John W. Boyer
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226242514
- eISBN:
- 9780226242651
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226242651.003.0007
- Subject:
- Education, History of Education
This chapter highlights major themes of the previous chapters up to the current day. It explores the work of Hanna Gray in rebuilding university finances and fundraising in the 1980s and in ...
More
This chapter highlights major themes of the previous chapters up to the current day. It explores the work of Hanna Gray in rebuilding university finances and fundraising in the 1980s and in sustaining the intellectual luster of the faculty. It also chronicles the very controversial reforms initiated by Hugo Sonnenschein to expand the College, a process that university leaders then accelerated after 2000, making the College today the largest single unit of the University of Chicago. The chapter explores the history of the Law School and Business School as examples of the emergence of a special kind of interdisciplinary professional research culture in the professional schools at Chicago that came to characterize Chicago after the 1950s. The chapter also explores the next stages of Chicago’s relationship with its neighbourhood and the city more broadly, using the history of the Charter School project and the Urban Education Institute as examples of new forms of university-civic engagement. Finally, the chapter concludes with a discussion on the contemporary value culture of the University, as exemplified in two major interventions of the 1950s and 1960s—the Kalven Report and the Redfield-Singer civilizations project.Less
This chapter highlights major themes of the previous chapters up to the current day. It explores the work of Hanna Gray in rebuilding university finances and fundraising in the 1980s and in sustaining the intellectual luster of the faculty. It also chronicles the very controversial reforms initiated by Hugo Sonnenschein to expand the College, a process that university leaders then accelerated after 2000, making the College today the largest single unit of the University of Chicago. The chapter explores the history of the Law School and Business School as examples of the emergence of a special kind of interdisciplinary professional research culture in the professional schools at Chicago that came to characterize Chicago after the 1950s. The chapter also explores the next stages of Chicago’s relationship with its neighbourhood and the city more broadly, using the history of the Charter School project and the Urban Education Institute as examples of new forms of university-civic engagement. Finally, the chapter concludes with a discussion on the contemporary value culture of the University, as exemplified in two major interventions of the 1950s and 1960s—the Kalven Report and the Redfield-Singer civilizations project.
Anthony T. Kronman (ed.)
- Published in print:
- 2004
- Published Online:
- October 2013
- ISBN:
- 9780300095647
- eISBN:
- 9780300128765
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300095647.001.0001
- Subject:
- Law, Legal History
The entity that became the Yale Law School started life early in the nineteenth century as a proprietary school, operated as a sideline by a couple of New Haven lawyers. The New Haven school ...
More
The entity that became the Yale Law School started life early in the nineteenth century as a proprietary school, operated as a sideline by a couple of New Haven lawyers. The New Haven school affiliated with Yale in the 1820s, but it remained so frail that in 1845 and again in 1869 the University seriously considered closing it down. From these humble origins, the Yale Law School went on to become the most influential of American law schools. In the later nineteenth century the School instigated the multidisciplinary approach to law that has subsequently won nearly universal acceptance. In the 1930s the Yale Law School became the center of the jurisprudential movement known as legal realism, which has ever since shaped American law. In the second half of the twentieth century, Yale brought the study of constitutional and international law to prominence, overcoming the emphasis on private law that had dominated American law schools. By the end of the twentieth century, Yale was widely acknowledged as the nation's leading law school. The chapters in this collection trace these notable developments. They originated as a lecture series convened to commemorate the tercentenary of Yale University. A group of scholars assembled to explore the history of the School from the earliest days down to modern times. The book preserves the format of the original lectures, supported with full scholarly citations.Less
The entity that became the Yale Law School started life early in the nineteenth century as a proprietary school, operated as a sideline by a couple of New Haven lawyers. The New Haven school affiliated with Yale in the 1820s, but it remained so frail that in 1845 and again in 1869 the University seriously considered closing it down. From these humble origins, the Yale Law School went on to become the most influential of American law schools. In the later nineteenth century the School instigated the multidisciplinary approach to law that has subsequently won nearly universal acceptance. In the 1930s the Yale Law School became the center of the jurisprudential movement known as legal realism, which has ever since shaped American law. In the second half of the twentieth century, Yale brought the study of constitutional and international law to prominence, overcoming the emphasis on private law that had dominated American law schools. By the end of the twentieth century, Yale was widely acknowledged as the nation's leading law school. The chapters in this collection trace these notable developments. They originated as a lecture series convened to commemorate the tercentenary of Yale University. A group of scholars assembled to explore the history of the School from the earliest days down to modern times. The book preserves the format of the original lectures, supported with full scholarly citations.
Robert J. Kaczorowski
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780823239559
- eISBN:
- 9780823239597
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823239559.003.0007
- Subject:
- History, Social History
Chapter 7 recounts how Dean Joseph M. McLaughlin accelerated and improved upon the Law School’s modernization initiated by Dean Mulligan. He began the transformation of the Law School into the ...
More
Chapter 7 recounts how Dean Joseph M. McLaughlin accelerated and improved upon the Law School’s modernization initiated by Dean Mulligan. He began the transformation of the Law School into the mainstream of legal education by adopting a more academic orientation of the Law School’s mission and program and adopting many pedagogical reforms and administrative reforms. For example, Dean McLaughlin and separating the Law School’s funding raising from that of Fordham University. The university retarded the Law School’s development by diverting its revenues to subsidize the university’s other divisions. This led to a conflict in 1973 between Fordham University and the ABA and AALS over the university’s financial relationship to the Law School that continued to 1987.Less
Chapter 7 recounts how Dean Joseph M. McLaughlin accelerated and improved upon the Law School’s modernization initiated by Dean Mulligan. He began the transformation of the Law School into the mainstream of legal education by adopting a more academic orientation of the Law School’s mission and program and adopting many pedagogical reforms and administrative reforms. For example, Dean McLaughlin and separating the Law School’s funding raising from that of Fordham University. The university retarded the Law School’s development by diverting its revenues to subsidize the university’s other divisions. This led to a conflict in 1973 between Fordham University and the ABA and AALS over the university’s financial relationship to the Law School that continued to 1987.
John H. Langbein (ed.)
- Published in print:
- 2004
- Published Online:
- October 2013
- ISBN:
- 9780300095647
- eISBN:
- 9780300128765
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300095647.003.0004
- Subject:
- Law, Legal History
This chapter discusses the history of the Yale Law School across the middle decades of the nineteenth century. It first explores the text-and-recitation system, which was the School's main method of ...
More
This chapter discusses the history of the Yale Law School across the middle decades of the nineteenth century. It first explores the text-and-recitation system, which was the School's main method of instruction. It then focuses on the two episodes of near collapse in 1845 and again in 1869, when Yale considered washing its hands of this seedy little trade school, which the University had effectively franchised to operate under the Yale name. It concludes with a look at the years immediately following the 1869 rescue, when a remarkable change in the University's attitude toward the Law School took place. Yale ceased distancing itself from the School and began instead to bolster it, encouraging the Law School to develop an ethos that it has manifested ever since.Less
This chapter discusses the history of the Yale Law School across the middle decades of the nineteenth century. It first explores the text-and-recitation system, which was the School's main method of instruction. It then focuses on the two episodes of near collapse in 1845 and again in 1869, when Yale considered washing its hands of this seedy little trade school, which the University had effectively franchised to operate under the Yale name. It concludes with a look at the years immediately following the 1869 rescue, when a remarkable change in the University's attitude toward the Law School took place. Yale ceased distancing itself from the School and began instead to bolster it, encouraging the Law School to develop an ethos that it has manifested ever since.
Robert J. Kaczorowski
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780823239559
- eISBN:
- 9780823239597
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823239559.003.0002
- Subject:
- History, Social History
Chapter 2 discusses the impact of World War I and its aftermath on the students and educational program at Fordham Law School and other law schools in New York City. It presents empirical evidence of ...
More
Chapter 2 discusses the impact of World War I and its aftermath on the students and educational program at Fordham Law School and other law schools in New York City. It presents empirical evidence of the religious and ethnic composition of the student body from the 1920s to the 1940s, and it explains the role the Law School played in providing a legal education and the opportunity to achieve middle class respectability to Catholic and Jewish immigrants and their children as well as to women and black Americans, though the latter groups were underrepresented until the last quarter of the twentieth century. The Law School’s third dean, Francis P. Garvan, was concurrently an official in President Woodrow Wilson’s administration who planned and executed the Palmer Raids and the deportation of radical aliens in 1920.Less
Chapter 2 discusses the impact of World War I and its aftermath on the students and educational program at Fordham Law School and other law schools in New York City. It presents empirical evidence of the religious and ethnic composition of the student body from the 1920s to the 1940s, and it explains the role the Law School played in providing a legal education and the opportunity to achieve middle class respectability to Catholic and Jewish immigrants and their children as well as to women and black Americans, though the latter groups were underrepresented until the last quarter of the twentieth century. The Law School’s third dean, Francis P. Garvan, was concurrently an official in President Woodrow Wilson’s administration who planned and executed the Palmer Raids and the deportation of radical aliens in 1920.
Anthony T. Kronman (ed.)
- Published in print:
- 2004
- Published Online:
- October 2013
- ISBN:
- 9780300095647
- eISBN:
- 9780300128765
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300095647.003.0001
- Subject:
- Law, Legal History
This book emerged from a lecture series on the history of the Yale Law School, sponsored by the school in the spring of 2001 as part of Yale University's tercentennial celebrations. A small group of ...
More
This book emerged from a lecture series on the history of the Yale Law School, sponsored by the school in the spring of 2001 as part of Yale University's tercentennial celebrations. A small group of historians were invited to address an aspect of the Law School's history of particular interest to him or her, giving some attention to chronological coverage. The goal was to illuminate a few specific episodes in the history of the Yale Law School in a manner that would sharpen our curiosity about the rest and remind us of how little we really know about the school's career and the evolution of its modern personality. The six provocative chapter gathered in this volume may serve as a tantalizing prelude to the comprehensive history of the Yale Law School that remains to be constructed.Less
This book emerged from a lecture series on the history of the Yale Law School, sponsored by the school in the spring of 2001 as part of Yale University's tercentennial celebrations. A small group of historians were invited to address an aspect of the Law School's history of particular interest to him or her, giving some attention to chronological coverage. The goal was to illuminate a few specific episodes in the history of the Yale Law School in a manner that would sharpen our curiosity about the rest and remind us of how little we really know about the school's career and the evolution of its modern personality. The six provocative chapter gathered in this volume may serve as a tantalizing prelude to the comprehensive history of the Yale Law School that remains to be constructed.
Sherie M. Randolph
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9781469623917
- eISBN:
- 9781469625119
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469623917.003.0004
- Subject:
- History, African-American History
This chapter examines Flo Kennedy’s law school training and early career as an attorney in New York City. As a black woman, Kennedy did not fit neatly within a legal system in which the most visible ...
More
This chapter examines Flo Kennedy’s law school training and early career as an attorney in New York City. As a black woman, Kennedy did not fit neatly within a legal system in which the most visible architects of the courts’ civil and criminal process, doctrines, and unspoken codes were white men. With very little guidance on how to survive in a profession unaccustomed to black women in any role other than defendants, she had to make her own way. Now in her thirties, Kennedy created her own roadmap for becoming a lawyer, surviving as a working attorney, and gaining financial stability. Among her notable achievements was her contribution to intellectual property law, as she defended the rights of writers and jazz musicians (e.g., Billie Holiday and Charlie Parker) against the record labels that exploited their talents and profited from their creativity.Less
This chapter examines Flo Kennedy’s law school training and early career as an attorney in New York City. As a black woman, Kennedy did not fit neatly within a legal system in which the most visible architects of the courts’ civil and criminal process, doctrines, and unspoken codes were white men. With very little guidance on how to survive in a profession unaccustomed to black women in any role other than defendants, she had to make her own way. Now in her thirties, Kennedy created her own roadmap for becoming a lawyer, surviving as a working attorney, and gaining financial stability. Among her notable achievements was her contribution to intellectual property law, as she defended the rights of writers and jazz musicians (e.g., Billie Holiday and Charlie Parker) against the record labels that exploited their talents and profited from their creativity.
Nicola Lacey
- Published in print:
- 2006
- Published Online:
- January 2010
- ISBN:
- 9780199202775
- eISBN:
- 9780191705953
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199202775.003.0009
- Subject:
- Law, Legal History
This chapter focuses on the time H. L. A. Hart's spent in Harvard University. In early September 1956, Herbert set out from Southampton on the Queen Elizabeth, bound for New York. He was heading for ...
More
This chapter focuses on the time H. L. A. Hart's spent in Harvard University. In early September 1956, Herbert set out from Southampton on the Queen Elizabeth, bound for New York. He was heading for the pinnacle of the American University system, Harvard, where he had been invited to spend a year visiting both the Law School and the Philosophy Department. Harvard Law School — indeed Harvard University — presented him with an intellectual environment strikingly different from Oxford, and one which he could not reasonably have expected to be particularly welcoming.Less
This chapter focuses on the time H. L. A. Hart's spent in Harvard University. In early September 1956, Herbert set out from Southampton on the Queen Elizabeth, bound for New York. He was heading for the pinnacle of the American University system, Harvard, where he had been invited to spend a year visiting both the Law School and the Philosophy Department. Harvard Law School — indeed Harvard University — presented him with an intellectual environment strikingly different from Oxford, and one which he could not reasonably have expected to be particularly welcoming.
Robert J. Kaczorowski
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780823239559
- eISBN:
- 9780823239597
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823239559.001.0001
- Subject:
- History, Social History
In this engaging, erudite new book, Robert J. Kaczorowski, Director of the Condon Institute of Legal History, immerses readers in the story of Fordham Law School from the day it opened its doors in ...
More
In this engaging, erudite new book, Robert J. Kaczorowski, Director of the Condon Institute of Legal History, immerses readers in the story of Fordham Law School from the day it opened its doors in 1905 in the midst of massive changes in the United States, in the legal profession, and in legal education. Kaczorowski explores why so many immigrants and their children needed the founding of Catholic law schools in order to enter the legal profession in the first half of the twentieth century. He documents how, in the 1920s and 30s, when the legal profession's elites were actively trying to raise barriers that would exclude immigrants, Dean Wilkinson and the law faculty at Fordham were implementing higher standards while simultaneously striving to make Fordham the best avenue into the legal profession for New York City's immigrants.Less
In this engaging, erudite new book, Robert J. Kaczorowski, Director of the Condon Institute of Legal History, immerses readers in the story of Fordham Law School from the day it opened its doors in 1905 in the midst of massive changes in the United States, in the legal profession, and in legal education. Kaczorowski explores why so many immigrants and their children needed the founding of Catholic law schools in order to enter the legal profession in the first half of the twentieth century. He documents how, in the 1920s and 30s, when the legal profession's elites were actively trying to raise barriers that would exclude immigrants, Dean Wilkinson and the law faculty at Fordham were implementing higher standards while simultaneously striving to make Fordham the best avenue into the legal profession for New York City's immigrants.
Bruce A. Kimball
- Published in print:
- 2009
- Published Online:
- July 2014
- ISBN:
- 9780807832578
- eISBN:
- 9781469605623
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807889961_kimball.13
- Subject:
- History, American History: 20th Century
This chapter describes how “the Langdell system of study had not been adopted in any other law school.” Then, during the late 1880s, Harvard Law School (HLS) began surpassing even the most optimistic ...
More
This chapter describes how “the Langdell system of study had not been adopted in any other law school.” Then, during the late 1880s, Harvard Law School (HLS) began surpassing even the most optimistic hopes of raising academic standards, attracting growing numbers of well-qualified students and producing well-trained graduates desired by leading firms. By 1895, when Langdell retired as dean, his system had triumphed, as ambitious, serious students crowded into HLS and as law schools at other universities began to adopt the model. Simultaneously, however, the leading meritocrats betrayed the HLS system by violating their own academic standards. Despite its universalist principle, the practice of educational formalism was “gravely unjust,” because the meritocrats explicitly categorized certain people apart from the rest of the applicants and then treated those categories invidiously as a matter of policy.Less
This chapter describes how “the Langdell system of study had not been adopted in any other law school.” Then, during the late 1880s, Harvard Law School (HLS) began surpassing even the most optimistic hopes of raising academic standards, attracting growing numbers of well-qualified students and producing well-trained graduates desired by leading firms. By 1895, when Langdell retired as dean, his system had triumphed, as ambitious, serious students crowded into HLS and as law schools at other universities began to adopt the model. Simultaneously, however, the leading meritocrats betrayed the HLS system by violating their own academic standards. Despite its universalist principle, the practice of educational formalism was “gravely unjust,” because the meritocrats explicitly categorized certain people apart from the rest of the applicants and then treated those categories invidiously as a matter of policy.
Gaddis Smith (ed.)
- Published in print:
- 2004
- Published Online:
- October 2013
- ISBN:
- 9780300095647
- eISBN:
- 9780300128765
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300095647.003.0006
- Subject:
- Law, Legal History
This chapter explores the sometimes rocky relationship between the Law School and Yale University during the middle years of the twentieth century. The relationship was troubled by continuing ...
More
This chapter explores the sometimes rocky relationship between the Law School and Yale University during the middle years of the twentieth century. The relationship was troubled by continuing anxieties about the place of professional education in a university devoted to pure research, and by worries that the association of certain faculty with left-liberal causes might jeopardize the reputation—and support—of the University among its more conservative graduates.Less
This chapter explores the sometimes rocky relationship between the Law School and Yale University during the middle years of the twentieth century. The relationship was troubled by continuing anxieties about the place of professional education in a university devoted to pure research, and by worries that the association of certain faculty with left-liberal causes might jeopardize the reputation—and support—of the University among its more conservative graduates.
Richard A. Rosen and Joseph Mosnier
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781469628547
- eISBN:
- 9781469628561
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469628547.003.0003
- Subject:
- History, African-American History
This chapter recounts Julius Chambers's achievements during college, graduate school, and law school. After graduating summa cum laude from North Carolina College for Negroes and obtaining his ...
More
This chapter recounts Julius Chambers's achievements during college, graduate school, and law school. After graduating summa cum laude from North Carolina College for Negroes and obtaining his masters degree in history at the University of Michigan, Chambers was admitted to the University of North Carolina School of Law, desegregated the prior decade by federal court order over the forceful objections of University and North Carolina officials. Chambers, despite being ranked 112th among the 114 students admitted to the Class of 1962 and notwithstanding a generally unwelcoming, often hostile atmosphere at the Law School and on campus, became editor-in-chief of the Law Review and graduated first in his class. This chapter also details Chambers's marriage to Vivian Giles and the couple's decision to move to New York City when, after no North Carolina law firm would grant Chambers a job interview, Columbia Law School quickly stepped forward with the offer of a one-year fellowship.Less
This chapter recounts Julius Chambers's achievements during college, graduate school, and law school. After graduating summa cum laude from North Carolina College for Negroes and obtaining his masters degree in history at the University of Michigan, Chambers was admitted to the University of North Carolina School of Law, desegregated the prior decade by federal court order over the forceful objections of University and North Carolina officials. Chambers, despite being ranked 112th among the 114 students admitted to the Class of 1962 and notwithstanding a generally unwelcoming, often hostile atmosphere at the Law School and on campus, became editor-in-chief of the Law Review and graduated first in his class. This chapter also details Chambers's marriage to Vivian Giles and the couple's decision to move to New York City when, after no North Carolina law firm would grant Chambers a job interview, Columbia Law School quickly stepped forward with the offer of a one-year fellowship.
Bruce A. Kimball
- Published in print:
- 2009
- Published Online:
- July 2014
- ISBN:
- 9780807832578
- eISBN:
- 9781469605623
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807889961_kimball
- Subject:
- History, American History: 20th Century
Christopher C. Langdell is one of the most influential figures in the history of American professional education. As dean of Harvard Law School from 1870 to 1895, he conceived, designed, and built ...
More
Christopher C. Langdell is one of the most influential figures in the history of American professional education. As dean of Harvard Law School from 1870 to 1895, he conceived, designed, and built the educational model that leading professional schools in virtually all fields subsequently emulated. This book explores Langdell's controversial role in modern professional education and in jurisprudence. Langdell founded his model on the idea of academic meritocracy. According to this principle, scholastic achievement should determine one's merit in professional life. Despite fierce opposition from students, faculty, alumni, and legal professionals, Langdell designed and instituted a formal system of innovative policies based on meritocracy. This system's components included the admission requirement of a bachelor's degree, the sequenced curriculum and its extension to three years, the hurdle of annual examinations for continuation and graduation, the independent career track for professional faculty, the transformation of the professional library into a scholarly resource, the inductive pedagogy of teaching from cases, the organization of alumni to support the school, and a new, highly successful financial strategy. Langdell's model was subsequently adopted by leading law schools, medical schools, business schools, and the schools of other professions. By the time of his retirement as dean at Harvard, Langdell's reforms had shaped the future model for professional education throughout the United States.Less
Christopher C. Langdell is one of the most influential figures in the history of American professional education. As dean of Harvard Law School from 1870 to 1895, he conceived, designed, and built the educational model that leading professional schools in virtually all fields subsequently emulated. This book explores Langdell's controversial role in modern professional education and in jurisprudence. Langdell founded his model on the idea of academic meritocracy. According to this principle, scholastic achievement should determine one's merit in professional life. Despite fierce opposition from students, faculty, alumni, and legal professionals, Langdell designed and instituted a formal system of innovative policies based on meritocracy. This system's components included the admission requirement of a bachelor's degree, the sequenced curriculum and its extension to three years, the hurdle of annual examinations for continuation and graduation, the independent career track for professional faculty, the transformation of the professional library into a scholarly resource, the inductive pedagogy of teaching from cases, the organization of alumni to support the school, and a new, highly successful financial strategy. Langdell's model was subsequently adopted by leading law schools, medical schools, business schools, and the schools of other professions. By the time of his retirement as dean at Harvard, Langdell's reforms had shaped the future model for professional education throughout the United States.
Samir Simaika and Nevine Henein
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9789774168239
- eISBN:
- 9781617978265
- Item type:
- chapter
- Publisher:
- American University in Cairo Press
- DOI:
- 10.5743/cairo/9789774168239.003.0004
- Subject:
- Archaeology, Historical Archaeology
This chapter focuses on the education and careers of Marcus Simaika's siblings. According to Marcus, no fewer than three prime ministers were among the graduates of the Coptic Patriarchal School: ...
More
This chapter focuses on the education and careers of Marcus Simaika's siblings. According to Marcus, no fewer than three prime ministers were among the graduates of the Coptic Patriarchal School: Boutros Pasha Ghali and Youssef Pasha Wahba, both Copts, and Yehia Pasha Ibrahim, a Muslim. A large number of ministers, heads of administrations, judges, and statesmen also graduated from this school. Marcus's two elder brothers, Abd al-Messih and Rizqallah, both graduated at the top of their class and were sent to the School of Law. They were later transferred to the Mixed Courts and then to the newly established Native Courts. Abdallah, the younger brother of Marcus, went to Montpellier to study law, while his youngest brother Attallah entered the Egyptian State Railways. His sister married her first cousin, Wassef Pasha Simaika.Less
This chapter focuses on the education and careers of Marcus Simaika's siblings. According to Marcus, no fewer than three prime ministers were among the graduates of the Coptic Patriarchal School: Boutros Pasha Ghali and Youssef Pasha Wahba, both Copts, and Yehia Pasha Ibrahim, a Muslim. A large number of ministers, heads of administrations, judges, and statesmen also graduated from this school. Marcus's two elder brothers, Abd al-Messih and Rizqallah, both graduated at the top of their class and were sent to the School of Law. They were later transferred to the Mixed Courts and then to the newly established Native Courts. Abdallah, the younger brother of Marcus, went to Montpellier to study law, while his youngest brother Attallah entered the Egyptian State Railways. His sister married her first cousin, Wassef Pasha Simaika.
John W Cairns
- Published in print:
- 2015
- Published Online:
- January 2018
- ISBN:
- 9780748682133
- eISBN:
- 9781474415972
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748682133.003.0009
- Subject:
- Law, Legal History
This chapter focuses on the decline of the Glasgow Law School during the period 1801–1830. When John Millar died in 1801, he was succeeded by Robert Davidson, who lacked his predecessor's broad, ...
More
This chapter focuses on the decline of the Glasgow Law School during the period 1801–1830. When John Millar died in 1801, he was succeeded by Robert Davidson, who lacked his predecessor's broad, philosophical approach. While, with Millar, the masters at the University of Glasgow had been keen to use the patronage system to gain an active and successful professor who would attract students and promote the values of Enlightened education, Davidson was appointed because he was the principal's son. He failed to maintain viable classes in Civil Law, and appears to have ceased to teach it after 1819. He did have students for Scots law, seemingly in reasonable numbers. The chapter considers how legal education in Glasgow changed, away from the values of Adam Smith and Millar, and towards a supposedly ‘practical’ rather than theoretical focus, during Davidson's tenure.Less
This chapter focuses on the decline of the Glasgow Law School during the period 1801–1830. When John Millar died in 1801, he was succeeded by Robert Davidson, who lacked his predecessor's broad, philosophical approach. While, with Millar, the masters at the University of Glasgow had been keen to use the patronage system to gain an active and successful professor who would attract students and promote the values of Enlightened education, Davidson was appointed because he was the principal's son. He failed to maintain viable classes in Civil Law, and appears to have ceased to teach it after 1819. He did have students for Scots law, seemingly in reasonable numbers. The chapter considers how legal education in Glasgow changed, away from the values of Adam Smith and Millar, and towards a supposedly ‘practical’ rather than theoretical focus, during Davidson's tenure.
Lucas A. Powe Jr.
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780520297807
- eISBN:
- 9780520970014
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520297807.003.0004
- Subject:
- Political Science, American Politics
This chapter discusses the legal battles involving the University of Texas School of Law and its affirmative action program. In the wake of its success in 1944 in the all-white primary case, Smith v. ...
More
This chapter discusses the legal battles involving the University of Texas School of Law and its affirmative action program. In the wake of its success in 1944 in the all-white primary case, Smith v. Allwright, the Texas NAACP called for the integration of Texas's flagship university in Austin. Some months later Thurgood Marshall wrote a letter to Austin's only African American lawyer asking for information about how to apply to the UT School of Law. The chapter examines the Supreme Court case of Heman Marion Sweatt that produced a major stepping-stone toward Brown v. Board of Education, along with another case involving UT's undergraduate admissions that reaffirmed a state's right to implement affirmative action policies. In particular, it analyzes McLaurin v. Regents and Swann v. Charlotte-Mecklenburg Board of Education, along with the Texas legislature's response to Hopwood v. Texas in the form of the “10% rule.”Less
This chapter discusses the legal battles involving the University of Texas School of Law and its affirmative action program. In the wake of its success in 1944 in the all-white primary case, Smith v. Allwright, the Texas NAACP called for the integration of Texas's flagship university in Austin. Some months later Thurgood Marshall wrote a letter to Austin's only African American lawyer asking for information about how to apply to the UT School of Law. The chapter examines the Supreme Court case of Heman Marion Sweatt that produced a major stepping-stone toward Brown v. Board of Education, along with another case involving UT's undergraduate admissions that reaffirmed a state's right to implement affirmative action policies. In particular, it analyzes McLaurin v. Regents and Swann v. Charlotte-Mecklenburg Board of Education, along with the Texas legislature's response to Hopwood v. Texas in the form of the “10% rule.”
Norman Dorsen
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814770122
- eISBN:
- 9780814762806
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814770122.001.0001
- Subject:
- Law, Constitutional and Administrative Law
This book presents the fourth collection of the James Madison lectures delivered at the New York University School of Law, offering thoughtful examinations of an array of topics on civil liberties by ...
More
This book presents the fourth collection of the James Madison lectures delivered at the New York University School of Law, offering thoughtful examinations of an array of topics on civil liberties by a distinguished group of federal judges, including Justice Stephen Breyer of the Supreme Court. The result is a fascinating look into the minds of the judges who interpret, apply, and give meaning to the U.S. “embattled Constitution.” This book explores wide-ranging issues. Are today's public schools racially segregated? To what extent can the federal courts apply the Bill of Rights without legislative guidance? And what are the criteria for the highest standards of judging and constitutional interpretation? The book also discusses how and why the U.S. Constitution came to be embattled, shining a spotlight on the current polarization in both the Supreme Court and the American body politic and offering careful and informed analysis of how to bridge these divides.Less
This book presents the fourth collection of the James Madison lectures delivered at the New York University School of Law, offering thoughtful examinations of an array of topics on civil liberties by a distinguished group of federal judges, including Justice Stephen Breyer of the Supreme Court. The result is a fascinating look into the minds of the judges who interpret, apply, and give meaning to the U.S. “embattled Constitution.” This book explores wide-ranging issues. Are today's public schools racially segregated? To what extent can the federal courts apply the Bill of Rights without legislative guidance? And what are the criteria for the highest standards of judging and constitutional interpretation? The book also discusses how and why the U.S. Constitution came to be embattled, shining a spotlight on the current polarization in both the Supreme Court and the American body politic and offering careful and informed analysis of how to bridge these divides.
David C. Koelsch
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780823254309
- eISBN:
- 9780823260874
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823254309.003.0012
- Subject:
- Religion, Religion and Society
In this chapter, justice is not affiliated with any specific campaign for rights; it is a much broader concept than legal ethics or even morality. This idea of justice, rather, is less concerned with ...
More
In this chapter, justice is not affiliated with any specific campaign for rights; it is a much broader concept than legal ethics or even morality. This idea of justice, rather, is less concerned with the day-to-day conduct of lawyers and whether they are ethical than it is with whether lawyers, through their work, bring peace to clients and resolve contentious issues in a manner that respects the integrity and needs of all. A just result in a legal dispute may be one in which the exploitation of one person by another may be ended or averted but it is also the manner in which the legal dispute was resolved: at the end of the process, do the putative exploiter and exploitee believe that they were respected in the process and, to the extent possible, their needs fulfilled? This result brings about mutual understanding and harmony and, more importantly, promotes a lasting peace where one side or the other is not chafing at a result they believe fails to respect their integrity. This concept of justice is not taught in most law school classrooms. This article charts one path by which reflective practices aimed at promoting justice can be integrated into the law school experience and carried into the legal profession.Less
In this chapter, justice is not affiliated with any specific campaign for rights; it is a much broader concept than legal ethics or even morality. This idea of justice, rather, is less concerned with the day-to-day conduct of lawyers and whether they are ethical than it is with whether lawyers, through their work, bring peace to clients and resolve contentious issues in a manner that respects the integrity and needs of all. A just result in a legal dispute may be one in which the exploitation of one person by another may be ended or averted but it is also the manner in which the legal dispute was resolved: at the end of the process, do the putative exploiter and exploitee believe that they were respected in the process and, to the extent possible, their needs fulfilled? This result brings about mutual understanding and harmony and, more importantly, promotes a lasting peace where one side or the other is not chafing at a result they believe fails to respect their integrity. This concept of justice is not taught in most law school classrooms. This article charts one path by which reflective practices aimed at promoting justice can be integrated into the law school experience and carried into the legal profession.
Ekmeleddİn İhsanoğlu
- Published in print:
- 2019
- Published Online:
- July 2019
- ISBN:
- 9780190051556
- eISBN:
- 9780190051587
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190051556.003.0003
- Subject:
- Religion, Islam, Religion and Society
Part III highlights the impact of the Ottoman University outside the Ottoman domain. The Darülfünun in İstanbul inspired various leaders in the other parts of the Muslim world. Students trained at ...
More
Part III highlights the impact of the Ottoman University outside the Ottoman domain. The Darülfünun in İstanbul inspired various leaders in the other parts of the Muslim world. Students trained at the Darülfünun became influential advocates for the new Arab nationalism by providing the necessary infrastructure for national universities throughout the Arab-speaking provinces. Out of this intellectual ferment, a new Ottoman Turkish scientific language developed, the terminology from which served as a convenient vehicle for expressing and teaching modern science throughout the empire. This is perhaps the first monograph study of the development of such a language.Less
Part III highlights the impact of the Ottoman University outside the Ottoman domain. The Darülfünun in İstanbul inspired various leaders in the other parts of the Muslim world. Students trained at the Darülfünun became influential advocates for the new Arab nationalism by providing the necessary infrastructure for national universities throughout the Arab-speaking provinces. Out of this intellectual ferment, a new Ottoman Turkish scientific language developed, the terminology from which served as a convenient vehicle for expressing and teaching modern science throughout the empire. This is perhaps the first monograph study of the development of such a language.
Bruce A. Kimball
- Published in print:
- 2009
- Published Online:
- July 2014
- ISBN:
- 9780807832578
- eISBN:
- 9781469605623
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807889961_kimball.6
- Subject:
- History, American History: 20th Century
This chapter focuses on Langdell's youth, where lie the origins of his interest in education and the specific reforms in professional education that he advanced as dean of Harvard Law School. ...
More
This chapter focuses on Langdell's youth, where lie the origins of his interest in education and the specific reforms in professional education that he advanced as dean of Harvard Law School. Langdell's encounters with John Locke's Education at Phillips Exeter Academy, with taxonomy and specimens in the natural history classes of Asa Gray and Louis Agassiz, with “office” education in a law firm, with the degree requirements at Harvard Divinity School, with other law students in table talk, and with eleemosynary aid for needy students contributed to principles and policies that he later instituted in professional education. Above all, Langdell's firm commitment to a formal system of academic merit originated in the experience of practicing self-discipline, following the established rules, and achieving academically. By this route, Langdell gradually elevated himself from an impoverished and traumatic childhood to the threshold of the elite in the legal profession.Less
This chapter focuses on Langdell's youth, where lie the origins of his interest in education and the specific reforms in professional education that he advanced as dean of Harvard Law School. Langdell's encounters with John Locke's Education at Phillips Exeter Academy, with taxonomy and specimens in the natural history classes of Asa Gray and Louis Agassiz, with “office” education in a law firm, with the degree requirements at Harvard Divinity School, with other law students in table talk, and with eleemosynary aid for needy students contributed to principles and policies that he later instituted in professional education. Above all, Langdell's firm commitment to a formal system of academic merit originated in the experience of practicing self-discipline, following the established rules, and achieving academically. By this route, Langdell gradually elevated himself from an impoverished and traumatic childhood to the threshold of the elite in the legal profession.
