Skip to main content

Full text of "Editorials"

See other formats


Early Journal Content on JSTOR, Free to Anyone in the World 

This article is one of nearly 500,000 scholarly works digitized and made freely available to everyone in 
the world by JSTOR. 

Known as the Early Journal Content, this set of works include research articles, news, letters, and other 
writings published in more than 200 of the oldest leading academic journals. The works date from the 
mid-seventeenth to the early twentieth centuries. 

We encourage people to read and share the Early Journal Content openly and to tell others that this 
resource exists. People may post this content online or redistribute in any way for non-commercial 

Read more about Early Journal Content at 
journal-content . 

JSTOR is a digital library of academic journals, books, and primary source objects. JSTOR helps people 
discover, use, and build upon a wide range of content through a powerful research and teaching 
platform, and preserves this content for future generations. JSTOR is part of ITHAKA, a not-for-profit 
organization that also includes Ithaka S+R and Portico. For more information about JSTOR, please 

Yale Law Journal 



Percy Finlay, Chairman. 

William B. Bosley, Treasurer. 
A. J. Balliet, Harry G. Day. 

Lawrence M. Byers, Thomas F. Farrell, 

Howard A. Couse, L. P. Waldo Marvin. 

Published six times a year, by students of the Yale Law School 
P. O. Address, Box 1341, New Haven, Conn. 

The editors of the Yale Law Journal, encouraged by the 
success of the preceding boards, enter upon their duties with the 
hope that their endeavors to preserve the standard which has been 
set for them will prosper. The purpose of the Journal is to rep- 
resent the Yale Law School among its contemporaries in the field 
of legal literature in a creditable manner, and to advance the 
interests of the School by keeping it before the minds of the mem- 
bers of the legal profession; to publish articles, interesting and 
instructive, furnished by an able corps of contributors, and to keep 
the public informed of the growth and progress of the institution, 
and the alumni in fellow-feeling with the undergraduates. The 
editors thank the faculty, graduates and members of the Law 
School for the favor and support which the Journal has received 
from them in the past, and ask that it may continue. 

The American Bar Association, through its Committee on 
Legal Education, has rendered a splendid service to our profession 
and to the country by collecting a vast amount of information in 
regard to the methods of legal education and requirements for 
admission to the bar, prevailing in the different States and foreign 
countries. With the cooperation of the United States Bureau of 
Education, the results of the labors of each have been embodied in 
a report on legal education issued by the bureau last spring. In 


consequence of the interest awakened by this movement, a confer- 
ence of law teachers and others interested in the subject was held 
during the session of the American Bar Association at Saratoga in 
August, 1892. Professor J. B. Thayer of Harvard, Judge Bennett 
of the Boston University Law School, Prof. S. E. Baldwin, Mr. 
G. M. Sharp of the Yale Law School, were among those who took 
part in the conference, and it was decided to issue a call to all 
persons engaged in legal instruction to meet in further conference 
at the time of the annual meeting of the American Bar Association 
at Milwaukee in August of this year. Many accepted the invita- 
tion, and a section of the Bar Association was organized, to meet 
annually in connection with the association, called the Section on 
Legal Education. Professor Henry Wade Rogers of the North- 
western University Law School was elected its President, and Mr. 
George M. Sharp of the Yale Law School, Secretary. Papers 
were read by Prof. Austin Abbott of the University of the City of 
New York, Prof. Williston of Harvard University, and Prof. 
McClain of the Iowa State University, and their subject matter 
fully discussed. The papers of Prof. Abbott and Prof. McClain 
are, by permission of their authors, printed in this number. The 
possibilities of advantage to legal educators and incidentally to 
those to be legally educated, growing out of a comparison and dis- 
cussion of methods, are very great. It is confidently believed that 
the movement will commend itself to all who have at heart the 
elevation of the intellectual and moral standard of our profession, 
and may conduce to the formation of a science of legal pedagogics. 

The attention of those who are or intend to become lawyers 
has been very strongly drawn in recent years to this important 
question of methods of legal education. The weight of this topic 
has been augmented by the wide divergence of the systems of 
instruction adopted in the various Law Schools in the country. 
The discussion of this subject will be the feature of the Journal 
during the coming year, and considerable space will be devoted to 
its examination.