people from the different estates. This included Jackey, the driver at the Simmons estate, King Wiltshire, a carpenter at Bayley’s and Nanny Grigg, a literate domestic at Simmons.

The uprising started at Bayley’s estate. It was an attempt by the enslaved people to change the society on Barbados. They believed that Barbados belonged to them and wanted their freedom from the plantation owners.

The act to end the slave trade had been passed in Parliament in 1807. In 1815 the slaves thought that they were going to gain their freedom when Governor Leith returned from Guadeloupe, another Caribbean island. They believed that he was bringing a ‘free paper’ with him to set them free.

Bussa commanded about 400 men and women against the troops. These included the West India Regiment, an all black branch of the British Army. He was killed in battle and his troops continued to fight until they were defeated by superior firepower. One white civilian and one black soldier were killed during the fighting. Compared to this, 50 enslaved people died in battle and 70 were executed in the field. Another 300 were taken to Bridgetown for trial, of which 144 were executed and 132 sent away to another island.

Bussa’s rebellion was one of many rebellions that took place in the Caribbean over the centuries, showing black people’s determination to gain their freedom. Rebellion was their attempt to influence the abolition movement.

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Teachers' notes

This lesson concerns the story of the Bussa rebellion in 1816 on Barbados based on evidence relating to the reaction of the British authorities. Source 1 provides evidence of the outbreak of the rebellion. Methods of social control used by the authorities are evident in the source. Source 2 shows what happened during the rebellion and the attitudes of the authorities. Source 3 reveals more about the attitude of the authorities and the course of the rebellion. Source 4 provides evidence from a report into the causes of the insurrection from the point of view of the authorities. All documents are provided with transcripts. Students can work through the questions individually or in pairs and report back to the class.

It is important to discuss with students that enslaved people also carried out other forms of resistance as mentioned in the introduction to this lesson including, speaking their native language in private; performing African rituals like drumming; appearing to accept Christianity, but secretly practising their religion; running away; poisoning their masters; pretending to be sick in order not to work or damaging tools or machinery.

Further activity:

Teachers can discuss as historical source, the sketch of a flag taken from the enslaved at Barbados during the rising featured in this lesson.

It has been suggested that the flag shows that they were striving for the freedoms that had been denied to them. The enslaved wanted to be free, be able to marry and have access to the privileges of the planters. At this point they did not want to overthrow the British Crown but rather wanted Britain to bring about emancipation in opposition to the local colonial authorities. Thus the flag appears to stress the rebels’ loyalty to Britain and Crown while presenting their strong desire for liberty as British citizens.

• Can you spot King George III, Britannia & lion, a man and woman, plantation owner, drum and crowns?
• Can you explain the presence of these images in the flag?
• What do you think the slogans on the flag mean? “Happiness ever remains the endeavor”; “Royal G.R. [George Rex] Endeavour for once”; “endeavour for once”; and “Britannier [Britannia] are always happy to assist all such sons as endeavour.”
• The enslaved were often kept illiterate to prevent them from showing resistance or access the means to fight for freedom. How is this flag an example of their resistance to enslavement?

Sources

Lesson image: Sketch of a flag taken from the insurgent slaves at Barbados,1816, MFQ 1/112 (2),
Source 1: Britain’s transatlantic slave trade: its effects and its eventual abolition, Catalogue ref: CO 28/85
Source 2: Letter from Colonel Edward Codd to James Leith, his report of the insurrection, Catalogue ref: CO 28/85 a-c
Source 3: Extract of a private letter, St Ann’s, Barbados, Catalogue ref: CO 28/85
Source 4: Letter from Colonel Edward Codd to James Leith, his report of the insurrection, 25 April 1816, Catalogue ref: CO 28/85

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Connection to curriculum

Key stage 3
Ideas, political power, industry and empire: Britain, 1745-1901: Britain’s transatlantic slave trade: its effects and its eventual abolition

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