riic course did not tulfd irs inrciidcd purj^osc ;iiid it would he better to stud\’ the practical aspects ot the legal rules together with the theoretical ones. ' d'he committee proposed some minor changes in the curriculum, hut saw no need for either extending or reducing the legal studies. Nine semesters would he enough to co\ er the basics of a legal education. Idght semesters had fixed subjects and the courses were either ten weeks long or twenty weeks long. The subjects could he studied in an indi\ ieltial order. Roman Law was merged with Legal histor\ and a new suhiectjurisprudence (.Vllmän rättslära) was introduced and rejilaced Legal ency clopaedia of the 1904 Ordinance. During the ninth and last semester, the committee proposed that the student should choose a suhiect from the earlier courses and to stud\' the subject in more depth and w rite an essaw The committee projiosed that the academic staff should he expantied and that this should he done Iw creating new positions, new forms of academic teachers, “precejttors” and assistant teachers. It was also important that jurists fromthe legal practice took part in the legal education. 'This was a possihilitx’ to increase the practical element in the studies and the committee supported the idea that this group should he used in the theoretical courses t(^ balance the more scientific apjtroach of the academic teachers, d'he Ciommittee stressed that it was common in other countries that legal practitioners took |iart in the legal education. In an article in Svnish JnristfiJuiiig m lyN":;, the committee chairman professor Ragnar Bergendal commentated to the jiroposals. I le stressed that he considered that the most important no\ elt\ the reduction of was what he called '■‘ntemcwv knowledge” or h\ heart learning, and that the students got an opportunit\' to stud\' at least one subject in depth at the end of the education. ' 76 sou 1953:15, p 123. 77 sou 1953:15. p 137 ff. 78 sou 1953.15, p 219 ff. 79 SvjT 1953, p 737.
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