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- W2314683453 abstract "quarter-century ago, Paul L. Murphy wrote to Reclaim: The Current Challenge of American Constitutional History, which was published in American Historical Review. Murphy's article was inspired in part by public reaction to Justice Hugo Black's major ity opinion in Engle v. Vitale, the United States Supreme Court decision that struck down prescribed prayers in public schools. The decision was unpop ular in many quarters. Some of its critics complained that Justice Black had cited history instead of legal pre cedents that, they believe, would have yielded a different result. As Murphy pointed out, the Court has always used history to explain its deci sions. The Framers expected it to do so. What concerned Murphy was that the books of history that Black cited were themselves historical in the sense that most of them, although once impor tant, were old and outdated in 1962. Murphy was concerned because historians had only themselves to blame. At that time, most members of our profession had turned away from studies of constitu tional development and, instead, were doing research and writing about the social, cultural, and intellectual his tory of the nation. Much of the impor tant then-recent work on the Constitu tion was being accomplished by political scientists and lawyer-trained legal his torians. It was from them that Murphy hoped to reclaim the field, because they view history through lenses that are significantly different from those of historians. Today, to Reclaim is itself history. It marks an important mile stone in the history of constitutional history and it is a good place to begin a historiographie essay for teachers interested in learning about and in teaching the history of the Constitution of the United States. Murphy's article is a short (fifteen-page) tour de force about the state of the art as it then existed. Anyone interested in the his toriography of constitutional studies should begin with it. Moreover, if one read all the works cited in Murphy's footnotes, one would know almost everything that anybody knew about the Constitution a generation ago. Perhaps graduate students back in the era of gentlemen-scholars with indepen dent incomes had time to undertake pro jects like that. Teachers don't have that kind of time, whether they are K-8, middle, secondary, junior college, col lege, or university teachers. All teachers are too busy preparing the next day's classes or reading yesterday's papers or grading today's exams to in dulge ourselves in less immediate de mands. Happily, Paul Murphy did it ac curately, comprehensively, and with remarkable brevity. A Time to Reclaim is also interest ing because of its final footnote. There, Murphy noted recent publications and other work in progress, written by historians. Many of the authors whom he cited were then newly-minted Ph.D.'s like Murphy himself. Since then, they have built a body of work and guided a generation of students who now, also," @default.
- W2314683453 created "2016-06-24" @default.
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- W2314683453 date "1988-01-01" @default.
- W2314683453 modified "2023-09-24" @default.
- W2314683453 title "Reclaiming Constitutional History" @default.
- W2314683453 doi "https://doi.org/10.1093/maghis/3.1.2" @default.
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