Study Guide for Tocqueville

Study Guide for Democracy in America, by Alexis de Tocqueville

This study guide is to help you read and understand selections from Tocqueville's Democracy in America and relate them to the lectures in HIST 104. I'll give you some introductory context for the book here.

Background on Democracy in America

First, let me point out the importance of Democracy in America as a primary document in American history. I suspect that this is the most quoted, most cited of all sources on the American character and American nationhood. In other words, we are reading a classic, not some textbook. This is a book you ought to know something about. It's one that may be useful to you in other college course work, too--as a source of insights, quotations, and authority. That's why at the conclusion of this page I have placed a brief bibliography--a list of sources I have consulted in order to enlighten my own reading of Tocqueville.

Second, I'd like you to understand that Democracy in America is part of a specific genre of literature, that is, a particular type of writing common at a particular time. This genre still flourishes today, but its heyday was in the 19th century, Tocqueville's time. It's called a "travel narrative." Other examples of this genre were Robinson Crusoe, by Daniel Defoe; Three Years Before the Mast, by Richard Henry Dana; Innocents Abroad, by Mark Twain; and The Oregon Trail, by Francis Parkman. In recent times we have Travels with Charley, by John Steinbeck, and Blue Highways, by William Least Heat Moon. A travel narrative may be nonfiction (autobiographical) or fiction (a novel), but it commonly has certain themes--almost a formula. In a travel narrative, the narrator leaves civilization behind, and he does so with a quest in mind. He is looking for something. In search of that thing, he travels to far places and encounters exotic peoples. These experiences cause him to be changed somehow, to think in new ways--they make an impression on him. So then he returns to civilization, recounts the wonders he has seen, and tells how the experience has changed him, or what he has learned.

For an on-line version of TQ, along
with some great context material, go to
University of Virginia Hypertexts.
Third, you need to know a little something about the French Revolution. Tocqueville was interested in what was going on in America because of what was going on in France. Americans declared their independence from the British Empire in 1776 and soon afterward founded a democratic republic--a radical new form of government. Americans believed that in doing so they were fulfilling a destiny assigned them by God, showing the rest of the world the way to leave autocracy and aristocracy behind and follow the star of democracy. Then came the French Revolution in 1789. In some ways it was similar to the American Revolution, but in other ways it was different. For one thing, the French Revolution was a class struggle, a revolt of the masses against rule by the elite; it was more radical than the American Revolution. For another thing, the French Revolution took a more desperate and dangerous turn. During the Reign of Terror the revolutionary authorities executed countless enemies of the people. Moreover, the French republic, the French experiment in democracy, was vulnerable. If you know the story of Napoleon, then you know that after the fall of monarchy, France wavered between democracy and dictatorship. As Tocqueville said, "In the French Revolution there were two opposite tendencies which must not be confused; one favored freedom, the other despotism."

Get Started on Your Own

Now, the first things I want you to read for this course are the two introductions to Democracy in America. The first introduction is by the editor, Richard D. Heffner. This, then, is secondary writing, providing us with background about Tocqueville and his book. The second introduction is by Tocqueville himself, telling us what he is trying to do in his book. You are responsible for knowing the content of these two introductions. Here are a few questions you might ask yourself.
  • What sort of a man was Alexis de Tocqueville? What was his background?
  • Why did he come to America in 1831-32? What was his quest?
  • Why does Tocqueville want to study American democracy? Why is the subject important? What does he think of democracy? What is the future of democracy?

On-Line Discussions of Readings

Most of the rest of this web page is devoted to a study guide providing study questions for specific chapters, or essays, in Democracy in America. It's organized according to lecture topics. I want you to read certain essays in conjunction with certain lectures delivered in class. Now and then in lecture I will make reference to Tocqueville, making a connection for you, but most of the dicussion of Tocqueville will take place on-line, in the discussion sections of the listserv, Cumberland Gap. To stay current, you will have to keep checking the website calendar, keep checking your e-mail, and keep coming to class.

Here's how the on-line discussions will work. By checking the calendar, and by listening for announcements in class, you will know what essays you are supposed to be reading. Keep up! Because at the appropriate time, in relation to the progress in lecture, I will call on you to discuss the readings on-line. I'll do this with an e-mail message, and sometimes also an announcement in class. When you find an e-mail message or get an announcement from me opening discussion on a given reading assignment, it is time for you to post your comments to the listserv. Comments, what comments? Well, you can respond to one of the study questions given below; I expect most postings will be along those lines. But you also can write about other things. You can apply what Tocqueville says to American life, you can dispute what he says, you can express puzzlement with what he is trying to say. You are encouraged, too, to reply to one anther via the listserv, asking questions or giving comments, so as to improve understanding of the reading by all members of the discussion section.

You don't have to comment on every reading assignment, but your contributions to the listserv discussions are the largest element in determining your participation grade in the course. Quality of responses is considered along with quantity, but if by the end of semester you haven't posted 15 or more responses to readings, I'd say you would be below average.

What is the appropriate style and tone for writing these postings? I think the tone is conversational, as if you were writing a letter to a friend. This isn't formal writing, it's expressive writing, intended to convey your own response to the readings. On the other hand, it should not be sloppy. Pay attention to matters of style--clean up your grammar and punctuation, write good sentences, be considerate of your readers.

Please be timely and keep up with the work. The idea of these on-line discussions of Tocqueville is that by writing your impressions and responding to one another, you come to a better understanding of the readings than if you just did them alone. If you lag behind, and you post comments about one set of readings when others already have moved on, then you not helping. Such late messages are just clutter that make the list less useful for others. Of course, sometimes exchanges of discussion about a particular item can go on for some time, and that's fine--go with the flow. Just don't be negligent about the work and then try to catch up with messages that are not timely.

Questions? If you don't know what to do, just ask.

Readings to Accompany Lecture 1: History

No readings in Tocqueville are assigned in connection with Lecture 1. Explore the website! And get started on the introductions to Tocqueville, as discussed above.

Readings to Accompany Lecture 2: The Great American Desert
  • Chapter 20, Why the Americans Are More Addicted to Practical Than to Theoretical Science

  • Chapter 35, How Democracy Renders the Habitual Intercourse of the Americans Simple and Easy

Chapter 20 is important to us here in a land-grant university, founded under the authority of the Morrill Act of 1862. It is of particular importance here in North Dakota, on the Great Plains, the last frontier--because F.J. Turner tells us that Americans, with their frontier heritage, are practical people.
  • In universities we often speak of "pure research" and "applied research." What are Tocqueville's words and categories to make the same sort of distinction in science?

  • What effect does democracy have on the practice of science?

  • What would Tocqueville say about the sort of science we do at land-grant universities?
Chapter 35 also has particular pertinence to life on the plains. We take it for granted that in this part of the country we value plain speaking, informal ways, and egalitarian manners--we don't put on airs.
  • Why, according to Tocqueville, are the English stuck up?

  • Why, on the other hand, are Americans easy-going and friendly?

  • Does what Tocqueville says have any special importance or application to this part of the country?

Readings to Accompany Lecture 3: The Industrialization of America
  • Chapter 18, Equality Suggests to the Americans the Idea of the Indefinite Perfectibility of Man

  • Chapter 34, How an Aristocracy May Be Created by Manufactures

Americans, with their revolutionary heritage and frontier background, are great believers in progress, in the idea that things are getting better and better. Chapter 18 pertains to this American belief in progress--a basic value of industrializing America.
  • What is the doctrine of human perfectibility?

  • Give of an example of this doctrine affecting modern life in America.
In Chapter 34 Tocqueville is writing about the economic concepts of, to use modern economists' terms, division of labor and economy of scale--also essential assumptions for industrial America.
  • What is division of labor, the organization of work in industry that Tocqueville is talking about?

  • How does division of labor engender a new aristocracy?

  • Is the aristocracy of manufacturing a dangerous aristocracy?

Readings to Accompany Lecture 4: The American Dream
  • Chapter 12, Unlimited Power of the Majority in the United States and Its Consequences

In Chapter 12 Tocqueville puts forward his most famous and controversial concept, the "tyrrany of the majority." He applies this both to political life and to social custom. In this course I intend also to connect Tocqueville's ideas of majority rule and minority rights to the subjects of immigration and ethnicity.
  • What is "tyrrany of the majority"? Can you give an example?

  • Comment on: "When I refuse to obey an unjust law, I do not contest the right of the majority to command, but I simply appeal from the sovereignty of the people to the sovereignty of mankind."

  • Is there true freedom of thought in the United States, a democracy?

  • Can you apply Tocqueville's ideas to questions of national unity, group rights, and individual liberties such as are debated in America today?

Readings to Accompany Lecture 5: The Populist Revolt
  • Chapter 3, The Sovereignty of the People in America

Sovereignty is where power comes from, where the power lies. It seems appropriate that in connection with lecture material on the People's Party, we should read about the sovereignty of the people.

  • Tocqueville says, "The people reign in the American political world as the Deity does in the universe." If that were so, then why did the Populist movement arise outside the regular political parties?

  • Tocqueville also says that "the wily and despotic of every age" would abuse the idea of "the will of the nation." What is he talking about here?

Readings to Accompany Lecture 6: The Splendid Little War
  • Chapter 44, Why the National Vanity of the Americans Is More Restless and Captious than that of the English

Tocqueville believes that Americans are way too sensitive about national honor and vanity.
  • Did the national vanity of Americans play a part in the Spanish War?

  • Is Tocqueville right in his opinions about sensitive Americans? Have you seen any evidence of it in discussions in your list?

Readings to Accompany Lecture 7: The Progressive Movement
  • Chapter 48, Why Great Revolutions Will Become More Rare

Tocqueville can help us understand the reforms of the Progressive Movement by explaining why Americans are a reforming people. In our system we reform, that is, we make changes to the existing system by increments, rather than having revolutions. Let's discuss why.
  • So--why don't democracies have revolutions?

  • Progressivism was not revolutionary, but reformist. It sought not to overthrow the American system but to preserve it by reforming it. According to Tocqueville, then, what class of society would be most interested in such reform?

Readings to Accompany Lecture 8: Making the World Safe for Democracy
  • Chapter 49, Why Democratic Nations Are Naturally Desirous of Peace, and Democratic Armies of War

In 1917 President Wilson led the nation into war to "make the world safe for democracy." The U.S. is a democratic nation, he said, and we are fighting for democracy throughout the world. This is a good place to talk about how democratic Americans think about war.
  • The United States was reluctant and slow to enter the Great War. It started in 1914; the U.S. entered the conflict in 1917. What would Tocqueville say about this?

Readings to Accompany Lecture 9: The Roaring Twenties
  • Chapter 39, Young Women in a Democracy

It's interesting to read Tocqueville's comments on women in a democracy in association with the study of the shocking behavior of young women in the 1920s.
  • Describe the young American woman as Tocqueville observed her. How does he account for her position?

  • How does the status of a married woman differ from that of a young single woman?

Readings to Accompany Lecture 10: The Great Depression
  • Chapter 53, That the Opinions of Democratic Nations About Government Are Naturally Favorable to the Concentration of Power

  • Chapter 54, That the Sentiments of Democratic Nations Accord with Their Opinions in Leading Them to Concentrate Political Power

In these two chapters, Tocqueville argues "that the principle of equality suggests to men the notion of a sole, uniform, and strong government."
  • Why does equality lead to a more powerful government enforcing uniformity?

  • Why do you think I have asked you to read these chapters in connection with the study of Franklin Roosevelt and the New Deal?

  • Evaluate Tocqueville's conclusion: "I am of opinion, that, in the democratic ages which are opening upon us, individual independence and local liberties will ever be the products of art; that centralization will be the natural government."

Readings to Accompany Lecture 11: World War II
  • Chapter 50, Causes Which Render Democratic Armies Weaker than Other Armies at the Outset of a Campaign, and More Formidable in Protracted Warfare

In this chapter Tocqueville describes the condition of armies in a democracy, and how a democracy responds when engaged in war.
  • Place yourself in the position of President Roosevelt immediately following the attack on Pearl Harbor. As a student of Tocqueville, what encouragement might you offer the American people?

Readings to Accompany Lecture 12: The Cold War
  • Chapter 15, Future Prospects of the United States

This chapter contains one of Tocqueville's most-cited pieces of prophecy, one worth considering in connection with the Soviet-American rivalry of the Cold War.
  • Why does Tocqueville predict the United States is to become a great nation?

  • How does it compare in character with Russia?

Readings to Accompany Lecture 13: The Civil Rights Movement
  • Chapter 52, Equality Naturally Gives Men a Taste for Free Institutions

  • Chapter 41, How the Americans Understand the Equality of the Sexes

Chapter 52, a brief chapter, has to do with the relationship between equality and order.
  • Can you relate this essay to our study of the Civil Rights movement of the 1950s and 1960s?
In Chapter 41 Tocqueville describes what came to be known as the "separate spheres" of men and women in America.
  • What are the virtues of such separate spheres?

  • Why do you think this conception of gender relations came under attack in the 1960s?

Readings to Accompany Lecture 14: Viet Nam
  • Chapter 56, What Sort of Despotism Democratic Nations Have to Fear

This is Newt Gingrich's favorite chapter. Oddly enough, I think it also could have been a favorite of student radicals during the era of the Viet Nam War.
  • What sort of despotism is likely to occur in a democracy?

  • How may citizens in a democracy prevent, or at least moderate, such despotism?

Readings to Accompany Lecture 15: Millennium

  • Chapter 25, Some Characteristics of Historians in Democratic Times
Chapter 25 is concerned with how historians explain things--with causation, in other words. There are ideas here that apply to some of the explanations of Populism you will get in lecture.
  • What are the two types of historical explanation noted by Tocqueville? Which type is employed by democratic historians?

  • Based on Tocqueville's definitions, and on what you have heard thus far, is the instructor of this course a democratic historian?

Prof. Isern's Bibliography for the Study of Tocqueville

Adams, Percy G. Travel Literature and the Evolution of the Novel. Lexington: University Press of Kentucky, 1983.

Jardin, Andre. Tocqueville: A Biography. New York: Farrar Straus Giroux, 1988.

Pierson, George Wilson. Tocqueville in America. Garden City: Doubleday & Co., 1959.

Schleifer, James T. The Making of Tocqueville's Democracy in America. Chapel Hill: University of North Carolina Press, 1980.

Stout, Janis P. The Travel Narrative in American Literature: Patterns and Departures. Westport: Greenwood Press, 1983.

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