By Nicholas V. Longo and Elizabeth C. Matto
As the nation celebrates the 250th anniversary of the Declaration of Independence, it is worth highlighting a revision made as the document was being crafted.
In an early draft, Thomas Jefferson referred to the colonists as “our fellow subjects” to describe their grievances against King George III. But as researchers from the Library of Congress discovered, Jefferson smudged out “subjects,” replacing it with “citizens.”
That simple but meaningful edit captured the revolutionary idea at the heart of a nation declaring its independence from a monarchy and forging a new system of self-government. It also provides an important lesson: Everyday people have the power to build the democracy we want to see.
Two hundred and fifty years later, that insight feels especially relevant. Americans are feeling disillusioned with how far democracy seems to fall short of its founding ideals.
Scholars warn that the United States has descended into a form of “competitive authoritarianism,” while nonpartisan organizations such as Freedom House have documented democratic backsliding driven by political polarization, weakening anticorruption safeguards and increasing reprisals against free expression.
As faith in democratic institutions declines, a troubling discontent is emerging: Even as two-thirds of Americans say democracy is the best form of government, less than one-fourth (24%) believe it is performing well, according to Gallup. Young people are even more critical. According to CIRCLE, just 16% agree that democracy is working well for their generation.
If American democracy is going to endure, we need a revitalization of public-spirited institutions.
For colleges and universities, this means fully embracing their civic missions. The college campus is a proving ground that can serve as a laboratory for civic renewal, offering students opportunities to develop the skills necessary for a vibrant democracy.
Jefferson himself noted the inextricable link between education and democracy. In a 1820 letter to William Charles Jarvis, he maintained his faith in democratic self-rule decades after independence but also recognized the need for it to be cultivated through the “enlightened” and “informed” power of education.
Democracy must be practiced, not just studied
Decades of data show that learning to be a productive participant in democracy requires active engagement in real-world contexts. Democracy is not a spectator sport, and learning by doing is the most powerful way to teach students what it means to be part of a democratic community.
High-impact, nonpartisan approaches range from undergraduate research and capstone courses to internships and service-learning experiences. They also include creating opportunities for students to engage in dialogue across differences and in real-world problem-solving — the foundations for effective civic action.
Teaching citizenship is the responsibility of every discipline as preparation for all professions. Whether students enter health care, business, STEM or public service, education should prepare them not only for careers but also for participation in public life.
In an era of AI-driven disruption and social transformation, employers recognize the need for civic professionals — people not only with technical expertise but also the ability to engage diverse stakeholders, build reciprocal partnerships and work collaboratively to solve society’s most pressing challenges.
The good news is that civic engagement develops these capacities. Listening, dialogue, problem-solving and finding common ground are not just democratic skills; they also make people more effective in the workplace.
Rutgers as a laboratory for civic life
A renewed focus on civic education is taking place across the country, and we have seen its impact firsthand as educators at Rutgers University.
Founded 70 years ago, the Eagleton Institute of Politics was the first university-based institute dedicated to linking the study of politics with the practice of politics. Housed there, the Rutgers Democracy Lab creates opportunities for students to build civic skills, talk across differences and solve real-world problems.
As the nation marks the 250th anniversary of the Declaration, we have expanded efforts to give Rutgers students opportunities to acquire essential democratic skills.
Faculty have redesigned first-year Byrne seminars to study American history while exploring the relevance of its ideals for contemporary challenges.
Students are also participating in the Democracy Lab’s Think and Do Tank to identify “wicked problems” and develop potential solutions collaboratively.
Eagleton’s Cafe Democracy series brings people together for conversations on strengthening democracy, echoing both early American taverns and modern coffeehouses.
From settlement houses and community schools to efforts to strengthen the civic mission of K-12 schools and engaged campuses, leaders have long recognized that democracy depends on education.
Former Supreme Court Justice Sandra Day O’Connor captured this idea when she observed that “the practice of democracy is not passed down through the gene pool.” Rather, echoing philosopher John Dewey, she argued it “must be taught and learned anew by each generation.”
As we mark this semiquincentennial Independence Day, we should remember Jefferson’s revision of the Declaration. The future of our commonwealth depends on creating opportunities for the next generation to practice democracy.
If we want to build citizens rather than subjects, civic education must be pursued with intention and purpose. If we do, young people will be at the forefront of building the democracy we need.
Nicholas V. Longo is director of the Rutgers Democracy Lab at the Eagleton Institute of Politics.
Elizabeth C. Matto is director of the Eagleton Institute of Politics and a research professor at Rutgers University. Her most recent book is To Keep the Republic: Thinking, Talking, and Acting Like a Democratic Citizen.