Law Commons^™

David Williams Ii, "In Memoriam" 1948-2019, Nicholas S. Zeppos

Vanderbilt Law Review

On February 15, 2019, hundreds of people gathered at the Temple Church in Nashville to celebrate the life and impact of David Williams II.

David Williams Ii, In Memoriam 1948-2019, Nicholas S. Zeppos

Vanderbilt Law Review

On February 15, 2019, hundreds of people gathered at the Temple Church in Nashville to celebrate the life and impact of David Williams II. As remembrances were spoken from the pulpit, and as tearful exchanges occurred between friends in the crowd, it was clear that people, communities, institutions, and lives were forever molded by this man—this fearless leader who left us unexpectedly.

In remembering my dear friend David, it is impossible not to think big. Words like “leader,” “trailblazer,” and “revolutionary” may seem diffuse on their own, but they are clear in their description of a man who always thought …

Tribute: Elizabeth Chitwood, Jessica L. Haushalter

Vanderbilt Law Review

Elizabeth "Beth" Chitwood was one of the newest members of the Vanderbilt Law Review. Our community mourns her unexpected loss and is grateful for the time we were able to share with her. The following Tribute briefly highlights Beth's contributions to the Vanderbilt Law community and the Vanderbilt Law Review.

Richard A. Nagareda, "In Memorian" 1963-2010, Chris Guthrie, John C.P. Goldberg, Andrew R. Gould, J. Maria Glover

Vanderbilt Law Review

A year ago, many of us gathered in Vanderbilt University Law School's Flynn Auditorium to attend a "Celebration of the Life of Professor Richard Nagareda." Frankly, I didn't feel like celebrating, a sentiment I suspect others shared. Richard-scholar, teacher, mentor, colleague, friend, father, husband-had left this earth before any of us were ready to part with him. And yet, as the speakers shared their memories of Richard, the intense grief I had felt since learning of Richard's untimely death began to dissipate. There was then, and there remains now, so much to celebrate about his life. For in his forty-seven …

On The Effective Communication Of The Results Of Empirical Studies, Part Ii, Lee Epstein

Vanderbilt Law Review

While law professors are increasingly making use of data in their scholarship and while the data work housed in their studies is (generally) of a high quality, they have been less effective at communicating the products of their labor. A strong devotion to tabular, rather than graphical, displays, and claims about "statistical significance" rather than substantive importance, are just two areas requiring improvement.

Here, as in Part I, we attempt to adapt a burgeoning literature in the social and statistical sciences to the unique interests of legal scholars. Our proposals are many in number, but none is particularly difficult to …

2007 Symposium On The Future Of Legal Education, Nicholas S. Zeppos

Vanderbilt Law Review

Like the proverbial elephant, law school appears different when perceived from different perspectives. During my twenty years as a law professor, I saw law school as a professional training program, a legal research institute, and a wonderful group of academic colleagues. The articles in this Symposium on the Future of Legal Education, based on a conference held at Vanderbilt in spring of 2006, generally view law school from a similar perspective. Now that I'm a Provost, my perspective is different. This raises some new issues, but it also underscores the basic theme of the Symposium. Law schools, like business schools, …

A Lawyer's Lament: Law Schools And The "Profession" Of Law, Wayne S. Hyatt

Vanderbilt Law Review

Back in the mid-eighties, I offered a first year, second semester "un-elective" called American Legal Theory and American Legal Education. It scrunched together two history courses I had taught irregularly before. I liked the way the two topics fit together and still do, but with so many recalcitrant law students enrolled in it, the course was an unmitigated disaster. As is always the case with such attempts at offering perspective, amidst the shambles I had acquired at least a few devoted students. At the end of the last class one of them came up to the front to ask a …

A Damn Hard Thing To Do, John H. Schlegel

Vanderbilt Law Review

Back in the mid-eighties, I offered a first year, second semester "un-elective" called American Legal Theory and American Legal Education. It scrunched together two history courses I had taught irregularly before. I liked the way the two topics fit together and still do, but with so many recalcitrant law students enrolled in it, the course was an unmitigated disaster. As is always the case with such attempts at offering perspective, amidst the shambles I had acquired at least a few devoted students. At the end of the last class one of them came up to the front to ask a …

Making Lawyers (And Gangsters) In Japan, Mark D. West

Vanderbilt Law Review

How insulting to have juxtaposed "lawyers" and "gangsters" in the title, to hint that lawyers are not engaged in a supremely noble profession, to insinuate a commonality between counselors-at-law and godfathers. There will be no explicit comparisons here, for this is an Essay about Japanese legal education, not La Cosa Nostra. Instead I offer a description of how Japan trains its lawyers and what lawyers in Japan do. I'll also talk a bit about how gangsters in Japan are trained, and what they do. Perhaps a serendipitous connection will present itself.

I begin by briefly discussing the old system of …

The Geologic Strata Of The Law School Curriculum, Robert W. Gordon

Vanderbilt Law Review

The modest aim of this piece is to supply some historical background to the other contributions to this Symposium. The modern American law school curriculum is the product of a few but critical choices of design, some of them over a century old. In this Article, I seek to (1) outline how the basic structure and content of the modern American law school curriculum came into being and what were the main competitors that curriculum displaced; (2) describe some of the ways in which the curriculum's basic structure and content have changed since its inception; and (3) point to some …

A Case For Another Case Method, Todd D. Rakoff, Martha Minow

Vanderbilt Law Review

American legal education is pretty good. Generally speaking, it is rigorous, and generally speaking, students learn a lot. After three years in law school, students usually leave not only with knowledge of specific legal materials, but also with the sharp analytic skills and ability to work in existing legal institutions that people expect from lawyers. But our society is full of new problems demanding new solutions. Less so than in the past-less than in the 1930s and less than in the 1960s-are lawyers inventing those solutions. Much of the action is moving to graduates trained in other disciplines and professions, …

Psychological Theories Of Educational Engagement: A Multi-Method Approach To Studying Individual Engagement And Institutional Change, Bonita London, Geraldine Downey, Shauna Mace

Vanderbilt Law Review

As teachers, administrators, scholars, and practitioners, one critical issue we face in the academic world is how to foster the academic success and psychological well-being of future generations of teachers, scholars, and practitioners. In some cases, even the most well-prepared and academically motivated students enter law school with the drive and ability to succeed, but along the way, may encounter difficulties that interfere with their potential success in law school and beyond. What are the barriers to engagement, academic success and psychological well-being that impede some students? How might we understand the process of engagement and investment in legal education, …

Taking Law And _______ Really Seriously: Before, During And After "The Law", Carrie Menkel-Meadow

Vanderbilt Law Review

Any consideration of what legal education should consist of must begin with the question of what "law," as a field of study, is. Whether a study of "the law" is science, philosophy, political science, or a field unto itself, or is more like a social science study of the norms and behaviors that human beings create and enforce for their self- governance, what the field is should have something to do with how it is studied.

So, one can ask, what is the object of study when one studies "the law"? Court decisions and interpretations (doctrine) and statutes and regulations …

Inside The Law School Classroom: Toward A New Legal Realist Pedagogy, Elizabeth Mertz

Vanderbilt Law Review

In recent years, the legal academy has been experiencing a strong renewed interest in empirical legal research. Referred to by various analysts as a "new legal realism" or as "empirical legal studies," this restored focus on the social sciences in many ways echoes an earlier era of legal realism in American law, with some important differences.' . . .

This Article combines these two themes: empirical research on law and careful examination of legal education. It reports on an empirical study of legal education, which I have been conducting under the auspices of the American Bar Foundation (a research institute …

Can Law Survive Legal Education?, Ernest J. Weinrib

Vanderbilt Law Review

Legal education exists at the confluence of three activities: the practice of law, the enterprise of understanding that practice, and the study of law's possible understandings within the context of a university. The first of these, the practice of law, consists of the activities consciously governed by law, including, for example, lawyers giving legal advice, citizens contemplating the legality of prospective actions, legislators creating law within the limits of their jurisdiction, and judges determining the rights and duties of litigants. It thus comprehends the entire field of legal institutions, legal doctrine, and legal interaction. The second activity, the enterprise of …

What's Wrong With Langdell's Method, And What To Do About It, Edward Rubin

Vanderbilt Law Review

Here we are, at the beginning of the twenty-first century, using a model of legal education that was developed in the latter part of the nineteenth. Since that time, the nature of legal practice has changed, the concept of law has changed, the nature of academic inquiry has changed, and the theory of education has changed. Professional training programs in other fields have been redesigned many times to reflect current practice, theory, and pedagogy, but we legal educators are still doing the same basic thing we were doing one hundred and thirty years ago. Many law professors are conscientious and …

Introduction: Attorney Well-Being In Large Firms, Kent D. Syverud

Vanderbilt Law Review

It took courage for Professor Patrick Schiltz to write the article that opens this symposium issue of the Vanderbilt Law Review. At the Notre Dame Law School, where Professor Schiltz teaches, as at the Vanderbilt University Law School and all elite schools, most graduates go to work in private practice, most often at large law firms. Professor Schiltz's portrayal of lawyers at such firms-as rich, overworked, unhappy, and often unethical--ought to be provocative and profoundly troubling to alumni at Vanderbilt and elsewhere. It will also be troubling to Deans, who struggle mightily each year to convince alumni to give money …

Introduction: Dean John W. Wate -- A Fitting Tribute, Victor Schwartz

Vanderbilt Law Review

I express my deepest appreciation to the editors of the Vanderbilt Law Review for permitting me the honor of writing this tribute to Dean John W. Wade, my dear partner in scholarship and co-author for over two decades.

It is a privilege to join with the Honorable Gilbert S. Merritt, and distinguished attorney John Frank who have warmly, skillfully and accurately portrayed a few of the highlights of Dean Wade's distinguished life.

Dean Wade's scholastic works, extraordinary development of Vanderbilt Law School, and impact on the law of torts will always remain. His special skill in balancing his professional activities …

Dean John W. Wade, Gilbert S. Merritt

Vanderbilt Law Review

John Webster Wade, one of the outstanding men in the history of Nashville-an unsung hero at home, but a nationally acclaimed scholar and teacher in the world of law--died recently at age eighty- three without sufficient public notice and recognition. During his life, he had more influence on the shaping of the legal system and the law in Tennessee than any politician or judge, and he had as much influence on the national legal system as any other Tennessean of his generation.

As a young Marine Corps 2nd Lieutenant in World War II, he guided troops through the bloody battles …

Restating Strict Liability And Nuisance, Robert E. Keeton

Vanderbilt Law Review

John Wade was a master of the craft of restating the law. The American Law Institute ("ALI") benefitted especially from his distinctive service during development of the Restatement (Second) of Torts. It is fitting that we use, as a vehicle for honoring his service, an inquiry into a segment of tort law that was first considered in the decades just after the Institute was founded and remains, even today, among the most difficult areas of law to restate. This segment of tort law concerns the general theory of strict liability and the extent that it applies to nuisance cases.

To …

John W. Wade, John P. Frank

Vanderbilt Law Review

John Wade's most distinguishing quality was his capacity for friendship. He was a great scholar; his bibliography runs for pages. He was a great teacher and law school administrator; he took over the Vanderbilt Law School when it had a hundred students and no physical home of its own and built it into a great regional institution with an admirable building. He was a great reporter for the American Law Institute. He was a war hero.

But memory dwells especially on that capacity for friendship. I have read some of the memorial letters: Our colleague, Lawrence Walsh, in a handwritten …

Late Night Confessions In The Hart And Wechsler Hotel, Ann Althouse

Vanderbilt Law Review

I began my work in this field about a decade ago, as a teacher, quite simply, trying to find some coherence, some sense in the notoriously complex doctrine. Finding a scheme of coherence, a framework, really is the process of understanding. To merely observe that the field is chaotic, arcane, or incoherent is to decline the work of understanding. That rejection of the subject matter may be a fair and appropriate reaction: witness my colleagues who regard Federal Courts as a "mind game" or a "crossword puzzle." (Indeed, vast numbers bf laypersons have this reaction to the entire subject of …

The Marginalist Revolution In Legal Thought, Herbert Hovenkamp

Vanderbilt Law Review

For legal policy the two most important scientific ideas of the nineteenth century were Darwinism and marginalism. Both became the starting points for the great revolutions in the social sciences that took place in the 1870s and later. The central principle of Darwinism is the theory of evolution by natural selection. Because nature produces many more offspring than each niche in the environment can accommodate, individuals of a particular species must compete to survive. Purely at random each individual acquires from its parents a set of characteristics that are different from those of any other individual. Those who inherit characteristics …

Law School Examinations, Philip C. Kissam

Vanderbilt Law Review

This Essay explores the values, limits, and adverse effects of our system of law school examinations. Law school examinations encourage or require students to acquire certain knowledge while measuring a kind of knowledge as well. Importantly, this process occurs within a context of political relationships between law schools, law firms, the legal profession, and the state, as well as between law school administrators, faculty, and students. This system of "power/knowledge"relationships constitutes the law school's basic mechanism of self-regulation or, more generally, a mechanism of social control over legal education. In this era of substantial uncertainty about purposes and methods in …

Keepers Of The Flame: Prosser And Keeton On The Law Of Torts, Craig Joyce

Vanderbilt Law Review

Rarely in the history of American legal education has one author's name been so clearly identified with his subject as the name of William L. Prosser is with the law of torts. Even today, fourteen years after his death in 1972, "Prosser on Torts" remains in the minds of students, teachers, the bench, and the bar alike a single thought, its parts indistinguishable one from the other. Indeed, the passage of time has done nothing to diminish the influence of the man on the subject. His articles remain landmarks in the development both of the literature of torts and of …

The Professional Responsibility Of The Law Professor: Three Neglected Questions, Monroe H. Freedman

Vanderbilt Law Review

Law professors have a great deal to say about the ethics of law practitioners. We write law review articles about lawyers' professional responsibilities, and we have participated in drafting codes of conduct for practicing lawyers.

Many of us bring to that task a significant perspective. We can be both informed about and detached from the pressures of daily practice. We are free of involvement or (worse yet) identification with particular clients. Indeed, in choosing to become law professors, we have made the choice to dissociate ourselves from contact with clients.

Not surprisingly, therefore, most law professors tend to minimize the …

Samuel Enoch Stumpf: A Man Of Many Dimensions, Joe B. Wyatt, Chancellor

Vanderbilt Law Review

For more than a generation, Professor Stumpf's students and colleagues have enjoyed the luxury of learning from a man whose own interests and expertise cross traditional lines in academic disciplines and whose analysis of problems, issues, and ideas arches high above the traveled paths of those disciplines.

Modern Property Law: Cases And Materials, Dale A. Whitman

Vanderbilt Law Review

Most book reviews attempt to analyze the subject matter of the book under review. Casebooks, however, serve different purposes than other books; they are teaching tools that are useful only in the hands of an effective teacher. The editors of Modern Property Law are law teachers, and so am I. The purpose of this book review is to offer, as a professor of law, a personal view of this property casebook and to consider how it would function in the classroom. I have not yet used the book in my own property course because at the time of this writing …

Professional Competence And Social Responsibility: Fulfilling The Vanderbilt Vision, Sandra D. O'Connor

Vanderbilt Law Review

In our laudable attempt to train law students to "think like lawyers" by teaching them legal method, we must not lose sight of the fact that questions of professional responsibility cannot properly be resolved with the same legal framework of analysis. Rather,we must see that as professionals with almost exclusive access to our system of justice, we have moral responsibilities totally outside the scope of the legal rules, and not amenable to analysis in terms of legal method. It is time to return to consideration of the moral and spiritual foundations of our legal system. It is time to train …

The Andragogical Basis Of Clinical Legal Education, Frank S. Bloch

Vanderbilt Law Review

Clinical legal education offers law students the opportunity to work together with faculty on cases that present the types of problems which law students want to learn how to solve. Andragogical theory holds that adult learners such as law students should be taught through mutual inquiry between teacher and student, through the use of actual experience, and with the recognition that students are ready and oriented to learn about that which they perceive to be relevant to their current social roles and professional goals. The clinical method of law teaching adds an important andragogical component to professional legal education; at …