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JOURNAL OF LEGAL EDUCATION
Volume 16 Number 4
Clifford L. Pannam *
ProfessorininthetheUniversity
UniversityofH.Oxford
L. A. ofin Hart
1952.Oxford
At thatwas
timeappointed in 1952. to At the that Chair time of Jurisprudence few academic
few academic
lawyers outside England had ever heard of him. This was due to the
fact that he had published very little. Indeed, prior to his appointment,
he seems to have published only two papers, and these were in philosoph-
ical journals.1 If, however, he did not bring a swag of articles and
books to the Chair he certainly brought a rich background of classics,
law, and philosophy. As an undergraduate at Oxford, he had been
awarded a much coveted first in Greats. He then read for the
Bar, and upon being admitted, practiced as a Chancery barr
until the outbreak of war some nine years later. After spending
war years in the War Office, he returned to Oxford as a philosophy
There he was at the center of certain important developments in con
porary British philosophy which we will consider presently.
Since 1952, a stream of articles and books has come from Prof
Hart's pen,2 injecting new life and vigor into British analytical
prudence. A discipline that had almost become a subversive acti
has been reactivated and given new tasks to perform. Legal positi
which was limping badly after the massive bombardments it ha
ceived over the preceding forty years, found a staunch defender
persuasive advocate. Indeed, it seems no exaggeration to say
Professor Hart has revolutionized British jurisprudence with his wri
of the past ten years. Like all revolutionaries, he has been lavis
praised and as scathingly criticized. He has claimed much for his wor
but many dismiss it as trivial. Some hear him as singing the "s
* Senior Lecturer in Law, University of Melbourne.
1 Hart, The Ascription of Responsibility and Rights , in Proceedings of the Aris-
totelian Society 1948-1949, 171 (1948-51) ; Hart, A Logician's Fairy Tale , 60 Phil-
osophical Rev. 198 (1951). He also edited the posthumous publication of H. W.
B. Joseph, Knowledge and the Good in Plato's Republic (1948).
2 Since many of Hart's papers are published in out-of-the-way places, a bibliogra-
phy of his more important works will be found at the end of this article.
16 Journal of Legal Ed. No.4 379
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380 Journal of Legal Education [Vol. 16
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1964] Analytical Jurisprudence 381
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382 Journal of Legal Education [Vol. 16
law that men have entertained from the time of Homer onwards. Into
this category fit the works of Paton,18 Stone,19 Friedman,20 Diaz and
Hughes,21 and Lloyd.22 These books are exercises in the potted history
of legal theory; in addition, many contain an attack on the value of
analytical studies as such. Julius Stone, The Province and Func-
tion of Law (1950) and several books by Professor Wolfgang Fried-
man,23 for example, roundly criticize analytical jurisprudence for having
nothing to contribute to the great social and economic changes that law
has dealt with in the Twentieth Century.
With this background in mind, we can let Professor Hart speak for
himself : 24
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1964] Analytical Jurisprudence 383
It goes without saying that the work of a man who holds these views
must confine itself to small areas that are examined in great detail. An
example is the 441-page analysis of the concept of legal causation that
Professor Hart, together with Professor Honore, published in 1959.a6
As we shall see, it is a characteristic of the whole of his writing.
At the end of the nineteenth century, Hegelianism ruled the philosoph-
ical roost in England.27 Men like Bradley, Bosanquet, and McTaggert
set themselves to discover philosophical truths about the universe as a
whole, about Reality in its ultimate nature. Their quest was vague, but
their ambitions grandiose. They sought the Absolute and pondered
such questions as, what is time? When McTaggert answered this ques-
tion by declaring that time was unreal, it so startled a young philosopher
named G. E. Moore that he began to question the very foundations of
Absolute Idealism, as this English Hegelianism was called. He found
the proposition "perfectly monstrous" as it was so much at variance
with common sense.28
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384 Journal of Legal Education [Vol. 16
4.003 Most questions and propositions of the philosophers result from the fact
that we do not understand the logic of our own language.
4.0031 All philosophy is "Critique of Language !"
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1964] Analytical Jurisprudence 385
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386 Journal of Legal Education [Vol. 16
our common stock of words embodies all the distinctions men have
found worth drawing, and the connections they have found worth making,
in the lifetimes of many generations : these surely are likely to be more numer-
ous, more sound, since they have stood up to the longest test of survival of
the fittest, and more subtle, at least in all ordinary and reasonably practical
matters, than any that you or I are likely to think up in our armchairs of an
afternoon - the most favoured alternative method.
II
It is his belief that little progress will be made towards the understanding
of law and legal reasoning until the logical geography of legal language
has been mastered. Most of his work over the past ten years has consist-
ed of a series of variations on this central theme. We will examine
five of these variations here.
38 id . at 130.
39 Gilbert Ryle, The Concept of Mind (1949).
40 Nowell-Smith, Ethics (1954).
41 Weldon, The Vocabulary op Politics (1953). This is a very disappointin
little book. •
42 Hart, Analytical Jurisprudence in Mid-Twentieth Century: A Reply to Profes-
sor Bodenheimer, 105 U.Pa.L.Rev. 953, 972 (1957).
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1964] Analytical Jurisprudence 387
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388 Journal of Legal Education [Vol. 16
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1964] Analytical Jurisprudence 389
Rule skepticism in all of its varied forms doubts whether there are ever
clear cases of the application of legal rules. It goes to the opposite ex-
treme and at times insists that words have no core of meaning. All that
exists is the uncontrolled whim of a judge or some other official. Hart
dismisses this as being a complete exaggeration. As he puts it, occupa-
tion with the problems of the penumbra is one thing, but to be preoccupied
by it is quite another. He insists that all concepts have a paradigm, or
standard use, in the context in which they are found. Even concepts as
vague as "fair rate," or a "safe system," or "reasonable" will have this
hard core of meaning. For example, a power delegated by the legislature
to a board to fix "reasonable wages" for bus drivers will be clear at both
ends and vague in the middle. A wage that is not enough for the drivers
to live on will be as unreasonable as a wage that is so high that it keeps
them in luxury. The meaning of the word "vehicle," on the other hand,
is fixed in the middle and vague at the edges.52
Professor Hart is, therefore, very conscious of the fringe of vagueness
that surrounds all legal rules. His interest, however, is not so much
in observing the manner in which these problems of the penumbra are
resolved, but in demonstrating the fact that analytical jurisprudence is
not antagonistic to such studies. Indeed, he has suggested that the
analyst has an important task to perform in this area. The analyst can
establish the features of a rule or concept that constitute its paradigm case
and then examine the various motives that incline us one way or the
other in dealing with the borderline case. It is not enough, Hart believes,
for the analyst to excuse himself when core ends and the penumbra
begins. Legal reasoning in penumbra areas is not an arbitrary hunch.
The analyst needs to show the varied types of reasoning that courts use
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390 Journal of Legal Education [Vol. 16
B. Ambiguity
Words are not only vague; they are someti
to say, they have more than one well-settled us
leaves his vessels to his son. If the question is w
flying boat, it is the vagueness of "vessel" t
trouble; but if the question is whether the beque
boats or his drinking cups, ambiguity is resp
guage generates many problems. It tempts u
for just one thing or quality for which a wo
In this situation, Professor Hart views the f
the examination of different usages in order to
are linked by varying relationships to some c
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1964] Analytical Jurisprudence 591
The unifying element seems to be this : in all four cases the law recognizes the
choice of an individual either negatively by not impeding or obstructing it
(liberty and immunity) or affirmatively by giving legal effect to it (claim and
power). In the negative cases there is no law to interfere if the individual
chooses to do or abstain from some action (liberty) or to retain his legal posi-
tion unchanged (immunity) ; in the affirmative cases the law gives legal effect
to the choice of an individual that some other person shall do or shall abstain
from some action or that the legal position of some other person shall be
altered.
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392 Journal of Legal Education [Vol. 16
Professor Hart has pointed out that when we say about a man that
he " trespassed on Smith's land," or " raped Molly Brown," or "owns an
apartment building," we are doing more than merely describing certain
facts. That is to say, we are not just stating that a man walked across
Smith's land without his permission, or that a particular name appears
on a certificate of title. In the one case, we are assigning responsibility
to him for his action and in the other we are attributing a right to him
in respect of the apartment building. Being ascriptive, these concepts
are also defeasible. To an allegation of rape, for example, it might
be said that the act was done under duress, while sleepwalking, or in
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1964] Analytical Jurisprudence 393
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394 Journal of Legal Education [Vol. 16
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1964] Analytical Jurisprudence 395
The issue, then, is not one of blank minds, but of a failure to "advert
to, and to think about and control, conduct and its risks." 70 This can
only be appreciated when the defeasible nature of criminal concepts is
recognized.
Hart supports his view that the "What is X" form of question has led
analytical jurisprudence down blind alleys by what he calls the "familiar
triad" of answers given by analysts. Take as an example the question,
68 Hart, Negligence , Mens Rea and Responsibility , op. cit. supra note 62.
id. at 45.
to id. at 49.
Hart, Definition and Theory in Jurisprudence , 70 Law Q.Rev. 37 (1954).
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396 Journal of Legal Education [Vol. 16
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1964] Analytical Jurisprudence 397
The critical point in all of this is that legal concepts do not stand for
anything. They do not state facts. Instead they are used to do some-
thing. A more dramatic example of this is to be found by comparing
the operative words of a conveyance with the descriptive words of
the recitals. The former operate with legal rules and do not describe
facts. They create obligations, confer and transfer rights, and bring
about legal changes. The same is true of the words "I hereby be-
queath" in a will, or "It is hereby enacted" in a statute. In these ex-
amples, the words are being used to do something to which a rule attaches
legal consequences. In our earlier example of "A has a right to be
paid $20 by 5," the person saying it was operating with a rule in a
different way. He was drawing a conclusion. It need hardly be said
that this technique of elucidation is completely neutral between all com-
peting value theories. Professor Hart is concerned to demonstrate
the function that legal concepts perform and not to defend or advance
any theories as to what content they should have.
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398 Journal of Legal Education [Vol. 16
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1964] Analytical Jurisprudence 399
In The Concept of Law , Professor Hart uses the internal aspect of legal
rules as a central point in his persuasive criticisms of the legal theories
of Austin, Kelsen, and the American Realists. It is also a fundamental
ingredient in his own attempt to isolate and characterize a central set of
elements that will allow an improved analysis of the distinctive structure
of a legal system and its component parts.
Ill
The five aspects of legal rules and concepts that have just been exam-
ined will suffice to convey a general impression of the nature of Pro
fessor Harťs jurisprudential inquiries. It should be noticed that each
of the five inquiries are neutral in that they merely record facts about
legal language and do not concern themselves with questions of value.
Hart, for example, makes no attempt to tell us how judges ought t
decide particular cases, nor does he outline any method of evaluating
the operation of particular rules of law or of a whole legal system.
His major concern is to present a neutral analysis based on certain
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400 Journal of Legal Education [Vol. 16
so Id. at 32. "They (the classical theories) throw a light which makes us see
much in law that lay hidden ; but the light is so bright that it blinds us to the re-
mainder and so leaves us still without a clear view of the whole." Id. at 2.
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1964] Analytical Jurisprudence 401
No amount of logical or semantic refining can eliminate the value choice be-
tween different policies, whether in the interpretation of a statute or in the
application of a common law precedent to the case at hand.
85 Time and time again in his writings on criminal responsibility Hart argues
that it is morally wrong to punish a man who couldn't control his actions. He has
stated at length his opposition to capital punishment in Hart, Murder and the Princi-
ples of Punishment: England and the United States , 52 Nw.U.L.Rev. 433 (1957). He
has even argued that all men have a natural right to he free. See Hart, Are there
any Natural Rights t 64 Philosophical Rev. 175 (1955).
86 Hart, Analytical Jurisprudence in Mid-Twentieth Century , 105 U.Pa.L.Rev.
953, 955 (1957). Later in the same paper he said, "I agree that there can and should
be no absolute severance of analytical enquiries from consideration of bodies of em-
pirical knowledge relevant to the criticism of social or legal institutions." Id, at
973.
87 Id. at 967.
88 Cohen, Symposium: Definition and Theory in Jurisprudence , Proceedings of
the Aristotelian Society (Supp. Vol. 29) 215, 238 (1955).
89 Friedmann, Legal Philosophy and Judicial Law Making, 61 ColumX.Rev. 821,
523 (1961). See also Bodenheimer, Analytical Positivism , Legal Realism , and the
Future of Legal Method , 44 Va.L.Rev. 365 (1958).
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402 Journal öf Legal Education [Vol. 16
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1964] Appendix 403
APPENDIX
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404 Journal of Legal Education [Vol. 16
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