Laws 2026, 15(3), 43; https://doi.org/10.3390/laws15030043 - 16 May 2026
Abstract
Thomas Jefferson, the Author of the Declaration of Independence and the Father of the University of Virginia, considered it a self-evident truth that our rights must be secured through government and that the people themselves are the only safe guardians of their liberty
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Thomas Jefferson, the Author of the Declaration of Independence and the Father of the University of Virginia, considered it a self-evident truth that our rights must be secured through government and that the people themselves are the only safe guardians of their liberty in a republican form of government. The civic education of the people is, therefore, imperative, in his view, if they are to be informed citizens. This article examines the ways that the first States sought to institute public universities, through both constitutional and legislative means, and highlights Jefferson’s vision for civic education against the activity of the States in establishing education. Surveying early State constitutions and university charters reveals, for those States instituting public education, a wide range of approaches, particularly with respect to three aspects: authorizing mode (constitutional or legislative mandates); civic rhetoric; and scope (tiered system or single institution). While several of the States recognize education as important to republican government, their commitments to public civic education vary. Against this backdrop, Jefferson’s views on education appear both comprehensive and constant, from his reform Bill for the More General Diffusion of Knowledge and Notes on the State of Virginia, which envision a three-tiered public system, to his efforts in retirement to pass education reform and establish a new university, with his purpose being explicitly civic. While his State never adopted his full system, Jefferson continued to advocate for ward republics and public instruction throughout his life. The founding of the University of Virginia in 1819 partially fulfilled this pursuit, embodying the keystone in his educational architecture. Yet Jefferson’s broader system—grounded in local participation and universal civic instruction—remained unrealized. This survey further reveals that statesmen in early America did not always agree with Jefferson that States must have an enduring institutional commitment to public civic education, as the best means to inform the people and to secure republican self-government.
Full article
(This article belongs to the Special Issue Vol. II of Civic Engagement, Justice, and the Law in a National and International Context)
