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“L'exactitude ce n'est pas la vérité.”Henri Matisse, quoted in Robertson Davies, What's Bred in the Bone 334 (New York, 1985)“[A] legal system ... accommodates the equally exigent demands of being and meaning ... in a universe in which what a thing does is only one of the things that it means, but everything that it means is something else that it does.”Arthur Leff, “Law and ...,” 87 Yale Law Journal 989 (1978)Lawrence Friedman is a rare and remarkable phenomenon. He is a counter who thinks and a thinker who counts. He is aware of paradoxes such as the fact that “Everybody is an individual; everybody is also a conformist” (1985b: 102). More specifically, Friedman is particularly knowledgeable about the limitations and unpredictable consequences of efforts at legal reform. Yet, surprisingly, he seems somehow to be able to escape transforming his healthy skepticism into cynicism.

In 1898, the year Americans first sailed forth to fight in other countries to protect purported victims of imperialism, A. V. Dicey steamed into Harvard University to deliver his lectures on Law and Public Opinion in England. Like William Blackstone, Vinerian Professor before him, Dicey deployed a number of memorable epigrams to capture what seemed basic truths of his day. Dicey's assertion that ‘protection invariably involves disability’ appeared to state the obvious to Americans at the turn of the century.In this essay I will consider how the United States Supreme Court embraced Dicey's epigram and translated it into decisions during the tenures of Chief Justices Fuller and White about the capacity of the individual in the United States to contract and care for himself.

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i at Ma noa Most professional educational programs develop specialized experts who view problems from the perspectives of their own disciplines. Yet, our most pressing social problems are rarely limited to a single disciplinary approach. Instead of providing future professionals with the tools necessary for solving problems that cross disciplines, many professional training programs inadvertently stifle multidisciplinary communication and collaboration by isolating students from students in other disciplines. Practitioners are trained to manage societal problems rather than to solve them within varied communities. This article describes an innovative multidisciplinary clinic model based at the University of Hawai'i's William S. Richardson School of Law that focuses specifically on the needs of children who have entered or are at risk of entering the foster care system. It also discusses a medical-legal partnership within a community health center based on principles learned and experiences gained from this unique model.