Issues
Three major types of issues were addressed by the Compromise of 1850, to wit: a variety of boundary issues; status of territory issues; and the issue of slavery. While capable of analytical distinction, the boundary and territory issues were actually included in the overarching issue of slavery. Pro- and anti-slavery interests were each concerned with both the amount of land on which slavery was permitted and with the number of States which respectively would be in the slave or free camps. Since Texas was a slave state, not only the residents of that state, but the pro- and anti-slavery camps on a national scale had an interest in the size of the state of Texas.
The general solution that was adopted by the Compromise of 1850 was to transfer a considerable part of the territory claimed by the state of Texas to the federal government, to formally organize two new territories, the Territory of New Mexico and the Territory of Utah, which expressly would be allowed to locally determine whether they would become slave or free territories, to add another free state to the Union (California), adopt a severe measure to recover slaves who had escaped to a free state or free territory (the Fugitive Slave Law), and to abolish the slave trade in the District of Columbia.
Read more about this topic: Compromise Of 1850
Famous quotes containing the word issues:
“I can never bring you to realize the importance of sleeves, the suggestiveness of thumb-nails, or the great issues that may hang from a boot-lace.”
—Sir Arthur Conan Doyle (1859–1930)
“Your toddler will be “good” if he feels like doing what you happen to want him to do and does not happen to feel like doing anything you would dislike. With a little cleverness you can organize life as a whole, and issues in particular, so that you both want the same thing most of the time.”
—Penelope Leach (20th century)
“How to attain sufficient clarity of thought to meet the terrifying issues now facing us, before it is too late, is ... important. Of one thing I feel reasonably sure: we can’t stop to discuss whether the table has or hasn’t legs when the house is burning down over our heads. Nor do the classics per se seem to furnish the kind of education which fits people to cope with a fast-changing civilization.”
—Mary Barnett Gilson (1877–?)