Abraham Lincoln has been one of my heroes for as long as I can remember—second only to my parents. My earliest memory of a family vacation is a cross-country road trip that included a stop at Gettysburg, not long after the Civil War Centennial. I was four years old, standing on those hallowed grounds. At that age, I couldn’t grasp the full weight of history in a place where so many had given their lives for the idea of a more perfect union. But that visit sparked a lifelong fascination with Lincoln—the statesman, the writer, the moral compass of a divided nation. I’ve been a Lincoln buff, a fan, maybe even a nerd ever since.
His Gettysburg Address, just 272 words long, remains to me one of the most powerful expressions of American ideals ever written. More than a dedication of a cemetery, it was a recommitment to democracy, equality, and national purpose. Today, as we navigate a political landscape marked by division, disinformation, and declining civic understanding, Lincoln’s words are more than a historical artifact—they are a call to action. The erosion of civic education threatens our ability to live up to them, and the “unfinished work” of democracy must remain at the center of our national consciousness.
The Gettysburg Address
Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here.
It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.
Civic Illiteracy
In just 272 words, Lincoln distilled the moral foundation and political aspiration of the American experiment: that a nation “conceived in Liberty, and dedicated to the proposition that all men are created equal” must continually prove its capacity to endure. Delivered in the blood-soaked shadow of the Civil War, his address transcended its moment to articulate a timeless challenge—one that feels especially urgent in today’s divided political climate.
While we are not engaged in civil war, we are experiencing a profound erosion of trust in democratic institutions, rising polarization, and a drift away from shared civic understanding. One of the less discussed but deeply consequential causes of this crisis is the long-term decline of civics education in American schools. Without a firm grasp of how our government functions—or why democratic participation matters—citizens are ill-equipped to take up the "unfinished work" Lincoln called us to continue.
Lincoln’s speech reminds us that democracy is not self-sustaining—it must be nurtured, practiced, and defended. He avoided partisan rhetoric, choosing instead to elevate principles of unity, sacrifice, and shared responsibility.
Yet in recent decades, we have allowed our civic muscles to atrophy. Civics—once a core part of American education—has been marginalized or dropped entirely in many school systems. As a result, generations have come of age without a meaningful understanding of the Constitution, the rule of law, or their responsibilities as citizens.
This civic illiteracy has real and dangerous consequences. Without an understanding of the electoral process, misinformation spreads more easily and undermines confidence in election outcomes. Without knowledge of the First Amendment, Americans are less equipped to identify and defend against threats to press freedom and free speech. Without an appreciation of checks and balances, they may support authoritarian measures, misinterpreting them as strength rather than erosion.
In Lincoln’s time, the existential threat to democracy was open warfare. Today, it is disconnection, apathy, and extremism born of ignorance. Reinvigorating civic education—in schools, communities, and media—is not a luxury; it is essential to national stability. A democracy cannot thrive on instinct or symbolism alone. It demands active, informed participation.
Lincoln concluded his address with a hope: “that government of the people, by the people, for the people shall not perish from the earth.” Whether that government endures depends not only on elections and laws, but on education—on equipping every new generation with the knowledge, habits, and values necessary for self-government.
Postscript
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| The kids at Gettysburg, Nov. 2003 |
I took this photo that day—my children, much younger then, standing where Lincoln once stood, surrounded by the headstones of the soldiers whose sacrifice gave his words such meaning. That photo sits framed in my office today. I often find myself looking at it, especially when today’s civic challenges feel overwhelming.
It gives me hope—not just that I’ve passed along some of these civic lessons to my own children, but that their generation may be ready to carry forward the legacy of Lincoln’s 272 words. The unfinished work, as Lincoln reminded us, belongs to each new generation. And in that image, I am reminded that there is still reason to believe they will be up to the task.
