Harriet Martineau on the Theory and Practice of Democracy in America

2008 ◽  
Vol 36 (3) ◽  
pp. 424-455 ◽  
Author(s):  
Lisa Pace Vetter
Author(s):  
Lisa Pace Vetter

Close analysis of Harriet Martineau’s lengthy examination of American life, Society in America, and her methodological treatise, How to Observe: Morals and Manners, reveals that she adapts Adam Smith’s theory of sympathy to accommodate greater diversity among observers and the observed. Martineau’s innovative account of sympathy and her method of observation distinguish her from her contemporary, Alexis de Tocqueville. Her approach is better able to address slavery and the disenfranchisement of women by allowing people to empathize with those who are radically different from themselves. For Martineau, as individuals connect to others in this way, they are in a stronger position to realize the disparate treatment and injustices others face, and to support abolitionism and women’s suffrage.


1979 ◽  
Vol 1 (1) ◽  
pp. 128-140
Author(s):  
Lawrence E. Hazelrigg

Between 1815 arid 1850, hundreds of men and women journeyed to the United States not as immigrants but as investigators seeking first-hand knowledge of the “giant new nation” of North America. Many of these visitors later published accounts in description, and sometimes explanation, of what they had seen and heard. Tocqueville’s Democracy in America comes quickly to mind, of course; but there were other studies by other visitors, though their names are now less familiar to us. Harriet Martineau, for instance, came lu the United States in 1834. remained nearly two full years, and then wrote a two-volume study of (The Theory and Practice of) Society in America (1837), plus a retrospect of her western travels (1838; also see 1877: I, 329-409). Michel Chevalier’s perceptive study of the emerging industrial economy (1836) was based on his tour of inspection during the years 1833-35. Domingo Faustino Sarmiento. early social scientist and future President of Argentina, visited in 1847 and then published an account of his travels and a study of education in the United States (1866; 1909). And there were many others. Of all these accounts, however, only Tocqueville’s became the celebrated “classic”. Soon after its first appearance in France, Henry Reeve prepared an English edition for publication in London and. with a special introduction by John Canfield Spencer, in New York. In each country Democracy in America was received with great acclaim. No less a figure than John Stuart Mill (1840:3) pronounced it “the first philosophical book ever written on Democracy, as it manifests itself in modern society; … the beginning of a new era in the scientific study of politics”. First notices in the United States were nearly as laudatory: an essay in the July 1836 issue of North American Review, attributed to Edward Everett, regarded “this work now before us, as by far the most philosophical, ingenious and instructive, which has been produced in Europe on the subject of America.”


1990 ◽  
Vol 10 (x) ◽  
pp. 207-227
Author(s):  
Ralph C. Hancock

James T. Schleifer, in his extremely valuable The Making of Tocqueville’s Democracy in America, laments the existences, in the Frenchman’s famous study, of “a lingering confusion” regarding the nature of American federalism.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


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