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16 Diritto & Questioni Pubbliche 27 (2016)
The History of Legal Clinics in the US, Europe and around the World

handle is hein.journals/dirquesp2016 and id is 27 raw text is: APPENDIX A. The history of legal clinics in the US, Europe and around the world Maria Concetta Romano* Clinical legal education, born in the early twentieth century, only became widespread in the United States and other countries, such as Canada, Australia, Great Britain, India and some southern and eastern regions of Africa, since the early 1960s and 1970s. In other countries of Europe, Asia and Africa, legal clinics developed after the 1990s. Today, there is a global clinical movement confirming the success of a legal education methodology that, being based on experiential learning, allows law students to develop professional skills and at the same time provide a useful service to the community. This chapter traces the main stages of the evolution of clinical legal education and thus intends to explore the main driving forces that historically stand behind the global spread of this phenomenon. The birth of clinical legal education : the experience of the US In the nineteenth century the American legal education system was based on three methods of teachinglo: the apprenticeship, which consisted merely of students learning at the sides of practicing lawyers who held the role of mentor and teacher; the model of private or proprietary law school, (of which the Litchfield Law School is the best example), which offered a more analytical and systematic approach to the law, thanks to classroom lessons held by lawyers; and the traditional European model, adopted in the United States, which ensured a theoretical and general training 2. Following criticism of the most widely used approach, that of the apprenticeship, which was considered to be incomplete and restrictive3 the first major change in the American education system came in 1870, when the Dean of the Harvard Law School, Christopher Colombus Langdell, introduced the casuistic method. This method, integrated with the Socratic dialogue, taught law students to analyse the so called appellate decisions and to identify the underlying legal principles4. It achieved great * Maria Concetta Romano, lawyer and member of Altro Diritto Sicilia, has contributed to the promotion and implementation of the project CLEDU - Clinica Legale per i Diritti Umani of Palermo. After her graduation at the University of Palermo, she took an LLM in International Human Rights Law at the University of Essex. She works in a legal office specializing in Immigration law and has worked for national and international organizations conducting research and providing legal assistance on human rights issues. 10 NEW YORK STATE JUDICIAL INSTITUTE 2005, 1. n QUIGLEY 1995, 465; VALDEZ CAREY 2002-2003, 510. 12 NEW YORK STATE JUDICIAL INSTITUTE 2005, 1; BARRY et al. 2010. 13 QUIGLEY 1995, 465. 14 GROSSMAN 1974, 163.

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