Staunton spectator. [volume] (Staunton, Va.) 1849-1896, 1896-09-09
BELIEVES MIR. CARLISLE.

BELIEVES MIR, CARLISLE.
| believe Mr., Carlisle spoke the truth
and it is because / believe that the
gold standard Is made up of more
| MISERY for the human race than wars
and pestilences and famines, more
misery than human mind catl conceive
or human tongue can tell; tits because
believe that prophecy-that is, ever
sinceI became convinced OF it-that i
have cried out against the conspiracy
and shall cry out against it as long
as God gives me the voice to speak,
l(Applause and cheering)
Hon. J. Randolph Tucker.
Discusses the Best Training for the Ameri-
can Bar of the Future.
] In his paper before the Section of
Legal Education of the American Bar
Association. Hon. J, Randolph Tuck
er, of Virginia, considered what is the
best training for the American Bar o.
the future, what shall the schools teach
and how shall they teach, and how long
shall they teach.
| He maintained: ~"First-That ti.e
lawyer as minister at the alter Of JUS
tice of the ideal Jus, through the actual
| 9cAs uuSt U0 tIdlu0u W OCllCtO LIS OA-
! ployment Is public duty, primarily to
tion for private wealth or honor; and
that his functions as lawyer or judge
are to be reformed for the promotion
of truth and right, and for the defeat
of falsehood and wrong. This is the
primal lesson.
| ''Second-The lawyer should have
liberal culture. Is there anything in
| philosophy or science, in history or
literature, he should not know, in or
| der to reach the summit of his noble
vocation?
ssThird-As law is an historic science.
| because every law system has had his
toric development, the student must be
taught ind should learn the history of
legal science; from its ancient land
marks, along the pathway of its pro
gress to present conditions. He should
| be taught and learn comparative juris-
prudence, thus broadening his views OF
his own by comparison with others,
and avoiding the narrowness and error
! which comes from q too exclusive con-
federation of his own local polity.
: The interesting relation between
the civil law and the common Law,
+, which modern vestigatfon has shown
to be closer than at one time was sup
posed to exist, the derivation of much
| of the common law from tie reservoir
of the Corpus Juris Civilis and the re-
| f1ex influence of the common law upon
the code and pra ctice of the civilian In
lour own States; make it important, and
esfential, where practicable. that each
system should be distinctively taught
| in school, where the other is the main
and primal subject of instruction.
"Fourth-Constituti law is there
fore special theme for the e-lawyer Of
tie United States, for on the integrity
and supremacy of these constitutions
over men and States. and governments,
State and Federal, depend the per
petuity of our Union, and the security
of our liberties as men,"
HOW SHALL HE BE TAUGHT.
How shall he be taught?
| We must teach him to teach himself.
s.First-By the best textbooks, which
shall precisely state the law as it has
been settled by statute and aGjudica-
tions. This, l must think, Is best in
the first stages.
.'Second-In connection with this,
lectures full and free, showing the ma
turaI and moral foundation for the
4 principles, or the historic origin OF
WudG is ttTUltTdIJ3 dAO may COOAl OOA
trary to morality or reason.
a..sI believe in lectures along with text
books; not on them SO much as parallel
to them, and embodying the view OF
the teacher, and of other authors. The
student takes in by the spoken words
of good teacher what he never derives
from the written words of the best au-
thor. They work well together.
"Third-By the use of cases, leading
and illustrative of the doctrine in hand.
"As practical question. it may be
left to the teacher to decide whether
the study of cases so admirably enforced
on the original suggestions of the eml.
nent Prof. Langdell, of Harvard, should
be cotemporaneous with the study OF
text books, defining and settling gen,
eral principles, or be deferred to quasi
post graduate course at later period.
"In this broad and overwhelming
field for juridical duty in this country,
so unique in it's political organism, and
so closely related to the world s destiny,
the teacher must inspire the student
with deep sense OF his duty Tor luil
preparation for the immense work be
fore him."
How long shall he study?
II concede three years is better than
two, and two than one. l admit Que
year, two years. is too short a period
for such course, nay, would prefer
four, five years to three"
Mr. Tucker closed by saying tna'
Mhile urging longer course OF stnoy
than one year, his efforts rs a professor
of law were to lay foundation OF lega
!. principles, based on moral truth ano
leading cases, such as put the student
in a condition for such self training fol
life and insure to him the eminent
ability that will fit him for the mos
exalted duties of his great calling. SucL
| training he said, ''had made the great
( Judges from Marshall to Brewer anc
, from Sir Edward Coke to Lord Russell
S BIG LAND DEAL AT NORFOLK.-T
+. New York, Philadelphia and NorfoiH
railway, which recently Purcnasee
: twenty three acres of the Thompsot
e tract. water front property sltuatee
/. ON Pinner's Point. has closed>anothel
4 land deal with the Port Norfolk Lane
4 Company, The purchase covers thirty
r acres, including nearly 1000 feet o
: water front. 1t is understood that th'
}. price paid was 10000 and that i'm
!. proyements to the property VIII o.
t begun within thirty days. 1t ls al
J. most certain that other lines besld'
the New York, Philadelphia and Nor
folk are interested in this deal, tn.
opinion being current that the rail-
= ways Terminating there will concen,
. trate their business on the Portsmouth
= side of the river.
I CHARLoTTEsvILLE,S Sept. 2.-Barks
= dale, the Nelson county man conylcte'
: of killing Cook and sentenced {