Constructing C.A.L. tutorials

ON THE assumption that law schools should seek to foster a legal profession which takes ethics seriously, this article explores how it may promote the moral development of its students. Having examined how legal education currently fails in this regards, it explores competing psychological theories of moral development and argues that law schools should seek to start students on a ‘moral apprenticeship’ leading to the development of the necessary moral character to equip them for the ethical challenges of practice. The article then looks at the extent to which ideal methods for promoting moral development can be implemented given the current climate in legal education. In particular, it argues that an excellent and viable means of assisting in the process of moral character development is through student involvement in live‐client clinics, particularly if they are run on an extra‐curricular basis.     

Mixed-Use Zoning: The N.Y.C. Experience

New York City's original mixed-use zoning proposal was part of an “infill zoning” program, intended to allow housing development legally in nonresidentially zoned areas where such development was otherwise feasible. “Infill zoning” was an attempt to encourage housing construction in small areas in which inflexible application of the existing zoning with respect to uses, side yards, or whatever else would discourage or even disallow it. For example, along with the provision for residences in manufacturing zones, it provided for construction “infilling” between rowhouses on lots which did not meet existing minimum sue requirements. A booklet issued by the city planning commission stated the objectives of the mixed-use provisions: