Staunton spectator. [volume] (Staunton, Va.) 182?-183?, 1831-10-21

which the student may obtain the aid of an
instructor throughout the whole course of his
professional preparation or if that should be
inconvenient TO himself, where he NAV either
make such advances as will facilitate his fn-
ture progress, or gain those accessions chief
ly OF practical nature, best calculated TO
guard against awkwardness and embarrass-
ment, and fit him for immediate usefulness.
n plan so extensive may be regarded here i'm
Tie iight oil experiment, though eminently
successful, upon an incomparably broader
scale,ln the country from which we have deri-
yea our laws, as the English Inns of Court "a
bundantiy testify; and can perceive no OBJ
stacle to IFS successful introduction amongst
us'uniess IL be the lncompetency of the teach
er, or the wretched Impotence and restless
ness so common with our American youth.
An humble experiment is now about TO be
made, and though it may fail, from either or
both OF the causes just mentioned, trust Won
VIII become satisfied n the progress of the
session that there Is nothing radically defect
I've or vicious In the system itself
Hou understand from the views thus pre-
sented, that my plan embraces two courses.
one OF elementary reading, anil the other of
lectures together with examinations upon
each and requires division of the school
INTO two classes, in order TO its full accom-
pllshment III single session of convenient
length. The labours of the Junior class will
be principally directed to a competent course
OF elementary reading, without which it is
utterly impossible'to become a sound LAWYER:
while those ofthe senior class will embrace
the matter oil the lectures, the authorities no.
ted for reference, and occasionally parts of
approved treatiSes on important topics to
which the discussions from the chair cannot
conveniently be extended. Each gentleman
VIII DC at perfect liberty TO decide for himself
winch OF the classes he will join, or whether
he will unite himself to both. The division
INTO classes is founded on the supposition, that
some OF the pupils may not be sufficiently
prepared by previous study 10 derive full be-
neht from the lectures, and that others may
have already become masters of the works
comprised in the course of reading. I am in
cllned TO think, however, that it will be bet
Ter not 10 adhere rigidly TO this separation :;
but that The members of each class should
to certain extent, attach themselves also 10
the other. Thus the members of the Junior
class Will probably find it eXpedient to attend
The lectures, and occasionally submit them
selves to the examinations Of the senior class;
while those OF the senior class may, in some
instances, extend the limits of their reading,
| and, In all, impress more deeply upon their
memories what they have already read, by
engaging, SO far as may be convenient, in
the studies and examinations of the Junior
| class.
| You will soon discover that the Limits of a
session, however protracted, would exclude,
under any system, great amount OF useful
learning, which the aspiring student must
! promise himself TO acquire at some period of
his life. This unavoidable inadequacy of time
] INN fhn Al
task OF selecting what is INDISPENSABLE
perpetually recurring source ofperplexity. so
far as regards the lectures, without the adop-
tion OF some pervading criterion None &C
ours TO me more advisable than the eXpedi-
ent OF giving TO my lectures practical char
acter throughout. | must therefore ask YOUR
! acquiescence in a supposition, contrary TO
The fact, that you have just been admitted 10
the bar; and endeavour TO anticipate all the
various points upon which the young practi-
Toner stands most IN need of information. By
Tins device, your attention will be mainly
directed to the law ofremedies, and the law
otrightS will be drawn in, though of course
to considerable extent, only as incidental
and auxiliary. An important object of.your
pursuit will thus, trust, be best subserved :;
and the doctrines advanced impressed upon
your minds by their direct application and
immediate usefulness while my own eXer-
tons will he animated by the consciousness
OF avoiding an already beaten path, and the
opportunity of giving TO often handled topics
somewhat Ofan original cast. You are doubt
less led to infer, that the prosecution and
management of suits, both at common law
in equity, and including the forms of pro-
ceedings and the art of special pleading, be-
sides other matters of practical detail. fall
within the scope Of the proposed method
and require ancillary exercises on the part of
the students, separately in their chambers,
and collectively in moot court
Ihad originally considerable doubts wbeth-
er moot court could be regarded as useful
appendage to Law School, having under
stood its exclusive object TO be the discussion
amongst the students of abstract legal oues-
tons and fearing that mere learners, be-
sides being but indifferently qualified for
such discussions, might be tempted TO en-
gage in them with so much emulation as 10
neglect their regular studies Farther re-
Hection has satisfied my mind that when a
practical character is given TO lectures, a
moot court may be made an important aux
lllary both Tor the teacher and the pupil. In
treating Of the various remedies known TO
our law, the doctrines which they involve
should not only be clearly laid down, but the
application Of them TO the cases that usually
occur distinctly, accurately and impressiyelv
shewn, so as TO avoid, as far as practicable. ali
probability of misapprehension or forgetful-
ness There is no mode, il seems TO me bv
which such purposes can be better effected
than TO require the pupils TO prosecute and
defend the appropriate suits and actions, tbro'
al I'll eta