The Joy of Researching and Writing About Edward B. Burling and Joseph Welch

Previous posts have reviewed many aspects of the lives of Edward B. Burling, a prominent Washington, D.C. attorney, and of Joseph Welch, a prominent Boston attorney. (See Appendices A and B.) Those posts are the result of extensive research over many years and in many places besides Internet research on my home computer. Now I share how that research and writing has brought joy to my life. [1}

In 1982 I took a sabbatical leave from my Minneapolis law firm (then Faegre & Benson; n/k/a Faegre Baker Daniels) to teach a course about law at my alma mater, Grinnell College, and in my spare time I examined materials in the College Archives about these two gentlemen.

While on a business trip to Boston in 1985 I found spare time to examine a collection of Joe Welch Papers at the Boston Public Library. While focusing on those relating to the Army-McCarthy Hearings, I happened upon letters between Welch and Burling.

In 1986 I returned to Boston to attend the Harvard Law School’s Summer Program for Lawyers and discovered  in Harvard’s collection of the papers of Learned Hand, an eminent federal judge and one of my legal heroes, that he and Burling had been law school contemporaries and life-long friends. This further spurred my interest in Burling as I read their extensive correspondence. On this occasion I also visited Welch’s law firm and interviewed some of the other lawyers who were involved in the Army-McCarthy Hearings.

When I retired from the active practice of law in the summer of 2001, one of my future projects was to review all of the information that I had gathered and write articles about the two gentlemen, and I mentioned this project in an essay about retirement that was posted on the Internet by another law school friend as part of materials for a lawyers’ seminar.

In 2005 I was inspired to finish these papers when I received a totally unexpected call from Professor Roger Newman, the biographer of Hugo Black and a member of the faculty of Columbia University. Newman said that he was the editor of the forthcoming Yale Biographical Dictionary of American Law and asked if I would be interested in writing short biographies of Welch and Burling for that book. Newman said he had discovered my interest in these men from the just mentioned essay on the Internet. I said that I would be glad to do so.

I then retrieved my materials, did additional research and wrote the two 500-word biographies. (This Biographical Dictionary, which was published in 2009 by Yale University Press, was the first single-volume containing concise biographies of the most eminent men and women in the history of American law who had devised, replenished, expounded, and explained law. See Yale University Press, The Yale Biographical Dictionary of American Law (ISBN 978-0-300-11300-6),

These sketches, however, barely scratched the surface of what I wanted to say about Burling and Welch.. As a result, I did further research, including examination of several collections of original papers at the Library of Congress. My research about Burling and Welch now has been documented in multiple posts to this blog.

My interest in these two men was sparked by my sharing with them growing up in small Iowa towns, graduating from Grinnell College and prestigious law schools and becoming lawyers in major law firms in different cities and by meeting Burling in 1959 and hearing Welch speak at Grinnell in 1957. My research and writing about them enabled me to use my legal skills in projects that were personally important to me, rather than those that were driven by clients and courts. The research also produced many thrills of discovery, including some totally unrelated to these two men.

I am grateful that I have found great joy in doing this research and writing.


[1] An earlier version of this post was published as Adventures of a History Detective (April 5, 2011).

Posts about Edward B. Burling to (Appendix A)

Katherine Graham’s Connections with Harry Hopkins and Edward B. Burling (Feb. 13, 2018),

Edward B. Burling’s Early Years in Iowa, 1870-1890 (Feb. 17, 2018),

Edward B. Burling’s Years at Harvard University, 1890-1894 (Feb. 18, 2018),

Edward B. Burling: The Chicago Attorney, 1895-1917 (Feb. 19, 2018),

Edward B. Burling: The Federal Government Attorney, 1917-1918 (Feb.20, 2018),

Edward B. Burling: The Prominent Washington, D.C. Attorney, 1919-1966 (Feb.21, 2018),

Edward B. Burling’s Life-Long Friendship with Learned Hand (Feb. 22, 2018),

Edward B. Burling: The Character of the Man (Feb. 25, 2018),

The Joy of Researching and Writing About Edward B. Burling and Joseph Welch (Feb. 26, 2018),

Posts About Joseph Welch to (Appendix B)

Joseph Welch Before the Army-McCarthy Hearings (June 14, 2012),

The U.S. Army’s Hiring of Attorney Joseph Welch for the Army-McCarthy Hearings (June 8, 2012),

U.S. Senator Joseph McCarthy’s Nemesis: Attorney Joseph Welch (June 4, 2012),

Attorney Joseph Welch’s Performance at the Army-McCarthy Hearings (June 6, 2012),

President Dwight D. Eisenhower’s Involvement in the Army-McCarthy Hearings (June 12, 2012),

President Eisenhower’s Secret Campaign Against Senator Joe McCarthy (July 27, 2017),

Joseph Welch After the Army-McCarthy Hearings (June 12, 2012),

U.S. Senator Joseph McCarthy Encounters Langston Hughes at Minneapolis’ Guthrie Theater (May 13, 2012),

Legal Ethics Issues in the “Anatomy of a Murder” Movie (June 27, 2012),

The Joy of Researching and Writing About Edward B. Burling and Joseph Welch (Feb. 26, 2018),





Edward B. Burling: The Character of the Man

This series about the life of Edward B. (“Ned”) Burling commenced with a post about his connections with Katherine Graham, the owner and publisher of the Washington Post, and then retreated in time to a post about his birth and early years in Iowa, 1870-1890, followed by a post about his four years at Harvard University in Cambridge, Massachusetts, 1890-1894, another post about his 22 years as a Chicago attorney, 1895-1917, a post about his two years as a federal government attorney in Washington, D.C., 1917-1918 and another about his 48 years as a prominent private attorney in Washington D.C., 1919-1966. The last highlighted his long friendship with Learned Hand, a notable federal judge on the Second Circuit Court of Appeals. Now we examine Burling’s overall character. [1]

Burling’s Generosity

Ned accumulated substantial wealth through the practice of law and investments, and his generosity was shown by his gift of $700,000 to his alma mater, Grinnell College, towards the Burling Library‘s total cost in 1959 of $1.3 million ($6.0 million of $11.1 million in February 2018 dollars) But he insisted the Library not be named after him; instead, as the original plaque at its entrance stated, it was named “in memory of Lucy B. Burling 1841-1936,” the benefactor’s mother.

He also made other direct, usually anonymous, gifts to the College  plus financing some students’ expenses. In short, he was a major contributor to the College. Other gifts to the College by his second wife and widow, Bertha Blake Burling, were the Burling mansion in the Embassy Row area of Washington, D.C. and their Maine summer cottage.

Burling also endowed the College’s Linn Smith Prize for Excellence in Mathematics. Smith was a native Iowan and a 1920 honors math graduate of Grinnell who drowned while taking care of Burling’s two young sons at New Hampshire’s Cornish Colony and whom Burling unsuccessfully tried to rescue. Burling was very upset about the drowning and said that Smith was “sweet tempered, devoted and unselfish. If he had been meaner or more faithless, or selfish he would have survived. . . . He had this notion which poor boys that go to Grinnell are apt to get, that is they glory in sacrificing themselves, go without food, go without pleasure, generally go without and your record is sure. I say the only consequence of that philosophy is that you get nothing.”

His generosity was not limited to the College. He anonymously helped other young people attend other colleges and cope with other necessities. After his death, his widow endowed the Edward B. Burling Chair in International Law and Diplomacy at The Johns Hopkins University’s School of Advanced International Studies. Ned along with Paul Nitze (a U.S. diplomat) and Christian Herter (another U.S. Secretary of State) had helped to establish this School in the 1940’s, and Burling had served on its Advisory Council until his death. In similar vein, some of his friends established a scholarship in his name at the Harvard Law School.

Burling’s Other Qualities

After his death some of his friends added their tributes. Dean Acheson, his law partner and former Secretary of State, said that Burling often gave the impression of “being tough, and worldly, and cynical and brutal,” but he really was generous, warm and compassionate. Burling was known, said  Acheson, for a “rare originality and power of mind, a teasing sardonic wit and willful friendships and dislikes.”

Thomas Gardiner Corcoran described his friend as “Poet born, his poetic imagination penetrated everything he touched–the breakthrough of the Bull Moose movement–the law firm he transmuted from a ‘dusty answer’ to the excitement of a 51st state–the self-regenerating waves of compassionate intelligence he se moving as a part of all he met–and he met everybody.” In addition, Corcoran noted, “Uncle Ned lived beyond himself in the hundreds of younger men he gave courage to outdo themselves in confidence of his never-failing support win or lose.”

In similar vein, another friend, John Lord O’Brian, said, “His deep personal interest in the affairs of [C&B} . . . and the selection of partners and associates became his chief interest. This, however, did not prevent his accumulating a group of remarkable friends chiefly in the field of public affairs. His quizzical humor and occasional affectations of worldliness concealed a curiously sensitive and compassionate nature, and gave a unique flavor to his personality. Always reticent about his personal affairs, he was singularly generous in his gifts and discriminating in his help to innumerable individuals.”

The Burling genealogist described Ned as “[a]ambitious and brilliant . . .; personable, charming, and gregarious (many friends and acquaintances of high standing); robust; outspoken and humorous . . .; largely generous.” On the other hand, according to the genealogist, he was “careless of personal relationships, and evidently not too well suited to monogamy.” Indeed, he once shocked a young relative by asking what she thought about his having had many extramarital affairs.

One of his closest friends concluded that Ned was exceptional in “his extraordinary capacity for drawing into the circle of his friendship men gifted with unusual intellectual perceptiveness” or “men of extraordinary ability.” The previous list of frequent guests at Burling’s Cabin is but a brief glimpse at this circle of friendship. Ned was also skillful in “drawing out the views of other people while he himself listened” and “the interplay of his whimsical humor that produced the charm and the flavor.”


Humble or modest he was not. At age 96, he said, “I was a piece of good luck for father, mother, brother and two sisters. To some extent, some more and some less, they were benefited by my being in the world.”

The concluding post in this series will share this blogger’s joy in researching and writing about Burling (and another Grinnell College eminent alumnus, Joseph Welch).


[1[ Citations to the sources for this post are found in this blogger’s Edward Burnham Burling, The College’s Quiet Benefactor (April 2008)(18-page essay and bibliography; on file in Grinnell College’s Special Collections and Archives).





Edward B. Burling, The Federal Government Attorney, 1917-1918

This series about the life of Edward B. Burling commenced with a post about his connections with Katherine Graham, the owner and publisher of the Washington Post, and then retreated in time to a post about his birth and early years in Iowa, 1870-1890, followed by a post about his four years at Harvard University in Cambridge, Massachusetts, 1890-1894 and another about his 22 years as a Chicago attorney, 1895-1917.[1]

The Federal Government Attorney

In 1917, at age 47, Burling finally did manage to leave Chicago to go to Washington, D.C. Though the urging of a law school friend, he became a lawyer for the U.S. Food Administration,  which was an agency for the purchase and sale of foodstuffs and stabilizing the U.S. market price of wheat and which was directed by Herbert Hoover, another native Iowan from the small town of West Branch and, of course, a future U.S. President.

However, the two men did not get along with one another, and Ned immediately left this position to be a lawyer (and then General Counsel) for the U.S. Shipping Board, which was responsible for organizing U.S. shipyards during World War I, a position he held through the end of the war in 1918.

Burling relished the life of a top government lawyer. As he said at the time to his friend Learned Hand, “It’s like expecting a country girl who has spent her entire life milking cows to go back contentedly after she has been to the city–seen the bright lights and been screwed. That’s the way I feel–my first big screw. And I want more of it.”

At the Shipping Board Burling crossed paths with another future Grinnell College luminary, Joseph Welch, then one of its young lawyers.  Welch later observed that in 1918 he was 28 while Burling was 48 and whenever he wrote a letter for Burling’s signature, Ned’s “first act was to seize a pen and sign it. Then you would read it and often suggest a change. But that beautiful gesture of confidence gave me so much happiness,” and Welch thereafter emulated that practice.[1]

Later Connections Between Burling and Joseph Welch

Parenthetically, 36 years later, in 1954, their paths again crossed, albeit indirectly.  One of Welch’s clients in the Army-McCarthy hearings at that time, John G. Adams, thought that Welch was not doing a good job in defending him before the committee. As a result, Adams met with Burling to see if Covington & Burling could represent Adams. Burling’s response: Adams probably would not want the firm to represent him because one of its partners (Donald Hiss) was the brother of Alger Hiss, who had been convicted in 1950 for having provided classified documents to an admitted Communist, Whittaker Chambers. Having Burling’s law firm represent Adams, it was suggested, would leave the firm and Adams open to an attack by McCarthy. As a result, the law firm did not enter the McCarthy arena.

Indeed, the law firm’s connections with Donald and Alger Hiss were deep. In July 1949 Alger Hiss’ federal-court trial for perjury for testimony before the House Un-American Activities Committee ended in a hung jury, splitting 8 to 4 for conviction. Burling and his law partners were upset by the lack of an acquittal, and Burling thought Hiss’ well known attorney had made serious errors in defending the case.[2]


The next installment in this series about Burling will be a summary of his distinguished career as a Washington, D.C. attorney in private practice, 1919-1966.


[1] Citations to the sources for this post are found in this blogger’s Edward Burnham Burling, The College’s Quiet Benefactor (April 2008)(18-page essay and bibliography; on file in Grinnell College’s Special Collections and Archives).

[2] Posts about Joseph Welch are listed in the “Joseph Welch and Senator Joseph McCarthy” section of List of Posts to dwkcommentaries—Topical: United States (HISTORY).














Senator Jeff Flake’s Courageous Defense of American Values and Democracy

On October 24  U.S. Senator Jeff Flake (Rep., AZ) gave a moving speech on the floor of the U.S. Senate rejecting President Trump’s character and actions and announcing the senator’s decision to not seek re-election in 2018.  He simultaneously extended his thoughts in the Washington Post, which commended him for his words and actions. I immediately sent him a letter thanking him for his speech and for his advocacy of U.S.-Cuba normalization, and on November 6 Senator Flake made a public response to the many letters he has received about his speech. Here is a summary of these events.

Senator Flake’s Speech[1]

The Senator said, “I rise today with no small measure of regret. Regret, because of the state of our disunion, regret because of the disrepair and destructiveness of our politics, regret because of the indecency of our discourse, regret because of the coarseness of our leadership, regret for the compromise of our moral authority, and by our – all of our – complicity in this alarming and dangerous state of affairs. It is time for our complicity and our accommodation of the unacceptable to end.” Below is a photograph of Senator Flake giving his speech.

“We must never regard as ‘normal’ the regular and casual undermining of our democratic norms and ideals. We must never meekly accept the daily sundering of our country – the personal attacks, the threats against principles, freedoms, and institutions, the flagrant disregard for truth or decency, the reckless provocations, most often for the pettiest and most personal reasons, reasons having nothing whatsoever to do with the fortunes of the people that we have all been elected to serve.”

“Reckless, outrageous, and undignified behavior has become excused and countenanced as ‘telling it like it is,’ when it is actually just reckless, outrageous, and undignified. And when such behavior emanates from the top of our government, it is something else: It is dangerous to a democracy. Such behavior does not project strength – because our strength comes from our values. It instead projects a corruption of the spirit, and weakness.”

If I have been critical, it is not because I relish criticizing the behavior of the president of the United States.  If I have been critical, it is because I believe that it is my obligation to do so, as a matter of duty and conscience. The notion that one should stay silent as the norms and values that keep America strong are undermined and as the alliances and agreements that ensure the stability of the entire world are routinely threatened by the level of thought that goes into 140 characters – the notion that one should say and do nothing in the face of such mercurial behavior is ahistoric and, I believe, profoundly misguided.”

“The principles that underlie our politics, the values of our founding, are too vital to our identity and to our survival to allow them to be compromised by the requirements of politics. Because politics can make us silent when we should speak, and silence can equal complicity. I have children and grandchildren to answer to, and so, Mr. President, I will not be complicit.”

Senator Flake’s Washington Post Article[2]

The same day as his speech, Senator Flake wrote an op-ed article in the Washington Post. He opened with a reference to one of my heroes, Joseph Welch, and his famous 1954 rhetorical question to Senator Joseph McCarthy who was attacking a young colleague of Welch: ““You’ve done enough. Have you no sense of decency, sir, at long last? Have you left no sense of decency?”[3]

In so doing, said Flake, “Someone had finally spoken up and said: Enough. . . . Welch reawakened the conscience of the country. The moment was a shock to the system, a powerful dose of cure for an American democracy that was questioning its values during a time of global tumult and threat. We had temporarily forgotten who we were supposed to be.”

Flake continued, “We face just such a time now. We have again forgotten who we are supposed to be. There is a sickness in our system — and it is contagious.”

“Nine months of this administration is enough for us to stop pretending that this is somehow normal, and that we are on the verge of some sort of pivot to governing, to stability. Nine months is more than enough for us to say, loudly and clearly: Enough.”

“The outcome of this is in our hands. We can no longer remain silent, merely observing this train wreck, passively, as if waiting for someone else to do something. The longer we wait, the greater the damage, the harsher the judgment of history.”

“It’s time we all say: Enough.”

 Washington Post’s Editorial[4]

The Washington Post immediately published an editorial that said the speech “was profoundly eloquent in its diagnosis of the degradation that President Trump has brought to American politics. It was also profoundly depressing. If Republicans can be honest only after they have taken themselves out of the political arena — or if by being honest they disqualify themselves from future service — then their party and therefore the nation are in even graver trouble than we knew.”

My Thank You Letter

“As a fellow U.S. citizen, I thank you for your speech yesterday on the Senate Floor. You spoke the truth about the serious challenges facing our country by the character and conduct of Donald Trump as president. You correctly pointed out that you did not want to be complicit in that conduct by remaining silent although with your recent book and other comments you hardly have remained silent.”

“I also thank you for your strong support of U.S.-Cuba reconciliation and normalization, and I know you have visited the island many times. As a member of Minneapolis’ Westminster Presbyterian Church, I personally have been involved over the last 15 years with our partnership with a small Presbyterian-Reformed Church in the city of Matanzas and have been on three of our mission trips to the island and have welcomed Cubans visiting our church. This has led to my writing extensively on this subject and advocating such reconciliation and normalization on my blog.”

“As you well know, in recent months U.S.-Cuba relations have been troubled by medical problems experienced by some U.S. diplomats who had been stationed In Havana, about which I have written blog posts. I am amazed that after many months of investigations by the U.S. (and Cuba) the U.S. continues to assert that it does not know who or how these medical problems were created. I also am amazed that I have not discovered anyone who is wondering whether they were created by a secret and malfunctioning U.S. program or device. Perhaps this is something you could question in the Senate.”

Senator Flake’s Response to Letters[5]

“By the electronic bushel, in thousands of calls and letters, reactions have poured into my office.] Some wrote just to say thanks. From Arizona, from all over the country and from abroad. From all across the political map, too.”

This was a “deeply personal outpouring, the scale of which has stunned and humbled me. . . . I can say that reading these letters has been one of the most humbling experiences of my public life. . . . I am humbled because until now I didn’t fully grasp the level of anxiety and real pain that exists across the country due to the state of our national leadership.”

“These writers despair not just for the chaos emanating from the White House, but for the moral vandalism that has been set loose in our culture, as well as the seeming disregard for the institutions of American democracy. The damage to our democracy seems to come daily now, most recently with the president’s venting late last week that if he had his way, he would hijack the American justice system to conduct political prosecutions — a practice that only happens in the very worst places on earth. And as this behavior continues, it is not just our politics being disfigured, but the American sense of well-being and time-honored notions of the common good.”

 “I have been powerfully reminded that we have all been raised with fidelity to a very large idea, the American idea. When that idea comes under threat, and it seems as if the center might not hold, it is not just our politics that suffers. When a leader wreaks havoc with our democratic norms, it is not just political Washington that is dragged through the muck. When that happens, it is deeply upsetting to people everywhere, almost existentially so, and we all suffer.”

“These extraordinary and patriotic voices, calling me and themselves to action in defense of the things we hold dear, remind me that to have a vital democracy, there can be no bystanders.” I now “realize that to stand up and speak out is sometimes the most conservative thing a citizen can do.”


I urge my fellow U.S. citizens to join in the commendation of Senator Flake for his outspoken defense of true American values and to call for the resignation or removal of Donald Trump from office under the provisions of the U.S. Constitution.


[1]   U.S. Senate, Flake Announces Senate Future ( Oct. 24, 2017); Full Transcript: Jeff Flake’s Speech on the Senate Floor, N.Y. Times (Oct. 24, 2017).

[2]  Flake, Enough, Wash. Post, (Oct. 24, 2017).

[3] An inverse historical example for Senator Flake’s criticisms of President Trump is President Eisenhower’s behind-the-scenes campaign to destroy his fellow Republican, Senator Joseph McCarthy, which  is the subject of David A. Nichols’ Ike and McCarthy: Dwight Eisenhower’s Secret Campaign Against Joseph McCarthy (Simon & Schuster 2017).

[4] Editorial, Jeff Flake’s Diagnosis is right. But it’s not enough, Wash. Post (Oct. 24, 2017)

[5] Jeff Flake: In a Democracy, There Can Be No Bystanders, N.Y. Times (Nov. 6, 2017).

President Eisenhower’s Secret Campaign Against Senator Joe McCarthy

During the first two years of President Eisenhower’s first term (1953-1954), U.S. Senator Joseph McCarthy (Rep., WI), was garnering national attention with his reckless charges of communist infiltration of the U.S. government, including the President’s beloved U.S. Army, which he had brilliantly served during World War II. Yet Ike, as the President was known, did not publicly confront McCarthy.

Now David A. Nichols, a retired history professor at Kansas’ Southwestern College and an authority on the Eisenhower presidency, has provided great details on Ike’s behind-the-scenes campaign against McCarthy in Ike and McCarthy: Dwight Eisenhower’s Secret Campaign Against Joseph McCarthy (Simon & Schuster, New York, 2017).

According to Nichols, Ike drew upon his experience in strategic deception as Supreme Allied Commander of the Allied Expeditionary Force in Europe in World War II to orchestrate the campaign against McCarthy. Keys to this strategy were the President’s avoiding public criticism of McCarthy and deflecting journalists’ questions about the Senator at presidential press conferences and instead having presidential subordinates issue statements and take actions against McCarthy. Those “subordinates” included Sherman Adams, White House Chief of Staff; James Hagerty, White House Press Secretary; Fred Seaton, Assistant Secretary of Defense; Herbert Brownell, Jr., Attorney General; William Rogers, Deputy Attorney General; John Foster Dulles, Secretary of State; and Henry Cabot Lodge, Jr., Ambassador to the United Nations.

An important part of this history was the relationship between Roy Cohn, who was McCarthy’s chief counsel, and a handsome young staffer on McCarthy’s committee, G. David Schine, who after being drafted as a private into the U.S. Army obtained preferential treatment by the Army as a result of pressure from Cohn and McCarthy. Below are photographs of the two men.

Roy Cohn
G. David Schine

When President Eisenhower learned of the special treatment and the reasons therefor, he instigated a secret Army investigation of these matters. The subsequent report of that investigation was publicly released and prompted fiery denunciations of the Army by McCarthy and Cohn, resulting in the now infamous Army-McCarthy hearings of 1954.

The implicit message of this report was Cohn and Schine’s having a homosexual relationship, which at the time was widely condemned. At the subsequent Army-McCarthy hearing, Army counsel, Joseph Welch, alluded to this relationship when he questioned another McCarthy aide, James Juliana, about the origins of a photograph that had been altered. The question: “Did you think it came from a pixie?,” which Nichols says was a sly allusion to the alteration’s having been made at the direction of Cohn, who was believed to be gay. McCarthy interrupted: “Will the counsel for my benefit define—I think he may be an expert on that—what is a pixie?” Welch’s response: “Yes, I should say, Mr. Senator, that a pixie is a close relative of a fairy [a widely used term for a homosexual at the time]. Shall I proceed, sir? Have I enlightened you?” The room erupted in laughter. (Nichols at 239.)[1]

The hearing’s climax occurred on June 9, 1954, when Welch sarcastically asked Cohn about the important committee work that he and Schine purportedly had done on their weekends together and taunted him to “hurry” to “act before sundown” to discover communists anywhere. McCarthy sought to counter this attack on Cohn and McCarthy by interrupting to say that Welch’s law firm had “a young man named Fisher . . . who has been for a number of years a member of an organization which was named, oh years and years ago, as the legal bulwark of the Communist party.” (Nichols at 280.)

Welch, after finally getting McCarthy’s attention, said, “Senator, I never really gauged your cruelty or your recklessness. Fred Fisher is a young man who went to the Harvard Law School and came into my firm and is starting what looks to be a brilliant career with us. Little did I dream that you would be so reckless and cruel as to do an injury to that lad. . . . If it were in my power to forgive you for your reckless cruelty I would do so. I like to think I am a gentle man, but your forgiveness will have to come from someone other than me.” (Nichols at 280-81.)

McCarthy, ignoring this plea, resumed his attack on Fisher. Welch responded, “Let us not assassinate this lad further, Senator. You have done enough. Have you no sense of decency, sir, at long last? Have you no sense of decency?” (Id.)

At the time, many thought that Welch was surprised by this attack on Fisher, but there was no such surprise. Indeed, some thought that Welch’s cross examination of Cohn was taunting McCarthy so that he would attack Fisher and that Welch’s “no sense of decency” speech was rehearsed. (Nichols at 280-82.)[2]

Six months later, on December 2, 1954, the U.S. Senate by a vote of 67 to 22 passed a resolution condemning McCarthy for certain of his actions as a U.S. Senator. Thereafter he had virtually no influence in the Senate or the country at large. He died on May 2, 1957. (Nichols at 292-97.)


In 2012, I met author Nichols when he gave a lecture at the Minnesota Historical Society on President Abraham Lincoln’s involvement in issues related to the U.S.-Dakota War of 1862,[3] a subject in which I had an interest and about which have written blog posts.[4] Later when I had written blog posts about Joseph Welch and his representing the Army in the McCarthy hearings,[5] Nichols told me he was writing a book about Eisenhower and McCarthy, and I provided him with materials I had collected. I was surprised and pleased when Nichols included this kind acknowledgement at the end of his just published book:

  • Nichols was “particularly indebted to Duane Krohnke, a retired Minneapolis attorney and authority on Joseph Welch, his fellow alumnus at Grinnell College in Iowa. Duane provided me with documents unavailable elsewhere, especially Fred Fisher’s account of the hiring of Welch as counsel for the Army-McCarthy hearings. Duane also connected me with Ann M. Lousin [Grinnell, 1964] and Nancy Welch [not Grinnell’s 1961 Nancy Welch], Welch’s granddaughter, both of whom provided important information about Welch and McCarthy.” (Nichols at 300.)


[1] After Cohn died of AIDS in 1986, public speculation about his sexual orientation intensified. Some say that his relationship with Schine was platonic while others assert it was homosexual. In the HBO film of Tony Kushner’s “Angels in America: A Gay Fantasia on National Themes,” Al Pacino plays Cohn as a closeted, power-hungry hypocrite who is haunted by the ghost of Ethel Rosenberg as he lies dying of AIDS. It should also be noted that in 1973 Cohn was hired by Donald Trump to defend the Trump Management Corporation against charges of racial discrimination and Cohn thereby became a close friend and mentor to Mr.Trump.

[2]  See also U.S. Senator Joseph McCarthy’s Nemesis: Attorney Joseph Welch (June 4, 2012);  of “Good Night, and Good Luck: The Movie’s Offstage Hero, Joseph Welch,” Grinnell Magazine (Summer 2006).

[3] Nichols has written a fascinating book on this subject: Lincoln and the Indians: Civil War Policy and Politics (Minnesota Historical Society Press, 1978, 2000, 2012).

[4] Here are blog posts on this subject to The U.S.-Dakota War of 1862 (Nov. 3, 2012); White Settler’s Contemporaneous Reaction to the U.S.-Dakota War of 1862 (Nov. 6, 2012); Abraham Lincoln’s Involvement in the U.S.-Dakota War of 1862 (May 21, 2013); U.S. Military Commission Trials of Dakota Indians After the U.S.-Dakota War of 1862 (June 11, 2013); President Abraham Lincoln’s Involvement in the Military Commission’s Convictions and Sentences of the Dakota Indians (June 24, 2013); The Sesquicentennial Commemoration of the U.S.-Dakota War of 1862 (Nov. 9, 2012); Commemoration of the 150th Anniversary of the Hanging of the “Dakota 38” (Dec. 26, 2012); Minneapolis and St. Paul Declare U.S.-Dakota War of 1862 “Genocide” (Jan. 12, 2013); Remembering the U.S.-Dakota War at Minneapolis’ Westminster Presbyterian Church (Part I) (Nov. 18, 2012); Remembering the U.S.-Dakota War at Minneapolis’ Westminster Presbyterian Church (Part II) (Nov. 25, 2012); Remembering the U.S.-Dakota War at Minneapolis’ Westminster Presbyterian Church (Part III) (Nov. 29, 2012); Personal Reflections on the U.S.-Dakota War of 1862 (Dec. 10, 2012).

[5] I am the author of “Good Night, and Good Luck: The Movie’s Offstage Hero, Joseph Welch,” Grinnell Magazine (Summer 2006); the biography of Welch in Newman (ed.), The Yale Biographical Dictionary of American Law (Yale Univ. Press, 2009); and the following posts on my blog ( Joseph Welch Before the Army-McCarthy Hearings (06/14/12); The U.S. Army’s Hiring of Joseph Welch for the Army-McCarthy Hearings (06/08/12); U.S. Senator Joseph McCarthy’s Nemesis: Attorney Joseph Welch (06/04/12); Attorney Joseph Welch’s Performance at the Army-McCarthy Hearings (06/06/12); President Dwight D. Eisenhower’s Involvement in the Army-McCarthy Hearings (06/10/12); Joseph Welch After the Army-McCarthy Hearings (06/12/12); and Legal Ethics Issues in the “Anatomy of a Murder Movie [in which Welch played the judge]” (06/27/12).  The joys of researching about Welch and other subjects are celebrated in Adventures of a History Detective, (April 5, 2011).





Reflections on Learning and Teaching

As a student of history, economics, political science, law and other humanities courses at six colleges and universities[1] and as an instructor at three such institutions,[2] I have participated in different ways of instructing and learning such bodies of knowledge and skills: college and university lectures, other lectures; seminars, research and writing; tutorials; the Socratic method; and role-playing. Similar methods were used in my practice as a litigating attorney and now as a blogger and ordinary citizen. Underlying all of them, of course, are reading and studying. Here are a septuagenarian’s lessons in life-long learning.

My thinking about this subject and writing this blog post were prompted by a recent article about the lecture as a mode of instructing and learning. That article by Molly Worthen, an Assistant Professor of History at the University of North Carolina, Chapel Hill, was put into a broader context by her quoting John Henry Newman’s “The Idea of a University,” where he said the humanities taught a student “to disentangle a skein of thought, to detect what is sophistical, and to discard what is irrelevant.” Such a student learns “when to speak and when to be silent. He is able to converse, he is able to listen.”[3]

College and University Lectures

“A good lecture class,” Worthen says, teaches “comprehension and reasoning” by keeping “students’ minds in energetic and simultaneous action.” It does so by emphasizing “the art of attention, the crucial first step in … ‘critical thinking.’” She quotes Monessa Cummins, the Chair of the Classics Department at Grinnell College, my alma mater, as saying the lecture places “a premium on the connections between individual facts . . . [and] the building of an argument.”

This is “hard work” for the students, Worthen adds, requiring them “to synthesize, organize and react as they listen.” Indeed, students need to be taught how to listen, and lecture courses are exercises in “mindfulness and attention building.” This skill cannot be assumed, but must be taught. One way of doing so, in Professor Cummins’ classes, is to assign one student in each session to present a critique of her argument at the subsequent small discussion section.

Such a lecture course teaches that “listening is not the same thing as thinking about what you plan to say next–and that critical thinking depends on mastery of facts, not knee-jerk opinions.“

This is enhanced, Worthen argues, by requiring the students to take notes by hand, not by typing them into a computer. The former makes it impossible for them to make verbatim transcripts of the lecture, but instead to synthesize as they listen. That may be true, in my opinion, when the lecturer does not provide the students or audience with an outline of the lecture.

Lecturing, on the other hand, with a PowerPoint outline and providing the students or audience members with the Notes Page version of the outline enables the student to glance at the entire presentation in advance and see how the individual points fit into the entire lecture or presentation and then add his or her notes to individual pages as the lecture proceeds. PowerPoint also facilitates the use of graphs, maps and photographs in the lecture. [4]

Worthen also recognizes the utility of combining a large lecture session with small discussions sections and thereby obtain the reactions and comments of the students.

My memories of my first exposure as a student to lecturing 58 years ago as a freshman at Grinnell College are fuzzy at best, but I do not recall being provided with tips on how to take full advantage of this form of instruction. I now wish I had been told how to listen, to be mindful and to synthesize as I listened. I wish I had had a professor assign one student in each session to present a critique of the lecture’s argument at the next class session. Of course, then all notes of a lecture were handwritten.

As a student of Philosophy, Politics and Economics (PPE) at the University of Oxford, 1961-1963, attendance at university lectures on these subjects, often by world-famous scholars, was optional. I attended some primarily to see and hear such people as philosophers A. J. Ayer and Gilbert Ryle, economist J. R. Hicks and legal philosopher H. L. A. Hart, but regrettably I did not regularly do so. (Instead my attention was focused on tutorials as discussed below.)

As a law student at the University of Chicago, 1963-1966, the Socratic method was the dominant form of instruction, not lectures. The latter instead were formal occasions for all the students and faculty, usually provided by visiting scholars and judges. (The Socratic method also will be discussed below.)

In addition, I was a lecturer when I taught a course on the American Civil Law System at Grinnell while on sabbatical leave from my law firm, when I was a Practitioner in Residence at the University of Iowa College of Law, when I was an Adjunct Professor at the University of Minnesota Law School and when I was on the faculty of various continuing legal education courses while I was a practicing lawyer. That experience required me to review the material to be covered, to conduct any additional research I deemed necessary, to determine the main points to emphasize, to construct an outline for what I wanted to cover in the lecture and, in some cases, to prepare a PowerPoint presentation for use at the lecture.

Other Lectures

All of us obtain information and are educated, or not, in other oral presentations throughout our lives. I think of major political speeches like the State of the Union and Inaugural Addresses; other speeches at public events; and sermons at churches.

When, for example, I listen to speeches or presentations at the Westminster Town Hall Forum, I sometimes take handwritten notes and submit proposed questions for the moderator to ask the speaker. Later I also can go to the Forum’s website to re-listen to the speech. I also have written blog posts about some of these presentations. Another recent source of lectures for me is those offered by the Osher Lifelong Learning Institute (OLLI) of the University of Minnesota.

For sermons at Westminster Presbyterian Church, I sometimes make handwritten notes of some of the points on the church bulletin in my hands while the morning prayer, hymns and choral anthems usually emphasize some of the sermon’s main points. I also have found that I learn more about the sermon’s lesson by reading its text when it is subsequently posted on the church’s website and by reading and reflecting on the Scripture passages for the sermon; additional insight is often providing by writing a blog post about a sermon.


My best educational experience at Grinnell College was taking the Political Economy Seminar my senior year with nine other students and with faculty from the economics, history and political science departments. We read important books in the field, not textbooks, and wrote and presented our papers on the former for discussion by all.

The Washington Semester at American University in the Fall of 1959 provided another type of seminar experience as a group of students from all over the U.S. met with politicians, government officials and others to learn about the operations of the U.S. government and political process.

I also organized and led a liberal arts seminar for lawyers at Grinnell in 1984. After reading various materials, we gathered at the College to discuss American legal history, alternative dispute resolution (ADR), jurisprudence and the lives and challenges of being humane judges and lawyers. Our leaders were a federal appellate judge, a national ADR scholar, an American history professor, a jurisprudence professor and a practicing lawyer.

Being in a book group, for me at Westminster Presbyterian Church, is another seminar experience for groups of 12 or smaller. Reading an assigned book and then gathering for a discussion of the book led by one of the group usually leads to a greater understanding of the book and its issues. For example, I recently led my group in discussing David Brooks’ “The Road to Character” after I had written about the book in this blog.[5]

Research and Writing

During my student years I conducted factual and other research about various subjects and in the process learned a lot about those subjects as well as research skills. The task of then reducing that research into a paper on the subject provided more learning about the subject plus the process of writing such papers. Later as a practicing lawyer these skills were further developed with the aid of the legal process for obtaining evidence in lawsuits, including the examination of witnesses, and the writing of briefs and other legal papers under rules for their contents and length.

The student research paper I best recall was at American University. The topic was how political interest groups participate in important cases in the U.S. Supreme Court and more specifically in contempt-of-congress cases in that court. I identified such cases, read the Court’s opinions in the cases, interviewed staffers at the relevant congressional committees (especially the House Un-American Activities Committee) and at the relevant political interest groups (especially the American Civil Liberties Union and the American Association of University Professors) and then spent a lot of time at the Supreme Court’s Library reading the briefs in the case, including those from the ACLU and the AAUP as amici curiae (friends of the court). The paper summarized this research and conclusions.

My enjoyment of research and writing continued as a practicing lawyer, both in my work as a lawyer and as a putative scholar. For example while at Harvard Law School for a short summer course, I spent time in its library doing research about Joseph Welch and Edward Burling, both prominent attorneys who were graduates of that Law School and of Grinnell College, and interviewing attorneys at Welch’s Boston law firm, about his representation of the U.S. Army in the McCarthy hearings of 1954. Later I wrote articles about both of them for the Grinnell Magazine [6] and even later with excerpts from the Welch article in this blog.[7]

A similar process was involved as a law student in researching and writing comments for the law review and as a lawyer in writing briefs.

Grinnell College recently has enhanced its use of research and writing as an educational method by adding a public website, The Grinnell Post, that hosts student essays about current events, public debates, and issues of interest to the Grinnell community. Its mission is to allow students to share their work in a public forum and foster conversations with a diverse readership and solicit their comments and criticism.

Another Grinnell effort to incorporate digital technology in the liberal arts is a website, Ashplan, initially devoted to James Joyce’s Ulysses. It seeks to foster the inheritance of classroom culture; that is, it forges connections among students studying the same material at different times, allowing new students to benefit from, remix, and add to the work of their predecessors.


As discussed in a prior post, the tutorial was the primary mode of undergraduate education at Oxford. During each week of the three terms of the academic year, I would have two tutorials, usually with only one other student and the tutor and sometimes only by myself with the tutor. The assignment was always in the form of a question with the tutor’s suggestions of books and articles one should read.

As a result, most of my time each week at Oxford was spent in the university libraries reading those sources and other relevant materials, figuring out how I would answer the assigned question and writing an essay setting forth that answer and analysis. Then I would see the tutor again and read my essay for critiquing and discussion.

I loved the independence of this system and being “forced” to come to a conclusion on an issue and to construct my own analysis and documentation for my conclusion. This was exactly the skill that was tested in Oxford’s university-wide examinations at the conclusion of my student-years, as also discussed in a prior post.

Grinnell College now has a First-Year Tutorial for all freshmen in groups of about 12 students that are led by “faculty members . . . from all academic departments . . . in more than 35 topics.” For the Fall of 2015 these include “Crisis, Liberation, Justice, and Leadership;“ “Racism: Color, Culture, Class; “ and “The Origins of Capitalism.” Every tutorial emphasizes writing, critical thinking and analysis, and oral presentation and discussion skills. The tutorial professors also serve as the advisers to their tutorial students until they declare a major field of study.

Socratic Method

After the treasured independence of the Oxford undergraduate experience, I initially was shocked in my first weeks in the Fall of 1963 as a student at the University of Chicago Law School. Now I was in large classes with daily assignments of certain pages in our large casebooks. The professors did not lecture. Instead they cross-examined individual students, one-by-one, about what the holding of a particular case was and what the result should be in a hypothetical case. We were being taught, we were told, how to think like a lawyer.

This method clearly taught you how to read a judicial opinion very carefully (and very painfully and slowly during that first semester of law school), to analyze that opinion to determine what its holding was and to think about the arguments that could be raised in similar, but different, hypothetical cases. Then in class you had to learn how to think on your feet and respond to questions from the professor as you would later do as a lawyer when questioned by a judge.

Reading and analyzing constitutions, statutes and regulations are also important for a lawyer, but I do not have clear memories of how that was done in my law student years. Of course, many judicial opinions concern judicial interpretations of such materials, and the overall law-school emphasis on reading and analyzing judicial opinions covered that methodology.

Learning how to do legal research and write legal briefs is another important part of law school. In addition, being a member of a law review staff and editorial board gives experience in writing and editing articles about legal topics.


Participating in moot courts and playing the role of a lawyer making an argument to a court is another prominent method of legal education. I did not take advantage of this opportunity in law school as I was busy working on the law review doing legal research and writing and editing articles for the journal.

I, however, employed this method when I taught for one semester at Grinnell while on sabbatical leave from my law firm. I acted as a trial court judge hearing arguments by students as lawyers on a motion to compel production of a college tenure committee records in a hypothetical lawsuit brought by a professor against a college for denial of tenure. A different kind of role playing in that course was having the students, in lieu of a final examination, play the role of a justice of the Iowa Supreme Court and write an opinion deciding a case after reading the briefs in the case along with my memoranda summarizing some of the legal issues and after hearing the case argued before the actual Court.

I also used the moot-court method when I was an adjunct professor at the University of Minnesota Law School; I acted as a federal district court judge hearing arguments on a motion to dismiss a complaint under U.S. federal statutes (the Alien Tort Statute and the Torture Victims Protection Act) alleging a corporate defendant’s violations of human rights in other countries. I also acted as a judge of an immigration court to hear arguments on whether the court should grant an application for asylum by someone who allegedly had a well-founded fear of persecution in his or her home country due to political opinion or other protected ground.

I used a different kind of role-playing when I was a Practitioner in Residence at the University of Iowa College of Law. In a first-year civil procedure class, I played the role of a law firm partner while the students played the roles of associate attorneys working for me as we collectively identified issues, potential arguments and additional legal research needed for preparing a civil complaint under the strictures of Rule 11’s requiring such a pleading to be warranted by existing law or a non-frivolous argument for changing the law and by evidentiary support.

In such role-playing exercises, the student learns about procedural and substantive law, identification of legal and evidentiary issues and how to write and analyze briefs and make oral arguments.

In my experience, this is an effective way of learning several areas of law plus the skills of advocacy, and most students appreciate these opportunities to have a taste of what it is like to be a lawyer.


I am fortunate to have experienced different methods of teaching and learning from able practitioners of the different methods. I have learned in each of these settings and cannot say one is better than another. A lot depends on the size of the audience and the stage of your educational career. Seminars and tutorials require a small number of students while lectures are more appropriate, if not required, for a large number of students. I hope that I have been able to convey the same excitement of learning when I have been the instructor.


[1] Grinnell College, 1957-1961; American University (Washington Semester), 1959; University of Oxford, 1961-1963; University of Chicago Law School, 1963-1966; Harvard Law School (Summer Program), 1986; and University of Minnesota Law School, 2001.

[2] Grinnell College, 1982, 1984; University of Iowa College of Law, 1986; and University of Minnesota Law School, 2002-2010.

[3] Worthen, Lecture Me. Really, N.Y. Times Sunday Review (Oct. 18, 2015).

[4] Aaron Fichtelberg, an associate professor of criminal justice at the University of Delaware, strongly disagrees on the value of PowerPoint. Indeed, he argues that it “turns good teachers into mediocre ones and mediocre lectures into a sludge of unengaging facts.” According to him, it “forces rigidity on the content of the course and passivity onto the students.” I agree that sometimes such use is boring. But as with all of these modes of teaching, there are the good and the bad. Other opinions?

[5] The Important Moral Virtues in David Brooks’ “The Road to Character” (May 1, 2015); David Brooks’ Moral Exemplar (May 2, 2015); David Brooks Speaks on the Role of Character in Creating an Excellent Life (May 16, 2015).

[6] Good Night, and Good Luck: The Movie’s Offstage Hero, Joseph Welch, Grinnell Magazine, Summer 2006, at 12; Edward Burnham Burling, Grinnell’s Quiet Benefactor, Grinnell Magazine, Summer 2009, at 21.

[7] Joseph Welch Before the Army-McCarthy Hearings (June 14, 2012); The U.S. Army’s Hiring of Attorney Joseph Welch for the Army-McCarthy Hearings (June 8, 2012); Attorney Joseph Welch’s Performance at the Army-McCarthy Hearings (June 6, 2012); U.S. Senator Joseph McCarthy’s Nemesis: Attorney Joseph Welch (June 4, 2012); President Dwight D. Eisenhower’s Involvement in the Army-McCarthy Hearings (June 10, 2012); Joseph Welch After the Army-McCarthy Hearings (June 12, 2012); Legal Ethics Issues in the “Anatomy of a Murder” Movie (June 12, 2012).




























“I don’t want to belong to any club [like the U.S. Senate] that will accept me as a member”

Groucho Marx
Groucho Marx
U.S. Senate Chamber
U.S. Senate Chamber

Little did the famous comedian Groucho Marx realize that he was talking about today’s dysfunctional U.S. Senate when many years ago he sent a telegram to a club stating, “PLEASE ACCEPT MY RESIGNATION. I DON’T WANT TO BELONG TO ANY CLUB THAT WILL ACCEPT ME AS A MEMBER.”[1]

Frustration over the current ways of the Senate is often listed as a major reason why many long-time, respected members of the Senate recently have resigned or announced they are not running for re-election in 2014. In addition, both major political parties are having difficulty recruiting qualified candidates to run for the Senate in that election for the same reason.

Recently the popular former Montana Governor, Brian Schweitzer, who is the Democratic Party’s best hope of retaining the Senate seat now held by Democrat Max Bachus, announced that he was not running for the Senate next year. A major reason for this decision, he said, was Washington’s being a “dysfunctional . . . sinkhole” where “most of the people . . . are frauds.”

One of the major reasons for these negative views, which I share, is the Senate’s rules permitting filibusters of pending legislation and judicial and executive nominations. They are, in my opinion, an abomination and unconstitutional as has been discussed in prior posts.

Yet again these rules have been in the recent news because of threatened Republican filibusters of certain presidential nominations and of the July 16th compromise that allows those rules to remain in place in exchange for the Republicans not filibustering seven pending executive nominations.

I am pleased that these pending nominations will receive an up-or-down vote by the Senate. On the other hand, I am disappointed that so much time and attention is spent on this ridiculous side show and that the filibuster rules are still in place.

I am not alone in despairing the current dysfunctionality of the Senate and more generally the federal government. In the most recent Wall Street Journal/NBC News public opinion poll, only 17% had confidence in our national government while only 10% had confidence in the U.S. Congress according to the latest Gallup poll.

Reversing this horrible public distrust of the federal government is important to Gerald F. Seib, the Washington Bureau Chief of the Wall Street Journal. He suggests the following as important means to that end:

  1. Fix the federal governmental system. The “rules of the Senate need to be changed to curtail the ability of a minority of Senators, or sometimes a single one, to make progress grind to a halt.” In addition, “States need to stop drawing congressional districts that ensure deep and paralyzing polarization by making so dark red or dark blue that only the most ideologically rigid candidates bother to run.”
  2. Modernize the federal government so it is more useful in our everyday lives. For this proposition, Seib praised a recent speech by President Obama which said he had “directed the Cabinet to develop an aggressive management agenda . . .  that delivers a smarter, more innovative, and more accountable government for its citizens.” The President also noted that last year he had “asked Congress for the authority to reorganize and consolidate the federal bureaucracy” and that his Administration had found more efficient “ways to deliver the services that citizens expect in smarter, faster, and better ways.”
  3. Manage the deficit. Although Seib says eliminating the deficit any time soon would be bad for the economy and should not be done, the public needs to sense that the problem is “being tamed intelligently.”

I merely say, “Amen, Brother.”

[1] A prior post chuckled over the humorous correspondence between Groucho and Joseph Welch, the attorney for the U.S. Army in the 1954 Army-McCarthy hearings in the U.S. Senate.