James Madison University - Index

James Madison University - Liberty & Learning - Index

piedmont, princeton, and an educated citizenry
Over the next several years, as the new American nation struggled, Madison
continued to formulate and refine his political beliefs. He concluded that a
republic was the best form of government to secure and preserve the liberties of
the people. He predicated his logic on historical precedent and tempered his logic
with a keen understanding of the realities of human nature. A well informed,
educated, and virtuous citizenry was critical to the survival of a nation founded
upon such principles. To help ensure this, Madison became an early proponent
for advancing learning throughout the states by creating new schools and colleges.
“Knowledge will forever govern ignorance: and a people who mean to
be their own governours, must arm themselves with the power which knowledge
gives,” 32 Madison wrote. His close friend, Thomas Jefferson, concurred.
“Enlighten the people generally, and tyranny and oppressions of body and mind
will vanish like evil spirits at the dawn of day. . . . I believe it [human condition]
susceptible of much improvement . . . and that the diffusion of knowledge among
the people is to be the instrument by which it is affected.” 33
In 1796, President George Washington, in his final address to Congress, took
the initiative by urging the creation of a new, national university of the United
States. Such an institution, he believed, would provide a sense of pride and culture
in the United States. Washington elaborated, “The assembly to which I
address myself is too enlightened not to be fully sensible how much a flourishing
state of the arts and sciences contributes to national prosperity and reputation.” 34
Moreover, Washington hoped that this new university would attract the finest
professors and teachers and would offer a high-quality education to the nation’s
best students. It would have the added benefit of increasing a sense of nationalism
and unity while advancing knowledge. Washington explained the situation
to Congress.
Amongst the motives to such an institution, the assimilation of the principles,
opinions, and manners of our country-men by the common education of a portion
of our youth from every quarter well deserves attention. The more homogenous
our citizens can be made in these particulars the greater will be our prospect
of permanent union; and a primary object of such a national institution
should be the education of our youth in the science of government. In a republic
what species of knowledge can be equally important and what duty more pressing
on its legislature than to patronize a plan for communicating it to those who
are to be the future guardians of the liberties of the country? 35
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