This article describes the origins and shaping of the classic text, with special emphasis on the goals of the authors and the developmental phase of clinical legal education from which their work emerged. The author surveys Gary Bellow's unique role and influence from the perspective of a contemporary, and identifies innovative teaching approaches that the text facilitated. Comments from law teachers over the years highlight the utility and importance of the book. The article raises a major concern about the failed effort to alter conventional modes of legal education by employing clinical role methodologies as an alternative curricular organizing principle to use of doctrinal materials and case analysis.


Originally published in Clinical Law Review, Vol. 10, No. 1, pp. 327-348, Fall 2003.


legal education, classic texts

Subject Categories

Gary Bellow, law teachers, law schools


Legal Education


Association of American Law Schools (AALS), the Clinical Legal Education Association (CLEA), and New York University School of Law.

Publication Date

Fall 2003

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