Is there a connection between the failure of law schools to teach legal practice and the 2d class status of those who do teach legal practice?

I have of course made the point that law schools oddly enough do not emphasize training their students to be lawyers. Some even say law schools are woefully inadequate in doing so.

I can’t help but think there’s some connection between this disconnect of the academy from the profession and the fact that the people in law schools who do focus on teaching students how to practice law are generally not tenure track faculty. They are what Peter D.G. Brown in “Confessions of a Tenured Professor” calls “contingent faculty.” Although he is writing about college faculty, his observations certainly have their analogs in law schools:

I must confess that belonging to the de facto elite minority makes me very uneasy. Most tenured faculty view themselves as superior teachers with superior minds. In this view, the arduous six-year tenure process clearly proves that all of us are superior to “them” and have deservedly earned our superior jobs by our superior gifts and our superior efforts. I must also confess that we tenured faculty really do appreciate the fact that ad-cons have unburdened us from having to teach too many elementary foreign language courses, English composition and the many other tedious introductory, repetitive and highly labor-intensive classes, to which we tenured souls have such a strong aversion that it must be genetic.

And so we have “a two-tiered system where [tenured faculty] make at least three times as much per course as [contingent faculty] and enjoy all the other wonderful perks of tenure: lifetime job security and the academic freedom it provides, regular opportunities for advancement and promotion, comfortable pensions, large furnished offices, telephones, computers, sabbaticals and other generous leave opportunities — the list goes on and on.”

Brown is genuinely shocked at what legal writing professors and clinicians know too well is the predominant view of the “scholars” on law school faculties:

I confess that I must have been overly naïve, but I was utterly dumbfounded when an administrator repeatedly told me that he saw no value whatsoever to the institution in keeping any adjunct instructors more than a couple of years, after which they ought to simply move on and find something else to do. I’m sure my tenured colleagues would find it totally unacceptable if they could be told at the end of any semester that they should simply leave, that there was no value to their accumulated expertise, thank you, because the college wished to hire a fresh young face at a lower salary.

Brown is worried about the effects of this two-tier system on students, just as I am about the focus by law faculties on legal scholarship at the expense of legal practice:

It is time that more tenured faculty woke up to the fact that their entire professional existence, replete with their comfortable incomes, their fascinating research, their coveted sabbaticals, their agreeable teaching loads of less labor-intensive and more satisfying courses — all this is made possible by the indispensable efforts of a million ad-cons doing so much more for so much less. Equitable compensation, health and retirement benefits, opportunities for advancement and professional development: all these should be available for everyone in higher education and are long overdue. Since teachers’ working conditions equal students’ learning conditions, it is a truly deplorable message we are sending our students!

His description of non-tenure track faculty at the college level matches my experience at the law school level: they “are trying desperately to find summer work, praying that their cars will run for another year and wondering if their children will even be able to afford college.” Moreover, these professors “typically focus on teaching, and the precarious nature of their employment drives them to excel in their classroom performance. Not surprisingly, they often have a more lively interest in developing innovative pedagogy.”

And so Brown issues a call for action from his tenured colleagues:

Tenured faculty members across the country need to wake up now and begin to play a crucial role in supporting equity for their contingent colleagues. . . . If more tenure-track faculty would summon the courage to speak out in support of their fourth-class colleagues, it could really make a decisive difference . . . . Not only are tenured faculty members largely immune from retaliation; they possess widespread credibility plus significant monetary and other resources to help tip the scales in favor of equity.