| the history of wake forest
interim term any longer available. By a narrow vote the faculty ap-
proved the third choice; agreed that winter term courses would be
offered once again, in January 1981, but for the last time; and de-
cided that in 1981–1982 the calendar would be essentially what it
had been before 1971–1972: a year divided into two equal terms.
The Experimental College, another product of a more innova-
tive time, had also gradually lost its attractiveness and, except for a
few courses now and then, had disappeared. 1979 was the last year
for the biennial “Challenge” program, planned and organized
mainly by students, centered on controversial political and social
topics, and featuring speakers of national significance. The College
was, in general, less and less affected by memories of the late 1960’s
and early 1970’s or by a desire to re-create the mood or the causes of
those years. As was no doubt true across the nation, a campus was
no longer seen as a place for heated ideological conflict or struggle.
The central administration and the Trustees were forced to con-
front a serious budgetary crisis in the School of Law, as described by
Dean Scarlett and Trustee Lonnie Williams, an alumnus attorney
then serving as chairman of the committee for the law school. Look-
ing ahead to reaccreditation by the American Bar Association, Scar-
lett and Williams pointed out that in a number of “problem areas”
the law school would likely encounter negative reactions from any
reaccreditation team visiting the campus. Five “areas” were listed
as being of primary concern. The law library, first in priority, was
described as being “among the ten worst law libraries” among the
accredited law schools of America, its collection of 70,000 volumes
being only slightly larger than Campbell University’s 65,500 and
North Carolina Central University’s 67,500. The student-faculty
ratio of a little more than thirty-three to one was well above the
twenty-to-one ratio recommended by the American Association
of Law Schools and compared unfavorably to the fourteen-to-one
ratio to be found in the undergraduate college. The law faculty salary
scale, according to Scarlett and Williams, was not competitive,
financial aid for students was inadequate, and a well-supported
clinical education program was needed.
In order for the law school to achieve the goals now thought
necessary, the library, it was said, should be increased in size to
ninety thousand volumes, the student-faculty ratio should be
quickly improved, and funds should be set aside for the school’s
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