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Hastings Community (Spring 20001) Hastings College of the Law Alumni Association UC Hastings Scholarship Repository Hastings Alumni Publications 4-1-2001 Hastings Community (Spring 20001) Hastings College of the Law Alumni Association Follow this and additional works at: http://repository.uchastings.edu/alumni_mag Recommended Citation Hastings College of the Law Alumni Association, "Hastings Community (Spring 20001)" (2001). Hastings Alumni Publications. 109. http://repository.uchastings.edu/alumni_mag/109 This is brought to you for free and open access by UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Alumni Publications by an authorized administrator of UC Hastings Scholarship Repository. ' HASTING ~ HASTINGS LETTER TO ALUMNI FACULTY NOTES Dean Mary Kay Kane Write on Legal Education; Its Past and FlHure AALS PRESIDENTIAL CELEBRATION CAMPUS NOTES • Dean Kane Elected AALS President • Debra Holcomb Named Alumni Director m ON THE COVER : • Election 2000 at Hastings FOR THE BENEFIT Alumnus of the Year PhiliP M. Knox, Jr. (49); • Hon. William Channell Steps Down From 2000-2001 Hasl i ngs Alum ni Associa tion President OF THE COLLEGE Hastings Board Wain M. FishblHn ('81); and Nicholas G. Moore ('67), • Fishburn, Freitas Assume Alumni, 1066 Chairman, Pricewaterhol<seCoopers (Photo: Bruce Cook) Foundation Leadership Posts • Visitors From China • Conferences; The Napster Case; Public Sector Labor Law ALUMNI/STUDENT • Four Hastings Faculty Gain Tenure PICTURE GALLERY • Obituary; 65 Club Member Joseph Sweeney New Bar Admittees Receptions • San Francisco Chapter New Bar Admittees and Holiday Reception • Hawaii Chapter New Bar Admirtees Reception • Los Angeles Chapter New Bar Admittees REUNIONS 2000 Reception • Orange County Chapter New Bar Admittees Reception • San Diego Chapter New Bar Admittees Reception THE 17TH MATHEW O. Alumni Events TOBRINER MEMORIAL • Orange County Chapter Holiday LECTURE Boat Parade Presented by Gabrielle Kirk McDonald, • Board of Governors Faculty Luncheon Retired President of the International Criminal Tribunal for the Former Yugoslavia CLASS NOTES FOUNDER' S DAY • Eric Schneider ('62) Leads Baltimore Alumnus of the Year; Philip M. Knox, Jr. (49) Law School Speaker; icholas G. Moore ('67), Chairman, • Bush Names Ann Veneman ('76) Priceu'aterhouseCoopers Agriculture Secretary • Jeff Lau ('77) Is Hawaii's Honorary Consul General to Belgium II AS TIN G S LETTE R TO ALUMN I SPRING 2001 [Ed. Note. In January, Dean Kane was in 1924 the AALS adopted standards inducted as the President of the Association providi ng that a school must ha ve at lea t of American Law Schoo ls (AALS), the one full- time teacher per 100 studen ts! national law school organization. What (6) Perhap not unrelated to cla s size, follows are excerpts fro m her inaugural at the turn of the last century, law faculty, address .} even in univer ities, typically were paid not by sa lary but by student fees. Indeed, it has his year marks the first of the new been reported that the coll ections in law II century. It thus seems an li brarie of many schools often consisted of appropriate time to stop and to the books owned by the fac ulty members. take stock of just how far legal education and (7) Finally, the la w professori ate in those law schools have come in the past 100 yea rs, ea rl y years was drawn almost excl usively as well as to reflect on the question of what from the practicing ba r, and legal legacy we want to leave for those in legal scholar hip was not a job requirement for education when the 22nd Century unfolds. law professors. The predominant form of We live in a fast-paced world, with scholarship that did exist was found in almost daily changes and challenges raised the typewriter (the ea rl y 20th Century's treatises, often written by judges. by technology and globalization. The task technological innovation), which allowed of determining how to adapt or shape our the substitution of a stenographer fo r the It i aga inst that background that the teaching and scholarly missions in this longhand copyist in most law offices, AAL was formed in 1900 with 30 charter changing world will not be an easy one. destroying the demand for apprentices. member law schools (of which Has tings Inspiration for how much can be Studen ts generall y could attend la w was one). They came together with the accomplished, however, can be taken from school with only a high chool educati on; object of improving legal education in a brief look at the state of legal education no undergraduate degree was required. America. And what improvements have at the turn of and in the early years of the And, of course, there wa no ge neral occurred through the years! 20th Century in contrast to where we are entrance examination; an open admissions Formal legal education and the today. Consider the following. system prevailed. graduate school model as a predicate for (4) Although a 1907 report notes that entry to the profession is the sine qua non (1) In 1901, law-school training as a 93 of the then-existing law schools we re of the modern American legal profession. prerequisite for entry to the profession was affiliated with a unive rsity, the connecti on Indeed, it is now being looked to by other not required by any state; applicants for wa only nominal. University law schools countries, which are in the proce s of the bar could obtain their education either generall y operated independently; indeed, examining their own legal training systems. in school or in a law office. they typicall y we re required to be totally Further, although the law school (2) In 1900, there were 102 law schools self-su pporti ng. population has grown from the 19,567 dispersed across 33 of our then 46 states, (5) As to the clas room, in the early studen t in 1910 to the more than 125,184 with a total student population of 12,516, 1900 there we re ongoing debates about the in 1999-2000, the number of law school and with part-time law schools dominating content of legal education, with lectures applicants still far exceeds the n umber of by a three-to-one margin. Indeed, from 1890 and recitations vying with the case method places avail able in law schools. Thus, law to 1910 there was an explosion of new law as the preferred method of instruction. school admissions remain very competitive, schools, from 61 to 124, with the greatest There was no ag reement on the place in with high academic achievement in growth found in night-division schools, the curriculum for courses focused on undergraduate schools, as well a which expanded by 350%, from 10 to 45. teaching skills, such as drafting pleadings performance on the LSAT, serving as (3) The law student population grew and interviewing clients. Further, the then­ important guideposts to law school entry. ove r 300% during the sa me period, from growing prevalence of the Langdellian The professoriate and the relationship 4,518 in 1890 to an astonishing 19,567 in case-method of instruction allowed for of law schools to the universities of which 1910, revealing a clear move away from the large classes and large student/ faculty they are a part also have changed apprenticeship model to more formal ratios. As a point of interest, in 1895 dramatically over the course of the last trai ning. This move to law-school training Harvard had a student/ facu lty ratio of century. All law schools now benefit from was spurred in part by the development of 40/ 1, which by 1925 had grown to 78/ 1, and the ongoing efforts of a fu ll- time facul ty, . 1 · . HASTING ompl mented by part-time faculty better meet the demand of the greate t trength . But the fact that we offering \'ariou . pecialized or advanced marketplace - both the marketplace for embrace in th cla room and in the lega l la ses. }.. (an ' chools share joint faculty tudents and the marketplace for lawyers. literature so many tyles and intere t ,\\'lth appOll1tmen t with other department in For example, it has been suggested that more competing for our attention in the their uni\'er itie . Today's full-time law over the course of the next century we future, sugge t that now w uld be an faculty are expected to engage in opportune time to take tock and to may see the development of orne two­ cholarship, and their credentials and evaluate what i at the core of tho e two year degree programs, and, moving to the training are such that interactions within functions and is likely to remain so and oppo ite end of the spectrum, there may their uni\'er ities now are common. Indeed, what may be u ceptible to change or faculty tenure i granted by the university, be an increased focus on developing more development as we adapt to the usi ng tandards generally applicable specialized training within existing three­ challenges ahead. throughout the university. year JD programs. Although participants The serious examination of our The curriculum and teaching in the 21st necessarily offered different visions on teaching and scholarl y missions is a Century law school also are dramatically the vari ous aspects of legal training that daunting task. But we all chose legal different. Although the case method still may evolve, everyone ultimately eemed to education as our professional path. We occupies a place of prominence, the agree that two things were driving much have the lu xury of academic freedom and development of clinical legal education in of the pressure for change: (1) the the joy of the classroom. We are blessed the pa t 30 years has added an entirely new technological revolution we are with the ability to pursue our ideas and and ubstantial dimension to the upper­ research as we wi h.
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