pracrico ot legal profession \vhere\ er the common law pre\ ails. riie ,\meriean law schools trained professional lawwers hut the Swedish law faculties educated ci\’il ser\ants. The length of the law studies differed as the Swedish students came directK fromhigh school and needed a longer time for the law studies. I'he .Vmerican students had passed college training and a college exam before they were admitted to law school, d he college education was a preparation to the law studies and thus the law education could he shorter. The pedagogical swstem was also different according to Schmidt. The law school teaching was not necessariK' scientific like that at the Swedish law faculties. It was more practical and its purpose was to gi\e skills. Schmidt used the Swedish words kvaiificcnit Lnuitvirk" (ad\anced craftsmanship). In connection w ith this Schmidt referretl to Karl LiewelKn and stressed the importance of case anal\ sis and moot court training.^ I'he rapid de\ elopment of the .\merican legal s\ stem made it necessar\ for the law schools to prepare the students better and to stress sociological and theoretical subjects. Schmidt referred to an article “What changes are practical in legal education.^” published in the Inicriciiu Bitr Association Jonniiil h\ the L)ean of the Cdiicago law school Wilber (] Katz, .\ccording to Katz it was important that law school curricula stressed theoretical and philosophical subjects so the students could understand law as a socio-political instrument and the economic structure of societ\. ' .\t the end of the article Schmidt turned to the Swedish educational arena and he argued strongK' for a reform of the Swedish legal education. In his opinion the educational s\ stem at the law faculties was old-fashioned. Not much had happened since 1904. I'he .\merican legal education could he a good inspiration in the necessarx’ reform. 46 SCHMIDT, p 411. 47 SCHMIDT, p 414. Kart Llewellyn was together with )erome Frank two of the most important representatives of the American school of legal realism. Frank argued that the American law schools had become too academic and too unrelated to practice, stevens, r. Legal Education in America fromthe 1850s to the 1980s. The University of North Carolina Pressi983. pp isbf. 48 SCHMIDT, p 416. ’Uf. 426
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