Muhlenberg College was named to commemorate Henry Melchoir Muhlenberg (1711-1787), German immigrant and patriarch of Lutheranism in the United States. The choice linked the College to the Lutheran faith and to a political dynasty exemplifying the promise — and responsibility — of democratic engagement. This is revealed in oft-repeated stories of college lore that I share with my students at the start of each new semester.
The first takes us back to the American Revolution before Muhlenberg College existed to Henry’s son and Virginia Lutheran minister, John Peter Gabriel Muhlenberg (1746-1807), who reportedly openly struggled with the question of revolution. Standing before his congregation in January of 1776 and drawing inspiration from Ecclesiastes, General Muhlenberg is said to have ripped off his clerical robes to reveal his officer’s uniform, shouting: “There is a time to preach and a time to pray. But there is also a time to fight, and that time has come now!” Legend has it that more than 150 men kissed their families, left the church with Muhlenberg leading the way, and joined the Revolutionary cause, becoming the core of Virginia’s 8th regiment.
Historians doubt the veracity of the account of “General Pete’s” famous 1776 speech, but his legacy nonetheless lives on — a copy of the original marble statue of General Muhlenberg found in Statutory Hall in the U.S. Capitol sits at the center of our campus green and it is in his honor that one of our eateries — the “General’s Quarters,” or “GQ” — is named. After the war, General Muhlenberg resettled in Pennsylvania, where he was elected to the first U.S. Congress. His brother, Frederick Augustus Conrad Muhlenberg (1750-1801), was also elected from Pennsylvania, becoming the first Speaker of the House of Representatives and the first to sign the Bill of Rights.
This is the history — itself a lesson about civic engagement and the nation’s founding–that Frederick Augustis Muhlenberg (1818-1901) (Henry’s great-grandson and General Pete’s great-nephew) inherited and transmitted to Muhlenberg College when he became our first president. Although less dramatic than General Pete’s call to fellow patriots, President Muhlenberg’s inaugural address continues to inspire teaching and learning at the College. He said: “No education is complete unless it prepares a man to discharge all his duties properly in this world…this kind of education contemplates the education of his conscience and the cultivation of his heart.” If they are observant, students will find references to the “education of conscience” and “cultivation of heart” on our website and note familiarity with phrases like “ethical and civic values” and “lives of leadership and service” in the College’s mission statement.
Whether or not my students themselves are Lutheran, I seek to convince them that they are part of the community forged by our namesakes.
I share these stories with my students not only because I hope to clue them into the statues they encounter on campus–although seeing the history around us is a useful goal. Most of my students are unfamiliar with the Muhlenbergs; many are surprised to learn of the College’s links to the ELCA (we certainly do not hide this connection, but it is evidently not something we emphasize in admissions). Whether or not my students themselves are Lutheran, I seek to convince them that they are part of the community forged by our namesakes. We are part of Muhlenberg civic history. We can — and should — lean-in to the Muhlenbergs. Their shared values, sense of civic duty, and willingness to lead when it is “time to fight” offer inspiration for our own education and democratic engagement today.
Work Cited
Susan Clemens Bruder, “Connecting the Past, Present, and Future: Muhlenberg College,” The Periodical 57, no. 1A2 (1013-2014): 3-44.
-
Editorial
From the Publisher & Editor
Colleen Windham-Hughes, Lamont Anthony Wells
6 min audio
Wells and Windham-Hughes frame vocation as “ground game” — the practical, public living-out of faith through civic engagement — and introduce the issue’s focus on how Lutheran higher education equips students to repair the world.
-
Reflection
I am a Treaty Partner
Kyrie Fairbairn
7 min audio
A recent California Lutheran graduate reflects on how a course on Indigenous Rights and Practices, and a conversation with a former Chairman of the Lummi Nation, led her to claim a “treaty partner” identity and to challenge readers to learn the treaties that shape the lands they call home.
-
Article
Civic Engagement and Faith Perspectives
William O'Brochta
15 min audio
Guest editor William O’Brochta introduces the section by overviewing the ELCA’s call to civic engagement, recapping the Fall 2025 Civic Engagement and Faith Perspectives conference at Texas Lutheran University, and previewing the participant essays that follow.
-
Article
Teaching and Mentoring in Service of Civic Engagement
Haco Hoang
6 min audio
Hoang describes how her teaching, mentoring, and research at California Lutheran University — including a multi-year collaboration with the Lutheran Office of Public Policy on Lutheran Lobby Day — cultivate civic skills grounded in ELCA social statements and the Lutheran tradition of faith and reason.
-
Article
Community-Based Research as Engaged Citizenship
James Paul Old
6 min audio
Old argues that genuine citizenship requires more than charitable gestures — it demands long-term, reciprocal community partnerships — and describes how Valparaiso’s Community Research and Service Center embodies that vision even amid the financial pressures threatening such programs.
-
Article
An Ecosystem of Democracy
David Thomason
6 min audio
Thomason argues that faith-based institutions should equip students not to dominate the public sphere with their convictions but to cultivate an “ecosystem of democracy” — pursuing universal values with virtue and tolerance while acknowledging humanity’s incomplete grasp of truth.
-
Article
Bringing Core Values to Life through Civic Engagement
Austin Trantham
5 min audio
Trantham shows how Saint Leo University’s Benedictine Core Values shape his civic engagement work — from advising a “Why Vote?” campaign and Constitution Day panels to engaging students in the Unify Challenge for respectful cross-institutional discourse.
-
Article
Civic Engagement, "Baylor In Deeds," and Engaged Learning
Rebecca Flavin
6 min audio
Flavin describes how Baylor’s strategic plan “Baylor in Deeds” and its Office of Engaged Learning are building civic engagement into the Arts & Sciences core curriculum, with early Global Engagement Survey data showing gains in civic efficacy and global civic responsibility.
-
Article
Fragmented in Faith: The Concerns and Hopes Found in Student Spirituality and Civic Engagement
Emma Bohmann, Monica Sitachitta
11 min audio
Two Texas Lutheran University students reflect on the cyclical pattern of low spiritual and civic engagement on their campus and argue that distinguishing Lutheran values from Lutheran practice could open space for civic engagement to become a non-optional expression of neighbor-justice for all students.
-
Reflection
Walls: Talk At Gustavus Adolphus College
Elizabeth Baer
No. 5 · Summer 1998
Baer’s September 11, 1997 Gustavus Adolphus chapel homily on Joshua 6 turns from the trumpets to the walls—Robert Frost’s “Mending Walls,” the walls of the Warsaw ghetto in Vladka Meed’s On Both Sides of the Wall and Margaret Zassenhaus’s Walls, the Berlin Wall coming down in 1989—and then to the autobiographical, intertextual discourse of Gustavus chapel itself as a place where misunderstandings come down. An author’s note added after the March 29 F3 tornado reports the closing line (“LET’S MAKE THOSE WALLS COME TUMBLING DOWN”) as eerily prescient: roofs, windows, and 90% of campus trees were lost, but the Chapel walls and the eternal flame in the red glass lantern stood firm.
-
Article
"Greed is an Unbelieving Scoundrel": The Common Good as Commitment to Social Justice
Samuel Torvend
No. 42 · Fall 2015
Torvend uses his Lutheran Heritage course at Pacific Lutheran University to ask what “the common good” might mean concretely — fresh air, clean water, food, shelter, healthcare — and traces the early Lutheran reform of literacy and social welfare to argue that the first gift of Lutheran education is the capacity to question the status quo and to push beyond charity into the pursuit of social justice.
-
Editorial
From the Editor
Tom Christenson
No. 17 · Summer 2003
Christenson introduces the four essays by participants in the first Lutheran Academy of Scholars as fruit of the “genuine conversation” that emerges when specialists set aside their lecturers’ podiums to speak as human beings, and welcomes the issue’s additional “Intersections first”—a response to a response to a review—continuing the conversation between Baird Tipson and Robert Benne about the paradigm of Lutheran higher education.
-
Article
Vocation and Civil Discourse: Discerning and Defining
Lynn Hunnicutt
No. 48 · Fall 2018
Hunnicutt draws on Rabbi Amy Eilberg’s reading of Moses’ calling to identify four features of vocational discernment — attention, wonder, communal consciousness, and humility — and argues that these same qualities are also key aspects of civil discourse, so that forming students for vocational discernment is simultaneously forming them for civility.
-
Article
The Idea of a Christian University
Richard Hughes
No. 11 · Spring 2001
Hughes’s lecture at the inauguration of Andrew K. Benton as the seventh president of Pepperdine argues that a Pepperdine-wide “strategy of community-wide conversation,” carried by the new Pepperdine University Center for Faith and Learning, can sustain the school as a Christian university by leaning into the paradox of Christian particularity rather than around it. Drawing on the incarnation, the Matthew 5 and Luke 14 teachings of Jesus, the Quaker and Cane Ridge (Joseph Thomas) abolition traditions, Galatians 2 and Romans 8, and Luther’s simul Justus et peccator as the gospel that frees the scholar to be wrong, to doubt, and to confess “Lord I believe; help thou mine unbelief,” he mines the Churches of Christ heritage—Alexander Campbell, Barton W. Stone, and John Rogers of Carlisle, Kentucky—as a unity-and-freedom tradition that grounds both diversity and academic freedom.
-
Article
Called to Serve
Robert D. Haak
No. 31 · Winter 2010
Haak describes Augustana’s Center for Vocational Reflection (CVR) and its threefold framework of skills/gifts/talents, passions/values, and needs of the community. He surveys the CVR’s Working with Faith group, seminary visits, spiritual companioning, Servant Leader Internships, international travel reflection, and the major Senior Inquiry curriculum revision—then reports the lessons learned at Augustana: that multiple exposures matter more than any single program, that the language of vocation works even for non-religious students, that student-initiated ideas (like Erin Blecha’s Athletes Giving Back) often succeed most, and that the CVR will soon merge into a new Community Engagement Center.