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Posts Tagged ‘George Wythe’

Making Legal Education Great Again

In America, Civics, Conservatism, History, Humanities, Jurisprudence, Law, Law School, Legal Education & Pedagogy, liberal arts, Liberalism, Pedagogy, Philosophy, Scholarship, Teaching, The Academy, Western Civilization, Western Philosophy on August 30, 2017 at 6:45 am

This piece originally appeared here and was published by the James G. Martin Center for Academic Renewal.

Legal education has become a surprisingly regular topic of news media for several years now. Most of this commentary has focused on enrollment and matriculation problems, bar passage rates, accreditation standards, student debt, and the job market for recent graduates. These are pressing issues that raise vexing questions for law school administrators, and they warrant the attention they’ve received.

Little attention, however, has been paid to curriculum, except as it pertains to those issues. And not just curriculum, but subject matter within the curriculum.

There are certain subjects—let’s call them “the permanent things”—that always have and will interest scholars of the law because of their profound influence on legal norms and institutions: history, philosophy, literature, and theology. Whether they belong in law schools or some other department, whether they prepare students to become practice-ready or not, these topics will remain relevant to subsequent generations of jurists and legal scholars. There will be a place for them somewhere within the world of legal learning and letters.

Law school faculty and research centers have expanded over recent decades to include studies of these humanistic fields. As long as these fields populate law school, there’s a felt need for rigorous liberal education in them.

Ordered liberty in the United States has historically rested on a commitment to religious faith and pluralism, fidelity to the rule of law, and traditional liberties grounded in the conviction that all humans are created equal and endowed by their creator with certain inalienable rights. These values characterize the American experiment. Our society is built on them, and its continued vitality depends upon maintaining and promoting our commitment to them.

Yet these values are ridiculed and attacked in universities across the country. When they’re taught, they’re often treated as products of a morally inferior era and thus as unworthy of our continued respect. And because these values aren’t seriously or rigorously taught, students lack working knowledge about them and are therefore unprepared for the kind of civic engagement that young people desire and demand.

A decline in civic education has caused misunderstanding and underappreciation of our foundational norms, laws, and liberties. Religious liberty is mischaracterized as license to harm and on that basis is marginalized. Economic freedom is mischaracterized as oppression and is regulated away. Well-positioned reformers with good but misguided intentions seek to fundamentally transform the American experiment from the ground up. They work to limit foundational freedoms and increase regulatory power.

Without well-educated lawyers and civil servants equipped to resist these reformers, the transformation of America will result in the destruction of the freedoms enabled by our founding generation. We cannot allow this to happen. The Blackstone & Burke Center for Law & Liberty at Thomas Goode Jones School of Law, for which I serve as executive director, therefore seeks to educate the legal community in such areas as natural law, natural rights, religious liberty, economic freedom, freedom of speech, freedom of association and assembly, and other liberties that find expression not just in the American but in the larger Western jurisprudential tradition.

I define “legal community” broadly to include law students, law professors, public policy institutes, political theorists, judges, and businesses in addition to practicing lawyers. Because my center is housed in a law school, it’s well positioned to instruct future lawyers while bringing together faculty from different disciplines who are steeped in liberal education.

Numerous organizations promote these values in the political arena, but few attempt to reconnect foundational values with the law. The Blackstone & Burke Center aims to fill this gap by bringing together scholars and students committed to American constitutional government and the common law foundations of our cherished liberties. Our target audience will include law students, judges, and civics groups.

For law students, we offer the Sir Edward Coke Fellowship. We’ve accepted our inaugural class of fellows, who, beginning this fall, will study formative texts in Western jurisprudence in monthly seminars that supplement their core coursework. Next semester, we’ll read and discuss works by Aristotle, Grotius, Hayek, Alasdair MacIntyre, and Robert P. George. The center will be a key networking opportunity for fellows seeking careers at foundations, think tanks, universities, and public policy organizations.

Fellows will also help to organize a judicial college for state jurists. Thanks to the Acton Institute, Atlas Network, and the Association for the Study of Free Institutions, the Blackstone & Burke Center possesses the grant money needed to host its first judicial college in October. Professor Eric Claeys of Antonin Scalia Law School at George Mason University will direct this event, the readings for which include selections from not only cases (old and recent) but also Aquinas, Locke, Blackstone, and Thomas Jefferson. The readings for judges are extensive, and the seminar sessions are meant to be intensive to ensure that judges get as much out of the experience as possible.

The center will also provide basic civics education to local communities. For several years, the Intercollegiate Studies Institute issued reports on the poor state of civic literacy in the United States. The National Association of Scholars recently issued a detailed report on the inadequacies and politicization of the “New Civics.” The current issue of Academic Questions, moreover, describes the sorry state of civics knowledge in the United States and the tendentious methods and institutions that teach political activism rather than deep learning.

Against these alarming trends, my center organized and hosted a reception featuring a U.S. Library of Congress interactive Magna Carta exhibit, which was displayed in the rotunda of the Alabama Supreme Court for three weeks and now remains in the possession of the Alabama Supreme Court Law Library. The reception included prominent judges, business and university leaders, lawyers, and the general public.

For example, Chief Justice Lyn Stuart of the Alabama Supreme Court and Judge William “Bill” Pryor of the Eleventh Circuit Court of Appeals delivered remarks about Magna Carta during the reception, and young people conversed casually with judges about the legal system, federalism, and the challenges and opportunities facing the legal profession in the 21st century. This fall, the center is cosponsoring an event with the Foundation for Economic Education on the campus of Auburn University to explore the relationship between law and markets, and I hope to see as many high-school students as college students in attendance.

Legal education is strikingly different today than it was when Thomas Jefferson apprenticed under George Wythe, or when Abraham Lincoln read law before receiving from a county circuit court certification of his good moral character, then a prerequisite to practicing law.

Nevertheless, legal education looks much the same as it did in the late nineteenth century, when Christopher Columbus Langdell, dean of Harvard Law School, instituted a curriculum, pedagogy, and case method that came to characterize “the law school experience.” If there’s been a paradigm shift, it’s been toward more practical aspects of legal education such as clinical programming. Yet many lawyers remain ignorant of the history and philosophical conventions that shaped their profession over centuries.

The Blackstone & Burke Center for Law & Liberty is a modest corrective in that it doesn’t seek to remake legal education or demolish longstanding practices and procedures in one fell swoop. Rather, it does what it can with the resources and tools available to strive to renew an America where freedom, opportunity, and civil society flourish. In the long run, I think, these reasonable efforts will have powerful effects and far-reaching benefits, both within the legal academy and beyond.

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Thomas Jefferson, George Wythe, and the Case of Howell v. Netherland

In America, American History, Historicism, History, Humanities, Jurisprudence, Law, Laws of Slavery, Slavery, Southern History, Thomas Jefferson on April 23, 2014 at 8:45 am

Allen 2

Howell v. Netherland was a Virginia case about the child of an interracial sexual union. Decided in April 1770, Howell opens with the account of the plaintiff’s grandmother, “a mulatto, begotten on a white woman by a negro man, after the year 1705, and bound by the churchwardens, under the law of that date, to serve to the age of thirty-one.”[1] The plaintiff, Howell, sued Netherland for his freedom. Netherland had purchased Howell from a previous owner, who had also owned Howell’s mother and grandfather.

A twenty-seven-year-old Thomas Jefferson served as Howell’s attorney. He argued inter alia that Howell’s grandmother was white, but more importantly that “under the law of nature, all men are born free.”[2] This position makes Howell a precursor to the landmark Somerset case in 1772.[3] “This is what is called personal liberty,” Jefferson says of freedom under the law of nature, “and is given him by the author of nature, because necessary for his own sustenance.”[4] Jefferson adds that “every one comes into the world with a right to his own person, which includes the liberty of moving and using it at his own will.”[5] Such language, coming six years before the Declaration of Independence and eleven years before the first edition of Notes on the State of Virginia, is striking for its seeming emphasis on equality under the natural law.

Jefferson’s opposing counsel in this case was George Wythe, the man who had trained Jefferson in legal practice and who arguably did more during his lifetime than Jefferson to oppose the institution of slavery. In this case, however, Wythe remains the steadfast defender of a slave owner. This fact should remind us of the contingencies of lawyering and the conditions and qualifications that attach to any line of reasoning or rhetoric appearing in court documents about slavery.

When we review archives from the era of slavery in America, we must remember that a lawyer’s words cannot be taken as representative of his thoughts or worldview: he is a participant in a legal contest and advocating for the interests of his client. What Jefferson or Wythe thought about slavery cannot be deduced from this case, so attempts at such deduction should not be made.

[1] Howell v. Netherland, Jefferson 90, April 1770, available in Helen Tunnicliff Catterall, ed., Judicial Cases Concerning American Slavery and the Negro, Vol. 1 (New York: Octagon Books, Inc., 1968) at 90-91.

[2] Ibid., my italics.

[3] William G. Merkel, “Jefferson’s Failed Anti-Slavery Proviso of 1784 and the Nascence of Free Soil Constitutionalism,” 38 Seton Hall L. Rev. 555 (2008) at 559.

[4] Ibid.

[5] Ibid.

Glory and Indignity

In America, American History, Arts & Letters, Book Reviews, Books, Conservatism, Historicism, History, Humanities, Politics, Southern History, The South on February 20, 2013 at 8:45 am

Allen Mendenhall

The following review first appeared here at The University Bookman.

John Randolph of Roanoke
by David Johnson.
Baton Rouge: Louisiana State University Press, 2012

“I am an aristocrat. I love liberty, I hate equality.” Thus spoke John Randolph of Roanoke (1773–1833), one of the most curious, animated figures ever to grace American soil. That David Johnson’s biography of Randolph is the first of its kind since Russell Kirk published John Randolph of Roanoke in 1951 suggests how deteriorated American memory and education have become. Randolph ought to be studied by all American schoolchildren, if not for his politics then for the vital role he played in shaping the nation’s polity. Dr. Kirk declared that in writing about Randolph, he was summoning him from the shades. If so, Johnson has gone a step farther and brought Randolph into the sunshine to reveal just how spectacular a man he really was.

Kirk’s biography of Randolph was in fact his first book. Kirk dubbed the colorful Virginian a “genius,” “the prophet of Southern nationalism,” and the “architect of Southern conservatism.” In The Conservative Mind, Kirk treats Randolph as a necessary link between George Mason and John C. Calhoun and proclaims that Randolph should be remembered for “the quality of his imagination.” Randolph enabled the proliferation and preservation of the conservative tradition in America. He became an icon for decentralization and localism.

Why would a scandalous, sickly, go-it-alone, riotous rabble-rouser appeal to the mild-mannered Dr. Kirk? The answer, in short, is that Randolph was as conservative a politician as America has ever produced, and he was, despite himself, a gentleman and a scholar. Eccentric though he appeared and often acted, Randolph celebrated and defended tradition, championed small government and agrarianism, sacrificed careerism and opportunism for unwavering standards, professed self-reliance and individualism, took pains to preserve the rights of the states against the federal government, delighted in aristocratic tastes and manners, read voraciously the great works of Western civilization, cultivated the image of a statesman even as he attended to the wants and needs of his yeomen constituents, discoursed on weighty topics with wit and vigor, and adhered to firm principles rather than to partisan pandering. Admired by many, friend to few, he made a prominent display of his wild personality and unconditional love for liberty, and he devoted himself, sometimes at great cost, to the ideals of the American Revolution, which had, he claimed, marked him since childhood.

Remembered chiefly (and, in the minds of some progressives, unfortunately) for his contributions to states’ rights doctrines and to the judicial hermeneutics of strict constructionism, Randolph was responsible for so much more. The son of a wealthy planter who died too young, Randolph became the stepson of St. George Tucker, a prominent lawyer who taught at the College of William and Mary and served as a judge on the Virginia General District Court and, eventually, on the Virginia Court of Appeals, the United States District Court for the District of Virginia, and the United States District Court for the Eastern District of Virginia. A cousin to Thomas Jefferson, Randolph studied under George Wythe and his cousin Edmond Randolph. A boy who was forced to flee his home from the army of Benedict Arnold, Randolph later played hooky from college to watch the orations of Fisher Ames, the stout Federalist from New York, and Madison. He served in the U.S. House of Representatives as well as the U.S. Senate, and was, for a brief time, Minister to Russia. A supporter of Jefferson before he became Jefferson’s tireless adversary, he criticized such individuals as Patrick Henry, Washington, Madison, Monroe, John Adams, Henry Clay, and Daniel Webster. He was sickened by the Yazoo Land Scandal, opposed the War of 1812 in addition to the Missouri Compromise, and promoted nullification.

Many conservatives, Kirk among them, have tended to overlook the more unpalatable aspects of Randolph’s life, whether personal or political. For instance, Randolph was, more than Jefferson, enthralled by the French Revolution and supportive of its cause. He manufactured a French accent, used a French calendar, and called his friends “Citizens.” In his twenties, he referred to himself as a deist “and by consequence an atheist,” and he acquired, in his own words, “a prejudice in favor of Mahomedanism,” going so far as to proclaim that he “rejoiced in all its [Islam’s] triumphs over the cross.” One might excuse these infelicities as symptoms of youthful indiscretion and impetuosity, but they do give one pause.

Not for lack of trying, Randolph could not grow a beard, and although he spoke well, his voice was, by most accounts, awkward, piping, off-putting, and high-pitched. His critics have painted him as a villain of the likes of Shakespeare’s Richard III: resentful, obstinate, loudmouthed, and as deformed in the mind as he was in the body. Yet Randolph cannot be made into a monster. More than others of his station in that time and place, Randolph was sensitive to the problems of slavery, which had only intensified rather than diminished since the Founding. He freed his slaves in his will, granted them landholdings in Ohio, and provided for their heirs. Slavery was incompatible with liberty, and Randolph, despite being a product of his time, appears to have worried much about the paradox of a nation conceived in liberty but protective of institutional bondage. Randolph asserted, in some way or another, over and over again, that his politics were based on a presumption of liberty, which was (and is) the opposite of slavery and governmental tyranny. Read the rest of this entry »

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