Parodoxes of Canadian Legal Education

If the history of Canadian legal education should ever be written, these years of the mid-1970s will surely be viewed as a period of critical significance. For at least a quarter-century, growth has been the predominant theme: growth in student numbers and faculty complements; growth in democratic decision-making by both faculty and students, but also - inevitably - in the bureaucratic structures of faculties; growth of physical facilities and indeed, of whole new faculties; growth of libraries and of the pace and variety of research; growth of curricula and of teaching methods; growth in professional esteem and in public contribution; and - I believe - growth in quality throughout the entire system of legal education.