Posts Tagged ‘United States Supreme Court’

A Return to Economic Liberty?

Thursday, July 29th, 2010

by George Thomas*

Claremont McKenna College

Original meaning, with particular focus of the Fourteenth Amendment, has enjoyed a renaissance in recent years. Scholars and justices across the political divide have turned to one form or another of original meaning to aid them in interpreting the Constitution. And yet, by and large, jurists on both the left and the right remain united in their neglect of economic liberty. This is curious because the debates over the Fourteenth Amendment reveal that those who framed and ratified the amendment were deeply concerned with economic liberty.

Taking the original meaning of the Fourteenth Amendment seriously, economic liberties would at least warrant some constitutional scrutiny from the Supreme Court and would figure in the calculus of the president and Congress in framing laws.  As it stands, the Court has begun to apply a lenient standard of review to the textually specific “takings” clause of the Fifth Amendment, watering it down, if not reading its limitations on governmental takings of private property for public use out of the Constitution.[i]

In a curious political turn, we may soon be having a national conversation about economic liberty in a manner that has not occurred since the early years of the New Deal. President Obama’s extraordinary ambitions to fulfill Franklin Delano Roosevelt’s “second bill of rights,” succeeding were even Roosevelt failed, may alter this settlement. President Obama is deeply linked to FDR’s New Deal agenda and aspires to be a president who seeks to “reset the very terms and conditions of constitutional government.” For FDR the “task of statesmanship” included a “redefinition” of rights, where “property rights” would yield to the imperatives of progress. It was in the wake of the “Constitutional Revolution of 1937” that long standing economic liberties were read out of the Constitution. Much of Obama’s agenda—health care, for instance—is rooted in FDR’s “second bill of rights” as he seeks to complete “FDR’s unfinished revolution.”[ii] This attempt offers a chance for the country, and perhaps even the Court, to revisit the question of economic liberty. We might begin this “conversation” with the understanding of civil liberty articulated in the Fourteenth Amendment.

If the congressional debates over the Fourteenth Amendment are occasionally obscure—which might also be said of the textual language of the amendment—they are not on the issue of economic liberty. It clear from the debates that the newly freed slaves, to be truly free, would require, to borrow John Locke’s formulation, “ownership” of themselves. Indeed, when the framers of the Fourteenth Amendment spoke of civil liberties, the liberties they most frequently mentioned were freedom of labor and occupation and the right to acquire and control property—rights that could find protection and be summed up by the fraught phrase—“liberty of contract.”

This is most evident in turning to the Civil Rights Act of 1866, which is deeply intertwined with the Fourteenth Amendment. While the Fourteenth Amendment began on a separate track from the civil rights bill, the two would become intertwined; it is not inapt to suggest, as numerous scholars do, that the Fourteenth Amendment, at the very least, sought to constitutionalize the Civil Rights Act of 1866.  The act was titled “an act to protect all Persons in the United States in their Civil Rights, and furnish the Means for their Vindication.” Section I of the act spoke “of citizens, of every race and color,” who “shall have the same right, in every State and Territory in the United States, to make and enforce contracts, to sue, be parties, and give evidence, to inherit, purchase, lease sell, hold, and convey real and personal property, and to full benefit of all laws and proceedings for the security of person and property, enjoyed by white citizens.”[iii]

The rights deemed most important in this context were rights of contract and property based on the moral liberty to control one’s labor. This is, no doubt, because the “Black Codes” passed in the wake of the Thirteenth Amendment were aimed at depriving blacks of these very liberties. But the fact that they were thought of as fundamental liberties is evident from the congressional debates. Senator Lymon Trumball, a leading defender of the civil rights bill in the Senate, explained that the “first section of the bill defines what I understand to be civil rights.”[iv] Other members of Congress echoed this sentiment.

It is striking to note, against the backdrop of the government’s rescue of large corporations, that economic liberty was often deemed most important to minorities and small businesses. It was frequently the less powerful that depended on the formal protections of law against powerful larger businesses that were often able to sway that government to pass laws favoring them. This is evident in Kelo v. City of New London (2005), the recent takings case that captured national attention. There the City of New London transferred its power of eminent domain to a private development corporation, which then seized private homes that would, in part, be transferred to the Pfizer Corporation to lure the company to New London.  In the name of “economic development,” the private property of the less powerful was transferred to a powerful private corporation. Pfizer has subsequently pulled out of the deal.

Recovering a sense of the importance of economic liberty is not an act of antiquarianism, or to be governed by original meaning as the “dead hand of the past.”  Such liberties will only be liberties in a meaningful sense if they come, once more, to be held by the people. Recovering the logic of “economic” liberty could deepen our sense of liberty—and its counterpart, responsibility—more generally. And revisiting the nature of rights, and the logic that underlies the Fourteenth Amendment, would also seem invaluable in our coming conversation about “positive” rights and the reach of governmental power.


* George Thomas is Associate Professor of Government at Claremont McKenna College and the author ofThe Madisonian Constitution (Johns Hopkins). His essay on “Economic Liberty and the Original Meaning of the Fourteenth Amendment” is forthcoming in the spring issue of National Affairs. The opinions of Professor Thomas are not necessarily those of the Jack Miller Center.

[i] Kelo v. City of New London, 545 U.S. 469 (2005).

[ii] Cass R. Sunstein, The Second Bill of Rights: FDR’s Unfinished Revolution and Why We Need It More Than Ever (New York: Basic Books, 2004).

[iii] The Civil Rights Act of 1866.

[iv] The Congressional Globe, January 29, 1866, at 476.

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Interview with Sandra Day O’Connor

Thursday, November 19th, 2009

Sandra Day O’Connor says “it’s not too late” to fix the education system that has all but eliminated the teaching of the founding principles and history of the United States.

Justice O'Connor

“History is terribly important in the overall scheme of things,” says Justice O’Connor, in an interview with the Jack Miller Center from her home in Arizona.

Justice O’Connor, who currently serves as Chancellor of the College of William and Mary, became the first woman to serve on the U.S. Supreme Court when President Ronald Reagan appointed her to the position of Associate Justice in 1981. Since retiring from the court in 2006, Justice O’Connor has dedicated much of her efforts to strengthen civic education.

“Every American needs to know what kind of government the Constitution established,” O’Connor explains. “You have to understand how and why it developed to know what the role of a citizen is.

To the court, Justice O’Connor brought the ideals and principles she had studied at Stanford University, where she graduated third in her class.

“In my freshman year at Stanford, we had a course on Western Civilization” Justice O’Connor recalls. “It embodied history and literature and the government of Western nations from the beginning. It was a fantastic course, and it was really incredible for all of us. It was all encompassing and interesting.

“Stanford eventually dropped the course. I don’t even know if there is anything similar to it today,” O’Connor says. “But it was a very powerful experience for me and my classmates.”

The principles and theories O’Connor debated and studied in her Western civilization class would become the corner stone of a prestigious career that would eventually lead her to the Supreme Court.

And like Jack Miller, Justice O’Connor believes in strengthening the teaching of America’s history and the founding principles of the United States.

Some dismal facts offer credence to Justice O’Connor’s and Jack Miller’s argument that schools are failing students in teaching the founding principles and history of our nation.

“Half our states no longer require civics or American history for high school students,” Justice O’Connor says. “It’s amazing how schools can drop these courses. Recently, it was announced in Arizona, that over 90 percent of the students could not have passed the exam required of people who become citizens of this country. We are in bad shape. People are not learning the fundamentals.

“Public schools first came about because people realized that young people need to learn to become good citizens to maintain our system of government and to maintain a country that’s vibrant and functional. We still have time to turn this around. You have to persuade citizens of every state they have to educate students in American history and government. And, I don’t think that’s a hard sell. I think most citizens understand that.

“An unintended consequence of No Child Left Behind was the de-emphasis of American civics and history. When our students were tested in science and math, they came in near the bottom. Congress and the President decided to funnel public money based on test scores in math and science. So, one of the unintended consequences was that schools then wanted to teach those subjects that would get money for the schools. Along with civics and American history, subjects like music and art were de-emphasized.

And because many subjects are inter-related, Justice O’Connor theorizes, even math and science education suffers. “Music and math are closely related,” Justice O’Connor says. “By dropping music, you are depriving students of a key element in their math education.” And by dropping American history and civics courses, we are depriving students of their essential preparation to become engaged citizens.

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is an online, interactive program to engage youth in civics, is the vision of Justice O’Connor. Ourcourts.org offers a variety of resources for middle school students and their teachers, including lesson plans by topic, state and grade. The Web site also includes a message board for students to exchange ideas with Justice O’Connor and a section showcasing middle school student community projects.

Please visit, www.ourcourts.org

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Justice Souter Adresses ABA on Civics Education

Wednesday, October 7th, 2009

Retired Supreme Court Justice David Souter carries civic education message to annual meeting of the American Bar Association

Friday, August 21, 2009

Associate Justice David Souter of the US Supre...

Justice David Souter

Recently retired U.S. Supreme Court Justice David H. Souter called on lawyers to take a greater interest in ensuring that students learn about American history and institutions when he addressed the American Bar Association’s Annual Meeting in Chicago on August 1, 2009. Civics education was an important part of the agenda for this year’s meeting, and lawyers across the nation have undertaken to continue this focus in their homestates.  For example, they have called for the  formation of a special office in the U.S. Education Department to offer civics grants.  Media aorund the country have covered Justice Souter’s remarks, as they have earlier speeches on this subject by retired Supreme Court Justice Sandra Day O’Connor.

For more on Justice Souter’s remarks see: http://www.abajournal.com/news/civics_education_up_for_discussion_at_aba_annual_meeting/

Many in dark about judiciary: Souter

Chicago Sun-Times - ‎

Two-thirds of the nation, says retiring US Supreme Court Justice David Souter, can’t even name all three branches of government. “This is something to worry

Retired Supreme Court Justice David Souter worried about lack of …

Chicago Tribune -

In a rare public appearance Saturday, retired Supreme Court Justice David Souter decried a “dangerous state of civic

Retired justice urges rebirth of civic education

The Associated Press -

CHICAGO — Retired Supreme Court Justice David Souter urged the nation’s lawyers Saturday to help revitalize civic education, warning that the failure of

Retired Justice Souter urges civic education

Chicago Tribune - ‎

AP CHICAGO – Retired Supreme Court Justice David Souter wants the nation’s lawyers to help launch a rebirth of civic education, saying too many Americans

Retired Justice Souter buys new home in Hopkinton, NH

Boston Herald - ‎

By AP CONCORD, NH — County records show retired Supreme Court Justice David Souter has bought a home in Hopkinton, after living most of his life in a

Civics instruction Souter’s priority

Concord Monitor -

David Souter is following retirement from the US Supreme Court not just with a move from Weare to Hopkinton, but also a new venture.

Civics and Souter: Ambitious goal for schools

The Union Leader - ‎

If David Souter’s name can draw attention to civics education in New Hampshire, and we suspect it can, then the effort announced last week is off to a good

Studying economics: A state review is needed

The Union Leader - ‎

There is enough reason to question the effectiveness of the state’s economics instruction as there is to question its civics education.

Justice Souter speaks to American Bar Association

ABC7Chicago.com - ‎

August 1, 2009 (HOMEWOOD) (WLS) — Retired Supreme Court Justice David Souter is asking American lawyers to help improve civic education in the United

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