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- W337663850 abstract "In the first half of the twentieth century while progressive lawyers like Brandeis struggled to establish a public role for the bar, a small but determined group of university law school teachers engaged in a similar effort. Like the Progressive lawyer, the law professor considered the promotion of law as a social institution a primary professional and public responsibility. He too was attracted by the necessity of using law instrumentally to solve the social and economic problems confronting the nation. Through his special talents as a legal writer the liberal law professor provided members of the bar and the bench with the type of intellectual analysis and criticism which had been denied them throughout most of the late-nineteenth century, and which they needed to challenge legal orthodoxy. Furthermore, his freedom from the commercial and political claims which burdened the practicing lawyer enabled the legal-academic to escape the conflict of interest which confronted Brandeis, and which reduced his effectiveness as a public lawyer. In this respect, he more nearly approached the type of legal statesmanship which Wilson urged lawyers to undertake. Nor was he constrained by the responsibilities of impartiality and respect for precedent imposed on the judge. He could speak out for modifications in the law without incurring any loss of emolument or privilege. This independence, which Brandeis considered vital for this new public role, did not prevent the law professor from drawing extensively on lawyers and judges for the raw materials briefs, judicial decisions he needed to fashion a new understanding of the law. For their part, both bar and bench provided the law teacher with the means to implement his ideas, whether through incorporation of his ideas in legal briefs or in judicial decisions. Moreover, the law teacher had at his command the resources of the university law school law review, academic societies to help him promote his ideas. In addition, his participation in symposia and his letters to lawyers, judges, and academic colleagues, provided him with an extensive network of communication. Of course, the extent to which the law professor could convince either lawyers or judges to accept his ideas depended on the predilections of those whom he addressed. Since control of the profession rested with those lawyers and judges whose training did" @default.
- W337663850 created "2016-06-24" @default.
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- W337663850 date "1977-01-01" @default.
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- W337663850 title "The Law Teacher as Legal Reformer: 1900-1945." @default.
- W337663850 hasPublicationYear "1977" @default.
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