Review of the history of clinical education at Yale Law School focuses on the influence of practitioners versus scholars. Discusses evolution from practitioner-based apprenticeship approaches, to university-based legal education, to student attempts to inject a measure of realism into theoretical studies through work in local legal aid offices, to…

In a tongue-in-cheek fashion, practical and creative suggestions for planning and carrying out a conference on legal scholarship are discussed, including topic selection, financing, choice of speakers, working sessions, logistical planning, and publication of the proceedings. (MSE)

The development and implementation of a clinic to offer advanced study in business organizations and commercial law transactions for third-year law students at Wayne State University (Michigan) are described. The course builds vertically on prior study and puts students in contact with practicing lawyers in an academic setting. Considerations…

Small-group learning, it is suggested, has several benefits for law students that they cannot otherwise obtain. The work of scholars in the social sciences can help to better understand ways in which to structure and facilitate the use of small groups in the law school curriculum. (Author/MLW)

Law schools' future is no more or less certain than that of higher education generally. The question is whether law schools can conserve the qualitative gains they have made in recent years, especially within a static or declining larger institution. Effective administration, cooperative faculty, and generous alumni are crucial. (MSE)

Part-time day legal education--the need, purposes, drawbacks, and how it has been and is being utilized--is discussed. Part-time day legal education is seen as being available to a group of people who have been restricted from attending law school, i.e., parents, usually women. A survey is reported. (MLW)

The clinical method of legal instruction, its goals, resources, and the process of individualized clinical teaching are defined. The development of such a program at Cleveland State University and a study of the activities involved are described. Issues of program design and teaching, including the student teacher relationship, are addressed. (JMD)