Nevada Southern University law program: reports and correspondence

School of Social Science HEVflDA SOOTHERK UKIVERSITY A CAMPUS LAS VEGAS 89109 OF THE UNIVEPBITY OF ISIEVAOA February 21, 1968 MEMORANDUM To: President Meyer Through: Dean Crawford From: Dr. Roske Re: Report on NSU Pre-law Program I have signed Dr. Better's suggestions and send them on to you, but I do feel that I should add a word or two of comment on my own. Much of what he suggests could be, and probably should be, implemented. However, particularly the idea that we should fund a type of secretary for the person in charge of the pre-law program himself, it seems to me to smack of "empire building." Therefore, although much of what he suggests has merit and might be implemented over the next several years, I feel that the proposal as a whole needs careful study and only piecemeal implementation at this time. RJR: jm School of Socio! Science NEVADA SOOTHENN UNIVEHSITY LAS VEGAS 89109 A CAMPUS OF THS UIMIVSRBITY OF NEVADA February 19, 1968 To: President Meyer Through: Dr. Roske and Dean Crawford From: Re: Dr. Better Report on Law Program - Nevada Southern University A report on my activities in the legal field for the past term is attached. I feel that these comments may be of value to you in planning for future growth in this field. Inasmuch as these comments are based solely on the partial picture which I possess, I trust that you will understand that the suggestions are just that, suggestions. In view of the fact that a great deal more may be said on any of the points mentioned, I would be more than pleased to elucidate. FLH:jm Attachment 7 - Ralph/iy J. ^oske. Director School of Social Science REPORT ON LAW PROGRAM SCHOOL OF SOCIAL SCIENCE NEVADA SOUTHERN UNIVERSITY FALL TERM 1967-68 1• Courses Taught There has been a good reaction to both the Constitutional and the Administrative law courses. The students in these courses are at least as good as upper division students I taught at Middlebury College and better than those at the University of Rhode Island. The quality of these people is known neither to law schools nor the local community. There is a great gap between law-type courses taught in Social Science, Education, Business and the G&T Institute. Students must dig and hunt to find courses, if they want law. Suggestions: a. A printing in the catalog of all law courses taught anywhere in this University. b. A serious public relations program to find spots in graduate and law schools for our good students. c. Encouragement of inter-school and inter-departmental study on a well-defined basis. 2. Advising The law advising has been limited this year to making appropriate conciliatory and vague comments to Freshmen and aiding Seniors to get into law schools. The first effort is largelyxjdrthless. Advising Freshmen on a pre-law program is largely a waste of time. The second effort has been very successful. By contacting various law schools in this area, I have been able to interest them in our students, overcoming in part our "poor cousin" status as a University without a law school (and hence unable to reciprocate favors). Of the approximately 40 letters sent out, good replies and interest have come in from over 15. In several cases, we have been able to place students because of these efforts. Additionally, law schools who have only barely heard of NSU are now aware of it. I am very pleased that this idea, X'/hich was admittedly a "shot in the dark," bore such excellent fruit. Suggestions: a. Creation of a core pre-law program in both business and social sciences. My suggestions for social science are the following: (1) Any social science major (2) English minor (3) Zoology-Anatomy subrainor (circa 12 hours) (4) Spanish for a language - 2 - b. Listing all law courses in the catalog, including those offered by the G&T Institute. c. Providing secretarial help for the advisor. We missed appearances on this campus due to a 20-day delay in sending out of urgent letters to law school deans. Such a loss to our students is inexcusable when one consideres the quantity of routine work that is typed and printed daily. Some of my best efforts were frustrated as a result of this lack of priority, which was no fault of the secretary, but rather indicates a definite need for separately assigned secretarial personnel. c. Coordination should be achieved between business and social science. Our students were not invited when a dean came here to talk to "pre-law" students at that school. 3. Internship The legal internship program has been set up and is operating, with a varying total of approximately two students at each of the following offices: district attorney, public defender, district court. The contact personnel officers at each office are: Mr. Bilbray (District Attorney), Mr. Santini (Public Defender) and Judge Mendoza (District Court. Any qualified student from any department of this School, as well as from the School of Business, may be admitted to the program. He works at the respective office for a total of 60, 120,or 180 hours per term, receiving therefore one, two, or three hours credit for Political Science 497. The responsible officer coordinates the grade with me and a grade is entered. Suggestions: a. This program be given a specific course designation for the internship program. b. This program continue to extend its coverage to both schools and all departments thereof, rather than limiting itself to the Department of Political Science, as has been suggested. c. The administrator of the program be given credit for one three-hour course and at least 15 hours/week of secretarial assistance. 4. Summer Institute The General and Technical Institute has set up a two-week, non-credit series of courses for pre-law students, primarily those from this University. Suggestion: This could be made an annual affair, perhaps with C&TI credit. It must be widely publicized in neighboring states. - 3 5. Idea of a Legal Technician Program The Malone Plan calls for a program similar to those proposed in medicine, permitting the education of a person to the level of a good technician, but not to the level of a professional. Suggestion: This should be seriously studied for this campus. It might include a legal secretarial training program. Note that literate legal secretaries are in great demand everywhere. It seems to me that a legal secretarial program could be started under the G&Tl this fall, possibly expanding into the legal technician program later. 6. Law School Efforts were largely concerned with the consultant and his report. My opinion of his visit and report was that he was both illinformed and lacking in knowledge. He failed to see that we do not have California money. Explorations were made through A.B.A. and various law schools to determine how they had set up their schools. Several possibilities exist, including (1) the immediate establishment of a full-blown school, costing at least $1,000,000, (2) the establishment of a night school, and (3) the "sponsoring" of a proprietary school. 7. Conclusions Key problems center around parochialism and the need for a University-wide program, the need for secretarial assistance and the devotion of time to the programs by a coordinator. The program of the law school is delicate but can, 1 think, be solved as indicated in Section 6 above. Although I am personally very interested in the whole project, I xTOuld not want to continue administering it without the relief mentioned. FLH:jm cc: President Moyer Dean Crawford Dr. Roske Dr. Johns SCHOOL OF SOCIAL SCIENCE PRESIDENT'S OFFICE SCHOOL OF SOCIAL SCIENCE Office of the Director mm 111968 TO: All Faculty Nevada Southern University FR: Ralph J. Roske, Director RE: VISIT OF DEAN OF UNIVERSITY OF NEW MEXICO SCHOOL OF LAW TO NEVADA SOUTHERN UNIVERSITY Dean Thomas Christopher of the School of Law of the University of New Mexico will be on campus to interview prospective law students on March 21, 1968. He will also be available to meet with and discuss law programs with anyone who might want to engage in a law career. Dean Christopher will speak at 3:00 p.m. in SS-116 on March 2-1 and will be available for individual consultatxDh throughout the day in Carrel 326 of the Library. Appointments are to be made with Mrs. Jane Myers, Social Science Secretary, SS-121, Ext. 348. Although priority will be given to seniors and juniors, all prospective law students are invited to meet with the dean. I would like to point out that such an interview with the dean of a first-class law school is a very rare opportunity. I suggest very strongly that anyone interested should avail himself of the opportunity at this time. The invitation applies to any student of any school in this University. V cc: Chairman, County Bar Association District Attorney Public Defender District and Municipal Judges Johi C. Otm DIRECTOR OF SPECIAL PROJECTS oUo—y^ ^ ^ oU ^^UAM> , JLtc, IATUAJ. ctAe^ C aJL^t-^ 1/^ '• Ia/Jl. C>yv^ oJi •• . • 'a' :• • •• . .-i , ;••• • ... lA-"- '\''h M'X. :• ; •i' -•" .':^?' . •* •' : ..J- •'. >. ti-i, '\ J '., -V; ^^:p. v"'-'' •••,' -••-w. -...^VX \', '•- ' , > . ''-. ' '• i .-., •''••> i '•:^/, ASSOCIATION OF AMERICAN LAW SCHOOLS COMMITTEE ON GUIDELINES FOR NEW LAW SCHOOLS REPORT OF COMMITTEE The annexed "Guidelines Statement on the Establishment of New Law Schools" was drafted by the Committee in consultarion with the Editorial Advisers. With the helpful cooperation of other consultants, it was revised to conforrr. with comments received from the AALS Executive Committee. The expenses incident to the preparation of the Statement were met out of the "Special Projects" grant to the AALS from The Carnegie Corporation of New York. Members of Committee: Ralph F. Fuchs, Indiana University, Chairman Frederick D. Lewis, University of Miami Charles B. Nutting, George Washington Univ. Editorial Advisers: Edward L. Barrett, Jr., University of California, Davis Roscoe L. Barrow, University of Cincinnati A. Lindsey Cowen, University of Georgia Hiram H. Lesar, Washington University W. Page Keeton, University of Texas Mortimer Schwartz, University of California, Davia December, 1965 Guideline Statement on the Establishment of New Law Schools With respect to the establishment and conduct of law schools as well as with regard to other matters, the American system of higher education involves freedom for both public and private institutions. The result is an open system with centers of decision in many places. Although a certain amount of waste may result, the system is flexible and receptive to change in the light of general policies which come to be followed or are put forward by national agencies or groups, both govemmantal ^lnd private, for acceptance or rejection. Few educators or citizens would have it otherwise. In this situation the decisions involved in providing the facilities for legal education which are needed in an expanding society, will be made by existing schools, the colleges and universities in which most of them are conducted, and governmental units or private groups that contemplate new schools. These decisions will be influenced, however, by policies of the Federal Government in making funds availabe for expansion and, hopefully, by data and suggestions from other national sources. The Association of American Law Schools is one such source, which addresses this statement to such institutions and groups as may have the establishment of new law schools under consideration. The major part of this Guideline Statement is intended to inform the educational institution contemplating the establishment of a law school in the conventional pattern of legal education of those assets - faculty, standards, facilities and finance - necessciry to initiate such a program at a level of good quality. It is anticipated by the Association that, even though a new law school may be established with standards which do not greatly exceed those required for accrediation, the educational institution establishing such a school will nlan its growth so as to achieve the norms essential to an institution of good quality described hereafter. These norms should be achieved within a reasonable period following initial accrediation. Where this is not possible, the new law school should not be established. This Guideline Statement is not designed for those who contemplate institutions of legal education with new and distinctive missions, such as special provision for disadvantaged segments of the community. To such institutions and persons the Association offers its friendly counsel. The problems encountered in establishing and operating a law school outside the conventional pattern of American legal education must be considered on em individual basis to determine whether plans for the special program of the school will assure maintenance of appropriate standards of legal education. The Need for New Law Schools Two factors of outstanding importance are contributing currently to an awakening of interest, unprecendented in recent times, in the establishment of new law schools in widely separated portions of the Ikiited States. - 3 - These factors are (1) the rapid growth of population'and (2) a sharp rise in the demand for legal services. The growth of population will continue indefinitely at varying rates occasioned by economic conditions, shifts in current fasliions as to size of families, ejnd cyclical variations in the portion of the population wiiich is of child-producing age. Increased demands for legal services result from stepped-up economic activity, the greater complexity of business, social, and governmental affairs, and a growing determination -that all elements of the population siiall have access to needed legal assistance. Obviously the rising need for legal services, if it is to be satisfied, must be met either from more effective use of the existing number of lav/- yers, from an increase in the graduates of existing law schools, from the 'provision of new schools, or in all three ways together. The current demand for law gradua-tes and a sharp rise in -the initial ccmpensation offered to them in salaried pos-ts indicate -that present members of the profession are unable to satisfy present needs fully, even though new means of providing lawyers for moderate-inccme and underprivileged persons have scarcely gotten under way. Mare efficient means of handling certain legal matters with fewer lawyers, such as more frequent indemnification of individuals for personal injuries without litigation, may also be in the offing; but such developments will not dispense with lawyers' services, and the reduction in their use will be more than offset by expansions in criminal defense work, in neighborhood law offices for middle-income people, and in legal services for the poor. Governmental and corporate needs for lawyers, including lawyers involved in international business and political affairs, increase continuously. Such trends are likely to outstrip the growth of population. From 1947 to 1965, •with the total capacity of approved law schools sufficient as a whole to absorb the number of qualified students seeking admission, enrollment in these schools increased frcm 43,719 to 59,744, an increase of just under Approximately two-thirds of the increase had taken place since 1963- With 1963 as a base, an increase of h9.7^ in the age group (l6-2h) of the population from which college attendance comes is anticipated, by 1975, accompanied by a large increase in the percentage of that_group, which attends college. Whether other factors t-hat determine the size of law school enrollments, will remain -the same cannot be predicted at this time. These include the percentage of the age group which finishes college, the occr^iational preferencesof those who do, the resources available to support them in school, the demand for law graduates, and -the admission standards of the schools. The strong probability is that all the relevant factors will operate together to raise the need for lav; school capacity somewhat less, but not significantly less, -than the growth of "the population age group which is mcst likely to make use of it. Deterring factors may be an elevation of law school admission standards and the fact that the growth of population as a whole, generating the demand for legal services, will be considerably less rapid. Counterbalancing these will be the increased need for legal services. All in all, and pending more accurate information which a comuittee of the Association of American Law Schools is compiling, it seems -that national approved law school capacity, vAich we may assume to be approxima-tely the 1965 enrolinent, may properly increase by 15,000 in 1975 in order to acccraiiodate a 25,000 increase in enrollment above the 1963 level. - U through the enlargement of existing schools and the establishment of new ones. The distribution of the increase, and the possil^ility of some excess to satisfy shifting demands and future needs must depend on numerous regional and local factors. Existing schools have varying opportunities and policies vjith regard to increasing Llicir student capacity in order to meet future needs; but feiirly narrow limits in this regard certainly exist, reflecting school traditions and goals and the bounds of physical facilities. The establishment of additional schools beccmes desirable in those situations where the present and potential capacity of existing schools or the type of trainirig they offer does not give pronise of meeting prospective needs for lawyers. New schools already ^mnounced, seme of which have been brought into operation, are a response to real or supposed situations of this kind. Presumably, also, those who established them have estimated the probaljle number of qualified law students who may be ocpected to entroll in the kinds of institutions which are being established, in the locations where they are being set up. I'Jhether a particular new law school should be established or not depends on whether a potential supply of qualified students, not likely to be accawrodated in existing schools, can be identified, whether the school would be in an adequate setting, whether the needed resources can be assembled, and whether the graduates of the school are likely to find their way into significant professional work. The resources that will be needed depend on the character of legal education that should be offered, and the additional functions of a school that may be undertciken, a siisject to which v;e now turn. Current Standards of American Legal Education The development of J^merican legal education into graduate-level professional training in universities constitutes a significant chapter in the history of the legal profession and in the progress of higher education. The dominant form of preparation for membership in the bar in the early period of American history was apprenticeship in the offices of established practioners. The ccmmenceraent of courses in law at a number of colleges was coincident with the iounding of the American Republic. Full acadardc preparation for the practice of the legal profession developed in tl.ese schools and in others which followed their example. Proprietary schools outside of colleges and universities also came into existence, but have declined relative to those in universities. Today, despite the continued availability of apprenticeship as a means of preparing for the bar in a number of States, graduation from a recognized law school is a prerequisite to bar admission in most of the States and a preferred method of preparation in all of them. University law schools are the dominant type.; Recognition of law schools for bar admission purposes is extended by the highest courts of the several States and other jurisdictions, or by agencies related to them. National accrediation of schools is accorded by the American Bar Association through the Council of the Section of Legal Education and Admissions to the Bar, and by membership in the Association of American Law Schools. As of 1965, the ABA, under this procedure, had approved 135 schools, while membership in the AATjS now consists of 111 schools. Approval by the ABA has been made a prerequisite to state recognition by the suprerce courts of 20 States, and is required in. .additional States as respects out-of-state schools. The standards of both orgeinizations have been published and are available on request. liithin the schools the developirent of curricula and methods of instruction has folic.',.aa a steady coaise in tiic direcfion oj; core intensive study. Starting as classes at which lectures VTere given, Artierican legal education in schools was -trcinsformed into study according to the "case iretiiod" during several decades following the introduction of this method at the Harvard Law School in the 1870's. Tlie case irethod itself has been developed into the study of not only appellate decisions, to which it was confined originally, but also of statutes, documentary material, and ^ abundance of 'literature bearing on the problems wuich lawyers confropt^ To an increasing extent, scholarly legeil writing, drafting or legal in struments, and work directly connected with the courtrocm and with real or simulated clients is encouraged or required of students in many law schools. Throughout, attention must be given to developing realistic^ social perspectives and an adequate sense of professional responsibility in the student. The practice of law itself, for which the schools undertake -to prepare, is vastly more than the familiar representation of clients in litigation and service in preparing such documents as deeds and wills, which once formed the core of the vxirk of a law office. Lawyers today must be prepared not only for -those forms of practice, but also for exceedingly elaborate preparation of statutes and of corporate and other instruments, together mth continuous counselling of individuals, govemm.ent agencies, and organizations of many kinds in all sorts of social, economic, and governmental affairs. The problems in which clients are involved run the gamut of human concerns. The law^'er must be somewhat acquainted with "ttese concerns in the first instance and be able to study any of them intensively when the need arises. Kence the practice of law today calls for prepcira- •tion of the most serious nature, both in breadth and in depth. As a result, almost all schools now require at least three years of college work for admission; emd the requirement of a previous academic or xmdergraduate professional degree promises to beccrre universal. A college record of considerably better than average work is generally required for admission •toge'ther with a promising score CP the nationally administered Law School Admission Test. Law school education, it is clear, must demand of its students a level both of ability and of prior schooling which is second to none in all -the fields of graduate-level education. Thoroughgoing competence is the least that can be demanded. The schools themselves must be worthy of students who meet these standards, and n-ost be equipped with a faculty, a library, and other facili-ties that place these students in touch with the range of subject matter with which law deals. Any thought that legal education may be given at slight cost to the institution which offers it should be abandoned at the outset. It remains true, nevertheless, that •the extensive laboratory facilities which are necessary for medical ^ graduate scientific education are not required in a law school. Minimum essentials are a university setting to provide contact with other acadsnic - 6 - and professional disciplines; a qualified faculty which is large enough to teach a sufficient range of courses and at the sarr.e time engage in research; a genuinely adequate library; a -substantial building; and arrangerrents which facilitate individualized attention to students and intensive study by them. These essentials are spelled out itore fully later in this statement. Present Day Schools On the basis of the constibjencies they serve and the nature of their operations as a whole, law schools in the "tuted States can be divided into four main types: (1) large schools for resident students, usually drawn from a wide area; (2) small schools for resident students, occasionally serving a limited national constituency, but more often serving students from a sparsely populated area; (3) urban schools for students living at home, who study on a full-time basis; and (4) schools, otherwise similar to the third type, which permit students to study part--time, usually in "the late afternoon or evening. As might be expected, certain schools fall into more than one category, as do some outstanding urban institutions which attract students from afar but, at -the same time, serve many who come from their immediate areas and live at home. Same urban institutions maintain both full-time and part-time programs of instraction. The natvire of the anticipated constituency of a new law school, -toge-ther wi-th the kinds of needs it intends to serve, will necessarily determine the type of school it expects to beccme. Each of the foregoing types, in so far as adequate programs are provided, is serving important groups of st\idents and meeting legitimate social needs, that is most important is that -the founders of each new school define its purpose in these respiects clearly and see to it -that the Feeins of fulfilling them are pro-vided. VJhatever its type in relation to preparing students for the legal profession, a school should also be planned with relation to important optional functions that need to be considered, including provision for graduate study, continuing legal education, and ins-titutional research. These are discussed more fully belo*^. S-tudent Supply and Opportunities for Graduates. To aid in ascertaining whether in a givei\ location a prospective supply of qualified students for additional law school educational facilities exists, the prospective number of college graduates and the experience of existing schools in the area can be gauged. An expected Increase in college graduates bids fair to multiply the demand for graduate and professional education. The extent to which the college graduates of the future will seek legal education will depend partly on the opportunities offered to law graduates, which are touched upon above. The current level of opportunities can be gauged as of a given time by drawing on the expxerience of -the placement officers of •the existing schools in an area, who are familiar with the flow of graduates from their ovffi and other schools to particular locations and particular kinds of legal work. The admissions officers of the same schools can make available tlieir experience in relation to -the admission and rejection of applicants possessing stated qualifications for law s-tudy. On the basis of information thus assembled, coupled wi-th experience nationwide as reflected in statistics, the pxjtential number and quality of students can be estimated with some degree of realism. Obviously a nev; school in a populous center can, as marij old s "hcols have, admit students v.'ho possess less than the qualifications outlined above, and by pearing its requirements to their capacity maintain a going operation which corres close to paying for itself. Such a school cheats the qualified students who core to it and is likely to consign the bulk of its graduates to a diminishing, marginal type of practice that generates low ethical standards. If there ever was a justification for this type of school in social need that would otherwise go unmet, its time is past. Bettor means of supplying IcTgal services to individuals are coming into existence; and from the standpoint of the students themselves financial assistance in securing a better education is increasingly available. No group that is considering the establishment of a law school should tolerate the thought of supplying a type of legal education that contributes inadequately trained m.embers to the bar. This does not mean, of course, that all schools should have standards equally high or that qualified students who may have difficulty in securing admission to existing schools because of crowding should not be served. In estimating whether or not in a given locality a new law school should be started, the prospective supply of students and the potential capacity of existing schools should be considered in relation to local, national, and international needs. Although there is room for considerable difference in the manner and degree to vjhich different schools meet these several needs, the program of every school, old or new, in order to provide education of the requisite scope and quality, should have reference to all of them. An adequate faculty, moreover, is certain to have research interests in wide areas and to require opportunity to teach courses in developing fields of law, for which an adequate school must provide. Ke cannot emphasize too clearly our view that a university is not justified in taking advantage of a favorable market to establish a new law school simply on the basis of its desire to increase its prestige through offering a "full line" of professional education. To do so without a demonstrated need in the locality would involve unnecessary expense and duplication which would not be in the interest either of the law or of professional education as a whole. A need which a new school cem meet and which existing schools do not meet or give promise of meeting should exist. Prerequisites for Establishment of a New Law School A new law school should not he established unless the following circumstances exist: (a) There is a demonstrated need for the law school; (b) The law school is a part of a fully accredited university or four year college offering a broad range of academe work; (c) The prospective law school, when in full operation, will at least fulfill the minimum standards prescribed by the accrediting agencies for law schools; and (d) The educational institution of vjhich the law school will be a part gives satisfactory assurance that the law school within a reasonable time will conform to the higher standards set forth in this statement. Existing Schools and New Schools Identifiable factors are relevant in estimating the possible need for a new school in the context into which it would fit. One such factor is the location of existing schools. If they are in remote areas where transportation and living are difficult, the establisliment of a more conveniently located school m require individualized or small-group instruction. Research A law school which is not in sore genuine sense a center of legal research is likely to be intellectually stagnant and not a good institution for training prospective members of the bar. Education for the private practice should include preparation for imaginative, scholarly work, including ability to contribute to the solution of new and unexpected problems. In addition, each school should contribute its share of graduates who are adequately prepared to enter government service, research undertakings, and law teaciiing. If it does not do so it will fail to play its proper role in equipping the legal profession to perform the varied services which lawyers are called upon to render. A law school has its own relationships and responsibilities to the legal profession and to society, vjhich may lead it to sponsor research projects because of the contributions they can make to iiriprovement of the law and to social betterm.ent. This does not mean that the school becomes corrmitted as an institution to the recomnendatiGns that result, but only that the knowledge, facilities, and skills it can bring to bear will be employed in a manner which has beccme traditicnal in American higher education and, more specifically, on the part of law schools, as they seek to render maximum service with the resources they have. Itaditionally legal research has been performed by individual scholars who in recent years have to a large extent been full-time members of law school faculties. A school which, in a university setting, facilitates this type of research on the part of its faculty, provides research assistance for chem, grants leaves of absence for research opportunities, and makes provision in its curriculum for faculty members to transmit research skills to students, discharges its miniirium obligations in this respect. The provision of adequate library and study facilities is of course necessary. Itot may not be essential, although it can be highly desirable - 12 - in sane form, is the creation of a designated research am of the law school, such as the institutes or centers which have been established by an increasing number of schools in recent years, and in which statistical and other cooperative forms of research can be carried on. Those who establish each nev; school should consider whether they wish to include a designated research arm because of rertain advantages that can be gained by this means. These include continuous attention to the development of research projects which the particular school can advantageously carry out; facilitation of the research of individual faculty members by the provision of funds, advice, and technical services; the securing of foundation crants for cooperative research programs; and the employment of research personnel auxiliary to the faculty. Specific projects can be supported lart;::!-/ from outside sources. It is important that a school which considers establishing such a research undertaking realize the technical problems involved and the necessity of providing in sane way for the overall administrative expenses which will be necessary. Many universities at the present time are prepared to assist in these matters and to facilitate the interdisciplinary collaboration which much contemporary research Graduate Study Beyond the First Deoree in Law Closely allied to the research activity of a law school is graduate study in law. Like a resecurch adjunct to a school, graduate study is not essential to the creation of an adequate institution for professional education, if faculty m,embers engage in research and the professional curriculra makes sufficient provision for training students in it. Graduate training should, indeed, not be undertaken unless sufficient library resources and faculty time are allocated to carry it forvrard. Research doctorates should continue to be awarded, as they are now, by relatively few institutions with exceptional resources of library and faculty. As graduate study has developed in American law schools during recent decades, it is of two varieties: (1) post-graduate study by members of the bar to enhance their competence in particular fields of law, and (2) graduate work designed to prepare for law teaching ^lnd for a career in legal research. Each variety may lead to appropriate degrees. The offerings of a school in either type of program may be confined to particular areas of law, such as taxation, labor law, commercial law, or international relations, or may be provided on a comprehensive basis, leaving the student to choose his area of specialization. Obviously major resources of faculty time and library facilities must be available for any graduate programs a law school attempts. Under no circumstances should a research doctorate be offered unless substantial amounts of faculty time can be made available to each irdividual candidate for the degree, and the same should be true for masters' degrees of a research variety. The programs of study of graduate students should be planned on an individual basis. Frequently they include study in the university outside of the law school. Non-law graduate students are also more likely than undergraduates in other university divisions to include law work in their programs. It is at the graduate level, accordingly, that a law school can function most fully as an integral part of the University; and it is here that joint seminars - 13 - and interdisciplinary research can often, be carried on. The benefits of this and other aspects of law school research and graduate study are likely to be reflected in tlie quality and to scrr.e extent in the specific course offerings of the program leading to the first professional degree. Continuing Legal Education Continuing legal education is an important feature of a growing number of law school programs, sometimes linked to graduate training. In various ways the bar is providing itself with continuing legal education without resorting to the lav; schools for more than incidental help. In so far as schools are taking the lead, they are doing so largely although not exclusively through continuing education centers, conducted in cooperation with the bar, which are kept somewhat independent of the regular law school programs. Faculty members participate in them, however, both by way of preparation of instructional material and through personal participation. They should not be under pressure to do so unless specifically engaged for this purpose. It is essential that a school's role in continuing legal education not be permitted to curtail the resources of faculty time, library facilities, and the like, which are involved in other aspects of a school's total program. Properly organized, continuing legal education can be self-financing without irapainnent of a school's over-all operations; but careful planning is necessary to this result. So conducted, continuing legal education is likely to enhance the professional ties which are important to a law school and to expand the horizons of law students. Specific Requirements for Law School Operation 1. Physical Plant A substantial number of law schools have built or are building new buildings or additions because their former buildings did not meet the demands of modern legal education or the space reeds required .by increased ' student enrollments. Ne.'jly emerging law schools would be well advised to project Initial building needs on the basis of a fixed maximum student enrollm.ent emd to plan not to exceed this enrollment unless additions to the building have been made in advance. A study of new buildings of other law schools should be undertaken by those contemplating the establishment of a new school, to determine space requirements and a design consistent with the projected enrollment, providing at least the following: a. Adequate class and seminar room facilities; b. An auditorium or classroom adequate for special lectures and assemblies; c. Library space sufficient to house a book collection of at least 100,000 volumes and to provide study space which will adequately anticipate the future growth of the institution. d. Individual offices for all faculty members, of sufficient size to house a personal library and files, permit student counseling, and tumish space for written work to be done; e. A court room or multiple purpose room suitable for court rocm use; f. Quarters for secretarial assistance to faculty members on a generous basis; - 11) - g. Adequate space and facilities for student activities, including the law review, student beir association, other organizational offices, locker space, and a student lounge; h. Room for administrative functions, including the offices of the dean and probable assistants, project offices and working space, general counseling services, printing, photocopying and duplicating facilities, records and admissions offices, and storage; i. Special provision for faculty access to library materials and a faculty conference room with sore amenities. For a school of the type here reccmr;er.ded, a building cost of less than $1,000,000, exclusive of land, cannot be anticipated anywhere, and in most locations considerably more money is involved. Variations according to architecture and kinds of materials used will also occur. Occasionally an old building can be adapted to law school use at less cost; but the result is certain to be less satisfactory. For new buildings, imiportant aid from the Federal Government may be available under Title II of the Higher Education Facilities Act of 1963. 2. Faculty and Administrative Personnel A newly emerging law school should consider the acquisition of a faculty, both quantitatively and qualitatively adequate., to be its most important single commitment. The eventual quality and reputation of the school and the degree to v;hich it meets educational responsibility to its students, to the legal profession, and to the public will be largely determined by the extent of this commitraent. Inasmuch as the dean of a new law school should play a leading role in all aspects of its development, it is essential that every effort be made to secure the most able, experienced person available for this post; and he should be appointed sufficiently in advance of the inauguration of the school_ to enable him to plan its operation, secure an initial faculty, and supervise the construction of the building. In addition, the operation of a modem law school requires at least one or two administrative officers in addition to the dean to handle numerous functions, such as admission of students and placerrent of graduates, which require, much expenditure of time. The dean should remain relatively free to perform the roles of policy leader and representative of the school in relations with the university, the legal profession, and the public. He should, however, teach one or more courses or engage personally in research, so as to remain personally involved in the educational process itself. The size of the faculty should be projected on the basis of the expected enrollir.ent and the planned curricular scope, so as to provide for individual counseling of students and an adequate ingredient of small classes and seminars. Since a new school may well begin with only an entering class, opportunities to select much of the faculty over a period of time may be presented. A faculty of not less than 18 or 20 should be expected in any school which offers a rounded program to a full-time student body of between 3o0 and 500. Law teaching has becare a full-time profession because, on the vtole, adequate attention to scholarship and to the students is possible only on - IS - this basis. A new school, like any other, must plan to have its entire cxrriculum, except for particular subjects for which highly qualified specialists may sciretim.es be found on the bench or among the bar, taught by full-time, salaried law teachers. Academic salaries have risen sharply since 1956 and will go higher. A substantial percentage of the faculty of a new school, as well as of any other, should be experienced teachers. To secure them, as well as promising recruits to teaching, will require a generous salary budget, including projected salary increases which will keep pace with tliose in other schools. No school should consider coening its doors unless at can pay the average or median salary for comparable schools at that tune, and provide increases according to a realistic projection of those salaries into the future. For an iimiediatGly sound financial base for a school in full operation an annual expenditure for the full minim,inn faculty in the magnitude of $250,000 is required on the basis of 1966-67 figures. In addition, "fringe benefits" in the form of provision for retirement and current forms of group insurance must be provided. These total not less than 15% of salaries. Other kinds of service to faculty, including secretarial service, opportunities for leaves-of-absence, an adequate library, and individual offices, are mentioned above. Beyond these, a reasonable opportuoity for professional participation through travel allowances for attendance at profession-.l meetings, institutes, and committee meetings, are virtually required if the work of the faculty is to be implemented adequately. This level of compensation and benefits to faculty members is strikingly inconsistent witli tdie conventional conception of professors as meagerly paid and outside of the mainstream of life. In fact the law teachers of today, like university faculty members generally, are drawn from among tlxjse best qualified in their lines of work, whose alternative opportunities are superior. In lav;, as in a number of other fields, the com,petition for their services is quite direct, and there is no escape from the provision of salaries and other advantages v;hich are comparable to the fairly liigh range of earnings which prevails in the prestigious private practice and corporate employment. It is hot feasible to tie law school salaries to university-wide level, if because of financial stringency that level lags behind the grcvrtii in non-academic professional incomes. 3. Library Library needs have been indicated previously, but not set out in detail. The miniiriura requirements for book collections, set by the principal accrediting body, are conditioned by past circumstances and are not adequate for the kind of legal education which a new school should expect to offer. An initial library of at least 40,000 volumes currently costing in 1966-67 about $300,000,, and an annual book budget of at least $50,000 should be contemplated. Schools aiming at superior programs of legal education must have vastly more. A full-time librarian, serving as a member of the faculty, and not less than two full-time staff members are required at the start. 4. Financing of Students Scholarships to attract and reward superior students have long been a feature of American legal education, as they have of other higher education in this country. Financial assistance to students in need of it has - 16 - grown in recent years as the social conscience has become sensitive to the in-justice of failure to provide opportunity for the loss fortunate members of society. Now that students at the stage of professional study are ccmronly married and the parents of one or more children, the scale of assistance has risen. The extent of the provision that needs to be made for it by the law school itself will depend in part on the level of tuition .and other costs in a particular school and on the prolx-'ole availability of aid from outside sources, such as Federal and state loans and scholarships and such private sources ^is the United Student Aid and American Bar Association loan guaranty funds. Federal guturanties of loans under the Higher Education Act of 1965 may become extremely significant in future years. The time may be rapidly approaching v;hen the schools themselves will not be the principal source of aid for students in need. Until that time comes, a new school, like others, should consider its obligations in this regard and make provision for them. It will in any event need to be in a position to offer schlorships of substantial proportions to superior students, even when need is not shown, since failure to do so may leave the student body without tlie stimulus to academic excellence which the presence of such students provides. liany private law schools in particular have special funds available for such scholarships in order to att'-act the best college graduates to them. Public law schools should be able to offer comparable attractions, taking account of their generally lower tuition schedules. 5. Housing and Other Facilities for Students Obviously student housing is not a problem in establishing a law school to serve local residents. Especially in such a school, however, where distance of student hemes from the building is likely to be considerable, a student lounge or other attractive student headquarters on the premises is important if discussion among students is to be encouraged, as it should be, and a sense of professional fellov;ship developed. A wholly austere building adds to the strain of attendance. Generally spe£iking, the comfort and the esthetic aspects of a building should receive attention and funds. Student housing, where needed, may be exclusively for law students or be shared with other professional and graduate students. Coirmingling of advanced-level students with undergraduates in the same living quarters should be avoided. Mequately planned student housing can be made self-financing, at least with the aid of low-interest Federal loans, which are available. Financing New Schools X. Operating Funds The problem of fincmcing is, of course, of primary importance in launching a new law school. For a public institution, if the legislature really wishes to establish an adequate school, funds can be made available by appropriation, to be supplemented to a greater or less extent by fees and gifts. A private institution, except as Federal assistance may now be available, must rely on tuitions and gifts. For all kinds of institutions together, the various sources of income are government appropriations, income from endowments, current gifts, tuition and fees, and public and private grants in support of specific structures and programs. All of these are significant, but their relative importance depends to a considerable degree on the character of the particular - 17 - institution. A realistic estirate of the total available from these sources is obviously necessary in the establisiiment of a new law school. Although tuition rates are rising to help meet increasing costs, they cannot go high enough to cover the ccnplete expenses of the institution without becoming prohibitive. Society or benefactors must continue to pay, wholly or in part and by one means or another, for the education of those who will serve the comnunity as scholars and professional people. Such large endowments are required to produce modest income (e.g., $500,000 to produce, at 4%^ $20,000 a year for a professorship) that a new school is hardly likely to be able to count on them to a substantial extent. Since annual gifts often come largely from alumni, a new school will also not have this resource. Regular gifts from businesses, law firms, and citizens may, on the other hand, be forthcc'iriing. l!o new school should be placed in operation until adequate sums from such sources have been assured for a period of vears. (An initial annual inccme for out-of-pocket expenses nf not less than $li80,000 ($300,000 for facult/ salaries and fringe benefits, $50,000 for library acquisitions, $100,000 for administration and maintenance, and $30,000 for scholarships), once the school is fully under way, appears tx> be a minimum as of 1966. ] In addition, payments for building and equipment must be undertaken. 2. Capital Investment The capital investment required for a new law school of course includes the cost of a building, vjhich is discussed above. The other principal capital expenses are for the library ^^nd for equipment. We have noted elsewhere that a minimum initial expenditure of sore $300,000 is needed for books. Furniture,especially for the library, and office equipment are also a large item. Although the necessary sums can be borrowed, payments of interest and principal must be undertaken from the outset. The Dynamics of Legal Education The foregoing description of the assets — students, faculty, facilities and finances — necessary to establish a new law school, contem-,,..' plates a law school having modest aspirations. The quality of legal education among law schools in the United States varies greatly. Some law schools have programs designed to prepare tiieir students to execute responsibilities on the highest professional level. M£iny law schools acliieve excellence in some aspect of their program. Other institutions operate law schools under the belief that legal education is inexpensive and that the service of their graduates in governm,ental and judicial positions will win prestige for the educational institution at little cost. Poorly trained lawyers attempting to serve a society of ever growing complexity inflict harm on society. Accordingly, cheap legal education has downgraded the image of the profession of the law in the eyes of the public.^ Educational institutions 'establishing new law schools, or operating existing schrals, should recognize the responsibility of improving the quality of the instructional program to a level conmensurate with the times in which we live. Educational institutions must generate high aspirations for legal education if the profession of the law is to serve society well and thus win a place of dignity and stature anvong the professions. - 18 - Moreover, institutions establishing new law schools, or operating existing ones, should appreciate that the assets sufficient to operate a law school in compli^mce with miniraum standards required by accrediting bodies today will be inadequate witJiin a few years. If an institution should ostablish a new u.w school it s!-.;:uld :-ce i Is way clear to rreet these higher standards. The necessity of raising standards of legal education results from the facts that legal education is preparation for solving the problems of society and the problavs of society growi bvcr nore complex. Oonsider a few ol the prcblors confrontirug the lawyer today: the acccnrodation of our law to the budding equality of the nunorities; prevention of the proliferation of nuclear weapo.ns and control of snace: control of txillution of air and water resources; development of food and water sources to fill the needs of the rapidly expanding population of the worid; revitaiization of the underprivileged eireas; extension of useful activities to persons freed by autCR^ation; the restructuring of a multiplicity of local govemrrents. The law schools are training lawyers to solve the problems of today and torrDrrow. The social-scienti|fic-techr.olcgical revolution is expanding in geometric proportions and at great speed. Legal education should keep ahead of the judicial, legislative and administrative processes. The rapid rate of ciiange has rendered our decision making machinery inadequate. Tremendous demands are being made on legal education. If the law schools are to prepare nan and women for the demanding role of the lawyer in the next few decades, great change in the content and methodology of legal education will be necessary. The coming change in legal educatio.n will require increase in the cost of legal education to a level ccnmensurate with the cost of research doctoral programs. The ratio of students to full time faculty must -be substantially decreased in order that students may have the opportunity for personal development through participation and an "open door" to the faculty. The problems wliich confront the lawyer more and more involve other disciplines requiring .that the instruction take full advantage of interdisciplinary resources on and off campus. The law library must be increased to a size which both permits students to develop research techniques and the faculty to contribute to the storehouse of legal kno-wledge through scholarship. A 50,000 volume library is inadequate for either purpose. Law schools must become conscious of "hardware". Classrooms and a law library no longer fulfill the requirements for facilities. Electronic data machines, computers, visual aids, video-tape replay for instructional purposes, and a host of other devices are necessary in order that the law schools fray develop new, improved teching techniques. A senior student should be exposed to interdisciplinary studies of industry, social orgardzations and government in which the course of change is analyzed and laws eire recornr.ended for the purpose of avoiding econotiic waste eind loss of societal value. Bold new concepts in legal education and the financial support to put these ideas to work are necessary if legal education is to anticipate change and, by timely decision making, prevent chaos. To contemplate the nature of the problems confronting the lawyer is to appreciate that law study is graduate study and tiiat sound legal education costs substantially the same as research doctoral education. ttole of the As.sociation of American Law Schools The Association of American Law Schools has recently enlarged its - 19 - capacity to secure data concerning legal education and to furnish advisory services to institutions. It stands ready to provide infonration and advice in connection with the contenplated establishirient of new law schools, and nay bo able to appraise the situation in particular locations, if those irost concerned desire this type of assistance. Cctraiunications should be sent to the Executive Director of the Association. i\ bibliography of pertinent literature, some of it published by the Association in the p-;ist, is attached. - 20 - Report of Committee on Guidelines for New Law Schools ATTACHMENT Selected Bibliography on American Law Schools and Legal Education (For inclusive list of references see Alspaugh, ed.» A Bibliography of Materials on Legal Education (N.Y. Univ. Sch. of Law, 1965)). Historical Redlich, The Common Law and the Case Method in American University Law Schools (Carnegie Foundation, 1914). Reed, Training for the Public Profession of the Law (Carnegie Foundation, 1921.) Patterson, The Case Ifethod in American Legal Bducation: Its Origins and Objectives, U J. Leg. Ed. 1 (1951). Currie, The Materials of Law Study, 3 J. Leg. Ed. 331 (1951). Cross-Sectional Survevs and Criticism Harno, Legal Education in the United States (1953). Ass'n of American Law Schools, Anatomy of Moderft Legal Education (1961) . Tinnelly, Part-Time Legal Education (1957) . contemporary Aims and Methods Currie, The Materials of Law Study, 8 J. Leg. Ed. 1 (1955). Jones, Local Law Schools vs. National Law Schools: A Comparison of Concepts, Functions, and Opportunities, 10 J. Leg. Ed. 281 (1958). Modern Trends in Legal Education, 64 Columbia L. Rev. 710 (1964). Brown, Lawyers, Law Schools, and the Public Service (Russell Sage Foundation, 1948). Stone, Legal Education and Public Responsibility (1959). Newer Needs for Legal Services American Assembly, The Courts, the Public, and the Law Explosion (1965), esp. Barrett, Ch. 4, Criminal Justice: The Problem of Mass Production. Paulsen, Expanding Horizons of Legal Services, W. 67 Va. L. Rev. 179 (]j965). fcankel. Experiments in Serving the Indigent, A.B.A. Jour., May, 1965. Cheatham, A Lawyer When Needed (1963). Library Roalfe, The Law School Library—Facts and Fancies, 11 J. Leg. Ed. 346 (1959). Research Conard (ed.). Conference on Aims and Methods of Legal Research (U. of Mich. L. Sch. 1955) - 21 - Bibliography - continued Contlnuint; Legal Kducation Report OJ- the Arden House Conference on Continuing Legal Bducation (1959)j esp. Ch. Ill, The Role of the Law Schools. Building AALS, Report of the Committee on Law Building Planning, 19^8 Proceedings, 205. - 22 - Arizona State University COLIEOE OF UW REPORT OF THE DEAN WILLARD H. PEDRICK DECEMBER 12, 1967 REPORT OF THE DEAN College of Law Arizona State University July 1, 1966 -- September 1, 1967 The year 1965 saw the newly-appointed Dean as a kind of minister-without-portfolio commuting to Tempe from the Northwestern University School of Law to work on a variety of matters. These included consultations with the architectural firm of Cartmell and Rossman as the plans for the new building proceeded, preparation of the Federal Grant Application designed to secure Federal assistance for the new building under the Higher Education Facilities Act of 1962, consultation with President Durham and other members of the administration concerning the matters of faculty recruitment, development of plans for the Law Library and several other matters. With the coming of July 1, 1966, Dean Pedrick moved to Tempe to take up his duties. Last year, a pre-law student asked a very pertinent question, "What does'a Dean do without faculty, students or any instructional program in operation?" The answer given on the spot was that he "organizes." The organization year extending from July 1, 1966, until the start of school in September of 1967, saw a variety of activities related to the new College of Law. These activities can appropriately be commented on in the following order — (1) faculty and staff recruitment, (2) development of the Law Library, (3) in •.iib'S' S 'N 2. planning for the new physical plant, (4) development of the instructional program for the school, (5) student enrollment and, finally, (6) the organization and development of the Law Society of Airizona State University, a supporting arm for the new College. 1. Faculty Recruitment. On the theory that the future of the new school would rest heavily on the quality of the faculty recruited, the decision made at the outset was to undertake to attract not only able, but outstanding, nationally-known legal scholars. It was believed that the attractions of the Phoenix area, the dynamic quality of Arizona State University and its mission for the future, together with reasonably competitive salaries and the excitement of helping to create a new law school would enable us to attract some outstanding law teachers. This, in fact, proved to be the case. The first appointee was Prof. Harold C. Havighurst, formerly Dean of the Northwestern University School" of' Law and an international authority in the field of Contracts and'Commercial Law. Though he had reached retirement age at Northwestern, at 68, he continues to play a strong game of tennis, and his vitality in the classroom is legendary. Following the recruitment of Professor Havighurst, a rumor that Prof. Edward W. Cleary of the University of Illinois, a national authority in the field of Procedure and Evidence, might be willing to move to a more attractive climate resulted in conversation that led ultimately to the recruitment of Professor Cleary for this law faculty. At age 59, Professor Cleary is really at the peak of his productive powers as a scholar, a fact attested to adi to ./r -u --uihaZiOi'l So b:.fii'i. Bdi «i 'f^4.'^ori:^^•^, i\, !n e*?xdv>.e';,;f4 •^ndjd'iS o::*. p:^:,, •XlBfma:i:fiB- 3ml SMnj 3. by the circumstance that he is the Reporter on the Federal Rules of Evidence Project, appointed as such by the Supreme Court of the United States» The top member of the University of Illinois law faculty. Professor deary's recruitment added great strength to our budding faculty. One of the most difficult positions to fill satisfactorily in the world of legal education is that of Law Librarian. A good Law Librarian must be professionally trained, preferably with a degree in library science. He must, additionally, be a qualified lawyer, with a law degree. If, in addition, he has had experience in administration of a substantial law library and some experience, as.well, on a law faculty, so much the better. As one can see, it is not easy to find a man, or a woman, for that matter, who meets these qualifications. We were fortunate, indeed, in securing the services of Prof. Richard C. Dahl, who gave up his post as State Law Librarian for the State of Washington to become the Director of the Law Library here at Arizona State University. Editor of the national Law Library Journal, Professor Dahl is recognized as a leader among law librarians. His performance here at Arizona State has more than justified our confidence. One of the most highly-regarded law professors at the University of Wisconsin for the past twenty years was Prof. Richard W. Effland, an expert in the field of Property, Trusts and Probate. On learning that Professor Effland was seriously thinking of moving to a more moderate climate, we entered the competition with the University of Georgia and Texas Tech and succeeded, to our great advantage, in persuading Professor Effland that he should cast his lot with us. One of the drafters of the new Uniform Probate Code, 4. sponsored by the American Bar Association and the Commissioners on Uniform Laws, Professor Effland is an established scholar with an impressive record of publications. He is, as well, a very fine classroom teacher. To the array of Professors Havighurst, Cleary, Dahl and Effland, we were fortunate to add, as the younger member of the Founding Faculty, Prof. William C. Canby, a graduate of the University of Minnesota, where he ranked first in the class of 1956. Thereafter, he served as law clerk to Mr. Justice Whittaker of the United States Supreme Court, practiced for three years with a distinguished St. Paul law firm and then accepted executive responsibility for four years with the Peace Corps in Africa. Professor Canby was one of the most sought after young law professors in the country last year. Against competition from UCLA, Washington in Seattle, Texas and Virginia, we succeeded in persuading him to join us, and we were fortunate, indeed, to secure him. The foregoing, in short compass, represents the faculty recruitment story for the year of organization, 1966-67, and confirms the belief that the setting'here, together with the support given by the University Administration, has enabled us to recruit a very strong first-year faculty. In fact, it is believed the faculty assembled for the'first-year program will stand comparison with any of the major law schools in the United States. The success in our faculty recruitment has already persuaded the local profession that the new College of Law will, in fact, be a first-rate, major-league law school. With respect to our key staff members, fortune has also smiled on us. It is no secret in the law school world that many of I 5. the best law schools depend heavily on the administrative skills of the Dean's Secretary. In Mrs. Kay Johnson, the College of Law secured a superb secretary, an able executive, skilled diplomat and expeditor -- in short, the ideal law school Dean's Secretary. The circumstance that she was familiar with University procedures enabled the new College to get under way with a minimum of friction, and it is under her direction that the faculty secretarial staff, so important to the scholarly productivity of the faculty, has been recruited and organized into a functioning service. Another key member of the staff is Mr. Shyam Hemrom-Majhi, Manager of Supporting Services. Mr. Hemrom-Majhi oversees the operation of the duplicating department and discharges a number of other administrative responsibilities. His departure from the Northwestern University School of Law, where he held a similar post, was cause for anguish on their part and rejoicing on ours. 2. Development of the Law Library. The prime responsibility for development of the new Law Library rests on the Director, Prof. Richard C. Dahl. Fortunately, the University had foreseen quite clearly the need to provide special funds to launch the new Law Library, and in using these funds. Professor Dahl has proceeded in both energetic and striking fashion to establish what is already a very substantial Law Library. In the short space of a little more than a year, nearly 60,000 volumes have been assembled, so we face our accreditation visitor in December of 1967 confident that we already have a better Law Library than perhaps half of the accredited law schools in the United States. A separate report on the Law Library is attached as an exhibit to this report. : :t •• ,1 . , ^ :• ;•? c.J-'•e-:; V '•r..i .• iR - 'X'; xxx-> r\c -x^iixg-xix' -tO-S , sax • ' iw -i-Srt. -.'•i'-. V ^ dE-5'Ed£.EZ29 :,,I VX-- ./ •? "'x: •• 3 ix):'; t"-'-' !-:isxsi,""",;:7 :-x 7/t:..-; "t :• :.;1 , Vii.^C' ' . •.ex. x 31 :C trf 'io «;:•.••••••. xxj- '•••Xxyx.e. yr xx.i;-' X'y. '.• : ••yxxi'.. gx.x • i?;- e-x?x-'J, :xjyi -i x' -.a&yy oxje ,.xfJ •.-••r'.x x'c^xxe.!. oc • •'.;, v;..; ••: ^yx- ••. x.::'yxi'-y y:;;-"' ai t»b':mzc^'t q ezy'i Iq};,'! -icz-"' .X y: y-y .e,,- > x."'- ' y^3x..;x»y .../ -x xynx; rxj;.:':' • < ^ : 0 ya.,fJ,- .y.x.•••:•:, Xjiytr?x,.?' £ ix: yx-xycxg! . r: T'',:) yx. „ ?>; yx; 1 XX;-;. •y.^^ yxyfU .j«!».hxyT ;xo.: x x ^ . y?:y„'.jOJi exit 1o 5 ' . ••'|{J gyj «o. J*XOC|0'S 6. It is a matter of utmost importance that the Law Library continue its rapid growth from the standpoint of attracting additional faculty members, whose research interests must be served, from the standpoint of serving our students in an instructional program that places heavy emphasis on use of the Law Library and in providing a significant asset for use by the legal profession in the County and in the State. 3. Physical Plant. By July, 1966, plans for the new Law Building were very largely complete. The organizational year extending from that date to early September of 1967 has been a year of construction by the Del Webb Corporation, with supervision provided by the architectural firm of Cartmell and Rossman, designers of the building. The new Law Building has taken shape and has met every expectation in terms of impact of exciting design on both the students who will use it and on the public with its legitimate interest in the nature of the facility to be used by the new school. The following description of the new Law Building, Armstrong Hall, appears in the College of Law Bulletin; Contemporary and forward looking in its lines, the building has been carefully designed to serve the many functions of a modern law school and to serve those functions in a setting that encourages the development of significant personal relationships. The profession serves in the context of personal relationships. The lawyer is not anonymous and neither it is believed, should be the law student. All classrooms open off a central meeting and lounge area — facilitating the after-class exchanges that often provide a singularly valuable part of the educational experience. There are, more over, enough classrooms so that classes will not be evicted with 7. precision at the close of the hour. The student's schedule will be arranged to permit continuation after the hour on a voluntary basis of the dialogue begun in class. Here again, some of the real insights into the legal process will come to the individual student when, after class, he has the opportunity to put his question to the professor. When the professor does leave the classroom for bis office on the second floor, he must pass through the central meeting and lounge area — for more conversation and more student contact. Only his office on the second'floor offers escape, and even that is easily seen and found by the student who chooses to track the academic to his lair. All classrooms are built to facilitate the discussion-type teaching that characterizes*legal education*in the better law schools of this country*. With seating on elevated tiers behind broad desk tops for law books and for note taking, every student has an uninterrupted view of the*instructor whether he sits or paces. At the same time, the student has a view of a considerable portion of the balance of the class. Every classroom has been designed to serve also as a practice court room. One of the striking features of the Law Building is the Moot Court Hall, opening off the north end of the*central meeting and lounge area. Seating 400, this dramatic hall will provide a unique setting for final Moot Court arguments before a full bench. It will be used as well for meetings of the Student Bar Association, for occasional class sessions, for programs of continuing education by the organized bar and for public lectures. From a central well, rows of elevated tiers of benches with broad desk tops rise to the front and both sides in a fashion somewhat reminiscent, though in •. r' , • • ... '(.oq'jo -••"•'v as,'-' i-ri . :; • • •?:a's.to'iq p.'I J •; .'lOf-fcop-q SPJ c.- ;:• p,. t ,, ,,:,q 7a'v;;: pp ,:;ooi:* ,hn.,'r^p£ : ciJ rto 3Q,.:'i i'•-:' a,:..' £ :£-tv 3 7ev,*iou io3 S'P'PS eqpwol bnp . :• 37311: 'ooli bnoosa ©ritt isc an "^ilo «.£;•{ qinC . 11 pi/ii;! •> n-"/ •"PLiJa ed,:f vd bniioi I-ns ns-i^ vixaes ©/ d&di ipi' 'eiXf:f»s5i:.;i6 mi J io6i; -i" • 3 13d 11 iDs'j ot j iMud sif- ifionrisfilc: 11/ -teiJi:: : ; - r; i ip -,:,jsD/jf3© • aqsx:>£.if5rio ixri:' i:ctirio^p.; isd i'3 :M\'o ,i.3 no qn-rdg!9.e riixW .ooonooo ai-dd do oXnofKn: 'ia ^ , ; • losd odon lod 'baB axe:.:' ix,-; ia5 aqod daed bi:oid ax: ' v'l ; .3 dv lodotnidanx 'sdd t...< v/o o .00.3oLrxosiaxxso na .•jvd M0::oo n .'3 : • .v: v 5 as,ri dnabijds 9o.d , oxni..3 ©jyi«:a Tkrid "A , :oooi:; 'd 8or qxsva , aa£.i.b 9d.j io s?or'',ihd orln rr* ;-o./:j i.ir: o'-oox diiioo sodiasnq a oo oais £A-t9a ,-i fcasnpi:? X or£3: ©xfj 5 c esqui'sai piniiixjda »rid 5o onO e i .Cx-d/Too s:.:j 5o £>xio 4dxon srid 55© w eB &set' ad IXlw , .Jscuba pnxx'x; loiico dc aCT.«opod.q *io5 ,ajtoieae£ ea-alo is.aoi;sBo.oo xrri , .Liow dsxdixso B ."too !. .aaxJ/dOBl oifdxrq 101 iint q.®!! basxxiegixo arid ^ add od saxx aqc.'.;; -'ooh .bxodd I'idx.x-? efxdonsd be sosjld ^ixjEvsi.te tc ox rtTiuori- ,Jitocaljixxism jBri-'tacioa nG,:d«jB5 it- ru sabxe rfdod bp: 8. in modern circular form, cf the British House of Commons. In its very design, evoking the spirit of the law, the Moot Court Hall will be used heavily and appreciated with each use. Included in the ground floor of two wings, one on each side of the inner core and running the length of the building, are the classrooms, a complete suite of offices for Legal Aid, seminar rooms, the administrative offices for the school and an informal student lounge area. At the mezzanine level, and easily reached by an open stairway, are the faculty and secretarial offices. The complex at the south end of the Law Building houses the Law Library, in many ways the heart of the school. With three floors and two underground wings, the Law Library will have shelf space for more than 200,000 volumes of law and law-related books. Its open shelves will be easily accessible to all users. The Law Library will have seating for 300 persons distributed so as to achieve maximum quiet and seclusion. Dual purpose rooms around the periphery of the library will serve as both reading and seminar rooms. These rooms, together with the regular seminar rooms, will provide facilities for simultaneous small group instruction unmatched today in the law school world. Other library facilities will include carrels, typing room, browsing room and reading rooms containing special collections. By September of 1967, it was: clear that the new building would be ready early in the course of the next calendar year. In fact, it is now anticipated that"we will move into the new structure by February 1, with formal dedication ceremonies scheduled for February 26, 1968, when the Chief Justice of the United States will visit the University to participate in these ceremonies. 9. In the meantime, and for the first semester of its life, the College of Law is holding its classes in what is now known as Matthews Center, a structure which served formerly as the general library of the University. Although it is far from ideal, it must be said that, for temporary quarters, Matthews Center has proved reasonably satisfactory. Most other new law schools of recent years had less satisfactory temporary homes. The circumstance that the temporary quarters formerly served the library function has meant that we have been able to provide a decent law library setting for our students and faculty. In many ways, the excellent beginning made by the new school is a tribute to the foresight, support and cooperation of the University Administration- in anticipating problems and providing not merely adequate, but satisfactory, solutions to those problems. 4. Developing the Program of the School. The opportunity to help develop a program*of legal education for a brand new law school was, of course, a considerable part of the attraction in accepting the Deanship of the College of Law of Arizona State University. The nature of the program to be undertaken has considerable impact across the board on a number of quite distinct matters. For example, the architecture of the new building is definitely affected by the nature of the program to be carried on there. Both the size* and the nature of the faculty to be recruited are affected directly by the nature of the intended program. Even the selection process'with* respect to*-the student body will be affected by decisions concerning the nature of the school and its offerings . The program tentatively devised and more recently formally *(',1": XfC "'h'ifr 10. approved by the Foundation Faculty is one that undertakes to concentrate into the first two years of the school's program what is referred to as the "core curriculum." It is believed that the basic skills and techniques of the legal profession can be adequately imparted to a selected student body over a period of two academic years. This approach means that, in the third year of the conventional three-year program of legal education, and one required, for that matter, by both bar examinations and accrediting agencies, it will be possible to undertake a number of new and, to some extent, experimental programs. The world changes and, with the world, so also does the legal profession change. Many see the prospect that the,distribution'of legal services will be enlarged. In such case, the'profession will serve a much wider segment of our society, and'the'nature of the tasks entrusted-to the profession may very well alter, to some'extent, so that new skills and new techniques'will be needed. The'impact'of science-on'so much of modern-life is not likely to'ieave-the'legal profession unaffected. So, here again, new subject-matter'and'new teaching methods may be*in'order. In'a'new school, like the College of Law at Arizona State University, a unique*opportunity is presented to structure a program to meet the needs of the present and hope-fully of the future. We have, accordingly, developed a "core curriculum" program that packs and compresses'into the first two years a basic, conventional legal education and'leaves an opportunity for experimentation open to' the'third*year, when' faculty manpower (saved through a required two-year 'curriculum)- will be available to support significant new endeavors in legal education. It is possible to mount such a program with a faculty of J,-;' ' • • io''i ' • ' ; ' 2' ' 'iO'i .• •f'?-! i£C:f : : ^ ^ i .. •- : X-,LV J... ••••:: , •> ' .Lilt 3 • • •:,. , • , - •::: i.x.gfsi e, ' '.'iii ,b.;- :... i ' / ^ .,-1 • .ii."i?,i '^^.o ra,,£ .b . liti-i" jflri3 ' f 1 .i ., • :. ^ ,^',rXio .t'': li : ••:, '- •• • • ,7J3J ,.'ii ' .i;- .i. ,. .3i-.r-.:;: ami..'':' oa , •.a.i.iiB •'. ..'•i.-' i.'' am: -a:.! BMii' . &s • • ;.:i;a; sd LiLw'sa ••iai.' .."i:* irv'a-'./ 0.3 J't3 ~t ' J-."' J-'li 3^3 t i 3c c.;:X,\ ...; '....ajTB. a-3'vaa ^.::i.eDB aiari .'• io " ... lit .••- •' .• a. ., i 3'--'3:1 a:an i ' t aramiio n.i a va'i" i/ .0^ • .r . i .;: . /. arca:r.as:..fp.ti!taa:.: , a! .< b rsLL a.-'-ia T : i • r--..' 'a.> iaam zvd ;Tiaap"'"t(7 ..., aa.;. ..a : •.•••' •" 'a..'.v: a« , :a'W ., X - :.. .: - •..1:.; . d3 :jd..t Cj^d... S3' 'i a l>:f? £ a;>SO :a| Itsl..!.. i,.. >7Xi ....1 V .i'i.. 1 i'l a'aaisi Lil aaLJ iioafia Xfti'il .lAnc.'-.:'; aawoai'iB • "3. a r."a;,'x Ag.-ra d" •'••••"{. tdxdJ '4f'".'Od^- twacj aa.L.:i :•£ oa aJarLi fj/'i a.,; aL: L:.!.',L.anaxaa a*.a-y"9ai beiriapa :c 3 'p . ao..;,.7 60a^• L.3pa.t .a.l .iJ'iiaw^aLa$ %#sn '.jni»Oi iana jc- 3 m •. ;»! , rii.hv ^JB:raoaq a daafc' .ja'iaos? o.j sidi8So. . * ?"• .ill : i .i.'"v , 'i ''i'l' ft, •• e'3:' '."••(:(< &S':S IM; ••vno^: eA.':;:-': .: : • i-- ' • • •• ,:r S'rcr. • n.. : ' . {. , ^ . v • q ^ •. 'yu.ui:A31:^ "•xl: x, • ^ .. -X' : a f.. •:va; '; . q i ,f 'Ti •: • :: '' ./••'iHMiJA ../:ruj'3 . a.?£'••. ;• it'iv-, , c. , mx-.'.x-a"''..:-q ..j • ;3gaIlo'A ' JBi'C "lo ; :••;• .rr'aa x, 12. in partic"ular. The Arizona Republic and Phoenix Gazette, together with the Arizona Weekly Gazette, and also other smaller local suburban papers published in the area, were generous in the space given to the College of Law. In addition, the Dean made a very substantial number of appearances before the various Service Clubs explaining the nature of the new College and extolling its virtues. Attached to this report is a brief summary of the public relations activities of this sort. The success in recruiting an outstanding faculty did much to assure the legal profess-ion here of the quality of the school and, from the outset, the response of the community in terms of expression of interest and support has been most gratifying. In other sections of Arizona, and'in other parts of the country, the principal reliance in terms'of bringing the new law school to the'attention'of' prospective law students has been the poster bearing the announcement of'the new College of Law and the Bulletin for the College of Law. The poster, executed with very impressive artistic skill by Mr. Larry Toschik, an artist associated with the Bureau of Publications here at ASU, attracted considerable att-ention featuring, as it did, the new and dramatic Law Building. The' Bulletin was written'in'the summer of 1966, and the intended object was to produce a document that would be interesting, informative and attractive to pre-law students. With the assistance of the same Larry Toschik and a very skillful layout job in the Bureau of Publications, the result was a Bulletin for the College of Law which has won an unusual amount of praise from other law school administrators. In fact, the Associate Dean of the ' i , u„i ^ \ ' t. .J. / '.rt v..-I ^ 'i;. V -.r^ ::.'^f: .::':q i .1' o .'. . •;. -• .-i-:;:'rc • a'1T 5c :3cs,ti. .C'^^CoCl 'CC'CJ, CC a.-...::. •.,••',5 c.ic'- .cloii.socxdc- lo cciJ.cX , J >brc .?/ B& ^^;:ixsj:is-s'^ rCxJc; •5 ' " ,5c dcawooc c V;iC; od :5c qcijc csj.-^«c:: c oc c . : cOc: cfir.i.. ^-v x^-nc. .;i,cc c-cc.' i. ^c;jti 5icoao? J s »ni lo .ci.; jOt .-d+ci ,[i.p'' c fc£.w :;..;"c«©'J sda , trtaJLiftD ,i:'.dc^ '5c wBcc:.^' ci: ,: ncv::.5: cc.cccc- ••;•-• i CC.C-CS d.C: . .aajd'aaaa':-i .. I'-jq - aa J a.:v;js a;;, eno-ssaiyibe .eriJ- l/sii . Iss t josaq nx ,a.aaa:a" as-, aa p;!.ja>eiie3 aa) sxiss:#' ax paixbiieifTSt' wsu, Bp&X lo'l. s:'a V' •• ;ax.i o:a\' a. on si&o; jsad. iiajw IckMoj wife i can ai sidxi dd ox' 0 •O'aao = ; a as xc-n '-.xs b'a:!'9dax:/ixfiiLB ofxashxB'd^s: add afirix oaaoa, :'X; d.'t ofci odBaa; iu svddaaslfBs da-:o:n aoto 'Y'ts ftfeas-a?aa orjs- a ••'X&daa. a.,; viioti. diaoofaoa lU'ax'ic flcidaidxxdsifo •olriqsxp-ooq a a?o*i5 aoBBo aasla; pnibr,,,,o'! sdd dc: a ;oso osq fiS d0O® ,,XBn-:-i.a ~iBjn.L j'ssdd q-as'-i' d ar-'a..aaaxfflfcA od afi aai:iilid.i;Sisoq8»-i -isd -ml ADD lo PFTLBTTBDairsbrtcT DRTAPXLLSINI RTB HSTER IOGAOB WB£ B IU as. d»/id Y6W B XIX ano.o.fjBoii;qqs bftn texs.^qp«| ddxw fni.Xfidb io soaeixoq xoorioe Sidd fcd.s.dii-oo oriw •jaodd rtoqo noisasnqiJTi. a»Xd£:i.w.fi5 » ssC®.'?! fc.rxjO'ia -gpxfcl yi.&v exfi asdir-bgoooq fiixqas.A-'bioo^x fcfSB noxaeiJKfc.6 %no sarrfcaisa. ©pafcloO add nss^'isd q.triaiio.i:djs:,t®d; ©vxifc'xsxToos s , awoffrodo-dos fa®«6nl ,eij3.ni;fcdod oo© ©w ,9'.ii1:3:0 i'lsooexpsH XnundO »dd. Bns w.c I a.' 15. to have one with Mrs. Birchett's talents in this assignment. 6• The Law Society of Arizona State University. With no alumni, and with no prospect of any alumni for another three years, it seemed very important, indeed, to devise some organization through which sympathetic members of the legal profession and members of other professions and the business community might join together to provide both financial assistance and personal involvement to assist the new law school. After an initial round of conversations with a number of the most respected members of the legal profession in the Phoenix area, plans were made to establish a new organization to be known as the Law Society of Arizona State University — to be open to members of the legal profession, to other professions and to the business community. The purposes of the Law Society were stated generally as providing assistance for legal education and legal research, assisting students in the College of Law at Arizona State University by providing scholarships and in other ways and to provide general support for the program of the school. The Founding Dinner for the Society was held at the Mountain Shadows resort in Scottsdale on April 5, 1967, with an attendance in excess of 200. At that dinner, following remarks by Mr. Riney B. Salmon, Sr., President of the newly-formed Law Society, and by President G. Homer Durham, Judge Walter E. Craig, Chief Justice Charles C. Bernstein and Dean Charles E. Ares of the University of Arizona College of Law, Dean Pedrick described the plans for the new law school and explained the role of the new Law Society of Arizona State University. At the Founding Dinner, some 185 members signed enrollment V- . , • • ,/ i. l;/. , , ~ ,i . c.' : V .:ts c.; ^ , • . • '• ;r-j 7 '• e'i • •• bj7'r, . 7 . . 7; ^ BV \J 7,CC O'b 7 -b > p" i 707. BOJyJBC'in.:. :77 : ; . e-BByyi-xA ba UBd '-B • ; p • '•• B:w:' ' " 7 i" 71" ap/,, y:yi..v, 'XBfU'y !••/' 'i, i" „ ,b,>.7:"P:ta ,P77 7 p". 77 -^Jv 7kPJ, '7-7-; 7 ''7, V.:P7;i n>ii:3 P777' 7 777f,.7r ^>7 7 i i ' 7.77':' ; i pp. 7-.' 7'. ,7 at,, , .1 .IP'7-; p. .7,0 7i-.fJj.77P7= 777:77 yij a.7VC7:. 7 '.7 7'7 7 3 7P;P^,7-7-7 3 ;IP. 77 7.:7l ,.'..,.3 B-tABn.lV P ,7.7,1 r*" .P,'':, „ ip}#'' tO' 7't-,5 . -•,,7 07, 77777,, h rOJ.PCi-vlwip: 3e- •oasb.r ,,7.7'?! 7,„ ,7P„:, 7 ' y J y x3) :7S,f3 77^ Sjb.vp:, ,l|Vs7;tx!:,7G '%BmoU „£ , 17 ydj \o 7P'7:/7 bl dmiryyiJ ns^&sQ. bas niinama.s.^U. PoXq -tfi-i,: f,r77,:-'tofi;3&' •'b.'b.xbij'-i 'So !*qi>.lXob •3 I'Wi,,.! --.ppo ;:7,0„J 20 SLoB SP'.'bt b3$niblOX^ tnM LtrdBB Yf 'mbAdJi p,''7.: 7 B-i>A4p:i&m . • sijo® ,'isxmip sil:t PA 16. cards and collectively pledged financial support for scholarships and other needs of the school in the magnitude of approximately $20,000. In the months following the Founding Dinner of the Law Society, the organization has continued to grow so that as of September 1, 1967, there were some 206 members, about half of whom are members of the legal profession, with the other members coming from the business community and from other professions. Collectively , the group has contributed and pledged a total of more than $31,000 to assist the College of Law by means of scholarships and in other ways and has provided a valuable source not only of financial support but of interest in and involvement with the new College of Law. It is doubtful that any of the other new law schools now getting under way in other parts of the United States have the benefit of the enthusiastic, meaningful support evidenced by the strong start of the Law Society of Arizona State University. As students make their way through the law course, it is contemplated that the Law Society, in effect, will serve both as an alumni organization and as an organization for supporting friends of the College of Law. The organization year, thanks to the assistance and cooperation of many persons within the College of Law and within the University, has seen the new College of Law ready itself for what, it is believed, has turned out to be a very good beginning. We have made only a beginning, however, and there are many challenges that lie ahead. We approach the task of further faculty recruitment, of dedicating and moving into our splendid new Law Building, of 17. developing the third-year curriculum to measure up to the opportunity that is ours and to develop programs that will see the College of Law interacting with the community with a sense of high anticipation. As we step forward to meet our appointment with destiny, we move strengthened by faculty and staff already recruited, confident that we can measure up to our opportunity. Arizona State University will have an outstanding College of Law because the University is determined to have just that sort of law school. Willard H. Pedrick Dean, College of Law December 12, 1967 DEAN PEDRTCK'S PROFESSIONAL AND SPEAKING ENGAGEMENTS July 1, 1966 — September 1, 1967 xfa d xxsr or uean pearick • s professional and speaking engagements during the organization year, 1966-67, of the College of Law of Arizona State University; 1966 July 14 July 19 July 27 July 29 August 15-27 August 29 August 30 September 22 September 27 October 1 October 11 October 11 October 13 October 14 October 19 October 20 October 31 November 2 November 5 November 10 November 17 November 19 November 21 November 22 November 22 December 2 December 5 December 7 December 9 December 15 December 22 December 27-30 Phoenix Lions Club Phoenix Kiwanis Club Mesa Rotary Club Phoenix Rotary Club Associate Director of the National Trust School of the American Bankers Association Phoenix Nucleus Club Scottsdale Rotary Club Kramer, Roche, Burch, Streich & Cracchiolo law firm at Phoenix Country Club Panel Moderator, U. of Arizona College of Law, on "Irrevocable Trusts" American Trial Lawyers Association Annual Meeting, Chicago Pre-Law Club, ASU South Phoenix Optimist Club Tempe Kiwanis Club Institute of Electrical Engineers, ASU Estate Planning Lecture, Sacred Heart College Wichita, Kansas Camelback Kiwanis Club Mesa Kiwanis Club Appreciation Day Awards, Mesa High School, Mesa Country Club for Mesa Chamber of Commerce Editorial Board on Torts Casebook, Austin, Texas Addressed Women's Trust Forum, Colorado Springs, Colorado Mid-Continent Trust Conference, Chicago Appellate Practice Panel, ASU, Arizona Law Institute Sky Harbor Kiwanis Club Federal Bar of Arizona, Phoenix Alpha Epsilon Pi, ASU Tax School, Iowa Bar Association, Des Moines Maryvale Rotary Club Pre-law students. Northern Arizona University, Flagstaff Addressed Eighth Annual Tax Institute on "Corporate Distributions" Glendale Rotary Club Prescott Kiwanis Club Association of American Law Schools Annual Meeting Dean Pedrick's Professional and Speaking Engagements July 1, 1966 -- September 1, 1967 Page 2 1967 January 16 January 18 January 20 January 25 January 26 January 27 February 3 February 22 February 23 February 28 March 1 March 4 March 13 March 16 March 23 March 30 April 5 April 6-8 April 8 April 11 April 12 April 14 April 18 April 24 April 28 May 1 May 2-3 May 4 May 5 May 8 May 8 May 9 May 10 May 11-13 May 17-19 May 19 May 23 May 24 May 27 Mesa Exchange Club American Association of University Professors, ASU Chapter Officers' Open Mess, Williams Air Force Base National Conference of Christians and Jews, Institute on Policy-Community Relations, Phoenix Delta Zeta Group, ASU Tempe Chamber of Commerce Mid-Winter Trust Conference, New York City Tempe Business and Professional Men's Club Society of Former Agents of FBI Graduate School of Social Service Administration, ASU Junior League of Phoenix Arizona Junior Classical League, ASU Charter Day Convocation Address, ASU C.L.U. Group, Phoenix Chandler Rotary Club Tempe Lions Club Founding Dinner of the Law Society of Arizona State University, Scottsdale Conference of Western Law Schools, Vancouver Northern California Alumni Association, Oakland Estate Forum, Aurora, Illinois Central High Senior Recognition, Phoenix Sociology Honorary, ASU Tempe Rotary Club Religious Colloquium, Tempe Ladies Finance Forum, Pensacola, Florida Law Day, ASU Editorial Board, Austin, Texas Trust Section Convention, Texas Bankers Association, Corpus Christi, "Current Developments in Taxation Affecting Estates and Trusts" Spring Tax Institute, Iowa Bar Association, "Irrevocable Trusts" Trust Conference, Lafayette, Indiana University of Cincinnati Law School ASU Alumni Association, Yuma Address Convention of League of Arizona Cities and Towns, Flagstaff Convention of Arizona State Bar Association American Law Institute, Washington, D. C. ASU Alumni Association, Tucson North Phoenix Rotary Club Scottish Rite Club, Globe Board of Directors of DINEBEIINA NAHIILNA BE AGADITAHE, INC., Window Rock i.; rt •• 5 a'; 01 'i tS J ': I> -Si "I :' '- •;i»c:0. e.:j a.;©3 - Siys , ; J.;-'' ••; «j-4 -lifr/ "•> a;"' jlr at' b'ii\ i,' 1 n'J Ji .-r.} / a,;-; •'.* i ii'jj.ro''"- s c •. ,a<)Y waK . • a;::Y ' ci • •„-s aftiqC • •las'Yi v'^jr aaD A iSftaxfYPi r» S.YlxP i-2'ii 1 ' X r, 'X its f!''f A'S/i , ;:;Y?C;'S;# sixYG srKYYilY;: to.'Y'^diGYsfP) Y * ft'*! '• r;;, s| ^1- b |j«f Dean Pedrick's Professional and Speaking Engagements July 1, 1966 — September 1, 1967 Page 3 1967 May 31 June 7 June 8 June 9 June 17 June 17 June 24 July 7 July 13 July 15 July 19 August 12 August 14-25 Mesa Business Men's Club Masonic Group, Phoenix High School Commencement Address, Prescott Nucleus Club, Tucson Arizona Cattle Feeders' Association, Phoenix Trx-State Legal Institute, Santa Fe, New Mexico Board of Directors of DINEBEIINA NAHIILNA BE AGADITAHE, INC., Window Rock Optimists Club, Phoenix Thunderbird Rotary Club, Phoenix American Civil Liberties Group, Tucson Globe-Miami Rotary Club (Iowa) High School's 35th Reunion Associate Director of the National Trust School of the American Bankers Association