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Sixty-four leading legal historians ruminate on their own approaches to teaching legal history in nearly a third of the American law schools: what they teach, why they teach as they do, how they structure their courses, and what they expect their students and themselves to take away from the study of legal history.
The diversity of approaches to the teaching of legal history as demonstrated in this collection is impressive and fascinating, and at the same time quixotic, unsystematic, not integrated into the law curriculum, and not comprehensive or thorough.>p>
The contributions are full of inspiration, creative imagination and resourcefulness, self-criticism, insight, and a shared conviction of the importance of a knowledge of legal history for the future of the law teacher and the legal practitioner. They address:-