Bond University
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Abstract

Legal education has always responded to, perhaps even been driven by, available technologies of information dissemination. Before printing and then mechanical and eventually electronic copying were readily available and cost-effective, some mixture of manual form copying, apprenticeship, recitations, keeping of “commonplace books”, and mooting dominated legal education. The emergence of textbooks and casebooks followed rapid, multiple transformations in publishing technology and administration in the 19th century. “Socratic” instruction supplanted lectures in many universities once the implications of readily available, relatively cheap textbooks and casebooks became apparent to law teachers and students alike.

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