Year: 1873

the question now hinges-its practical
bility as q study in the school room.
l fail to see any reason why law as q
study Is not just as practicable as Is
any the sciences studied in the public
schools. Is is too difficult study for
scholars? Scarcely so, We see young
men of average ability, not possessing
any oflegal knowledge, enter lawyers
office, and in one year, or two at the
farthest, come out as full-fledged
attorney.


They could scarcely have acquired
practical knowledge of arithmetic or
grammar in the same length of time,
on the same conditions. Hence we
may infer, that as study it is not so
difficult but that rudimentary knowl-
edge of it may be acquired by any
scholar of average intellect.


Can it be possible that it is so alb
struce science that it can be learned
only by those who are to become prac-
tical professors of it? Or is it so sa-
cred that all knowledge of it must
necessarily be confined within the
precincts of attorneys Offices and the
walls of law universities?


Is its dry, uninteresting study? 1t
can be made not only interesting but
pleasing also. The writings of some
Of the commentators afford excellent
reading, and as a class room exercise
would certainly be very interesting.


The pages of Blackstone and Kent
are not only erudite but contain much
of aesthetics in literature. Surely
such a study would not be distasteful.
Let some of our book-makers compile
q series of text books from the works
Of standard authors on elementary
law, having them so arranged as to be
expressly adapted for the use of COM
mon schools.


They might be regarded something
after the manner of the Progressive
Series Of Arithmetics," or any other
series Of school text books in use hav-
ing primary, intermediate, practical
and higher grades of books.


AS soon as pupils are sufficiently ad-
vanced to commence the studies of
grammar or history, let them begin
their first lessons in the rudiments of
low. Let them learn the meaning Of
the word government, and for what
purpose governments are instituted
among men; the different forms of
government; how they are conducted;
a republic, a monarchy, despotism,
and their subordinate or Inferior
branches, giving q separate chapter to
each, with appropriate questions.


Teach them that laws are necessary
for government, and as they farther
advance, let them learn the nature of
laws In general; make clear to their
minds those great principles Of right
and wrong which laws are calculated
to uphold or suppress. Next give them
a lucid analysis of the Constitution of
the United States, keeping before their
minds that all our laws must be in
conformity with it. Next the consti-
tuition Of their own State. Then any
modification Of those divisions used
in the standard works, such as the
duties of citizens to their country; the
relative duties of master and servant;
Of husband and wife; of parent and
child; Of guardian and ward. AS they
advance to higher grades, give them
some practical knowledge as how con-
veyances in real estate are made;
what is meant by personal property,
and how to write bill conveying the
same; the writing of mortgages, deeds,
contracts, wills, etc. There scarcely
can be more useful branch of learn
ing than this.


For higher course give them lin a
condensed form), those laws that are
in some degree general throughout the
United States, and such portions of
the codes or statutory laws, as, a
knowledge of which would be most
useful. But as to the course of studies,
this is merely rough outline, our
book makers can arrange that. did
not intend at the outset to propose
course, and have offered this crude un-
ldigested theory only to show the prac-
ticability of some such method.


Now then the highest course which
have proposed would not be more
difficult than is compound partner
ship, equation OF payments, or the
double rule OF three, to the scholar
who studies arithmetic. The terms
used in the series, could lin q great
measure), be freed from the technical
tiles Of the legal profession, or at
worst could not be more difficult to
pronounce or memOrize than are those
of the study of botany.


The pupil studies algebra, and has
to trace his way through laba-
rynth Of symbolisms In search after
the values of unknown quantities,
but in this study, all the things con-
sidered are known, being simple prin-
ciples and rules. So might it be COM
pared with any other study, as regards
difficulty of learning. But, says one,
"What! would you have all our child
rem become lawyers?" No, not profess
sional lawyers, unless they chosed
that honorable vocation; but would
have them learn the laws by which
they are governed, and such practical
knowledge of legal business as they
will find use for In after life. But be-
cause they learn the rudiments Of that
science does it follow that they must
become practicing attorneys? Be-
cause your children study industrial
drawing. geometry and measuration
of surfaces, are we to infer that they
are all to become architects, civil en-
gineers or surveyors? Because they
study anatomy, physiology and by.
giene, must they necessarily become
practicing physicians? Because they
learn the ten commandments, the
Lords prayer and the doxology, are
they alf to become divines? 1t does
not necessarily follow that they shall.
But Of what use will it be to our girls
to learn law? I cannot dwell ON this
without being too prolix. In common
with some Of the ablest educators In
the land, ! hold that, what Is neces.