Jacksonian Democracy has become almost a commonplace in American history. But in this penetrating analysis of one state-its voting cycles, party makeup, and social, ethnic, and religious patterns-Lee Benson shows that the concept bears little or no relation to New York history during the Jacksonian period. New York voters between 1816 and 1844 did not follow the traditional distinctions between Whigs and Democrats. Ethnic and religious ties were stronger social forces than income, occupation, and environment. Mr. Benson's examination suggests a new theory of American voting behavior and a reconsideration of other local studies during this period. Originally published in 1961. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Jacksonian Democracy has become almost a commonplace in American history. But in this penetrating analysis of one state-its voting cycles, party makeup, and social, ethnic, and religious patterns-Lee Benson shows that the concept bears little or no relation to New York history during the Jacksonian period. New York voters between 1816 and 1844 did not follow the traditional distinctions between Whigs and Democrats. Ethnic and religious ties were stronger social forces than income, occupation, and environment. Mr. Benson's examination suggests a new theory of American voting behavior and a reconsideration of other local studies during this period. Originally published in 1961. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Few developments in the history of the Spanish colonial system in Mexico have been more carelessly treated or more often misinterpreted than the attempt to establish constitutional government in New Spain under the Spanish monarchy during the 1809–1814 and 1820–1822 periods. Yet the broad outlines of the Mexican constitutional system were laid then, largely through the insistent efforts of the Mexican deputies to the Cortes, the Spanish legislative body. Some of the delegates also grasped this opportunity to inform their countrymen and train them in the effectiveness of parliamentary debate and resolution as a more intelligent road to democratic and representative government. The 70 Mexican deputies (of the 160 elected) who actively participated in the sessions of the Cortes either helped draw up the Constitution of 1812, which initiated provisions for many needed reforms relating to military, religious, economic, educational, judicial, and governmental affairs in Mexico, or contributed to the enabling acts consequent to these provisions. The prime reason for calling the Cortes, however, and especially for inviting the participation of the Mexicans, was to attempt to maintain New Spain’s loyalty to the mother country, an unrealized objective in the long run, although much constructive discussion of this goal was offered by the Mexican delegates. These eight essays trace the establishment and implementation of the Mexican electoral system, both national and municipal, and of reforms in the economic, journalistic, religious, and military systems. They serve as an informative introduction to the revolutionary role the Cortes of Spain played in Mexican history and as a record of the contribution of Mexican delegates to the beginning of liberal reform in their country.

Mexico and the United States each have a constitution and a federal system of government. This fact has led many historians to assume that the Mexican system of government, established in the 1820s, is an imitation of the U.S. model. But it is not. In this interpretation of the independence movement, Nettie Lee Benson tells the true story of Mexico's transition from colonial status to a federal state. She traces the Mexican government's beginning to events in Spain in 1808-1810, when provincial juntas, or deputations, were established to oppose Napoleon's French rule and govern the country during the Spanish monarch's imprisonment. These provincial deputations proved so popular that ultimately they became the established form of government throughout the provinces of Spain and its New World dominions. It was the provincial deputation, not the United States federal system, that provided the model for the state legislative bodies that were eventually formed after Mexico won its independence from Spain in 1821. This finding-the result of years of painstaking archival research-strongly confirms the independence of Mexico's political development from U.S. influence. Its importance to a study of Mexican history cannot be overstated.

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey-as well as their own work at Penn's Netter Center for Community Partnerships-to help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the "relief of man's estate"-an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition-and to realize Dewey's vision of an organic "Great Community" composed of participatory, democratic, collaborative, and interdependent societies.