Western New England Law Review Volume 29 29 (2006-2007) Article 2 Issue 3 1-1-2007 THE CASE FOR AMERICAN HISTORY IN THE LAW SCHOOL CURRICULUM Harold P. Southerland Follow this and additional works at: http://digitalcommons.law.wne.edu/lawreview Recommended Citation Harold P. Southerland, THE CASE FOR AMERICAN HISTORY IN THE LAW SCHOOL CURRICULUM, 29 W. New Eng. L. Rev. 661 (2007), http://digitalcommons.law.wne.edu/lawreview/vol29/iss3/2 This Article is brought to you for free and open access by the Law Review & Student Publications at Digital Commons @ Western New England University School of Law. It has been accepted for inclusion in Western New England Law Review by an authorized administrator of Digital Commons @ Western New England University School of Law. For more information, please contact
[email protected]. THE CASE FOR AMERICAN HISTORY IN THE LAW-SCHOOL CURRICULUM HAROLD P. SOUTHERLAND* I. THE SHOCK OF RECOGNITION Karl Llewellyn once said that there are always two or more "technically correct" answers to any serious legal question, mutu ally contradictory and pointing in opposite directions in a given case.1 He meant that a court can almost always find a technically acceptable way of rationalizing whatever result it wishes to reach. A lot of time is spent in law school in gaining an appreciation of this so-called logical process. Law students learn hundreds of general rules, each with its exceptions; they learn the canons of statutory construction, each with an equal and opposite canon; they learn to manipulate precedent-to analogize cases when favorable, to dis tinguish them when not, often by invoking factual distinctions that might strike anyone but a lawyer as irrelevant.