Professor Rankin Sherling and his colleagues at the University of Mississippi assert that many students today lack fundamental knowledge of America’s founding documents. This is no small concern; it points to a larger issue in education. Sherling emphasizes that while courses on the Declaration of Independence, the Constitution, and the Bill of Rights exist, many students are told what these documents say rather than reading them themselves.
Sherling criticizes the ignorance that prevails, noting that it is not solely the students’ fault. He explains that this cycle of misinformation is a product of how teachers are instructed. “Many of them haven’t read the founding documents without some sort of coaching as to what they mean,” he says. It’s alarming to realize that educators may not be fully knowledgeable about the very texts that shape American democracy.
Dr. Steven Skultety, the Center Director, supports this view, highlighting yearly studies that show a consistent decline in students’ understanding of American civics. The lack of awareness extends to even the most basic aspects of government and civic participation. Recent findings from a U.S. Chamber of Commerce Foundation study reveal that 70 percent of Americans cannot pass a basic civic literacy test. Furthermore, a study by the American Council of Trustees and Alumni indicates that only 60 percent of college students could accurately identify the term lengths for members of Congress.
This knowledge gap is not just a numerical statistic; it reflects a significant cultural disconnection from American values. Many students struggle to identify who truly contributed to the country’s founding. For instance, only 31 percent recognized James Madison as the “Father of the Constitution,” while a troubling percentage erroneously attributed this title to Thomas Jefferson.
Other findings are equally troubling. Only a small fraction of students associated Abraham Lincoln’s Gettysburg Address with the phrase “government of the people, by the people, for the people.” Furthermore, awareness of the 13th Amendment—critical to understanding America’s historical context regarding slavery—is alarmingly low. Only 28 percent of students knew it abolished slavery, often confusing it with the Emancipation Proclamation.
The Cato Institute’s National Survey and the Annenberg Center report that many Americans face similar gaps in knowledge. While most recognize freedom of speech as a First Amendment right, only about half acknowledge its companion in freedom of religion. This gap highlights a troubling trend: many view civic rights in isolation rather than as interrelated components of a broader framework.
If students engaged directly with the founding documents and tested their comprehension, as Sherling suggests, they would develop a fuller understanding of these vital historical texts. Emily Purifoy, a student at Ole Miss, shared how her experience at the Declaration Center has transformed her understanding of America’s significance. She stated, “I knew before what my politics were, but I didn’t know why.”
Sherling argues that educators and politicians with leftist ideologies often portray the United States as an inherently flawed entity. He believes that presenting a fair assessment of the nation reveals its remarkable standing compared to other historical circumstances.
This notion of appreciating American democracy has been echoed by figures like Ronald Reagan, who famously warned that “freedom is a fragile thing” that must be continuously fought for and defended. The responsibility lies with every generation to ensure that this legacy is upheld and understood.
In conclusion, fostering an understanding of America’s founding documents in the educational system is not merely beneficial—it is essential. It will ensure that future generations grasp the true values behind America’s liberty and are equipped to protect them against any ideological distortions.
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