Clinical education was a pretty important development and I got in at the very beginning in legal education.  I was able to start clinical programs — not just this criminal law clinic, and the Innocence Project was started as a clinical program — but lots of other clinical programs in the law school. And the reason I say that is that now there’s a lot of talk about creating law schools only two years.  I think that’s because we need clinics for the second and third years to really enrich the experience. In the first year of law school what we teach students is — quote — how to think like a lawyer. Which really means we teach them analytical skills: how to read the cases, how to reason about precedent. And that is important, to at least understand how the court system works in that way, and the justice system works. But what clinical education always was supposed to do is if you had people with analytical abilities, then you can take them to the next level and start dealing with, in some instances, real cases. They could be small cases, it could be a test case, reform litigation.  But you would actually look at institutions in an interdisciplinary way to try to solve problems. And you would do fact investigation, which really is quite important to the development of law, because you can have the analytical principles that decide cases, but who created the facts?  And how you gather the facts, and how you marshal them and present them, is of enormous importance for lawyers.