IVrIiaps a more sehool-like srruerure should he inrrodueed in the law taeulries and the relati\e freedom lor the stutlents to arrange their studies eoidd he abolished. Perhajis it was not realistie to edueate the students in all legal suh)ects hut instead to coneentrate the teaehing on legal method and teehniijue. Sehmidt ended the article h\’ stating that the Swedish law education needed a stronger coneentration on the social sciences. C.oudiisiou .\11 three articles dealt w ith the problems and structure of the national legal education and e\ en if the\ did not refer to each other there were mam oht ious similarities. .Ml three authors had e.xperiences from the legal education and both Nh rdal and I'^kelr)! were in different wavs engaged in the procedural reform. Their interest in reforming the education was well documented and l'Tel(')f was to he a memher of the 1949 committee for educational reform. I'Tehif aiul M\ rtlal stressed the fact that legal scholars hatl a too hea\ V a hurden of teaching and that this threatened the qualit\ of legal science. In this the\ identified a conflict between the seholarh' and theoretical amliitions of the academic staff and the professional and jiractical ambitions among the students. This was a conflict of interest, d'o sob e the conflict the\' suggested changes in legal education and suj'ij'iorted a more practical touch to legal studies, hkelol was less ratlical than M\ rdal. 1 lis j’troj'iosals were more moderate and he fatoured a pedagogical modernisation. Both .Nh rdal and Schmidt realisetl that traditional education w ith its considerable freetlom for the students to jilan their studies and for the scholars to combine education aiul research had no future. The\ faxoured a more radical modernisation w ith a stronger school-like structure, a shorter basic training and fewer subjects to stucb. In this we can see that the\ wanted to stress the more professional aspects. M\’rdal e\en suggested that legal professionals could gi\ e a large part of the lectures. 49 SCHMIDT, p 417. 4^7
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