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1 Clinical Legal Educ. Persp. 1 (1976-1977)

handle is hein.journals/clegdp1 and id is 1 raw text is: LINICAL EGAL .AANPERSPECTIVE EDUCATION L ECI CI SECTION ON CLINICAL LEGAL EDUCATION ASSOCIATION OF AMERICAN LAW SCHOOLS VOLUME 1, NUMBER 1 FALL, 1976 FORWARD Eli Jarmel (March 9, 1929 - September 20, 1976), Professor of Law, American University 1958-1961, Director of Institute of Continuing Legal Education of the State of New Jersey (1961-1970), Professor of Law, Rutgers University (1961-1973), Professor of Law, University of Denver (1973-1976), had many and varied intellec- tual interests. Major among those interests was Clinical Legal Education. He believed that the meaningful education of the law student required the acquisition of practical skills. Early in his tenure as Director of the Institute of Continuing Legal Education of New Jersey, he designed and imple- mented the skills course for lawyers, a mandatory practice alternative for admission to the New Jersey Bar. At Rutgers, he participated in the development of the Clinical Education Program. Because of his interest and competence, he became a charter trusted advisor to the Council on Legal Education for Professional Responsibility. Upon appointment to the University of Denver College of Law faculty, he assumed especial responsibility and leadership for the continual development of the Clinical Education Program. He doggedly insisted in the requirement of intense faculty supervision of Clinical Programs and concurrent intellectual vigor in those programs. An equally compelling concern of Professor Jarmel was the development of new systems of delivery of legal services. He was uncompromising in his insistence that legal services must be made realistically available to all Americans. To this admirable end, he recognized the importance of law students, in Clinical Education experiences, pro- viding appropriate services to the community. This compulsion and belief strengthened his demand for the most rigorous and thoughtful supervision, by faculty, of students in Clinical Education Programs. Necessarily, Jarmel was interested in the development of and training for paraprofessional positions, as a part of his master plan for design of new system of delivery of legal services. In this area, he proposed creative and thorough plans for clinical experiences for paralegals. To dedicate this first issue of Clinical Legal Education Perspective to Professor Eli Jarmel is most appropriate. He stood for imagination in legal education, in quality and depth in legal education. It is to these same goals that this new publication is dedicated. Robert B. Yegge Dean University of Denver College of Law

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