Word: laws
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Dates: during 1960-1969
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...flexible and open-minded proposal for change. Though we differ with the late Mr. Justice Frankfurter on what the best educational system would be, we take hope in his faith that the student body is an essential source of energy for developing a better community at Harvard Law School...
When Felix Frankfurter was deliberating about joining the Law School faculty he called Harvard the "most hopeful center, the rightful leader" in producing men who would be the leaders of tomorrow. But he went on to say that, "As a matter of fact, it has been creatively stagnant for almost a generation. Since Langdell and Ames did their epoch-making work in the revolution of the method of teaching, nothing has been done except the perfection of technique...
...social policy, his ability to communicate and reason orally, and his ability to work with other people. All of these are skills central to a lawyer's career. Moreover, this pressure-cooker form of evaluation is very unlike that which occurs after graduation. That evaluation--whether in a law firm, government, or teaching--takes place over time and is based on cumulative efforts...
...respond. Apart from the practice exam, there are no points along the way where the student is challenged by quizzes, written work, or group projects. At no point, even after his grades are handed to him, does he receive any constructive guidance about how well he is absorbing the law and what his relative strengths and weaknessse are. A student whose basic problem is that he does not understand how to study law generally is not likely to find any assistance under the present system. In fact, under this system he may not even realize he has a problem until...
...study at the University of Wisconsin Law School, in which the general problems encountered by first-year students were explored, discovered that this lack of feedback was a major cause of student frustration. "This initial fear of failure was intensified as the semester progressed because the first year student was unable to get feedback. . . . This intensified fear of failure interfered with the student's ability to succeed. It caused the student to rely on false feedback, encouraged ineffective study, inhibited informal education available by contacts with student colleagues and professors, and most importantly, interfered with actual academic success...