Parking Garage Quietly Marks the 225th Anniversary of the Northwest Ordinance

This post is authored by J. Gordon Hylton and Jane Casper.

July 13, 2012 marked the 225th anniversary of the signing of the Northwest Ordinance.

As some users of the Eckstein Hall Parking Garage know, excerpts from the text of the 1787 Northwest Ordinance are transposed on the walls of the Tory Hill/Clybourn Street floor of the garage and on the elevator doors on the same level. (The Magna Charta excerpts are on the walls of the underground garage’s other level.)

The Northwest Ordinance was one of the first landmarks of constitutional government in the United States. It “organized” the Northwest Territory, the first United States territory, and it set down a series of guidelines that would dramatically affect the development of the “western” United States.

The Northwest Territory included the present day states of Ohio, Indiana, Illinois, Michigan, Wisconsin, and part of Minnesota, and its passage was made possible by the willingness of eastern states, particularly Virginia, to cede their western land claims to the national government.

The Ordinance dictated that new states would be created from the Territory when the population warranted; it abolished African-American slavery in the region during the territorial stage; it propagated the first bill of rights issued by the United States government; it committed the policy of the United States to the support of public schools (and religion generally); and it established the “gridded township” system of development advocated by Thomas Jefferson that defines to political organization of states like Wisconsin to this very day.

At the same time the Congress was enacting the Northwest Ordinance in New York City, our so-called “Founding Fathers” were meeting in Philadelphia and were in the process of drafting the Constitution that would replace the Articles of Confederation. That the Northwest Ordinance was unaffected by the ratification of the new Constitution was confirmed on August 7, 1789, when new President George Washington signed into law a re-enacted Northwest Ordinance (which contained only minor alterations).

Plans are in the works for a festive event in the summer of 2014 to celebrate the 225th anniversary of the signing of the re-enacted Ordinance.

 

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An Interview with Professor Edward Fallone

[Editor’s Note: This blog is the second in a series of interviews with faculty and staff at the Law School.]

Professor Edward Fallone is a graduate of Boston University, where he majored in Spanish Language & Literature. He holds a J.D. from Boston University. Following law school, he was an associate at a Washington, D.C. law firm where he practiced corporate law and white collar crime. He joined the Marquette faculty in 1992. He has also taught international criminal law at the Marquette summer law programs at the University of Brisbane and Justus Liebig University Law School in Giessen, Germany. His current research interests involve issues of constitutional interpretation and judicial methods. In addition to his work at the Law School, he is of counsel at a Milwaukee law firm and has held leadership roles in Milwaukee’s Hispanic and immigrant community.

Question: How did you become interested in law and teaching law?

Oddly enough, I became interested in law teaching because I absolutely hated one of my law professors. I was very interested in Corporate Law, and I found the class readings on insider trading and hostile takeovers to be fascinating. But my professor in that course was extremely boring, and he taught mostly by reading the teacher’s manual out loud to the class. I remember sitting in that class and thinking to myself, “I could do a better job than him.” Of course, nowadays when I am teaching a class I often look out over the faces of my students and I wonder if any of them are thinking the same thing.

Question: What do you most enjoy about teaching law students?

I like being in the classroom. I have never considered teaching to be a one way conduit of information. In my opinion, a class discussion can be just like an intelligent conversation over dinner, and it can be just as entertaining (without the wine, however). When a class goes well, the topics of the conversation can be wide-ranging and unexpected. If the students are prepared for class and engaged, then I have fun. Of course, this doesn’t happen every class period. Sometimes a particular subject matter lends itself to a more one-sided lecture format. Sometimes the students are unprepared. However, there are enough good days to make the job rewarding.

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People Who Have Shaped the Teaching Careers of Our Faculty—Part 5: Walter Weyrauch, Mentor and Friend

The editors of this blog have asked a number of faculty members to write about those who have been influential in their understanding of the law. In this, the fifth post in the series, Professor Alison Barnes writes about her mentor and friend, Walter O. Weyrauch (1919-2008), who was Professor of Law at the University of Florida and Honorary Professor of Law at Johann Wolfgang Goethe University in Frankfurt am Main, Germany.

Walter Weyrauch remains a unique thinker in the law, known by many worldwide, and for more than two decades since I took his classes at University of Florida, my principal guide and inspiration in law and law teaching. Our dialogue, which included hundreds of snail mail letters on goofy art note cards, reflected Walter’s world view and legal philosophy, and confirmed and developed mine.

In demeanor, he had an impassive face and long pauses. What seems a dissonance in style became cause for student comment towards the very end of his teaching career. He said of his student evaluations: “They noticed I have a German accent” for the first time since he began to teach at University of Florida 50 years before. His chuckle over this was signature. Indeed, perception of him had evolved from the days when he was rumored to have been a lieutenant in the Luftwaffe. (Chuckle.) Well into his eighties, he negotiated his retirement three years away. He said, “I thought I would be ready; I am not ready.” In part, he feared he would have too much time to reflect on unresolved feelings about his own experience.

Walter provided to me two versions of his memoirs, one hard copy (typed on his manual typewriter) and a later electronic revision, scanned in by his assistant, for my editing. He had received annotations from several scholars, but these were the last so I have worked with them and hope they will be available for any who wish to read, search for their own names, comment.

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