ABSTRACT
It is one of the interesting features of the realist movements in the rst half of the twentieth century in US law schools that there is no single manifesto that can be said to stand for the practice of all and no version that is a general statement of the purpose and method of all. A number of scholars have attempted this (Summers, 1983, for instance) but to date, the best jurisprudential work has been either biographical (Twining, 1973) or analyses of specic aspects of their work (Schlegel, 1995). This chapter focuses not on the jurisprudential aspect of the realist initiatives, but on some of the educational aspects, and in particular the early evolution of the reforms in the 1920s at Columbia.
