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The case method of law teaching has been so successful, judged by practical results, that for many years after the battle against text-book instruction had been won law teachers were uncritical of their pedagogical methods. Recently, however, the feeling has been growing that the case method, too, as it was actually employed with large classes, left much to be desired. The increasingly critical attitude of law teachers toward current teaching is perhaps the most encouraging thing in legal education today. In this volume we have an examination of law teaching made by an author having legal training but by profession a college teacher. As Dean Sommers says in his introduction, the book might well have been entitled "A College Teacher Looks at Law Training." The author's general thesis is about as follows: Law training should be scientific; the case method is not scientific; but the problem method advocated by the author is; furthermore it affords opportunity to enrich the legal data with pertinent social and economic facts.

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Book Review: The Case Method of Studying Law, 40 Yale Law Journal 151 (1930)

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