The cause of legal education has advanced greatly within the memory of lawyers who are even now hardly of middle age. Twenty years ago law schools in this country were few in number and most of them poor in equipment. No examination, and but little study, was required as a condition for the degree of Bachelor of Laws; one of the oldest schools conferred the degree upon all students registered therein for a certain length of time,--one year. To-day, in most of the schools, students are required to study at least two years, and to pass examinations in some ten or twelve branches of the law before a degree is given. Some schools require three years' study, and of these this school is one. Indeed, it was the first to establish such a course, the trustees including it in the statutes of organization in 1871. Transition from the earlier standards to the present one has been gradual but steady, and to-day the degree is conferred (save in exceptional cases) only upon those who have studied law at least three years. One or two features of the course of instruction deserve especial mention. The first of these is the prominence given to the system of recitations, and their separation from the lectures. These latter are given by the elder members of the profession; the lecturer himself occupies most of the hour in laying down and explaining propositions of law and citing authorities in support. The lecturer's work is supplemented by the instructors, who conduct recitations upon the topics already reviewed by their elders; in these exercises the students are expected and required to occupy most of the time in asking or answering questions, and in the discussion and argument of points raised or suggested in the previous lecture. The freedom of debate and liberty of criticism given at the recitations, larger than it is practicable to obtain at the lectures, is found to be a most useful method of fixing principles or correcting errors. The Moot Courts are another prominent feature of the instruction. These are held regularly every Saturday. Some question of law is argued by students who have been previously assigned as counsel; a member of the faculty sits as Chief-Justice, two students being associated with him as Justices. Upon the decision of the question written opinions are prepared by each of the Associate Justices and read by them at a subsequent session of the court. These opinions are afterwards printed and bound under the title of "Boston University Reports."