Lincoln's Lyceum Speech- 1838
Annotated
“Address to the Young Men’s Lyceum” (1838)
In 1838, Abraham Lincoln delivered this address to the Young Men’s Lyceum, a debating society in Springfield, Illinois, in the wake of growing mob violence, including the 1837 killing of abolitionist printer Elijah Lovejoy by a pro-slavery mob. Lincoln was already a practicing lawyer and a Whig representative in the Illinois state legislature. As a young man, Lincoln had concerns about the rise of Jacksonian politics, with the Founding generation fading away and a new generation rising.
For Lincoln, this generational change represented a dangerous moment for America—a time when ambitious politicians might be tempted to operate outside of the boundaries of the law to secure their own moment of glory. Furthermore, Lincoln feared that the rise of mob violence might threaten the survival of republican government itself.
As a subject for the remarks of the evening, the perpetuation of our political institutions, is selected. . . . We find ourselves under the government of a system of political institutions, conducing more essentially to the ends of civil and religious liberty, than any of which the history of former times tells us.
If destruction be our lot, we must ourselves be its author and finisher. As a nation of freemen, we must live through all time, or die by suicide.
By the operation of this mobocractic spirit . . . the strongest bulwark of any Government . . . may effectually be broken down and destroyed—I mean the attachment of the People.
Let reverence for the laws . . . be taught in schools, in seminaries, and in colleges . . . and, in short, let it become the political religion of the nation.
Passion has helped us; but can do so no more. It will in future be our enemy. Reason, cold, calculating, unimpassioned reason, must furnish all the materials for our future support and defence.
[1] National Constitution Center, “Summary,” https://constitutioncenter.org (accessed Jan. 1, 2026).
Civic Literacy Lesson
Lincoln’s “Lyceum Address” (1838): Rule of Law & Civic Responsibility
Student handout + teacher guide (web + print friendly)
Student Handout
Essential Question
What responsibilities do citizens and schools have to preserve democracy when laws are unpopular or society is divided?
Directions
- Read the excerpts closely.
- Underline words/phrases about law, passion, or education.
- Answer in complete sentences and use evidence from the text.
Text Excerpts
Excerpt 1: Internal Threats
“If destruction be our lot, we must ourselves be its author and finisher.” — Lincoln, “Lyceum Address” (1838)
Excerpt 2: Mob Law
“By such examples, by instances of the perpetrators of such acts going unpunished, the lawless in spirit, are encouraged to become lawless in practice…” — Lincoln, “Lyceum Address” (1838)
Excerpt 3: Civic Education
“Let reverence for the laws… be taught in schools, in seminaries, and in colleges… and, in short, let it become the political religion of the nation…” — Lincoln, “Lyceum Address” (1838)
Excerpt 4: Lawful Change
“Although bad laws, if they exist, should be repealed as soon as possible, still while they continue in force… they should be religiously observed.” — Lincoln, “Lyceum Address” (1838)
Guiding Questions
Civic Application (Choose ONE)
Option A: Civic Scenario
A group of citizens believes a law is unjust and refuses to follow it publicly. Using Lincoln’s argument, what would responsible civic action look like?
Option B: Civic Reflection
What is one civic habit schools should intentionally teach to strengthen democracy? Use evidence from the text.
Exit Reflection: Democracy depends on citizens who are willing to ____________________________.
Teacher Guide
Lesson Overview
- Text: Lincoln, “Lyceum Address” (1838)
- Time: 60 minutes (adaptable)
- Focus: Rule of law, civic virtue, constitutional processes
Learning Goals
- Analyze Lincoln’s argument about democratic fragility.
- Distinguish lawful reform from civic disorder.
- Evaluate the role of education in sustaining democracy.
- Apply civic principles to modern contexts.
Teacher Framing
Lincoln is not advocating blind obedience. In this speech he acknowledges unjust laws and argues for repeal and reform, while rejecting “mob law” as a democratic tool.
Tip: Frame discussion around process, norms, and civic habits rather than compliance or partisanship.
Framework Notes
- Principles: rule of law, constitutionalism, self-government
- Skills: evidence-based reasoning, civil discourse
- Dispositions: lawful change, civic restraint
Suggested Lesson Flow (60 minutes)
- Warm-Up (5–7 min): “What keeps a democracy alive once its founders are gone?”
- Close Read (20 min): Students annotate excerpts for threats, responsibilities, education.
- Discussion (15 min): Text-dependent prompts; require evidence.
- Application (10–15 min): Students complete Option A or B; share-out.
Assessment
- Formative: annotations, discussion, exit reflection
- Optional Summative: “Is reverence for the law compatible with democratic change? Use Lincoln as evidence.”
Common Pitfalls
- Framing Lincoln as anti-protest.
- Treating “reverence” as compliance or patriotism.
- Avoiding modern connections entirely.
Instead: emphasize constitutional pathways for dissent and the difference between reform and mob action.