Allen Porter Mendenhall

Archive for the ‘America’ Category

Causation and Criminal Law

In America, Criminal Law, Humanities, Jurisprudence, Justice, Law, Philosophy on October 29, 2014 at 8:45 am

Allen 2

Actus reus, which is shorthand for the opening words in the Latin phrase actus non facit reum nisi mens sit rea (“an act does not make a person guilty unless his mind is also guilty”), is one element of a crime that a prosecutor must prove to establish criminal liability. A prosecutor must prove, in particular, that the defendant’s actus reus caused the harmful result at issue in the case. To do so, the prosecutor must show not only that the act was the “actual cause” of the harm (i.e., the “factual cause” or the “but for” cause”) but also that the act was the “proximate cause” of the harm (i.e., the “legal cause”).

The so-called “but for” test, also known as the sine qua non test, seeks to determine whether a particular act brought about the particular harm to the alleged victim. If the question whether the harm would not have happened but for the defendant’s action is answered in the affirmative, then causation is established; accordingly, if the harm would have happened notwithstanding the defendant’s act, then the defendant’s act is not a “cause in fact.” The “but for” test is not satisfied unless the prosecutor can show that the harm was foreseeable; if the harm was not foreseeable, then the defendant cannot be said to be the actual cause of the harm, only the proximate cause of the harm.

Determining causation is difficult when two people are performing different acts at different times, and each of their acts could have caused the harm at the time the harm occurred. The two acts by the two different people constitute concurrent sufficient causes under the “but for” test. Because there are two different people who could have “caused” the harm according to the “but for” test, yet only one of the two people actually caused the harm, the “but for” test fails to establish causation.

There are two tests that courts may apply when there are multiple sufficient causes under the facts. The first is the substantial factor test, according to which a defendant is criminally liable if his acts are shown to be a substantial factor leading to the harm to the alleged victim. This test is not commonly used because it can be arbitrary and subjective. The better test is a modified form of the “but for” test, formulated this way: “But for the defendant’s voluntary act, the harm would not have occurred not just when it did, but as it did.” Even this revised test falls short of ideal. For instance, it is not clear how this test is applied when two non-lethal acts combine to cause the death of one victim.

Regardless of which tests for causation obtain or prevail in a particular case, a prosecutor must establish each element of a crime beyond a reasonable doubt. That standard, at least, is a legal certainty.

Free Not to Vote

In America, Arts & Letters, Austrian Economics, Libertarianism, News and Current Events, Politics on October 22, 2014 at 8:45 am

Allen 2

This piece first appeared here as a Mises Emerging Scholar article for the Ludwig von Mises Institute Canada.

The 2014 U.S. midterm elections are coming up, and I don’t intend to vote. A vote is like virginity: you don’t give it away to the first flower-bearing suitor. I haven’t been given a good reason, let alone flowers, to vote for any candidate, so I will stay home, as well I should.

This month, my wife, a Brazilian citizen, drove from Auburn, Alabama, to Atlanta, Georgia, on a Sunday morning to cast her vote for the presidential election in Brazil. She arrived at the Brazilian consulate and waited in a long line of expatriates only to be faced with a cruel choice: vote for the incumbent socialist Dilma Rousseff of the Workers’ Party, for the socialist Aécio Neves of the Brazilian Social Democracy Party who is billed as a center-right politician, for the environmentalist socialist Marina Silva of the Socialist Party, or for any of the other socialist candidates who were polling so low that they had no chance of victory. Brazil maintains a system of compulsory voting in addition to other compulsory schemes such as conscription for all males aged 18.

Logan Albright recently wrote about the folly of compulsory voting, support for which is apparently growing in Canada. He criticized the hypocrisy of an allegedly democratic society mandating a vote and then fining or jailing those who do not follow the mandate. He also pointed out the dangers of forcing uneducated and uninformed citizens to vote against their will. This problem is particularly revealing in Brazil, where illiterate candidates have exploited election laws to run absurd commercials and to assume the persona of silly characters such as a clown, Wonder Woman, Rambo, Crazy Dick, and Hamburger Face, each of which is worth googling for a chuckle. The incumbent clown, by the way, was just reelected on the campaign slogan “it can’t get any worse.” Multiple Barack Obamas and Osama bin Ladens were also running for office, as was, apparently, Jesus. The ballot in Brazil has become goofier than a middle-school election for class president.

Even in the United States, as the election of Barack Obama demonstrates, voting has become more about identity politics, fads, and personalities than about principle or platform. Just over a decade ago, Arnold Schwarzenegger became the Governor of California amid a field of second-rate celebrities while a former professional wrestler (the fake and not the Olympian kind of wrestling) Jesse “the Body” Ventura was winding up his term as the Governor of Minnesota. Today comedian Al Franken holds a seat in the United States Senate. It turns out that Brazil isn’t the only country that can boast having a clown in office.

No serious thinker believes that a Republican or Democratic politician has what it takes to boost the economy, facilitate peace, or generate liberty. The very function of a career politician is antithetical to market freedom; no foolish professional vote-getter ought to have the power he or she enjoys under the current managerial state system, but voting legitimates that power.

It is often said, “If you don’t vote, you can’t complain.” The counterpoint is that voting ensures your complicity with the policies that elected politicians will enact. If you don’t vote, you lack complicity. You are not morally blameworthy for resisting the system that infringes basic rights or that offends your sense of justice and reason. You have not bestowed credibility on the government with your formal participation in its most sacred ritual. The higher the number of voters who participate in an election, the more legitimacy there is for the favored projects of the elected politicians, and the more likely those politicians are to impose their will on the populace by way of legislation or other legal means.

Refusing to vote can send a message: get your act together or we won’t turn out at the polling stations. Low voter turnout undermines the validity of the entire political system. Abstention also demonstrates your power: just watch how the politicians grovel and scramble for your vote, promise you more than they can deliver, beg for your support. This is how it ought to be: Politicians need to work for your vote and to earn it. They need to prove that they are who they purport to be and that they stand for that which they purport to stand. If they can’t do this, they don’t deserve your vote.

Abstention is not apathy; it is the exercise of free expression, a voluntary act of legitimate and peaceful defiance, the realization of a right.

There are reasonable alternatives to absolute abstention: one is to vote for the rare candidate who does, in fact, seek out liberty, true liberty; another is to cast a protest vote for a candidate outside the mainstream. Regardless, your vote is a representation of your person, the indicia of your moral and ethical beliefs. It should not be dispensed with lightly.

If you have the freedom not to vote, congratulations: you still live in a society with a modicum of liberty. Your decision to exercise your liberty is yours alone. Choose wisely.

Review of “Cheating Lessons,” by James M. Lang

In Academia, America, Arts & Letters, Book Reviews, Books, Humanities, Pedagogy, Teaching on September 24, 2014 at 8:45 am

Allen 2

This review originally appeared in Academic Questions (2014).

A few years ago, when I was teaching composition courses at Auburn University, I had a freshman from Harlem in my class. He had traveled from New York to Alabama to accept a scholarship and become the first person in his family to attend college. He was kind and thoughtful, and I liked him very much, but he was woefully unprepared for higher education; he had trouble comprehending more than a few paragraphs and could not write basic sentences. The university, however, was proud of this recruit, who contributed both geographic and racial diversity to the otherwise (relatively) non-diverse student body.

Encouraged by his tenacity, I met with this student regularly to teach him sentence structure and to help him turn his spoken words into written sentences. Although he improved by degrees over the course of the semester, he was never able to write a complete coherent paragraph.

During the last weeks of class, I informed him that he needed to earn at least a C+ on his final paper to avoid repeating the course. He was conspicuously absent from class whenever preliminary drafts were due, and he never responded to my prodding emails. Shortly before the due date, he materialized in my office and presented a piece of paper that contained several sentences. He asked me questions and attempted to record my responses on his paper. I reminded him that although I was happy to offer guidance, he needed to submit original work. He nodded and left my office. When, at last, he submitted his final paper, it consisted of roughly four intelligible paragraphs that regrettably had nothing to do with the assignment. I inserted these paragraphs into a Google search and discovered that they were lifted, verbatim, from a Wikipedia article unrelated to the assignment. I failed the student but showed him mercy—and spared the university embarrassment—by not reporting him to the administration for disciplinary action.

To this day I wonder if there was something I could have done differently to prevent this student from plagiarizing, or whether his cheating was the inevitable consequence of being unprepared for university study. Many teachers have similar stories.

Academic dishonesty, a topic now admirably undertaken by James M. Lang, has received more scholarly treatment than I was aware of before reading Cheating Lessons: Learning from Academic Dishonesty. Like many of us, Lang grew interested in the subject because of his experiences with students who cheated in his classes. The more research he did on academic dishonesty, the more frustrated he became with “the same basic prescriptions” that were either quixotic or impracticable for one faculty member to undertake alone. One day, Lang realized that if he “looked through the lens of cognitive theory and tried to understand cheating as an inappropriate response to a learning environment that wasn’t working for the student,” he could “empower individual faculty members to respond more effectively to academic dishonesty by modifying the learning environments they constructed.”

Lang’s goal is not to score points or court confrontation, but simply to help teachers and administrators to reduce cheating by restructuring the content and configuration of their courses and classrooms.

Lang divides Cheating Lessons into three parts. The first is a synthesis of the existing scholarly literature on academic dishonesty that concludes with four case studies, about which little needs to be said here. The second part consists of practical guidance to teachers who wish to structure their classrooms to minimize cheating and to cultivate the exchange of ideas. And the third, which is an extension of the second, considers speculations about potential changes to curricula and pedagogy to promote academic integrity not just in the classroom, but across campus.

Most original are parts two and three, which are premised on the structuralist assumption that systems shape and inform the production of knowledge. The treatment of academic dishonesty as a symptom of deterministic models and paradigms makes this book unique. If the models and paradigms can be changed, Lang’s argument runs, then academic dishonesty might decline: the shift needs to be away from the “dispositional factors that influence cheating—such as the student’s gender, or membership in a fraternity or sorority, and so on”—toward “contextual factors,” the most significant of which is “the classroom environment in which students engage in a cheating behavior” (emphases in original). What’s exciting about the structuralist paradigm—if it’s accurate—is that teachers and administrators have the power and agency to facilitate constructive change.

But what if the structuralist paradigm isn’t correct? What if dispositional factors are more determinative than contextual factors in generating academic dishonesty? Lang’s argument depends upon a profound assumption that he expects his readers to share. It’s most likely that dispositional and contextual factors are interactive, not mutually exclusive: consider the student who is not as intelligent as his peers and who resorts to cheating because of his insecurity and the pressure on him to succeed. Lang is onto something, though: students are less likely to learn in an environment that compels them “to complete a difficult task with the promise of an extrinsic reward or the threat of punishment” than they are in an environment that inspires them “with appeals to the intrinsic joy or beauty or utility of the task itself” (emphasis in original). In other words, “in an environment characterized by extrinsic motivation, the learners or competitors care about what happens after the performance rather than relishing or enjoying the performance itself” (emphasis in original).

How does Lang propose that teachers and administrators structure their courses and curricula to foster what he calls “intrinsic motivation” (as against “extrinsic rewards”) among students? For starters, he urges professors to help students learn for mastery and not for grades, to lower the stakes per assignment by multiplying the options for students to earn points or credit, and to instill self-efficacy by challenging students and by affording them increased opportunities to demonstrate their knowledge. In the abstract, these suggestions seem obvious and unhelpful, so Lang backs them up with interviews with accomplished teachers as well as anecdotes about successful classroom experiments: the improvising by Andy Kaufman as he taught Russian literature to prison inmates, for instance, or the unique grading system implemented by John Boyer at Virginia Tech. All the tactics and approaches discussed and promoted by Lang can be traced back to the premise that “the best means we have to reduce cheating is to increase motivation and learning.”

Teachers and administrators are forever trying to motivate their students to learn. It’s easier to conceive of this goal, however, than to achieve it. Teachers everywhere seek to inspire their students to love and pursue knowledge, and despite a plethora of opinions about how best to do so, no general consensus has arisen to establish a definitive course of action for all students and disciplines. Many teachers chose their profession and discipline because they relished their own education and wanted to pass on their knowledge and love of learning to others. Lang’s insistence that teachers inspire a passion for learning is hardly novel; rather, it is the touchstone and stands in contradistinction to the utilitarian, standardized, test-centered, and results-oriented educational strategies that politicians, bureaucrats, and policy wonks now sponsor and defend. In this respect, Cheating Lessons is a refreshing alternative; it’s written by an educator for educators and not, thank goodness, for semiliterate politicians and their sycophantic advisers.

One thing this book is not: a template or checklist that you can follow to construct your own productive learning environment for students. Each learning environment is contextual; one model will not suit every setting and purpose. Because Lang cannot and does not provide step-by-step how-to instructions, Cheating Lessons borders on the self-help genre and is more inspirational and aspirational than it is informational. And Lang’s meandering style—for example, his digressions about Robert Burns and coaching youth sports teams—are disarming enough not only to charm but also to contribute to the impression that Cheating Lessons is “light” reading.

Lang can overdo the playfulness and make exaggerated claims. Early on he quotes a Harvard administrator complaining in 1928 about the problem of cheating among students, an example that’s meant to refute the assumption that “we are in the midst of a cheating epidemic, and that the problem is much worse now than it was in the idyllic past.” Lang adds that he hopes to convince us that “cheating and higher education in America have enjoyed a long and robust history together.” But it’s not as if 1928 is ancient history. Data about academic dishonesty since that time will not convince most readers that there were as many cheating students in the one-room schoolhouses of the nineteenth century, when fewer people had access to formal education, as there are today. Perhaps anticipating such criticism, Lang invites us to “hop in our time machine and leap across centuries” to consider the cheating cultures of the ancient Greeks and of Imperial China “over the course of [a] fourteen-hundred-year history.” But surely the substantial data we have gathered on the twentieth- and twenty-first-century academy cannot be compared to the limited and circumstantial data garnered about these early cultures; surely “illicit communication” by “cell phones” is not comparable to the use of cheat sheets in nineteenth-century China. It seems preposterous to suggest that academic dishonesty in contemporary America exists to the same extent it did centuries ago on different continents and among different peoples with different principles and priorities.

Nevertheless, even readers skeptical of Lang’s structuralist premise and apparent optimism will find much in Cheating Lessons to contemplate and to amuse. Unfortunately, however, even after having read the book I’m still not sure what I could have done differently to prevent my student from cheating.

 

 

 

The Immunity Community

In America, American History, Arts & Letters, Britain, History, Humanities, Jurisprudence, Justice, Law, Libertarianism, Philosophy on September 10, 2014 at 8:45 am

Allen 2

This piece first appeared here as a Mises Emerging Scholar article for the Ludwig von Mises Institute Canada.

The doctrine of sovereign immunity derives from the English notion that “the king can do no wrong” and hence cannot be sued without his consent. The purpose of this doctrine was, in England, from at least the Middle Ages until eighteenth century, to bar certain lawsuits against the monarch and his or her ministers and servants. With the rise of the English Parliament after the death of Elizabeth I, government officers and politicians sought to gain the power of immunity that the monarch and his or her agents had enjoyed.

In practice, however, English subjects were not totally deprived of remedies against the monarch or the government. The doctrine of sovereign immunity was not an absolute prohibition on actions against the crown or against other branches of government;[1] subjects could avail themselves of petitions of right or writs of mandamus, for instance, and monarchs fearful of losing the support of the people would often consent to be sued.

It was not until the monarchy had been demonstrably weakened that the doctrine of sovereign immunity began to be espoused with added urgency and enforced with added zeal. In the late eighteenth century, Sir William Blackstone intoned in his Commentaries on the Laws of England that the king “is not only incapable of doing wrong, but ever of thinking wrong: he can never mean to do an improper thing: in him is no folly of weakness.” These lines convert sovereign immunity into sovereign infallibility, a more ominous yet more dubious pretension.

Once the monarchy had been abolished altogether, the idea that the sovereign had to consent to be sued no longer held credence. As Louis L. Jaffe explains, “Because the King had been abolished, the courts concluded that where in the past the procedure had been by petition of right there was now no one authorized to consent to suit! If there was any successor to the King qua sovereign it was the legislature,” which, having many members subject to differing constituencies, was not as accountable as the monarch had been to the parties seeking to sue.[2]

The principle of sovereign immunity carried over from England to the United States, where most states have enshrined in their constitution an absolute bar against suing the State or its agencies and officers whose actions fall within the scope of official duties. The Eleventh Amendment to the U.S. Constitution likewise states that “the Judicial power of the United States shall not be construed to extend to any suit in law or equity, commenced or prosecuted against one of the United States by Citizens of another State, or by Citizens or Subjects of any Foreign State.” This provision, which applies only in federal courts and which does not on its face prohibit a lawsuit against a state by a citizen of that same state, was adopted in response to the ruling in Chisholm v. Georgia (1793), a case that held sovereign immunity to have been abrogated and that vested in federal courts the authority to preside over disputes between private citizens and state governments.

Notwithstanding the complex issues of federalism at play in the Chisholm decision and in the Eleventh Amendment, the fact remains that the doctrine of sovereign immunity has been applied with widening scope and frequency since the states ratified the Eleventh Amendment in 1795. The U.S. Supreme Court has contributed to the doctrine’s flourishing. “The Supreme Court’s acceptance of sovereign immunity as constitutional principle,” explains one commentator, “depends on its determination of the intent of the Framers, which ignores a great deal of historical evidence from the time of the founding and relies primarily on a discredited account of the Eleventh Amendment first articulated in the 1890 case of Hans v. Louisiana.”[3]

State and federal courts have now built an impregnable wall of immunity around certain state and federal officers. The sovereign immunity that is enshrined in state constitutions is, in theory, not absolute because it is conferred only to certain agents and officers and does not prohibit lawsuits to enjoin such agents and officers from performing unconstitutional or other bad acts. In practice, however, the growth of qualified immunities, which is in keeping with the growth of government itself, has caused more and more agents of the State to cloak themselves in immunity.

Bus drivers, teachers, coroners, constables, high school coaches, doctors and nurses at university hospitals, security guards, justices of the peace, government attorneys, legislators, mayors, boards of education and health, university administrators, Indian reservations, prison guards and wardens, police officers and detectives, janitors in government facilities, licensing boards, tax assessors, librarians, railroad workers, government engineers, judges and justices, school superintendents and principals, towing companies, health inspectors, probation officers, game wardens, museum docents and curators, social workers, court clerks, dog catchers, contractors for public utilities, public notaries, tollbooth attendants, airport traffic controllers, park rangers, ambulance drivers, firefighters, telephone operators, bus drivers, subway workers, city council members, state auditors, agricultural commissioners—all have sought to establish for themselves, with mixed degrees of success, the legal invincibility that comes with being an arm of the state.

Yet the idea that “the king can do no wrong” makes no sense in a governmental system that has lacked a king from its inception. Its application as law has left ordinary citizens with limited recourse against governments (or against people claiming governmental status for the purpose of immunity) that have committed actual wrongs. When the government, even at the state level, consists of vast bureaucracies of the kind that exist today, the doctrine of sovereign immunity becomes absurd. If it is true that in nine states and in the District of Columbia the government employs more than 20% of all workers, imagine how many people are eligible to claim immunity from liability for their tortious conduct and bad acts committed on the job.

Local news reports are full of stories about government employees invoking the doctrine of sovereign immunity; few such stories find their way into the national media. Judge Wade McCree of Michigan, for instance, recently carried out an affair with a woman who was a party in a child-support case on his docket, having sexual intercourse with her in his chambers and “sexting” her even on the day she appeared as a witness in his courtroom. Although McCree was removed from office, he was immune from civil liability. An airport in Charleston, West Virginia, is invoking the doctrine of immunity to shield itself from claims that it contributed to a chemical spill that contaminated the water supply. Officer Darren Wilson may be entitled to immunity for the shooting of Michael Brown, depending on how the facts unfold in that investigation.

The U.S. Supreme Court once famously declared that the doctrine of sovereign immunity “has never been discussed or the reasons for it given, but it has always been treated as an established doctrine.”[4] A disestablishment is now in order. The size and scope of government is simply too massive on the state and national level to sustain this doctrine that undermines the widely held belief of the American Founders that State power must be limited and that the State itself must be held accountable for its wrongs. Friedrich Hayek pointed out that the ideal of the rule of law requires the government to “act under the same law” and to “be limited in the same manner as any private person.”[5] The doctrine of sovereign immunity stands in contradistinction to this ideal: it places an increasing number of individuals above the law.

If the law is to be meaningful and just, it must apply equally to all persons and must bind those who enforce it. It must not recognize and condone privileges bestowed upon those with government connections or incentivize bad behavior within government ranks. Sovereign immunity is a problem that will only worsen if it is not addressed soon. The king can do wrong, and so can modern governments. It’s time for these governments to be held accountable for the harms they produce and to stop hiding behind a fiction that was long ago discredited.

________

[1]See generally, Louis L. Jaffe, “Suits Against Governments and Officers: Sovereign Immunity,” 77 Harvard Law Review 1 (1963).

[2]Jaffe at 2.

[3]Susan Randall, “Sovereign Immunity and the Uses of History,” 81 Nebraska L. Rev. 1, 4 (2002-03).

[4]U.S. v. Lee, 106 U.S. 196, 207 (1882).

[5]F. A. Hayek, The Constitution of Liberty, Vol. 17 of The Collected Works of F.A. Hayek, ed. Ronald Hamowy(Routlege, 2011), p. 318.

The Lawyers’ Guild

In America, American History, History, Law, Legal Education & Pedagogy, Nineteenth-Century America on August 27, 2014 at 8:45 am

Allen 2

This piece originally appeared here as a Mises Emerging Scholar article for the Ludwig von Mises Institute Canada.

Last month, thousands of recent law school graduates sat for a bar examination in their chosen state of practice. They were not undertaking a harmless rite of passage but overcoming a malicious obstacle: an artificial barrier to entry in the form of occupational licensure.

Barriers to entry are restrictions on access to, or participation in, markets or vocations. Occupational licensure is a type of barrier to entry that regulates professions by requiring certification and licensing in the manner of medieval guilds. Medicine and law are perhaps the most recognizable professions to require their practitioners to obtain and maintain licenses.

The purpose of occupational licensure is to reduce competition by using government power to restrict membership eligibility in a profession. The criteria for membership are often prohibitively expensive for low-income earners. To be admitted to the law in nearly every state in the United States, you must not only pass a bar examination but also earn a law degree from an accredited law school, admission to which requires a bachelor’s degree from an accredited university.

The average student-loan debt for graduates of American colleges is around $29,400. The average student-loan debt for graduates of American law schools is between $75,700 and $125,000, depending on whether the school is public or private. The American Bar Association imposes heavy burdens on law schools such as accreditation standards that are inefficient and that drive up costs so that over time the high price of legal education is passed on to the public in the form of attorneys’ fees and costs. Having already saddled themselves with student-loan debts, recent law-school graduates pay thousands of dollars for bar-preparation courses to study for an examination that, if passed, will open the door to a job market that is the worst in recent memory. Nobody struggling financially should attempt to leap over each of these expensive hurdles.

Before the rise of bar examinations and professional licensure during the Progressive Era in the United States, aspiring attorneys simply “read law” as apprentices for practicing attorneys or as clerks for local law firms. Once they achieved a certain level of competence, apprentices were released from their tutelage and eligible to accept clients. Those jurisdictions that did require examinations allowed judges to conduct informal interviews with candidates to determine the candidates’ moral and intellectual fitness for practice. Such examinations were typically mere formalities: few candidates failed; few careers were at stake as the interview took place. Newly admitted attorneys had to demonstrate their excellence in order to gain clients. They launched their careers by charging low fees that even the poorest in society could pay. Attorneys who did not prove fit for practice never gained enough clients to sustain their business and were forced to embark on other professions.

In the late-nineteenth and early-twentieth century, energetic and entrepreneurial members of the middle to lower classes in cities such as New York and Chicago began to threaten the legal establishment that had previously been comprised of a mostly wealthy and elite fraternity. This fraternity simply could not compete with low-cost providers of legal services because, for example, the most elite attorneys considered it unseemly and degrading to advertise for services or to offer contingency fees. Bar associations that were once voluntary organizations of upper class professionals therefore began to use their political clout and government connections to obtain powers conferred by legislatures. They wanted to keep the lower classes out of their profession and to preserve a highbrow reputation for lawyers. They began to exercise a monopolistic control over the practice of law within their respective jurisdictions. Today they constitute authorized arms of the State.

In most jurisdictions’ bar associations determine who may be admitted as members and who must be excluded, whether and to what extent lawyers may advertise their services, what constitutes the “authorized” practice of law, whether a law firm must have a physical office with a non-residential mailing address, and under what conditions contingency fees are permissible. These anti-competitive practices hit communities most in need the hardest by increasing the costs of legal services beyond the ordinary person’s ability to pay.

The bar examination is the most hyped precondition for membership in a state bar association. Like hazing, it is more ritual than training; it does not help one learn to be an attorney or indicate any requisite skills for practice. It tests how well someone can memorize arcane and esoteric rules and their trivial exceptions, many of which have no bearing on actual practice. Few if any lawyers spend their days memorizing rules for courts or clients, and no one who intends to practice, say, corporate law in a big city needs to memorize obscure criminal law rules that were long ago superseded by statute.

Despite reciprocity among some states, the bar examination restricts the free flow of qualified attorneys across state lines, forcing even the best attorneys to limit their services to certain jurisdictions. The bar examination also creates racial disparities among practicing attorneys as minority passage rates tend to be lower, a fact that flies in the face of nearly every bar association’s purported commitment to diversity.

Keeping the number of lawyers low ensures that lawyers may charge higher fees. Keeping the barriers to entry high ensures that the number of lawyers remains low. It’s a popular fallacy to complain that there are too many lawyers. We don’t need fewer lawyers; we need more, so long as we gain them through competitive forces on a free market.

We need to unleash capitalism in the legal system for the benefit of everyone. We could start by eliminating the bar examination. Doing so would have no marked effect on the quality of lawyers. It would drive down the high costs of legal services by injecting the legal system with some much-needed competition. It would make practitioners out of the able and intelligent people who wanted to attend law school but were simply too prudent to waste three years of their lives and to take on tens-of-thousands of dollars of student-loan debt while entry-level legal jobs were scarce and entry-level legal salaries were low. Justifications for the bar examination are invariably predicated on paternalistic assumptions about the ability of ordinary people to choose qualified attorneys; such arguments ignore the number of ordinary people who, today, cannot afford qualified attorneys at all under the current anticompetitive system.

Abolishing the bar examination would benefit the very community it is supposed to protect: the lay public.

Troy Camplin Reviews “Napoleon in America,” a Novel by Shannon Selin

In America, American History, Arts & Letters, Book Reviews, Books, Creative Writing, History, Humanities, Novels, The Novel, Writing on August 20, 2014 at 8:45 am
Shannon Selin

Shannon Selin

Napoleon in America is a “what-if” historical novel that combines a variety of styles – epistolary, newspaper article, and regular novelistic narrative – to create a work that reads like a very well-written narrative of history. Given that the author is necessarily working with an entirely fictional world – one in which Napoleon escapes from St. Helena to the United States – the fact that she can create such an effect is quite remarkable. The reader is made to feel as if he or she is reading about actual historical events. Of particular note is the fact that Selin creates the impression that we are reading a Great Men History book, which makes it rather distinctive. As such, it is going against the direction in which historical studies have, themselves, gone.

Much contemporary history deals with everyday life, local histories, etc. But given that the protagonist of this novel, Napoleon, is the kind of person who is distinctly bored with everyday life – is too big for everyday life – we should not be surprised to find a story dominated by the overwhelming presence of the personality of Napoleon. It is perhaps for this very reason that the novel becomes involved in the great movements of Napoleon rather than the intimate details of his life. These aspects are touched on here and there, of course, but in the end, we remember Napoleon the Conquerer, not Napoleon the almost-died-when-he-got-to-America. Napoleon quickly recovers to dominate the novel with his personality. But this personality is not one changed by circumstances. He is the Napoleon we all love and loathe. He cannot settle down. He has to conquer.

Thus, with Selin’s novel, we have a complete inversion. The novel has, historically, dealt with everyday people in their everyday lives. The actions of most novelistic characters do not have a major impact on historical events. If we look at the way histories are written over the same time period of the rise of the European novel (which includes American and Canadian literature and, stylistically, much literature written in the rest of the world during the 20th century), we primarily see the complete opposite: an interest in major figures and their major effects on history dominate most historical narratives over this same time period. However, we see a shift within history toward the same kinds of concerns we see in novels: everyday peoples, the histories of institutions, local histories, etc. Thus, we should not be surprised to find novels picking up the kinds of narratives we once found in histories.

Along with the Big Men of the time, Selin deals with the Big Ideas of the time; of course, the Big Men are often the Big Men precisely because they discuss and try to enact the Big Ideas of their time. Liberalism and dictatorship and whether Napoleon is really a liberal or little better than the kings he likes to depose are discussed – as no doubt they were, in fact, discussed historically. We see some of the conflicts within French Liberalism – and some of the contradictions. Was it a mere coincidence that French Liberalism led to the Terror and to the Empire under Napoleon? Or was it simply bad luck? Pro- and anti-Napoleon liberals are unified in their opposition to the Bourbons, but the question is raised as to whether replacing one monarch with another is really an improvement. Yet, there seems a willingness, even among those who oppose Napoleon, to support revolution against the Bourbons, even if it results in another Napoleon (literally or figuratively). Along these lines, Selin does a magnificent job of showing how blinding the opposition to the Bourbons is in the decision by the French government to invade Spain. The King in fact opposes the invasion, but ends up being talked into it; the liberals believe the invasion is a Bourbon plot and evidence of his being a cruel dictator. The reality is more humdrum than the conspiracy theory the liberals are desperate to believe.

Overall, Selin’s book goes beyond what we would expect to find in a historical novel whose main character is a major historical figure. A traditional historical novel would have the characters doing all the major, public actions the history books tell us happened. Selin has to do something quite different. She has to first know what did in fact happen during the historical period in question; she then has to understand Napoleon well enough to understand what he might do in circumstances other than those in which he did, in fact, find himself; and then she has to create a realistic alternative to what did in fact happen, understanding the butterfly effects of a Napoleon in America. It is a garden of forking paths, and one can go in any number of directions. To this end, Selin is certainly effective in her choice of direction. The great uncertainty created by Napoleon’s presence in America is well demonstrated. The U.S. government does not seem to know what to do with him. We are, after all, talking about a young country still learning where it fits in the world. It has the benefit of being separated from Europe – where all the action lies – by a large ocean. But the action has come to America’s shores when Napoleon escapes St. Helena. The uncertainty that leaves Napoleon free to raise an army and wander into Texas is well within the realm of possibilities. As is the naïve belief by some – such as James Bowie – that Napoleon can be “handled.”

The majority of the novel is dominated by the spirit of uncertainty and worry. All the action comes in at the end of the novel, when Napoleon finally does invade Texas. And even then, we are left with a great deal of uncertainty. Napoleon has won a battle and established himself in San Antonio; however, we are left with the question of what will happen next. Napoleon in America has the feeling of the first novel in a sequel. It would not surprise me if Napoleon in Texas were to follow. There is a great deal more to this story that could be explored. Will Napoleon be able to create a long-term presence in Texas? What will be the response of Mexico? What will be the response of the American government? What will be the response of the American settlers? Will the people of Kentucky and Tennessee volunteer to fight for Texas independence under Napoleon as they did for its independence under Austin? Is Napoleon just preparing the way for the Americans to take over, making it a bit easier than it was historically? Or is he perhaps making it a bit harder, since a Mexican government may take Napoleon as a much more serious threat to the government of Mexico than those who only wanted an independent Texas?

For those who enjoy the What-If History genre, these are fun questions to consider. I find it hard to imagine that anyone who reads Napoleon in America – which should include most of those who enjoy historical fiction – would fail to want these questions answered in a sequel.

Troy CamplinTroy Camplin holds a Ph.D. in humanities from the University of Texas at Dallas.  He has taught English in middle school, high school, and college, and is currently taking care of his children at home. He is the author of Diaphysics, an interdisciplinary work on systems philosophy; other projects include the application of F.A. Hayek’s spontaneous order theory to ethics, the arts, and literature. His play “Almost Ithacad” won the PIA Award from the Cyberfest at Dallas Hub Theater.

Abolish the Bar Exam

In America, American History, History, Law on July 23, 2014 at 8:45 am

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This article originally appeared here at LewRockwell.comand was reposted on this blog last year in July.  I repost it here again this year for all those who are taking the bar exam this week and next week.

Every year in July, thousands of anxious men and women, in different states across America, take a bar exam in hopes that they will become licensed attorneys. Having memorized hundreds if not thousands of rules and counter-rules — also known as black letter law — these men and women come to the exam equipped with their pens, laptops, and government-issued forms of identification. Nothing is more remote from their minds than that the ideological currents that brought about this horrifying ritual were fundamentally statist and unquestionably bad for the American economy.

The bar exam is a barrier to entry, as are all forms of professional licensure. Today the federal government regulates thousands of occupations and excludes millions of capable workers from the workforce by means of expensive tests and certifications; likewise various state governments restrict upward mobility and economic progress by mandating that workers obtain costly degrees and undergo routinized assessments that have little to do with the practical, everyday dealings of the professional world.

As a practicing attorney, I can say with confidence that many paralegals I know can do the job of an attorney better than some attorneys, and that is because the practice of law is perfected not by abstract education but lived experience.

So why does our society require bar exams that bear little relation to the ability of a person to understand legal technicalities, manage case loads, and satisfy clients? The answer harkens back to the Progressive Era when elites used government strings and influence to prevent hardworking and entrepreneurial individuals from climbing the social ladder.

Lawyers were part of two important groups that Murray Rothbard blamed for spreading statism during the Progressive Era: the first was “a growing legion of educated (and often overeducated) intellectuals, technocrats, and the ‘helping professions’ who sought power, prestige, subsidies, contracts, cushy jobs from the welfare state, and restrictions of entry into their field via forms of licensing,” and the second was “groups of businessmen who, after failing to achieve monopoly power on the free market, turned to government — local, state, and federal — to gain it for them.”

The bar exam was merely one aspect of the growth of the legal system and its concomitant centralization in the early twentieth century. Bar associations began cropping up in the 1870s, but they were, at first, more like professional societies than state-sponsored machines. By 1900, all of that changed, and bar associations became a fraternity of elites opposed to any economic development that might threaten their social status. The elites who formed the American Bar Association (ABA), concerned that smart and savvy yet poor and entrepreneurial men might gain control of the legal system, sought to establish a monopoly on the field by forbidding advertising, regulating the “unauthorized” practice of law, restricting legal fees to a designated minimum or maximum, and scaling back contingency fees. The elitist progressives pushing these reforms also forbade qualified women from joining their ranks.

The American Bar Association was far from the only body of elites generating this trend. State bars began to rise and spread, but only small percentages of lawyers in any given state were members. The elites were reaching to squeeze some justification out of their blatant discrimination and to strike a delicate balance between exclusivity on the one hand, and an appearance of propriety on the other. They made short shrift of the American Dream and began to require expensive degrees and education as a prerequisite for bar admission. It was at this time that American law schools proliferated and the American Association of Law Schools (AALS) was created to evaluate the quality of new law schools as well as to hold them to uniform standards.

At one time lawyers learned on the job; now law schools were tasked with training new lawyers, but the result was that lawyers’ real training was merely delayed until the date they could practice, and aspiring attorneys had to be wealthy enough to afford this delay if they wanted to practice at all.

Entrepreneurial forces attempted to fight back by establishing night schools to ensure a more competitive market, but the various bar associations, backed by the power of the government, simply dictated that law school was not enough: one had to first earn a college degree before entering law school if one were to be admitted to practice. Then two degrees were not enough: one had to pass a restructured, formalized bar exam as well.

Bar exams have been around in America since the eighteenth century, but before the twentieth century they were relaxed and informal and could have been as simple as interviewing with a judge. At the zenith of the Progressive Era, however, they had become an exclusive licensing agency for the government. It is not surprising that at this time bar associations became, in some respects, as powerful as the states themselves. That’s because bar associations were seen, as they are still seen today, as agents and instrumentalities of the state, despite that their members were not, and are not, elected by the so-called public.

In our present era, hardly anyone thinks twice of the magnificent powers exercised and enjoyed by state bar associations, which are unquestionably the most unquestioned monopolies in American history. What other profession than law can claim to be entirely self-regulated? What other profession than law can go to such lengths to exclude new membership and to regulate the industry standards of other professions?

Bar associations remain, on the whole, as progressive today as they were at their inception. Their calls for pro bono work and their bias against creditors’ attorneys, to name just two examples, are wittingly or unwittingly part of a greater movement to consolidate state power and to spread ideologies that increase dependence upon the state and “the public welfare.” It is rare indeed to find the rhetoric of personal responsibility or accountability in a bar journal. Instead, lawyers are reminded of their privileged and dignified station in life, and of their unique position in relation to “members of the public.”

The thousands of men and women who will sit for the bar exam this month are no doubt wishing they didn’t have to take the test. I wish they didn’t have to either; there should be no bar exam because such a test presupposes the validity of an authoritative entity to administer it. There is nothing magical about the practice of law; all who are capable of doing it ought to have a chance to do it. That will never happen, of course, if bar associations continue to maintain total control of the legal profession. Perhaps it’s not just the exam that should go.

Holmes’s Dissent in Bartels v. Iowa

In America, American History, Arts & Letters, History, Humanities, Jurisprudence, Law, Literary Theory & Criticism, Oliver Wendell Holmes Jr., Rhetoric, Rhetoric & Communication, Writing on June 18, 2014 at 8:45 am

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Bartels v. Iowa, 262 U.S. 404 (1923), is short and to-the-point, extending and confirming the principles released by the United States Supreme Court that very day in Meyer v. Nebraska,[i] a companion case to Bartels that is also short and to-the-point. In Meyer, the Court struck down a Nebraska law restricting the teaching of modern foreign-languages to students from kindergarten to eighth grade. The majority in Meyer found that the law violated the Due Process Clause of the Fourteenth Amendment on the grounds that it infringed upon the liberty interests of teachers, who had a right to practice their profession without the interference of the state with their curriculum so long as that curriculum did not violate explicit State policy.[ii] There was, the Court reasoned, no link between the putative purpose of the law—to protect the welfare of children—and a threat to the public interest.[iii] The law was deemed arbitrary and not reasonably related to a legitimate state interest and, therefore, unconstitutional.

Holmes reserved his Meyers dissent—which maintained that this Nebraska law was constitutional—for the Bartels opinion. In Bartels, the United States Supreme Court addressed an Iowa law similar to the Nebraska regulation and reversed a decision of the Iowa Supreme Court, which had upheld the criminal conviction of a teacher who taught German to his students. “We all agree, I take it,” Holmes began his dissent, “that it is desirable that all the citizens of the United States should speak a common tongue, and therefore that the end aimed at by the statute is a lawful and proper one” (Bartels 412). The pronoun “we” lacks a clear referent. Does Holmes mean “we” justices or “we” Americans? The answer is probably the latter because “we” was (and is) widely and fluidly used to signify the assembled justices on the bench.

Holmes claims that the “only question is whether the means adopted deprive teachers of the liberty secured to them by the Fourteenth Amendment” (Bartels 412). He submits that he will not judge the law according to whether it is good or right but only pursuant to the terms of the Fourteenth Amendment. He states, to that end, that he may “appreciate the objection to the law” (“I think I appreciate the objection to the law”) but that the role of the judge is not to take sides on moral or political issues “upon which men reasonably might differ” (Bartels 412). “I am not prepared to say that it is unreasonable,” Holmes explains, using litotes, “to provide that in his early years [a student] shall hear and speak only English at school” (Bartels 412). If it is not unreasonable, then it is reasonable, and “if it is reasonable it is not an undue restriction of the liberty either of teacher or scholar” (Bartels 412).

Holmes’s dissent in Bartels is not known as one of his most notable or outstanding dissents. Nevertheless, it has been referenced not only by the United States Supreme Court[iv] but also by federal and state courts.[v] Although the majority opinion has never been overruled, Holmes’s dissent generally is cited favorably. My approximate calculation based on Westlaw searches is that this dissent has been cited almost 200 times in cases, administrative decisions, and federal court documents such as amicus curiae briefs.

The topic of his dissent—foreign languages in public schools—has been revisited by later courts because it remains relevant, and in that respect, it is not surprising that the dissent continues to be cited. Yet the topic alone does not explain why Holmes’s dissent in particular remains popular, especially if it is not binding precedent. There are other non-binding documents on the topic, including social science studies and law review articles, that are also relevant but that have not been cited in large numbers. Although Holmes’s reputation has something to do with the abundance of citations to his dissent, insofar as his legal opinion carries great weight among jurists, the properties of his dissent likely contribute to its ongoing appeal.

What are these properties? Besides litotes, mentioned above, there is also aphorism: “No one would doubt that a teacher might be forbidden to teach many things.” These words are carefully chosen. It would be absolutist to state that no one would doubt that a teacher is forbidden to teach many things, or to state that no one doubts rather than no one would doubt that a teacher might be forbidden to teach many things, or to state that no one would doubt that a teacher might be forbidden to teach a particular thing rather than many things. This short sentence is so well qualified that it manages to articulate a pithy generalization without succumbing to embellishment or misrepresentation. Moreover, the phrase “no one would doubt that a teacher might be” is anapestic, sharing the same feet of such memorable verses as “’Twas the night before Christmas and all through the house.”

In the opening line to a dissent about language, the deliberate use of sigmatism, or the repetition of “s” sounds for dramatic effect, is striking: “[…] is desirable that […] citizens of the United States should speak.” It is as if Holmes defamiliarizes the “common tongue” (his words) as he writes about the “time [of youth] when familiarity with a language is established.” At the very least, he highlights the nuances of language in a dissent expressed in nuanced language and addressing the very legality of language acquisition within a public institution. In addition, Holmes empowers his dissent with a religious-like seriousness by referring to his fellow justices as “brethren,” and he appears figuratively to objectify his “mind” as something separate from his “consciousness” when he claims that “I cannot bring my mind to believe.”

These moves are not merely literary grandstanding but the instantiation of an important feature of Holmes’s philosophical pragmatism: the fallibility of human intelligence. He will not profess certainty but will formulate his reasoning only in cautious qualifications.

Holmes follows, therefore, with the declaration that the objection to the prohibition on the teaching of foreign languages in Iowa “appears to me to present a question upon which men reasonably might differ”  (my emphasis). His belief in the inherent limitations of human faculties prevents him from saying that the objection does present a question upon which reasonable men may differ.

Having introduced the theme of human knowledge, he turns to metonymy by referring to the state legislation as an “experiment” that the United States Supreme Court should not prevent from taking place. For aught that appears, either the term “experiment” or the state legislation may indicate the other; they are reversible concepts within the paradigm that Holmes establishes here. Treating the states as if they were laboratories, he gestures toward his conviction that the widening capacity of the aggregate knowledge of the community is made possible by allowing social experiments to take place on the most local levels, where the consequences of failure are minimized, whereas the failure of United States Supreme Court justices to rule properly regarding some law or another will have vast consequences that affect social coordination throughout the entire country. Subtle turns of phrase are enough for Holmes to implicate this grand philosophical notion to which he owes his most insightful dissents.

[i]262 U.S. 390 (1923).

[ii] “As the statute undertakes to interfere only with teaching which involves a modern language, leaving complete freedom as to other matters, there seems no adequate foundation for the suggestion that the purpose was to protect the child’s health by limiting his mental activities. It is well known that proficiency in a foreign language seldom comes to one not instructed at an early age, and experience shows that this is not injurious to the health, morals or understanding of the ordinary child.” (Meyer 403)

[iii] “The power of the state to compel attendance at some school and to make reasonable regulations for all schools, including a requirement that they shall give instructions in English, is not questioned. Nor has challenge been made of the state’s power to prescribe a curriculum for institutions which it supports. Those matters are not within the present controversy. Our concern is with the prohibition approved by the Supreme Court. Adams v. Tanner [citation omitted] pointed out that mere abuse incident to an occupation ordinarily useful is not enough to justify its abolition, although regulation may be entirely proper. No emergency has arisen which renders knowledge by a child of some language other than English so clearly harmful as to justify its inhibition with the consequent infringement of rights long freely enjoyed. We are constrained to conclude that the statute as applied is arbitrary and without reasonable relation to any end within the competency of the state.” (Meyer 403).

[iv] Tinker v. Des Moines Independent Community School Dist., 393 U.S. 503, 518-19 (1969).

[v] Examples of federal court cases referencing Holmes’s dissent include the following: Yniguez v. Arizonans for Official English, 42 F. 3d 1217, 1242 (9th Cir. App. 1994); Kramer v. New York City Bd. of Educ. 715 F. Supp. 2d 335, 342 (E.D. New York 2010); and Cary v. Board of Ed. of Adams-Arapahoe School Dist. 28-J, Aurora, Colo. 598 F. 2d 535, 540 (10th Circ. App. 1979). Examples of state court cases referencing Holmes’s dissent include State v. Hoyt. 84 N.H. 38, 146 A. 170, 171 (N.H. 1929), and Hamilton v. Deland, 198 N.W. 843, 227 Mich. 111, 113 (Mich. 1924).

 

 

Oliver Wendell Holmes, Jr., and the Literary Quality of his Prose

In America, American History, American Literature, Arts & Letters, Emerson, History, Humanities, Jurisprudence, Law, Law-and-Literature, Literary Theory & Criticism, Literature, Modernism, Oliver Wendell Holmes Jr., Poetry, Rhetoric, Writing on June 11, 2014 at 8:45 am

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Oliver Wendell Holmes Jr.’s writings are known for their literary qualities.  The Class Poet at Harvard, the son of a famous poet, and a lifelong devotee of Emerson, Holmes often rendered his judicial writings in poetic prose.  Consider the following lines from Gitlow v. New York, which I have reformulated as a poem:

 

                 Gitlow v. New York[i]

                 A Poem[ii] (1925)

Every idea

is an incitement.

It offers itself for belief

and if believed

it is acted on

unless some other belief

outweighs it

or some failure of energy

stifles the movement

at its birth.

The only difference

between the expression

of an opinion and an incitement

in the narrower sense

is the speaker’s enthusiasm

for the result.

Eloquence may set fire

to reason.

But whatever may be thought

of the redundant discourse

before us

it had no chance of starting

a present conflagration.

 

The plain, raw idioms and variable feet in these lines resemble those characteristically employed by Stevens and William Carlos Williams. Holmes’s language here is similar in tone and rhythm to Williams’s in “The Red Wheelbarrow,” which was published just two years before this dissent. Holmes’s alliterative use of the letter “n” emphasizes mobility, momentum, and ignition: “incitement,” “energy,” “movement,” “incitement,” “enthusiasm,” “conflagration.” These nouns suggest provocation, stimulus, instigation; they are tied to ideas themselves, as in the line “every idea is an incitement,” hence the correspondingly alliterative “n” sounds in the words “expression” and “reason.” The metrical regularity of “Every,” “offers it…,” “for belief,” “failure of,” “energy,” “stifles the,” “at its birth,” “difference,” “narrower,” “Eloquence,” and “had no chance” accents the activity associated with thinking insofar as these dactylic words and phrases pertain to ideas or beliefs. Holmes follows a series of dactyls with spondaic feet just as he describes the possibility of combustion: “Eloquence [stress / slack / slack] may set fire [stress / stress / stress / slack] to reason [stress / stress / slack].” It is as though he wishes to create the sense of building pressure and then of sudden release or combustion. Two unstressed lines abruptly interrupt the heightened tension; the first appears with the transitional conjunction “But,” which signals a change in the tone. Holmes appears to reverse the intensity and calm his diction as he assures us that the “redundant discourse,” a phrase made cacophonous by the alliterative “d” and “s” sounds, has “no chance of starting a present conflagration.” A sudden move to iambic feet and hence to a lightened tone rounds out these lines and suggests that Holmes has smothered or extinguished whatever energy had been building with the three-syllable feet. These lines have become some of the most famous in American constitutional history most likely because of their memorable qualities, which contributed to the eventual vindication of the dissent.

Be that as it may, feet and meter are basic to English speech and writing and may be displayed in many other legal writings by less able judges and justices. It would be difficult to prove that Holmes deliberately set out to invest these lines with literary features, at least those pertaining to alliteration and feet. Holmes no doubt had an ear for language and probably intended to employ alliteration, rhythm, and rhyme in his writings, but how far does his intent extend?  Does the scanning exercise above give Holmes too much credit and attribute to his writings undeserved praise?  There is no empirical way to answer this question, but the speculation is, I think, worth the time.

 

[i] Gitlow v. N.Y., 268 U.S. 652 (1925).

 

[ii] My addition.

 

Allen Mendenhall Interviews Daniel J. Kornstein

In America, American History, Arts & Letters, Books, British Literature, Communication, Essays, Humanities, Literature, Oliver Wendell Holmes Jr., Politics, Rhetoric & Communication, Shakespeare, Writing on June 4, 2014 at 8:45 am
Dan Kornstein

Daniel J. Kornstein

Daniel J. Kornstein is a senior partner at the law firm of Kornstein Veisz Wexler & Pollard, LLP, in New York City.  He earned his law degree from Yale Law School in 1973 and has served as the president of the Law and Humanities Institute.  He has authored several books including Loose Sallies, Something Else: More Shakespeare and the Law, Unlikely Muse, Kill All the Lawyers? Shakespeare’s Legal Appeal, Thinking under Fire, and The Music of the Laws.  His writing has appeared in The New York Times, Wall Street Journal, Chicago Tribune, Baltimore Sun, and the Boston Globe.  In 2002, Dan received the Prix du Palais Littéraire from the Law and Literature Society of France.  In 2013, King Michael of Romania awarded him the Order of the Crown of Romania.

AM: Thanks for taking the time to discuss your new book with me, Dan. The name of the book is Loose Sallies, and as you state in your introduction, it’s not about fast women named Sally. For those who haven’t read the introduction or purchased the book yet, could you begin by discussing the book generally and say something in particular about your chosen genre: the essay.

Loose SalliesDJK: Thank you, Allen, for this opportunity. Those of us who occasionally write are, as you know from your own experience, always delighted to have a chance to explain a bit about how and why we scribble. Loose Sallies is a collection of essays written over the past 25 years mostly about topics of general interest. The first 75 pages is about the drafting of the U.S. Constitution in 1787 and why that remarkable process and its end result are still so important to us today. The rest of the book ranges over a wide variety of topics, from our precious civil liberties to profiles of some famous judges and lawyers to current controversies. It should, I hope, appeal to everyone.

AM: Phillip Lopate has said that the essay is a “diverting” type of literature and that its hallmark is intimacy. You call the essay “intimate, informal and reflective, as if you are sitting at home in your living room or dining room and having a pleasant, sometimes provocative, sometimes stimulating, but always, one hopes, insightful and enlightening conversation.” I agree. The essay is my favorite genre because it’s the genre of the person. You can’t know a person until you’ve met the persona he creates in his essays—and if you don’t write essays, you may not know yourself. Who are your favorite essayists, and what is it about their essays that you find compelling?

DJK: My favorite essayists are the obvious ones: Montaigne, Francis Bacon, Addison & Steele, Hazlitt, Lamb, Orwell, Mencken, Macaulay, Emerson, V.S. Pitchett, E.B. White, Lewis Thomas, George Will, Virginia Woolf, Edmund Wilson, and Joseph Wood Krutch. My favorite living essayists are Lopate and Joseph Epstein, the former editor of The American Scholar magazine. All these writers make their essays compelling by their clarity of thought and uniqueness of expression and their ability to communicate original, stimulating ideas, making us see familiar things in a new light. Epstein, for example, can write on literary personalities as well as personal topics we all think we know about but do not really. Everyone in my pantheon of great essayists is a superb writer with a distinctive and memorable style.

AM: I recently interviewed James Elkins, a law professor at West Virginia University, here on this site, and he talked about lawyer poets and said that “our iconic images of lawyer and of poet are put to the test when we think about one person writing poems and practicing law.” You have something to say about this seeming double life. “Writing,” you say, is “part of my double life. I have a life other than the lawyer’s life I lead on the surface. The two sides—law and writing—reinforce and complement each other.” I’ve heard the phrase “the two worlds” problem used to describe the lawyer who is also a writer. But this doesn’t seem to be a problem for you, does it?

DJK: A lawyer IS a writer. Writing is most of what a lawyer does. To be a good lawyer, one needs to be a good writer. Verbal facility, sensibility to language, and lucid thinking are prerequisites for both. A legal brief and a piece of expository writing have much in common. Both have a point to make to persuade the reader. Both rely on effectively marshaling evidence to demonstrate the correctness of a particular perspective. The topics may differ, but the skill and technique are similar. The problem facing the lawyer-writer is more one of time and energy and desire than anything else. Law is a demanding profession, which means taking time off to do anything else cuts into one’s otherwise free moments. But if you want to write, you make the time.

AM: I’m curious, when did your love of literature begin? Did you have an “aha!” moment, or did the love evolve over time?

DJK: I cannot recall ever not loving literature. My paternal grandfather was a printer at Scribner’s and when I was a little boy he gave me four books by Robert Louis Stevenson that my grandfather had himself set in type in 1907. I gave Treasure Island to my son and Kidnapped to my daughter, and still have the other precious two volumes on my shelves.

I remember my father taking me as a youngster to the Public Library at Fifth Avenue and 42nd Street to get my first library card. In those days, the main building had a circulation department, and my father’s choice for my first library book was, of course, Tom Sawyer, a good choice for a ten-year old boy.

I remember as a teenager reading as much as I could in addition to books assigned in school. There were nights spent, in classic fashion, with a flashlight under the covers after bed time.

Inspiring teachers helped too.

AM: You’ve written a lot on Shakespeare. How did your fascination with him come about?

DJK: Like most people, I first met Shakespeare in high school English classes. Luckily for me, around the same time New York had a summer program of free Shakespeare in Central Park, which continues to this day. Starting in the summer of my junior year in high school — 1963 — I began to see two of Shakespeare’s plays every summer. It was at one of those performances — Measure for Measure in 1985 — that the passion grabbed me. I was 37 years old and had been practicing law for 12 years. As I sat watching Measure for Measure, I realized for the first time how much the play was about law, and that recognition — the “fascination” you refer to — set me off on a project that would last years. First, I wrote a short essay about Measure for Measure for the New York Law Journal, our daily legal newspaper. Then, months later, I saw a production of The Merchant of Venice and wrote another essay. From there, one thing led to another, and before long, I had the makings of a book.

I reread the plays I had read as a student and read many others for the first time. Then I read as much as I could find about Shakespeare and the law. The result was my 1994 book called Kill All The Lawyers? Shakespeare’s Legal Appeal.

I am still fascinated by Shakespeare. Each time I read or see one of his great plays, I get something new out of it.

AM: Many essays in Loose Sallies concern politics, law, government, and current events. You discuss the Founders, Holmes, Bill Clinton, Hugo Black, Steve Jobs, Ayn Rand—all sorts of people and even some decisions of the U.S. Supreme Court. You manage to do so without coming across as overtly political, polemical, or tendentious. How and why?

DJK: It is a question of style and goal. Every one of the essays has a thesis, some of which may even be controversial. The idea is to persuade your reader to accept your thesis, and that requires care and sensitivity, logic and demonstration, not name-calling or verbal table-pounding. If I am “overtly political, polemical or tendentious,” I will probably not convince anyone who does not already agree with me. A writer has to be smoother and subtler. We live in a country right now riven by political and cultural partisanship. Public controversy today between “red” and “blue” is almost always shrill. A reader tires of it; it becomes almost an assault on our sensibilities. To reach people’s hearts and minds, you have to credit both sides of an issue but explain patiently and show convincingly why you think one side is more correct than another. I am not running for public office so I have no “base” to appeal to. But I can at least try to keep the tone of the debates I engage in civil and pleasant.

AM: Do you consider the essays on these topics literary essays?

DJK:Most of the essays in Loose Sallies are not about so-called “literary” topics. True, one is about the literary style of Supreme Court opinions, and two discuss Justice Holmes’s opinion-writing style. But they are exceptions. So I do not think the essays for the most part are “literary” in that narrow sense. Nor do I think they are “literary” by way of being precious or mannered. I genuinely hope, however, that they are “literary” in the sense of being clear, crisp, well-written statements on a variety of topics of interest to all Americans today.

AM: Thank you for taking the time to do this interview. Loose Sallies has been enjoyable for me. I keep it on my desk in the office so that, when I need a ten-minute break, I can open it and read an essay. I slowly made my way through the entire book in this manner: a break here, a break there, and then, one day, I was finished. I really appreciate all that you have done not just for the law, but for arts and literature. It’s nice to know there are lawyers out there like you.

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