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10 Clinical L. Rev. 75 (2003-2004)
Service and Learning: Reflections on Three Decades of the Lawyering Process at Harvard Law School

handle is hein.journals/clinic10 and id is 81 raw text is: SERVICE AND LEARNING: REFLECTIONS ON THREE DECADES OF THE LAWYERING PROCESS AT HARVARD LAW SCHOOL JEANNE CHARN* This article describes the efforts of Gary Bellow and the author to develop a clinical program at Harvard Law School that would (i) introduce students to the Lawyering Process as conceptualized in the text celebrated in this volume; (ii) attempt to describe and understand the practicing bar as a law making, law interpreting and law enforc- ing institution; (iii) develop greater collaboration between the practic- ing bar and the legal academy; and (iv) experiment with approaches to making legal advice and assistance broadly available. After a number of less satisfactory efforts, Gary Bellow, the author and clini- cians at Harvard Law School developed a Teaching Law Office, structured along the lines of a teaching hospital, as the institutional locus for practice based education and research. The Teaching Law Office also operates as a laboratory for service innovation and bar collaboration. The article recounts areas of progress and points to a substantial unfinished agenda. I. BEGINNINGS My involvement with Gary Bellow, the Lawyering Process pro- ject and clinical education began over thirty years ago, when modern clinical programs were new.' In those years nothing was charted and much seemed possible if we were smart enough and worked hard * Lecturer in Law, Harvard Law School; Director, The Hale and Dorr Legal Services Center; Director, The Bellow-Sacks Access to Civil Legal Services Project. Thanks to Muria Kruger for excellent research assistance. This article is dedicated to William Pincus, President of the Council on Legal Education for Professional Responsibility (CLEPR), a wise counselor and good friend to Gary and to me who remains steadfast in his vision that service is essential to learning and that those who serve should be learned. 1 Clinical education is older than the CLEPR initiatives of the 1970s. Clinical educa- tion was embraced by prominent legal realists. See Jerome Frank, Why Not a Clinical Law- yer-School?, 81 U. PA. L. REV. 908 (1932). Frank referenced medical education and urged a parallel clinical educational program for lawyers. See Robert MacCrate, Educating A Changing Profession: From Clinic to Continuum, 64 TENN. L. REV. 1099 (1997), for an account of the efforts to develop law school clinics from 1930 into the 1950s. John Brad- way pioneered the first law school clinic in the 1930s. See John Bradway, Some Distinctive Features of a Legal Aid Clinic Course, 1 U. CHI. L. REV. 469 (1934). Friend and colleague Dean Rivkin reminds me that the University of Tennessee clinic, which continues to the present day, was founded by Charles Miller, a student of John Bradway.

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