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sponses to the following:

Get inform and actively participate in government action. You have to be responsible because we all share respond for our society. Discuss important issues with others listen and compare perspectives that goes for both adults and children.

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Build back better-do something for their community-partner with another community to solve a mutual problem - Identify a problem that your community/school needs to be addressed. What steps need to be taken to address and solve the problem. Bring people together to develop awareness and build support, present to officials or to those who can effect the needed changes to solve the problem.

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Emp[owering people is the way to motivate: Present relevant experiences , challenges, and problems for them to solve to gain the "pleasure" of solving small problems and working up to larger ones. Engage students with people/grouips who need assistance with skills that the students have..

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Responsibility: To honor and respect the laws, to participate, to vote, to be aware of issues that impact our lives and how government at all levels play a role; responsibility falls one the shoulders of each and everyone of us. our government is only as strong as its people

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Liz Scott:  Citizens' responsibilities in maintaining government in the United States has many facets.  Each citizen should accept responsibility for researching representatives and carefully selecting the leaders they vote for at each level of government, not just the "major" elections.  Citizens should maintain that responsibility by communicating respectfully with elected legislators when important or controversial issues arise.  If change becomes necessary, citizens should accept the responsibility of impacting public policy through safe and legal means, working toward facilitating positive change.  I have to be responsible to create a secure environment (local, state, and national) for current and future citizens.  Effective ways to motivate individuals are varied.  To determine what types of persuasion might be beneficial, observation is the most powerful force one can possibly fathom.  In the words of Stephen Covey, "Seek first to understand and then to be understood."

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Citizens' responsibilities for maintaining their government is twofold: they should participate in the representative democracy by voting and taking other informed civic action, and also ensure that those that they chose are doing so with integrity and "for the people." To quote the Declaration of Independence, "whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness."

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As I tell my students, democracy is the BEST form of government, but it is also the most DIFFICULT.  It requires its citizens to actively participate in the "give and take" of the public square.  Only then, will a democracy be a SUCCESSFUL endeavor.  To encourage today's youth to become civically engaged I require them to attend meeting(s), which is quite easy now that they are virtual, as well as write (email) their respective representatives on both the State and federal levels.  They are always impressed when they get a response.  I tell them it is the job of their representative because the work for you! :-)

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Our responsibility as citizens is to be actively engaged in the voting for our representatives, but to be informed about what they believe. We should never vote just for a party or a name we recognize, it is our responsibility to know who we are voting for. I have to be responsible because If not I am leaving it to others who may not share the vaIue's I cherish to make decisions for me. One effective way to motivate people is to lead by example, let them see you doing something besides talking.  Invite them to help, encourage them to engage in conversation about needs in your community. I think the same works with students, have meaningful conversations, be a good listener and encourage them to be positive role models in school and the community. Also, we need to teach them how our government works, knowledge is power.

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We always lead best by example.   Being transparent and positive about our active citizenship encourages others to be involved.  It's important to be willing to have hard conversations even though they can be uncomfortable.  Our tone and involvement matters as much with adults and colleagues as it does with students.  Students need to see us actively involved and they need to be encouraged to be positive citizens at school and in our community.  We have to model and provide opportunities for civil discourse.   We have to provide opportunities and guidance for leadership and citizenship in our classrooms and schools.  THoz

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The responsibility is collective, so, as an active citizen, it is my job to take care of business.  It is everyone's job to be involved and active.  THoz

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The rights of the citizen have corresponding responsibilities.   We have a responsibility to be well-informed, active through voting and volunteering, and involved in helping others exercise their rights and responsibilities as well.   THoz

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1. Doing your Citizen responsibilities are necessary for the survival of the United States. Citizen responsibilities include, paying taxes, obeying laws, serving as a witness, jury duty, registering for the draft, voting, and volunteering, Being a responsible citizen doesn't have to be a hard thing to do, but sometimes it takes a little extra effort.  Occasionally, one could be less selfish and put the needs of society before their own needs and think about the impact their actions may have on others.                                                                                                                                                                                         2.  I need to be responsible because it is my duty. In order to be a truly responsible citizen, I must go out of my way to do things that can help my society, give a little more time and effort for the greater good for us all.                                       3.  My students and I are both learning effective ways to becoming more civically engaged together!  We've been using current events in the news to help prepare them for active citizenship, learning about civic participation, and also re-studying the Constitution of the United States of America!                                                                                                                      Lorraine (Susie) Keller

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3.

Effective ways to motivate people to get involved is by:

Educating the people on how to get involved

Modeling the behavior/Setting the example

Initiating a project

Students can get involved by joining together and creating an Advisory Committee. Our students at York High School in Yorktown Va did just that. They saw that the bathrooms in our school needed updating. They came together as a group and brought this issue to the superintendent and the school board. Through their appropriate steps (coming together, petitioning the student population, meeting with all parties) a positive resolution resulted.

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1.

Citizens ( We the People) are responsible for maintaining our system of government by being active members in society. As citizens, it is our responsibility to stay informed about our community, state, country and world so that we can protect our rights and bring change to what we see as unjust. We must have a voice, but our voice needs to be heard through peaceful, lawful and appropriate steps.

2.

To live in society we technically need to abide by mandated civic duties (responsibilities) such as paying taxes, obeying the law and  jury duty, because we will be fined or jailed. However, other citizen responsibilities such as volunteering, taking care of your neighbors and other duties that better your community that are not mandated are perhaps equally important. Being a responsible citizen keeps order to the community and the world.

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1. The number one responsibility is to vote. For those who want to lead, they should run for office.

2. Freedom isn’t free. We have to work for our freedom. It takes people working together for the work to progress smoothly. I feel this is a simplistic answer. It seems to be a simple choice of making choices that work for everyone vs. choices that are self-serving.

3. Model good citizenship.

Talk passionately about your area of interest.
Network with others who share your passion.

Have a good plan.

With students, it is the same.

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1.  It is the responsibility of every citizen to ensure a quality education for every person in the electorate in order to maintain our fragile democracy. 2.  I have worked for 40 years as an election official in the state of Virginia.  Throughout that time I have done my best to advocate for the importance of registration and voting in every election.  Our population needs to be assured that our system of voting is both secure and accurate. 3.  Each person carries the burden of becoming a role model to the next generation.  The best models are those who "walk the walk."  Teachers as role models can join civic organizations, such as Kiwanis & Rotary.  These teachers can sponsor their students to form civic organizations, such as K-Kids, Builders Club and Key Club.  Teachers are not charged dues by these organizations as the clubs welcome their membership & pay their dues..  4.  Students should become aware of their own abilities as a rite of passage from our public education system.  In order to graduate each student should take part in a volunteer  project that benefits the community, either through a service organization or something they find to be needed.  This should be included in their official transcript.  Taking part in educational extra-curricular programs such as We the People is a means of inspiring our youth to the path of understanding good citizenship.

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Motivation is a very slippery slope, without an emphasis on responsibility.  In my world, I want students to know that they can create change.  I will do this by sharing experiences of other students who have been successful and creating an opportunity for dialogue about things that are important to them.   “All our dreams can come true, if we have the courage to pursue them.” – Walt Disney.

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#2  Why do I have to be responsible?  As an educator, like it or not, people (students and parents alike) are always watching.  We can have a huge impact on the type of citizens that come out of our schools.  For us, being responsible is our top priority.  Every day I tell students that being responsible and respectful are the two most important things.  A person can be incredibly smart, but will not achieve their full potential if they are not responsible and respectful.

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1.  Responsibility begins with communication.  Being informed is an essential part of being a responsible citizen.  It is irresponsible to vote or try to make changes to policy when you are uninformed and have an agenda to improve your personal situation without respect to others in your community.   “It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.”
― Sir Arthur Conan Doyle, Sherlock Holmes

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1. We must not only be reasonably informed (which underscores the salient point that America needs journalists), but we must also hold accountable those that we elect to fulfill the promises of their platform.  Moreover, we must not only exercise our right to peacefully assemble and to vote, but we must ensure that those rights are reasonably accessible  to all citizens of the country.  2.  Complacency leads to abuse of power and misinformation fuels mass hysteria and human rights violations.  We have seen this with Gerrymandering, large populations of people repeating propaganda and rhetoric that is statistically and foundationally false, and increases in legislation which hurts vulnerable groups.  Those in positions of privilege have a moral obligation to use that position for the benefit of all.  3. We need to increase education and accessibility.  People are often unaware of how the election process works or even what items are on ballots.  They are unaware of how to file for a permit to protest or even how to contact their representatives.  Creating a culture in which civic education is done early at home and school and journalism is respected and held to the highest standards of ethics is key to developing engagement. If election day were made a national holiday and more polling sites opened, we would see a huge increase in voter turn out.

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1. We must not only be reasonably informed (which underscores the salient point that America needs journalists), but we must also hold accountable those that we elect to fulfill the promises of their platform.  Moreover, we must not only exercise our right to peacefully assemble and to vote, but we must ensure that those rights are reasonably accessible  to all citizens of the country.  2.  Complacency leads to abuse of power and misinformation fuels mass hysteria and human rights violations.  We have seen this with Gerrymandering, large populations of people repeating propaganda and rhetoric that is statistically and foundationally false, and increases in legislation which hurts vulnerable groups.  Those in positions of privilege have a moral obligation to use that position for the benefit of all.  3.

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As U.S. citizens, it is our civic responsibility to maintain our system of government.  Civic(s) responsibility allows for the people to participate in government.  To participate in government (e.g. vote, service to country, service to community, etc.) ensures that certain democratic values are upheld.  These values are stated in the US constitution, the Bill of Rights, and that we should seek to balance power and allegiance (as so we are reminded in the Declaration of Independence).  It begins with civics education in our schools, and can begin in the most simplest form of service-learning.  In as much as the curriculum includes the fundamentals of government, they need to learn to "own" their claim to the government when they become adults and become lawful citizens; that they (we) must believe democracy is worth having and demand that democracy is maintained across generations, then we (as educators) need to do better at providing them with the knowledge and skills to build, operate, maintain, adopt and fix (if necessary) government.  -Linda Marks (aka:  Flordeliza Marks)

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One of the significant problems in our structure of government is that there is no clear "civic responsibility".  Many people do not think they have any responsibility to the government or nation.  They do not see how paying taxes, voting are part of that process.  These elements of responsibility are not clearly connected to participating in society and creating a better community and society for all.  For our system of government to work people need to "buy-in" to the belief that they have a role and responsibility in society.  I think it would be helpful if voting was compulsory, and also a national holiday.  This would help people directly see how an action like voting is a key component and responsibility in our society.

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3. Effective ways to engage both adults and students is to point out their rights and explain what happens if they do not exercise those rights or take on the responsibility. Also, sharing a cause that students care about gets them fired up to effect change.

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We all must do our part in keeping the government from failing us the people. If everyone has the attitude that it is someone else's job, then we are letting of our handle on it and letting others do with it what they want. If you want the government to work for you, then you have to do your part.

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1. Citizens have 100 percent of the responsibility to maintain the government because it is their government; therefore, if the citizens do not maintain it then it will fail. If I buy a car, it is my responsibility to maintain it or it breaks down; the same can be said of our system of government. If we the people do not exercise our rights and take on the responsibility than the system becomes broken.

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Being responsible is part of being a citizen and adhering to the laws of the Constitution while acknowledging it is a right to express yourself hopefully in a positive way to instill change for the better,  Effective ways to motivate people to be civically engaged are to share common interests and benefits received that would help entice others to participate, whether a fundraiser, peaceful demonstration, helping others less fortunate. This could be the same methods to use for students...with the emphasis on how the activity can be fun but beneficial as well.

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1. What is the responsibility of citizens in maintaining their system of government in the United States? I believe that the responsibility of citizens in maintaining their system of government is to engage with their local community and state government.  This can be accomplished by volunteering, voting, attending meetings, etc.  The core of this idea is that the individual is responsible for being informed about what is happening in their community from the local level to the federal government.

2. Why do I have to be responsible?  This question is interesting to me because I see that as a teacher I am responsible for teaching students about ways to engage while encouraging them to engage in ways that are meaningful to them.  However, this is easier said than done.  I do believe that civics education is the most necessary form of education in our k-12 public school system.  All the other skills are a hard skill that is unchanging via 2+2=4 or learning to read and write.  These do not change much over time.  However, policy actions can change, sometime slowly, and sometimes at a rapid pace.  Because people tend to resist change, it is important for them to be engaged in their local community to help be a part of what that change looks like.

3. What are effective ways to motivate people to be civically engaged? How about students?  I am a firm believer that liberty requires no motivation.  However, what one  person’s perspective is on liberty will vary greatly depending on their individual experiences in life up to a given point in time.  This is a concern to be however, as we see people becoming more selective about what they expose themselves to via media types.  What good does it do for a partisan individual to only hear the radical left or rights point of view on any given issue?  Where and when does this allow for compromises to be made and a middle ground to be established?  I would say that for students, just like adults, some are more engaged civically than others.  However, just like the idea of political socialization, it all starts with the family unit.  If a student's parents are civically engaged, than the odds are that the student will likely be willing to engage as well. However, if the parent does not find value in civic engagement, the student is also likely to be skeptical about any level of government as well.  This may result in political independents or even non-voters.

I teach my students the basics of the Constitution, and explain how most policy is found in the grey areas.  However, most political debates between the left and the right are found in ideological perspectives that are reinforced by each party's shared political values.  It is an oversimplification, but there are more choices to be made than just an R or a D.

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It is the responsibility of citizens to use their civic responsibility and participate in our system of democracy. We do function under a participatory democracy, and in order to make sure our needs as citizens are met we need to participate; that's why it is called participatory democracy.  It is important as educators the we emphasize that we have the power within our system of democracy to make the necessary changes, not only as a commonwealth, but as citizens of the United States. By allowing our students to have the proper and functional knowledge, they can grow into developing the need and seeing the responsibility to be as civically engaged in our governmental system as possible. In addition to giving students proper and functional knowledge, students need to be encouraged to seek out political involvement and not be afraid to develop their own political ideologies on their own.

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It is extremely important that we keep our Republic- it is the best form of government in the world.  As citizens, we must strive to understand what makes it great, and encourage our citizens/friends/peers to search for the truth and maintain its integrity!  As teachers we are responsible to pass on history correctly so that the rough roads that were taken to get to this point will not be traveled again.  It seems to me there are far to many citizens in America that have grown up without the knowledge or understanding of what it took and what it will take to maintain our great country.  This is a tough time in our history, but with love, we shall overcome!

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To vote!  To contribute positively to the community

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Mark Twain wrote: " For in a republic, who is 'the Country'?"  This simple question kicked off a paragraph that helps shape the creative and imaginative thought that we all try to use in understanding why it is important for citizens to responsibly maintain the government.  ": Why, the Government is merely a servant- merely a temporary servant; it cannot be its prerogative to determine what is right and what is wrong, and decide who is a patriot and who isn't. Its function is to obey orders, not originate them. Who, then, is 'the Country'?"  If the role of the government is to serve its people, then who serves the government?  This paradoxical statement fuels the debate for if citizens should maintain their government or if the government should maintain its citizens.  To add to this argument the political philosopher Thomas Hobbes delved into the origins of freedom and security and how these two ideas can contradict where responsibility should lie.  For if they lie with the people then what need there be of a government, but if trust lies with the government to provide these standards then what need for democracy need there be?  Hobbes would make a distinction that in order for security to be maintained and man protected from man, some freedoms would need to be leveraged.  Vice-versa he made the case for if the people should obtain more freedom than the responsibility of their security lied with them to be left to govern their individual selves.  Twain would contrast this idea with his belief that the voice of the people, down even to the core individual was the way in which to maintain responsibility of the government, "In a monarchy, the king and his family are the country; in a republic it is the common voice of the people. Each of you, for himself, by himself and on his own responsibility, must speak."  Twain would go on to make a distinction between responsibility and patriotism.  The analysis would lead to the idea that it is the role of every citizen no matter who they are to speak their convictions if it is a just cause.  To not do so would be a traitor to one's core ego, identity, and country. "Each must for himself alone decide what is right and what is wrong, and which course is patriotic and which isn't. You cannot shirk this and be a man. To decide it against your convictions is to be an unqualified and inexcusable traitor, both to yourself and to your country, let men label you as they may. If you alone of all the nation shall decide one way, and that way be the right way according to your convictions of the right, you have done your duty by yourself and by your country--hold up your head. You have nothing to be ashamed of."  Motivating the individual to understand that it is their responsibility to maintain government would be to help them understand that it is part of their character.  The nature of participating means making decisions for themselves to vote for a better quality of well-being for themselves and others.  Service-Learning projects surrounding participation in key decision-making for planning projects are a great way to motivate students to understand how their voice counts.  How they effectively use their rights to proactively participate in maintaining the order of government.  Students could be a part of a policy change from the school board, a community learning project, a classroom assignment builder exercise, a curriculum vote to help understand how they should be motivated to take active participation in their role as a citizen.
https://history.hanover.edu/courses/excerpts/165hobbes.html (Thomas Hobbes [considered a monarchist] Excerpt from Leviathan)

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Directory of Mark Twain's maxims, quotations, and various opinions:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

COUNTRY

My kind of loyalty was loyalty to one's country, not to its institutions or its officeholders. The country is the real thing, the substantial thing, the eternal thing; it is the thing to watch over, and care for, and be loyal to; institutions are extraneous, they are its mere clothing, and clothing can wear out, become ragged, cease to be comfortable, cease to protect the body from winter, disease, and death.
- A Connecticut Yankee in King Arthur's Court

_____

For in a republic, who is "the Country"? Is it the Government which is for the moment in the saddle? Why, the Government is merely a servant- merely a temporary servant; it cannot be its prerogative to determine what is right and what is wrong, and decide who is a patriot and who isn't. Its function is to obey orders, not originate them. Who, then, is "the Country"? Is it the newspaper? is it the pulpit? Is it the school superintendent? Why, these are mere parts of the country, not the whole of it; they have not command, they have only their little share in the command. They are but one in a thousand; it is in the thousand that command is lodged; they must determine what is right and what is wrong; they must decide who is a patriot and who isn't.

Who are the thousand--that is to say, who are "the Country"? In a monarchy, the king and his family are the country; in a republic it is the common voice of the people. Each of you, for himself, by himself and on his own responsibility, must speak. And it is a solemn and weighty responsibility, and not lightly to be flung aside at the bullying of pulpit, press, government, or the empty catch-phrases of politicians. Each must for himself alone decide what is right and what is wrong, and which course is patriotic and which isn't. You cannot shirk this and be a man. To decide it against your convictions is to be an unqualified and inexcusable traitor, both to yourself and to your country, let men label you as they may. If you alone of all the nation shall decide one way, and that way be the right way according to your convictions of the right, you have done your duty by yourself and by your country--hold up your head. You have nothing to be ashamed of.
- "Papers of the Adam Family" in Letters from the Earth

Quotations | Newspaper Articles | Special Features | Links | Search

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My kind of loyalty was loyalty to one's country, not to its institutions or its officeholders. The country is the real thing, the substantial thing, the eternal thing; it is the thing to watch over, and care for, and be loyal to; institutions are extraneous, they are its mere clothing, and clothing can wear out, become ragged, cease to be comfortable, cease to protect the body from winter, disease, and death.

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1. As it was discussed, the power comes from the people. As citizens we hold the power to change the government and maintain the government. The citizens hold most of the responsibility and in many ways it is an obligation to make sure that our rights are being upheld. 2. Each person has to be responsible because we work better together! 3. By breaking down events or sharing stories of what is happening, it will relate more to people and motivate them to be more civically engaged. This works the same way with students. Show students a need that is in their community or have the students think of a need they see in their community and then guide them through ways that they can create a change.

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From Alexander Hamilton: “It has been frequently remarked that it seems to have been reserved to the people of this country, by their conduct and example, to decide the important question, whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force.”

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The Federalist Papers : No. 1

To the People of the State of New York:

AFTER an unequivocal experience of the inefficiency of the subsisting federal government, you are called upon to deliberate on a new Constitution for the United States of America. The subject speaks its own importance; comprehending in its consequences nothing less than the existence of the UNION, the safety and welfare of the parts of which it is composed, the fate of an empire in many respects the most interesting in the world. It has been frequently remarked that it seems to have been reserved to the people of this country, by their conduct and example, to decide the important question, whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force. If there be any truth in the remark, the crisis at which we are arrived may with propriety be regarded as the era in which that decision is to be made; and a wrong election of the part we shall act may, in this view, deserve to be considered as the general misfortune of mankind. This idea will add the inducements of philanthropy to those of patriotism, to heighten the solicitude which all considerate and good men must feel for the event. Happy will it be if our choice should be directed by a judicious estimate of our true interests, unperplexed and unbiased by considerations not connected with the public good. But this is a thing more ardently to be wished than seriously to be expected. The plan offered to our deliberations affects too many particular interests, innovates upon too many local institutions, not to involve in its discussion a variety of objects foreign to its merits, and of views, passions and prejudices little favorable to the discovery of truth.

Among the most formidable of the obstacles which the new Constitution will have to encounter may readily be distinguished the obvious interest of a certain class of men in every State to resist all changes which may hazard a diminution of the power, emolument, and consequence of the offices they hold under the State establishments; and the perverted ambition of another class of men, who will either hope to aggrandize themselves by the confusions of their country, or will flatter themselves with fairer prospects of elevation from the subdivision of the empire into several partial confederacies than from its union under one government.

It is not, however, my design to dwell upon observations of this nature. I am well aware that it would be disingenuous to resolve indiscriminately the opposition of any set of men (merely because their situations might subject them to suspicion) into interested or ambitious views. Candor will oblige us to admit that even such men may be actuated by upright intentions; and it cannot be doubted that much of the opposition which has made its appearance, or may hereafter make its appearance, will spring from sources, blameless at least, if not respectable--the honest errors of minds led astray by preconceived jealousies and fears. So numerous indeed and so powerful are the causes which serve to give a false bias to the judgment, that we, upon many occasions, see wise and good men on the wrong as well as on the right side of questions of the first magnitude to society. This circumstance, if duly attended to, would furnish a lesson of moderation to those who are ever so much persuaded of their being in the right in any controversy. And a further reason for caution, in this respect, might be drawn from the reflection that we are not always sure that those who advocate the truth are influenced by purer principles than their antagonists. Ambition, avarice, personal animosity, party opposition, and many other motives not more laudable than these, are apt to operate as well upon those who support as those who oppose the right side of a question. Were there not even these inducements to moderation, nothing could be more ill-judged than that intolerant spirit which has, at all times, characterized political parties. For in politics, as in religion, it is equally absurd to aim at making proselytes by fire and sword. Heresies in either can rarely be cured by persecution.

And yet, however just these sentiments will be allowed to be, we have already sufficient indications that it will happen in this as in all former cases of great national discussion. A torrent of angry and malignant passions will be let loose. To judge from the conduct of the opposite parties, we shall be led to conclude that they will mutually hope to evince the justness of their opinions, and to increase the number of their converts by the loudness of their declamations and the bitterness of their invectives. An enlightened zeal for the energy and efficiency of government will be stigmatized as the offspring of a temper fond of despotic power and hostile to the principles of liberty. An over-scrupulous jealousy of danger to the rights of the people, which is more commonly the fault of the head than of the heart, will be represented as mere pretense and artifice, the stale bait for popularity at the expense of the public good. It will be forgotten, on the one hand, that jealousy is the usual concomitant of love, and that the noble enthusiasm of liberty is apt to be infected with a spirit of narrow and illiberal distrust. On the other hand, it will be equally forgotten that the vigor of government is essential to the security of liberty; that, in the contemplation of a sound and well-informed judgment, their interest can never be separated; and that a dangerous ambition more often lurks behind the specious mask of zeal for the rights of the people than under the forbidden appearance of zeal for the firmness and efficiency of government. History will teach us that the former has been found a much more certain road to the introduction of despotism than the latter, and that of those men who have overturned the liberties of republics, the greatest number have begun their career by paying an obsequious court to the people; commencing demagogues, and ending tyrants.

In the course of the preceding observations, I have had an eye, my fellow-citizens, to putting you upon your guard against all attempts, from whatever quarter, to influence your decision in a matter of the utmost moment to your welfare, by any impressions other than those which may result from the evidence of truth. You will, no doubt, at the same time, have collected from the general scope of them, that they proceed from a source not unfriendly to the new Constitution. Yes, my countrymen, I own to you that, after having given it an attentive consideration, I am clearly of opinion it is your interest to adopt it. I am convinced that this is the safest course for your liberty, your dignity, and your happiness. I affect not reserves which I do not feel. I will not amuse you with an appearance of deliberation when I have decided. I frankly acknowledge to you my convictions, and I will freely lay before you the reasons on which they are founded. The consciousness of good intentions disdains ambiguity. I shall not, however, multiply professions on this head. My motives must remain in the depository of my own breast. My arguments will be open to all, and may be judged of by all. They shall at least be offered in a spirit which will not disgrace the cause of truth.

I propose, in a series of papers, to discuss the following interesting particulars:

THE UTILITY OF THE UNION TO YOUR POLITICAL PROSPERITY THE INSUFFICIENCY OF THE PRESENT CONFEDERATION TO PRESERVE THAT UNION THE NECESSITY OF A GOVERNMENT AT LEAST EQUALLY ENERGETIC WITH THE ONE PROPOSED, TO THE ATTAINMENT OF THIS OBJECT THE CONFORMITY OF THE PROPOSED CONSTITUTION TO THE TRUE PRINCIPLES OF REPUBLICAN GOVERNMENT ITS ANALOGY TO YOUR OWN STATE CONSTITUTION and lastly, THE ADDITIONAL SECURITY WHICH ITS ADOPTION WILL AFFORD TO THE PRESERVATION OF THAT SPECIES OF GOVERNMENT, TO LIBERTY, AND TO PROPERTY.

In the progress of this discussion I shall endeavor to give a satisfactory answer to all the objections which shall have made their appearance, that may seem to have any claim to your attention.

It may perhaps be thought superfluous to offer arguments to prove the utility of the UNION, a point, no doubt, deeply engraved on the hearts of the great body of the people in every State, and one, which it may be imagined, has no adversaries. But the fact is, that we already hear it whispered in the private circles of those who oppose the new Constitution, that the thirteen States are of too great extent for any general system, and that we must of necessity resort to separate confederacies of distinct portions of the whole. 1 This doctrine will, in all probability, be gradually propagated, till it has votaries enough to countenance an open avowal of it. For nothing can be more evident, to those who are able to take an enlarged view of the subject, than the alternative of an adoption of the new Constitution or a dismemberment of the Union. It will therefore be of use to begin by examining the advantages of that Union, the certain evils, and the probable dangers, to which every State will be exposed from its dissolution. This shall accordingly constitute the subject of my next address.

PUBLIUS.

1 The same idea, tracing the arguments to their consequences, is held out in several of the late publications against the new Constitution. Return to the Text

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The Avalon Project : The Federalist Papers No. 1

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The Federalist Papers : No. 1 To the People of the State of New York: AFTER an unequivocal experience of the inefficiency of the subsisting federal government, you are called upon to deliberate on a new Constitution for the United States of America.

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1. A representative democracy only works if citizens take an interest and get involved. 2. The rights of citizens come with important responsibilities! 3. People (and students) are motivated to engage civically on issues that are important to them personally.