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The Proliferation of Case Method Teaching in American Law Schools: Mr. Langdell's Emblematic “Abomination,” 1890-1915

Published online by Cambridge University Press:  24 February 2017

Extract

Case method teaching was first introduced into American higher education in 1870 by Christopher C. Langdell (1826-1906) of Harvard Law School (HLS), where it became closely associated with—and emblematic of—a set of academic meritocratic reforms. Though regnant today, “the ultimate triumph of [Langdell's] system was not apparent” for many years. The vast majority of students, alumni, and law professors initially derided it as an “abomination,” and for two decades case method and the associated reforms were largely confined to Harvard. During the subsequent twenty-five years between 1890 and 1915, a national controversy ensued as to whether case method teaching—and the concomitant meritocratic reforms—would predominate in legal education and, ultimately, professional education in the United States.

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Copyright © 2006 by the History of Education Society 

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112 Lind, “An Economic Analysis of Early Casebook Publishing,” 105–106.Google Scholar

113 Financial efficiency has been cited as a reason for the adoption of case method. Robert B. Stevens, “Law Schools and Legal Education, 1879-1979,” 217–219; Stevens, Law School, 63. But it is difficult to see how case method is more cost-effective than large lecture classes. In addition, the “modern law school was obviously expensive. In contrast to the nineteenth-century law department, the expenditures for the faculty and library alone were enormous.” Johnson, Schooled Lawyers, 131.Google Scholar

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