Abraham Lincoln is the most familiar and most written-about figure in U.S. history, and is generally ranked as our greatest president in polls of historians in almost every category of leadership, including public persuasion, economic management, moral authority, international relations, administrative skills, vision/agenda-setting, crisis leadership, and pursuing equal justice for all. Most Americans have formed impressions of Lincoln, and many style him as an exemplar of various virtues, values, or lifestyles. At a time when thoughtful leadership is especially critical for our nation and world, Lincoln’s example—and the lessons to be drawn from his life and career—matter more than ever. In politics, law practice, and personal life, Lincoln grappled with conflict of all kinds and employed a wide range of strategies and tactics to manage and resolve disputes. Lincoln repeatedly showed that he could learn from experience, adjust to circumstances, re-shape his perspectives and practices to meet new challenges and evolve as a moral person. 

I came to law school with an interest in pursuing a career in public policy. During law school (or during my time here etc.), I have had the privilege of interning with the American Civil Liberties Union of Tennessee (ACLU) and the Tennessee Department of Education (TDOE) in their respective policy departments. I quickly learned important lessons about leadership. I found that policy work highlights some of the most challenging aspects of being a leader. Introducing and executing change comes with an array of difficulties, pushback, and resistance.  

Through my experiences, I learned the importance of relying on your team, being open to criticism, and making difficult decisions with confidence. Below I share a few of the lessons I learned in the public policy world and how to implement them as a law student.

At my daughter’s preschool, one of the highest honors for a three-year-old is to be chosen as your class’s line leader. That child gets to walk at the front of the line with their teacher whenever the class leaves to go to have lunch or play outside. Typically, the line leader on any given day is the child who has been the best listener or who has done a particularly good job of playing with their classmates that day. Whenever my daughter is bestowed that title at school, it is the first thing she tells me when I get home from work. Even at three years old, kids feel proud of having a title that bestows them with the title of leader. 

The child at the end of the line, typically placed there for no reason in particular reason, is called the caboose in my daughter’s class (or the “baboose” if my daughter is trying to lead us somewhere at home). The caboose has no specific leadership responsibilities passed down from their teacher. They simply follow their line leader at the back of their class. My daughter never tells me about the days when she was the caboose. Even at three, she recognizes that to be called a leader is a good thing and to not have a favorable title is something not worth mentioning.