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Page 28 text:
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In the statutes governing the Royall professorship it is provided that the professor shall deliver not less than Hftcen lectures each year, that only the Hsenior class among the undergraduatesf' oflicers of the University, and resident graduates may attend the lectures gratis, but the professor may admit others, not resident at the College, on such terms as he may think proper. In his lectures the Professor was to uexhibit the theory of law in its most comprehensive senscg the principles and practical operation of the Constitution and government of the United States and this Cornmonwealthg a history of the jurisprudence of this state under the colonial and provincial as well as under the present govcrnmcntg an explanation of the principles of the common law of England, the mode of its introduction into this country, the sources and reasons of its obligation thereing also its various modi- Hcations by usage, judicial decision and statuteg and generally those topics connected with law as a science which will best lead the minds of the students to such inquiries and researches as will qualify them to become useful and distinguished supporters of our free systems of government as well as able and honorable advocates of the rights of the citizens. This is truly an ambitious project for a course of fifteen lectures. But it shows that Chief Justice Parker had two ideas in mind. On the one hand, he w'ished to give to those who were entering upon the study of law some- thing in the way of foundation and direction of their interests toward scientific thinking which they were not likely to get in a law ollicc, and, on the other hand, he sought to give to advanced students not preparing for the law and to the cultivated laity some idea of the law under which they lived. Thus far he was keeping to the Blackstonian model. A year later he seems to have felt that the University could do more for the law than merely provide such lectures as he had outlined. The school at Litchfield was being copied, as Blackstoneis chair had been. Why not combine the two in an academic law school? Such was, in effect, the project he submitted to the corpo- ration in May, 1817. Chief Justice Parker begins by saying his opinion as to what should be done is concurred in by friends of the University whom he has consulted. He asserts that the prevailing mode of legal education is necessarily defective, as it is obtained principally in the ollices of eminent practitioners, who are unable from their constant application to business to act the part of instructorsfi Hence he proposes a school uunder the immediate care of a learned lawyer w'hose attention would he principally directed to the instruction of his pupils. He then suggests seven points to be voted by the corporation ttwo more in the draft are crossed outj as follows: 1. That some ucounsellor learned in the lawn should be elected University Pro- fessor of Law and uopen and keep a school for the instruction of graduates of this or any other university and of such others as according to the rules of admission to practice as attorneys may be admitted after tive years of study in the ollice of a counsellor. 2. That the University Professor, with the advice of the Royall Professor, should I22l
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