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7 J. Legal Educ. 89 (1954-1955)
Estate Planning

handle is hein.journals/jled7 and id is 99 raw text is: LAW SCHOOL DEVELOPMENTS
Once a year this department will carry figures on law school regis-
tration. In addition it will provide a nedium for the description of
experiments in curriculum, teaching method, and administration. Like
comments, the typical law school development note will be charac-
terized by brevity and informality; unlike them, it will be descriptive
rather than argumentative and will deal primarily with devices which
have been tested in actual operation. As a general rule, the authors
will gladly answer inquiries and, to the extent available, upon request
supply copies of materials referred to.
Some years ago I outlined a suggested course in Estate Planning., In
essence, this course was an integration of wills, trusts, future interests, estate
and gift taxation, and relevant aspects of income taxation, conflict of laws,
and insurance. I tried out my suggestion. It didn't work. The course bogged
down in the complexities of taxation. At best, it became a course in tax plan-
ning. As a result of this experience, I am a convert to separate courses in
For the past four years I have taught an integration of Wills, Trusts, and
Future Interests. I call this teaching package Estates and Trusts. It seems
to me to work splendidly. It also has the advantage of effecting a saving of
three semester hours over the aggregate time formerly allotted to the separate
courses in Wills, Trusts, and Future Interests.
I have also offered a seminar in Estate Planning. The courses in Taxation,
Estates and Trusts, and Business Associations were prerequisite to admission
to the seminar. The objectives of the seminar were: first, to break down the
course-mindedness of students by emphasizing that intelligent planning for
the disposition of an estate cuts across various courses; second, to provide
additional training for students in analyzing raw statements of fact, in sifting
the relevant from the irrelevant, and in recognizing factual blanks and avail-
able sources for filling in those blanks; third, to develop at least minimal skills
in drafting the dispositive and administrative provisions in wills and trusts;
and fourth, to develop an approach to estate planning and an understanding of
the essential elements of that art.
Fourteetf students were accepted in the seminar and divided into seven
law firms of two students each. After an orientation meeting which I
conducted, students served as the leaders of discussion. Each firm conducted
two meetings of the seminar. A trust officer and a chartered life underwriter
* Dean, The University of Wisconsin Law School.
1 A Sulggested Course in Estate Planning, 35 VA.L.REV. 135 (1949).

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