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The Nixon Appointments to the United
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1975 The iN xon appointments to the United States Courts of Appeals : the impact of the law and order issue on the rights of the accused. Jon Spencer Gottschall University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Gottschall, Jon Spencer, "The iN xon appointments to the United States Courts of Appeals : the impact of the law and order issue on the rights of the accused." (1975). Doctoral Dissertations 1896 - February 2014. 1852. https://scholarworks.umass.edu/dissertations_1/1852 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE NIXON APPOINTMENTS TO THE UNITED STATES COURTS OF APPEALS: THE IMPACT OF THE LAW AND ORDER ISSUE ON THE RIGHTS OF THE ACCUSED A Dissertation Presented By Jon Spencer Gottschall Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY August, 1975 Political Science (c) Jon Spencer Gottschall, 1976 All Rights Reserved THE NIXON APPOINTMENTS TO THE UNITED STATES COURTS OF APPEALS: THE IMP:.CT OF THE LAVJ AND ORDER ISSUE ON THr; RIGHTS OF THE iiCCUSED A Dissertation By Jon Spencer Gottschall Approved as to style and content by: Uarvey Kline, Chairman 7-iugust, 19 75 The Nixon Appointees to the United States Courts of Appeals: The Impact of the Law and Order Issue on the Rights of the Accused (August 1975) Jon S. -
In Defence of the Court's Integrity
In Defence of the Court’s Integrity 17 In Defence of the Court’s Integrity: The Role of Chief Justice Charles Evans Hughes in the Defeat of the Court-Packing Plan of 1937 Ryan Coates Honours, Durham University ‘No greater mistake can be made than to think that our institutions are fixed or may not be changed for the worse. We are a young nation and nothing can be taken for granted. If our institutions are maintained in their integrity, and if change shall mean improvement, it will be because the intelligent and the worthy constantly generate the motive power which, distributed over a thousand lines of communication, develops that appreciation of the standards of decency and justice which we have delighted to call the common sense of the American people.’ Hughes in 1909 ‘Our institutions were not designed to bring about uniformity of opinion; if they had been, we might well abandon hope.’ Hughes in 1925 ‘While what I am about to say would ordinarily be held in confidence, I feel that I am justified in revealing it in defence of the Court’s integrity.’ Hughes in the 1940s In early 1927, ten years before his intervention against the court-packing plan, Charles Evans Hughes, former Governor of New York, former Republican presidential candidate, former Secretary of State, and most significantly, former Associate Justice of the Supreme Court, delivered a series 18 history in the making vol. 3 no. 2 of lectures at his alma mater, Columbia University, on the subject of the Supreme Court.1 These lectures were published the following year as The Supreme Court: Its Foundation, Methods and Achievements (New York: Columbia University Press, 1928). -
The Meaning of the Federalist Papers
English-Language Arts: Operational Lesson Title: The Meaning of the Federalist Papers Enduring Understanding: Equality is necessary for democracy to thrive. Essential Question: How did the constitutional system described in The Federalist Papers contribute to our national ideas about equality? Lesson Overview This two-part lesson explores the Federalist Papers. First, students engage in a discussion about how they get information about current issues. Next, they read a short history of the Federalist Papers and work in small groups to closely examine the text. Then, student pairs analyze primary source manuscripts concerning the Federalist Papers and relate these documents to what they have already learned. In an optional interactive activity, students now work in small groups to research a Federalist or Anti-Federalist and role-play this person in a classroom debate on the adoption of the Constitution. Extended writing and primary source activities follow that allow students to use their understanding of the history and significance of the Federalist Papers. Lesson Objectives Students will be able to: • Explain arguments for the necessity of a Constitution and a bill of rights. • Define democracy and republic and explain James Madison’s use of these terms. • Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers using primary source examples. • Discuss and defend the ideas of the leading Federalists and Anti-Federalists on several issues in a classroom role-play debate. (Optional Activity) • Develop critical thinking, writing skills, and facility with textual evidence by examining the strengths of either Federalism or Anti-Federalism. (Optional/Extended Activities) • Use both research skills and creative writing techniques to draft a dialogue between two contemporary figures that reflects differences in Federalist and Anti-Federalist philosophies. -
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779)
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779) On March 14, 1779, Alexander Hamilton wrote this letter to John Jay regarding the recruitment of black soldiers. Hamilton expressed his opinion that former slaves might prove even better soldiers than the whites. Unlike many of his contemporaries, he rejected prejudices about the natural abilities of African-Americans and attributed any of their deficiencies to their social condition as slaves. As you read the letter, consider why Hamilton advocated giving the slaves "their freedom with their muskets" and what effect he thought this would have on slaves throughout the South. How did he propose to overcome the objections of slaveowners? Why was his plan rejected by congress? Col Laurens, who will have the honor of delivering you this letter, is on his way to South Carolina, on a project, which I think, in the present situation of affairs there, is a very good one and deserves every kind of support and encouragement. This is to raise two three or four batalions of negroes; with the assistance of the government of that state, by contributions from the owners in proportion to the number they possess. If you should think proper to enter upon the subject with him, he will give you a detail of his plan. He wishes to have it recommended by Congress to the state; and, as an inducement, that they would engage to take those batalions into Continental pay. It appears to me, that an expedient of this kind, in the present state of Southern affairs, is the most rational, that can be adopted, and promises very important advantages. -
Book Review: the Brandeis/Frankfurter Connection
BOOK REVIEW THE BRANDEIS/FRANKFURTER CONNECTION; by Bruce Allen Murphy. New York: Oxford University Press, 1982. 473 pp. $18.95. Reviewed by Judith Resnikt Shouldl be more serviceableto the State, ifI took an employment, where function would be wholly bounded in my person, and take up all my time, than I am by instructing everyone, as I do, andin furnishing the Republic with a great number of citizens who are capable to serve her? XENoHON'S M EMORABIL bk. 1, ch. 6, para. 15 (ed 1903), as quoted in a letter by Louis . Brandeis to Felix Frankfurter(Jan. 28, 1928).' I THE RELATIONSHIP BETWEEN JUSTICE BRANDEIS AND PROFESSOR FRANKFURTER From the same bits of information-letters, fragmentary notes, in- dividuals' recollections, newspaper and historical accounts-several different stories can emerge, as the storyteller brings to the materials his or her own personal concerns and hypotheses. From reading some of the correspondence between Justices Brandeis and Frankfurter,2 biog- raphies of each,3 and assorted articles about them and the times in which they lived,4 I envision the following exchanges between Brandeis and Frankfurter: The year was 1914. A young law professor, Felix Frankfurter, went to t Associate Professor of Law, University of Southern California Law Center. B.A. 1972, Bryn Mawr College; J.D. 1975, New York University School of Law. I wish to thank Dennis E. Curtis, William J. Genego, and Daoud Awad for their helpful comments. 1. 5 LETTERS OF Louis D. BRANDEIS 319 (M. Urofsky & D. Levy eds. 1978) [hereinafter cited as LETTERS]. 2. E.g., 1-5 LETTERs, supra note 1. -
Constitutional Reflections
Loyola University Chicago Law Journal Volume 49 Issue 4 Summer 2018 Article 9 2018 The United States as an Idea: Constitutional Reflections H Jefferson Powell Follow this and additional works at: https://lawecommons.luc.edu/luclj Part of the Law Commons Recommended Citation H J. Powell, The United States as an Idea: Constitutional Reflections, 49 Loy. U. Chi. L. J. 705 (). Available at: https://lawecommons.luc.edu/luclj/vol49/iss4/9 This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Loyola University Chicago Law Journal by an authorized editor of LAW eCommons. For more information, please contact [email protected]. The United States as an Idea: Constitutional Reflections H. Jefferson Powell* I’d like to begin my remarks with two completely unoriginal observations. The first is that United States is a nation that rests on ideas, in a sense that isn’t quite true of many other nations. What we mean by, say, Denmark, or my ancestral country of Wales, certainly is tied up with ideas about what it means to be Danish or Welsh. To be Welsh is, among other things, to belong to a nation of poets: the greatest cultural achievement for any Welshman or woman—leaving aside organized sports!—is to be crowned Bard (chief poet) at the National Eisteddfod. But the ideas that characterize Denmark or Wales belong to a national community that did not begin with ideas and a conscious decision. There was no convention that established Denmark, no declaration that announced Wales, and it is pointless to ask when either nation was created.1 Both emerged out of “the mists of time,” out of a particular human experience of geography, culture, language, religion, perceived physical kinship, and so on. -
Supreme Court Justices
The Supreme Court Justices Supreme Court Justices *asterick denotes chief justice John Jay* (1789-95) Robert C. Grier (1846-70) John Rutledge* (1790-91; 1795) Benjamin R. Curtis (1851-57) William Cushing (1790-1810) John A. Campbell (1853-61) James Wilson (1789-98) Nathan Clifford (1858-81) John Blair, Jr. (1790-96) Noah Haynes Swayne (1862-81) James Iredell (1790-99) Samuel F. Miller (1862-90) Thomas Johnson (1792-93) David Davis (1862-77) William Paterson (1793-1806) Stephen J. Field (1863-97) Samuel Chase (1796-1811) Salmon P. Chase* (1864-73) Olliver Ellsworth* (1796-1800) William Strong (1870-80) ___________________ ___________________ Bushrod Washington (1799-1829) Joseph P. Bradley (1870-92) Alfred Moore (1800-1804) Ward Hunt (1873-82) John Marshall* (1801-35) Morrison R. Waite* (1874-88) William Johnson (1804-34) John M. Harlan (1877-1911) Henry B. Livingston (1807-23) William B. Woods (1881-87) Thomas Todd (1807-26) Stanley Matthews (1881-89) Gabriel Duvall (1811-35) Horace Gray (1882-1902) Joseph Story (1812-45) Samuel Blatchford (1882-93) Smith Thompson (1823-43) Lucius Q.C. Lamar (1883-93) Robert Trimble (1826-28) Melville W. Fuller* (1888-1910) ___________________ ___________________ John McLean (1830-61) David J. Brewer (1890-1910) Henry Baldwin (1830-44) Henry B. Brown (1891-1906) James Moore Wayne (1835-67) George Shiras, Jr. (1892-1903) Roger B. Taney* (1836-64) Howell E. Jackson (1893-95) Philip P. Barbour (1836-41) Edward D. White* (1894-1921) John Catron (1837-65) Rufus W. Peckham (1896-1909) John McKinley (1838-52) Joseph McKenna (1898-1925) Peter Vivian Daniel (1842-60) Oliver W. -
Patriotism and Honor: Veterans of Dutchess County, New York
Patriotism and Honor: Veterans of Dutchess County, New York Dutchess County Historical Society 2018 Yearbook • Volume 97 Candace J. Lewis, Editor Dutchess County Historical Society The Society is a not-for-profit educational organization that collects, preserves, and interprets the history of Dutchess County, New York, from the period of the arrival of the first Native Americans until the present day. Publications Committee: Candace J. Lewis, Ph.D., Editor David Dengel, Dennis Dengel, John Desmond, Roger Donway, Eileen Hayden, Julia Hotton, Bill Jeffway, Melodye Moore, and William P. Tatum III Ph.D. Designer: Marla Neville, Main Printing, Poughkeepsie, New York mymainprinter.com Printer: Advertisers Printing, Saint Louis, Missouri Dutchess County Historical Society Yearbook 2018 Volume 97 • Published annually since 1915 Copyright © by Dutchess County Historical Society ISSN: 0739-8565 ISBN: 978-0-944733-13-4 Front Cover: Top: Young men of Dutchess County recently transformed into soldiers. On the steps of the Armory, Poughkeepsie, New York. 1917. Detail. Bottom: Men, women, and children walk along the railroad tracks in Poughkeepsie at lower Main Street, seeing off a contingent of soldiers as they entrain for war. 1918. Back Cover: Left: Nurses from around the country march in the parade of April 6, 1918. Detail. Middle: A “patriotic pageant,l” performed by children. April 1918. Right: Unidentified individual as he gets ready to “entrain” in the separate recruitment of African Americans. 1918, Detail. All Photographs by Reuben P. Van Vlack. Collection of the Dutchess County Historical Society. The Dutchess County Historical Society Yearbook does not assume responsibility for statements of fact or opinion made by the authors. -
Louis Brandeis: a Man for This Season
LOUIS BRANDEIS: A MAN FOR THIS SEASON JONATHAN SALLET* In the early years of the 20th century, Louis Brandeis was America’s most influential advocate for antitrust enforcement, but his contributions to antitrust have been much debated ever since. Given the current, prominent discussion of the future of antitrust in these economic times, this essay proposes a five-part framework to describe Brandeis’s approach, which relies heavily on institutional roles and responsibilities: (1) legislators creating antitrust laws should consider broad economic and social issues, including democratic values; (2) antitrust laws should translate those broad motivations into administrable legal standards within the scope of professional obligations familiar to antitrust enforcers and the courts; (3) legal professionals vindicate the legislature’s larger social and economic goals by relying on learnings from economics and the social sciences and applying the chosen legal standard to the facts in a determined and detailed manner, while avoiding day-to-day political considerations; (4) sectoral regulation should be used where Justified by specific industry circumstances, such as the existence of local utility monopolies or in circumstances in which normal competitive forces cannot get the Job done; and (5) competition policy, both in antitrust and sectoral regulation, is to be informed by a spirit of experimentation. * Senior Fellow, The Benton Foundation. I am very appreciative to the following for their comments on drafts of this essay: Jonathan Baker, Gerald Berk, Teddy Downey, Kenneth Ewing, Adrianne Furniss, Renata Hesse, Caroline Holland, Herbert Hovenkamp, Lina Khan, Fiona Scott Morton, Carl Shapiro, George Slover, Kevin Taglang, and Tom Wheeler as well as to Andrew Manley and Ryland Sherman for their research assistance. -
John Marshall
William & Mary Law Review Volume 43 (2001-2002) Issue 4 Symposium: The Legacy of Chief Article 9 Justice John Marshall March 2002 John Marshall: Remarks of October 6, 2000 William H. Rehnquist Follow this and additional works at: https://scholarship.law.wm.edu/wmlr Part of the Legal History Commons, and the Supreme Court of the United States Commons Repository Citation William H. Rehnquist, John Marshall: Remarks of October 6, 2000, 43 Wm. & Mary L. Rev. 1549 (2002), https://scholarship.law.wm.edu/wmlr/vol43/iss4/9 Copyright c 2002 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmlr JOHN MARSHALL REMARKS OF OCTOBER 6,2000 WILLIAM H. REHNQUIST* Thank you, Dean Reveley, for the kind introduction. It is a great pleasure to be here. Next January will be the two hundredth anniversary of the appointment of John Marshall as Chief Justice of the United States Supreme Court. I am quite convinced that Marshall deserves to be recognized along with George Washington, Alexander Hamilton, James Madison, and Thomas Jefferson as one of the "Founding Fathers" of this country. Admittedly, he does not have the name recognition of Washington, Hamilton, or Jefferson, but a strong case can be made for the proposition that his contribution to our system of government ranks with any of theirs. I shall try to make that case this evening. Of these Founders, Washington had the experience as a military commander and the reputation for public rectitude that were essential in our first President. -
Clippings Scrapbook II
Clippings Scrapbook II Items without a page number were inserted between pages. Genealogy of the Wehle Family of Prague “Brandeis—The Old Story of the Prophet” Boston American 6/4/1931 p.1‐3 Remarks by C.N. Jones October 1908 p.4‐5 “Former Louisville Man Leading Fight for the People’s Rights” Louisville Herald 6/1/1908 p.6‐7 “Stories of Success” Boston American 10/4/1908 p.8 “Louis Brandeis, Kentuckian, is Famed Fighter for People’s Rights” Louisville Herald 2/8/1910 p.9‐11 “Brandeis Sherlock Holmes’ Rival; Deductive Powers Amaze Enemies” Boston Traveler 6/10/1910 p.12‐13 “Personalities” Hampton Magazine June 1910 p.14‐19 “Brandeis, Teacher of Business Economy” New York Times 12/4/1910 p.20 12/5/1910 letter to New York Times from William F. Peters p.21 “An Attorney for the People” Outlook 12/24/1910 p.22‐24 “A Great American” Philadelphia North American 2/11/1911 p. 25 “Brandeis Refused Pay for Subway Lease Work” Boston Journal 2/25/1911 p.26 “’Citizen’ Brandeis” Boston Post 2/25/1911 p.27 “Louis Brandeis” The Electrical Worker February 1911 p.28 ? The World Today February 1911 p.29‐31 “Players in the Great Game” System February 1911 P.32‐37 “Who is This Man Brandeis?” Human Life February 1911 7/28/1880 letter from (Annie Fields ?) 8(?)/2/1880 letter from Charles Smith Bradley 1/26/1882 letter from J.O. Shaw Jr. (Union Boat Club) p.38‐50 “Brandeis” American Magazine February 1911 12/14/1883 letter from illegible 5/8/1884 letter from George H. -
Baseball-Softball Release
WEEKLY RELEASE MARCH 26, 2007 CUNY BASEBALL Contact: David Gansell, Assistant Director • (718) 997-4273 • email:[email protected] CUNY Athletic Conference • Razran Hall @ Queens College 65-30 Kissena Blvd. • (718) 997-4270 Phone • (718) 997-4276 Fax CUNYAC BASEBALL STANDINGS WEEK 2 CONFERENCE OVERALL W L PCT. W L PCT. HOME AWAY NEUTRAL STREAK 1. JOHN JAY 3 0 1.000 5 5 .500 2-0 2-0 1-5 WON 4 MITCHELL 3 0 1.000 4 3 .571 3-0 0-0 1-3 WON 4 3 CCNY 0 0 .000 2 2 .500 0-1 0-0 2-1 LOST 1 YESHIVA 0 0 .000 1 2 .333 0-1 1-1 0-0 LOST 2 STATEN ISLAND 0 0 .000 2 4 .333 2-1 0-3 0-0 LOST 1 LEHMAN 0 3 .000 1 4 .200 1-1 0-3 0-0 LOST 4 BARUCH 0 3 .000 0 6 .000 0-1 0-2 0-3 LOST 6 LAST WEEK’S RESULTS PLAYER OF THE WEEK THIS WEEK’S SCHEDULE John Jay 7, Stevens Tech 4 JOHN DECRESCENZO, JOHN JAY Monday, March 26th Farmingdale State 10, Staten Island 3 Sr. / 1B / Telecommunications HS / Brooklyn, NY CCNY @ Yeshiva 7:00 pm Brooklyn Polytechnic 10, Yeshiva 3 *John Jay 6, Baruch 0 The Brooklyn native was unstoppable last week, going 9-for- Tuesday, March 27th *John Jay 12, Baruch 9 16 (.563) with 10 RBI’s and six runs scored in John Jay’s 4-0 Manhattanville @ John Jay 3:00 pm *John Jay 22, Baruch 2 week.