What does it mean to raise a good American in the 21st century?
These days, suggesting the mere existence of objective standards may feel outdated, and asserting that we should aim to raise citizens who uphold an objective standard can even seem offensive to some. If we’re honest with ourselves, the entire conversation may cause many of us to feel uncomfortable, judgmental, or even a bit nervous.
But standards and expectations are pervasive in our daily lives, whether it’s A’s vs. F’s in the schoolhouse or stop signs on our streets. It seems reasonable then to suggest that certain attributes in citizens are more desirable than others.
So, “What does a good American look like?” And what does good even mean?
We need to answer these questions carefully if we plan to ensure our broader culture, our approach to education, and our parenting practices are facilitating - rather than undermining - efforts to raise thriving American citizens for the sake of their own happiness and for the well-being of us all. Anyone who has pursued a professional or academic goal, played a sport, or made a decent dinner understands that success is more likely if we first identify desired outcomes.
A ROOM WITH A VIEW
Back in October, at the height of vibrant autumn color here in Virginia, my husband and I enjoyed a fascinating visit to Montpelier, the home of James Madison, aka Father of the Constitution (Jefferson’s Monticello gets most of the attention, but Montpelier is a treasure not to be missed!).
As I stood in Madison’s second-floor library packed with 1000+ books, I marveled at the remarkable view of the Blue Ridge Mountains. I imagined Madison studying and writing at his desk while viewing through his window mountains that then marked the edge of the British Empire. Contemplating the vast expanse beyond, he must have felt he was writing for posterity. It’s not surprising that Madison found inspiration in such a space and penned at that desk the Virginia Plan (fundamental groundwork for the Constitution), a few of the Federalist Papers, letters advocating for the Bill of Rights, and many other influential writings.
Call me a history geek, but I admit it. I nearly cried as I stood there. When I blurted out that I was so moved I was about to cry, Richard, our wonderful and talented tour guide donning the Indiana Jones hat, comforted me and joked “You shouldn’t worry – it happens all the time.”
At the end of the house tour, I visited an exhibit extending through the home’s cellars, where enslaved Americans suffering on Madison’s plantation unjustly toiled. The exhibit, entitled Mere Distinction of Color, revealed a more complete story about the disturbing contradictions in the lives of Madison and many of the founders. How could they assert such noble principles and author such inspirational and ingenious documents, and yet rob other human beings of their freedom?
Anyone who has visited Montpelier (or Monticello) likely asked similar questions while there. I struggle to understand the dissonance between the words and actions of many of our founders. Many of these individuals were certainly complicated and flawed human beings.
Nonetheless, these Americans achieved extraordinary firsts, including the founding of a nation built on universal principles expressed in the Declaration of Independence and the Bill of Rights. They designed a system that has endured for almost two and a half centuries and facilitated progress toward a “more perfect union.”
But what type of citizen do we need to raise to ensure our republic endures for another two centuries?
In short, we need to raise virtuous citizens. The good American is a virtuous American. Don’t let a word that sounds like it still belongs in the 18th century throw you off.
A deep dive into virtue ethics is beyond the scope of this post, but for our purposes, we can lean on the dictionary definition of virtue: “conformity to a standard of right.” In other words, virtue refers to moral excellence, or an adherence to a standard of the good. Aristotle understood virtue as moderation - a mean between the excessive and the insufficient.
As a simple illustration, consider the nature of generosity as a virtue. The miser hoards cash while the foolish spendthrift (yes, this is one of those confusing SAT words) gives it all away. The virtuous person gives generously yet reserves enough for her own needs. In the West, the ancient Greeks enumerated prudence, temperance, fortitude, and justice as virtues. Judaism brought forward the Ten Commandments and the Book of Proverbs. Christians later added faith, hope, and love, and Charlemagne formulated the medieval chivalric code. In the East, Buddhist practice ascribes to the Noble Eightfold Path, and Hinduism emphasizes the notion of dharma.
Trying to pin down what constitutes virtuous behavior is certainly not a new enterprise.
Three decades before the writing of the Declaration of Independence, Benjamin Franklin formulated a solid and at times slightly quirky list of thirteen virtues that included unexpected qualities of silence, order, cleanliness, and tranquility. Dr. Franklin would not approve of my disastrously messy basement or my decidedly not tranquil reaction in recent years to the nightly news.
Many of the founders viewed individual virtue as a cornerstone of the republic. “Public virtue cannot exist in a Nation without private Virtue,” John Adams warned in a letter to Mercy Otis Warren, a female satirist and intellectual.1 “Public Virtue is the only Foundation of Republics.” Adams also wrote to the officers of the Militia of Massachusetts asserting, “Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other.”2
In his Farewell Address, George Washington proclaimed that “Virtue or morality is a necessary spring of popular government,”3 and in a letter to the Marquis De Lafayette asserted that “Human rights can only be assured among a virtuous people.”4
Thomas Jefferson agreed (see above comment on dissonance). Good government must be under the control of a people whose “minds are to be informed by education [regarding] what is right and what wrong; to be encouraged in habits of virtue and to be deterred from those of vice,” Jefferson wrote to John Adams.5
Benjamin Franklin, whom distinguished historian H.W. Brands called “The First American”, stated with characteristic economy: “Only a virtuous people are capable of freedom."6
The founders knew from the beginning that the success of a democratic republic required a virtuous people capable of self-governance. If a people were not virtuous and were therefore unable to govern themselves (i.e. deserting their children, committing crimes, causing chaos), enforcing the law would require a government to accrue levels of power inconsistent with the liberty the founders described in the Declaration of Independence and the Bill of Rights.
In formulating my vision of what a good American looks like, I spent some time researching the speeches and writings of prominent figures from history, and I also contemplated my own life and experiences as an American mother and teacher. Below are the traits that came to mind, loosely categorized.
I realize some may have various objections to my list or may view it as incomplete, biased, unrealistic, or even misguided. That is okay. I am trying to identify the ideal that most of us, including myself, will never achieve but should aspire to attain. This sketch represents a starting point I intend to amend and refine over time.
In my view, a good or virtuous American is one whose character and behavior encompasses the following (I am mindful of the overlap between categories).
MIND
Speaks with honesty (frankly, this involves the heart as well).
Recognizes the truth.
Respects just laws and speaks out peacefully against unjust laws.
Seeks and values education; appreciates lifelong learning and development of reasoning skills.
Reads.
Models diligence and industriousness. Engages in concentrated work and study in order to learn. “Learning is not attained by chance,” advised Abigail Adams. “It must be sought with ardor and attended with diligence.”7
Desires progress.
Possesses a genuine sense of one’s personal best and an elevated view of honor and excellence.
Solves problems with others by engaging in peaceful discussion.
Exhibits common sense.
HEART
Demonstrates religious tolerance; believes all humans are created equal. If does not believe in a higher power, intellectually respects the idea of God as a creator and source of natural law.
Believes in the sanctity of individual human beings. Respects the life of the individual.
Demonstrates compassion for others. Empathetic to the small, the weak, the sick, the old, the poor, and the disadvantaged. Would give up his or her seat on the train for an elderly person or a mother with an infant.
Treats others as he or she would like to be treated.
Honors parents and cares for children.
Tries to love and forgive enemies as well as friends.
Lives an other-centered rather than self-centered life. Serves as a dedicated and unselfish spouse and parent. Cares about his or her community and is civic-minded. Has a true spirit of service.
Treats others with kindness and hospitality.
Demonstrates gratitude and courage. Takes reasonable risks.
Values leadership.
Exhibits generosity rather than greed. Puts people over material gain. Doesn’t seek money and prestige at the expense of family relationships. If happens to make serious money, then maintains a generous spirit. Think David Rubenstein.
Demonstrates ambition for good things but is able to cheer on others who succeed.
Models humility.
Models faithfulness to his or her spouse and family.
Possesses a realistic yet optimistic and hopeful outlook.
Welcomes a challenge.
THE BEAUTIFUL
Values the visual and performing arts. “The life of the arts, far from being an interruption, a distraction in the life of a nation, is very close to the center of a nation’s purpose – and it is the test of the quality of a nation’s civilization,” said JFK, "I am certain that after the dust of centuries has passed over our cities, we, too, will be remembered not for our victories or defeats in battle or in politics but for our contributions to the human spirit.”8
Appreciates beauty in nature as well as beauty in the creations of human beings.
Serves as responsible steward of nature and resources.
OUR COUNTRY AND ITS ROLE IN THE WORLD
Loves our country. Recognizes America’s shortcomings but understands that the United States is still extraordinary in the context of world history. Views the American constitutional project as worth preserving, improving, and defending.
Possesses knowledge and appreciation of our history. Desires to understand a complete history. Driven by an open-minded search for the whole truth and not the confirmation of biases or preconceived notions.
Recognizes the truth of past national mistakes. Seeks reconciliation, unity, forgiveness, and a way forward.
Avoids viewing fellow citizens of good faith as adversaries.
Protests peacefully and respects the rule of law.
Generally speaking, unless motivated by serious religious objections, health issues, or desire for peaceful protest — sings the national anthem, says the Pledge of Allegiance, and celebrates July 4th.
Supports the individual military service member even if disagrees with government policy. Understands the service member’s sacrifice and expresses gratitude and respect for it.
Understands moral obligation to fellow citizens.
Respects the global community and appreciates America’s unique international role.
Whew. Well, there you go. That’s my best initial effort to describe the IDEAL characteristics of a good American. A tall order, I know.
In the essays that follow, I will write commentaries on news, books, magazines, films, events, and more. The purpose of this newsletter is to explore how culture, education, and parenting can foster this type of citizen. Regardless of the topic, the ultimate goal will be to promote the habits, communities, and policies that facilitate the raising of this kind of citizen.
As an American mother and teacher, I’m worried. There seem to be many kids in our country who are hurting or who are on a path to fail or fall short of their potential. With humility, confidence, and the best of intentions, I believe we need to take a long and introspective look at how we are raising Americans and how we can do better.
Next post on Thursday! See you then!
—Antonette
John Adams to Mercy Otis Warren, April 16, 1776. National Archives. Founders Online.
John Adams, October 11, 1798, letter to the officers of the First Brigade of the Third Division of the Militia of Massachusetts. National Archives. Founders Online.
Washington's Farewell Address. https://www.mountvernon.org/library/digitalhistory/digital-encyclopedia/article/george-washington-s-farewell-address/
Washington to Marquis De Lafayette, February 7, 1788. National Archives. Founders Online.
Thomas Jefferson to John Adams, 1819. National Archives. Founders Online.
Jared Sparks, ed., The Writings of Benjamin Franklin, (Tappan, Whittemore and Mason, Boston, 1840), 10:297.
David McCullough. The American Spirit: Who We Are and What We Stand For. Simon & Schuster Paperbacks, 2018, 143.
Ibid, 152.