The School of Law 315
summer school also; the total of summer school graduates for the six
years, 1930-35, was twenty-four. In the first ten years, 1896 to 1905,
inclusive, the number of graduates was 60, an average of 6 a year; in
the next decade, 1906-15, the number was 124, an average of 12.4 a
year; in the next decade, 1916-25, the number was 175, an average of
17.5 a year; in the last decade, including the graduates in the summer,
the number was 161, an average of 16.1 a year.
Although the dean's (of Law) reports of number of students are
complete for the various years they do not indicate clearly how many
of them should be classified as students of Law rather than academic
students, since in most years they are intended to include every
individual who took one or more courses of Law. For the first eleven
years the average number of these was about 75; for the next decade,
1906-15, the average, not counting summer schools, was about 140;
for the next decade, 1916-25, the average was about 150, and for the
last decade, 1926-35, about 100, a large number since in the last six of
these years the provision was in force that for admission two years of
college work was required. In Gulley's last year as dean, 1934-35, the
enrollment for the regular session was 83, and for the summer session
33.
Until the close of the session of 1921-22 the records show that
approximately one-third of the students registered in the College
every year took one or more courses in Law, that is, ten or more
semester hours, for nearly all the classes in the School of Law met
five times a week. A much larger proportion of these who took the
degree of Bachelor of Arts, probably not less than three-fourths,
offered some work in Law on elective requirements. Ten semester
hours of Law were definitely prescribed for the Bachelor of Arts in
Commerce. In such a large way did the School of Law contribute to
the provision for cultural and academic work at Wake Forest. And
that the limited amount of Law allowed on credit for the academic
degrees did have a cultural value was the uniform testimony of both
students and members of the academic faculty; they were ready to
maintain that the course in Blackstone as taught by Dr.
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