DOCUMENT RESUME

ED 394 874 SO 025 940

AUTHOR Breck, Judy, Ed.TITLE The New York City Mentor Handbook. Tenth Anniversary

Edition.INSTITUTION Federal Bar Council, New York, NY.; New York Alliance

for the Public schools, New York, NY.; New York CityBoard of Education, N.Y.

PUB DATE 91

NOTE 47p.

AVAILABLE FROM New York City Mentor Program, c/o Martin Luther King,Jr. High School, 122 Amsterdam Avenue, New York, NY10023.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Citizen Participation; Citizenship Education;

*Civics; *Law Related Education; *Lawyers; *Mentors;Secondary Education; Social Studies

ABSTRACTThis handbook presents a description of the New York

City Mentor program. It is designed to provide guidelines for theparticipating schools and law firms as well as an explanation of theprogram for potential participants. The program pairs law firms, solopractitioners, and corporate legal departments with public highschools. Lawyers visit classes, assist in court trips, and havestudents visit their law firm, enabling students to see first-handthe inner-workings of a firm. Lawyers serve as role models and exposestudents to all law-related professions. The handbook provides asummary of the basic four-event Mentor program as well as of theactivities and achievements of the lawyers, students, teachers,judges, and school officials involved the New York City and otherMentor programs around the country. (LH)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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e e `for i

U S DEPARTMENT OF EDUCATIONOffice of Educational %%IMO ann improvemont

EDUCATIONAL RESOURCES INFORMATION

X CENTER (ERIC)This docum ent has been reproduced aseceived from the person or organization

ongmefing it

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Points of view or opinions staled in thisdocument do not necossarily representofficial OERI position or policy

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The New York City

ntor

Handbook

Tenth Anniversary Edition

1991

:;

The New York CityMENTOR Handbook

Judy BreckEditor

MENTOR thanksCORPORATE PRINTING COMPANY, INC.

for printing this Handbook,

and Is grateful to Larry Posner andVentura Software Inc., A Xerox Company, for

producing thls Handbook on a Xerox DocutechPublishing System.

The New York City MENTOR Program is sponsored b y The New York Alliance for

the Public Schools and the Federal Bar Council, in coopera,:in with the Board ofEducation of the City of New York. This Handbook is published by the New YorkCity MENTOR Program, Debra Lesser, Coordinator, c,./o Martin Luther King, Jr. High

School, 122 Amsterdam Avenue, New York, New York 10023.

Permission for use of the MENTOR trademark or extensive use of oopyrightedmaterial can be obtained from the National MENTOR Director: Jo Rosner, Esq., cioWashington State Bar Association, 2001 Sixth Avenue, Suite 500, Seattle, Wash-

ington 98121-2599.

Contents

An Invitation 1

New York City Report 3

The Basic MENTOR Program 10

The MENTOR Moot Court 16

New York City Roll Call 20

National Report 29

The Pilot Project (How To Begin) 34

National Roll Call 41

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THE PRESENTATION OF THE MENTOR BOWL (left to nght) Thomas W. Evans, MENTORFounder and Chair; the winning oralists Tracy McCormick and Leotis Sanders; their teacherSonia Lerner; their lawyer coach William J. Natbony; and the co-presenter of the Bowl, WilliamLucas, Director of Liaison Services of the United States Department of Justice. (See pp. 16-19)

An InvitiationMENTOR is now entering its tenth year. Based on independent evaluations, it has yielded significant benefitsfor participating students and lawyers. Each day requests are received from all over the countryfor furtherinformation about the program. We therefore extend this invitation:

To Lawyers

While our principal pro bono activity must re-main the representation of indigent clients, wenevertheless have a significant duty to the publicto explain our profession, the way the courtsfunction and the opportunities and responsibili-ties afforded by the law. MENTOR is an idealway to do this. We reach young minds, eager toreceive information, guided by teachers skilledin law-related education. The added dimensionwhich we bring to the process is practical expe-rience. The heightened student interest makespossible results which could not otherwise be soreadily attained. And yet the program requiresvery little time from lawyers, who simply ex-plain what they do and permit students to watchwhile they work. Lawyers and other law firmemployees find immense satisfaction in the pro-gram.

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To the Schools

Law involves important areas of speaking, writ-ing, and substantive knowledge. Students whointend ultimately to enter the profession find thatthey can now place their aspirations in a practicalsetting. In MENTOR, they also learn about voca-tions related to the law. But according to inde-pendent evaluations, the greatest benefits come tothose students who had not intended to enter thelaw, or even go to college. After participating inthe program, they have a greater interest in theirstudies, a greater respect for their teachers, and agreater understanding of their rights and respon-sibilities.

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Please join us,

Thomas W. Evans, Founder

New York CityReport

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Ten Y rs Together in ME ORThis York City Tenth Anniver-sary Edition of The MENTORHandbook is a short summaryof the activities and achieve-ments of hundreds of lawyers,students, teachers, judges andschool officials. Law-relatededucation is continuing to pro-duce positive results forschools and students. A grow-ing factor in the field of law-re-lated education, MENTOR is aproject that works.

MINTOR works because it isdoable for btisy lawyers andoverwhelmed schools. It worksbecause it achieves its basiceducational goals. And itworks toward solving thetoughest problems in educa-tion today: the minimizing ofthe potential of some studentsand the loss of others through"dropping out". In its first dec-ade, MENTOR has become anoutstanding precedent for thepractical and useful participa-

tion of lawyers in public schooleducation.

ROLL CALL

Many of the lawyers and edu-cators who have created andled this program in New YorkCity are shown above, assem-bled for a MENTOR metropoli-tan meeting. The key presenta-tion at these luncheons, heldtwice a year, is the roll callwhen the lawyers and teachersfrom each MENTOR pairing re-port together, describing to themeeting their activities withstudents. The essence of MEN-TOR is the events at the school,the firm and the courts con-ducted by a particular law firmfor a class at the school. The falland spring metropolitan meet-ing roll call reports enrich theprogram citywide because newideas are reported and generalenthusiasm is shared.

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The metropolitan meetingshave been hosted since their in-ception by Mead Data Central,Inc. - LECLS/NEXIS. A keytheme of MENTOR is "the im-portance of lunch" and thatincludes the metropolitanlunches. MENTOR is gratefulto Mead Data Central for mak-ing possible these crucial gath-erings and the synergy of ideasand enthusiam generated.

"OUR KIDS""OUR FIRM"

The language of the roll call re-ports at the metropolitan lunch-eons reveals a vital new part-nership ingredient for MEN-TOR schools. Firm-school spiritis high. Lawyers commonlyspeak of "our kids" and the stu-dents of "our law firm". Thishighly positive relationship be-tween professionals in the pri-vate sector and public schools

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is a noteworthy precedent. Ithas been replicated by lawyersthroughout the nation. (See"National Report" in this Hand-book.)

MENTOR began with the pair-ing of five major law firmswith a public high school ineach of New York's five bor-oughs. In the basic MENTORprogram, each law firm/highschool pairing agrees to con-duct four activities togetherover a semester or school year:the lawyers visit the MENTORclass at the school, the class vis-its the law firm, the lawyetstake the students to court andan elective event (e.g. the city-wide MENTOR moot court, ora mock bond hearing at thefirm) is developed by the law-yers for the students. The con-clusion of each event is a sand-wich lunch at the law firm's of-fices. Today, 41 New York Citylaw firms are paired with 41public senior and junior highschools. The five original pair-ings, having worked together

agati&T&-

since 1982, remain enthusiasticparticipants.

A law firm is typically pairedwith a class (most often socialstudies, constitutional law, or aMENTOR elective) of 25 to 40students. A lawyer may appearin a classroom to explain the le-gal aspect of some familiarevent or to describe a case hehas litigated. The lunch at thefirm may be addressed by a for-mer prosecutor who can leadthe discussion about what thestudents observed in a crinf4naltrial that morning. Or thefirm's personnel director mightexplain, after the students hadspent the morning touring thefirm, how a job interview isconducted, or a paralegalmight tell what he or she does.Speeches are kept to a mini-mum; questions, answers andinformal conversation are en-couraged.

MENTOR has been evaluatedtwice by the New York CityBoard of Education. The evalu-ations confirmed that MEN-

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TOR accomplishes its goals inacquainting students with thecourts, the profession and thelaw. But the most important re-sult may well be the immediateeffect which the program hason the students' attitudes to-ward school. This was particu-larly pronounced in schoolswith the fewest college-boundstudents. As the first evalu-ation noted: "These studentsgave responses such as 'I re-spect my teachers more' and 'Iwatch everything more care-fully now; I respect schoolrules.". The second evaluationalso showed that the program'sgoals had been met, and reaf-firmed that the students be-lieved that they had becomemore law-abiding.

The MENTOR handbook pre-sents a description of the MEN-TOR program. It is designed toprovide guidelines for the par-ticipating schools and lawfirms as well as an expl?nationof the program for potentialparticipants.

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INMAL GOALS ANDEVALUATION

Law influences every aspect ofour lives. As a member of afamily, as a worker, as an entre-preneur, as a taxpayer, each ofus is affected by the law. There-fore, law-related education isof primary concern if studentsare to become participating citi-zens in today's society.

Knowledge of the American le-gal and political system istaught throughout the SocialStudies curriculum. However,through observing how thecourts and government institu-tions operate. c',idents can gaina concrete un standing andappreciation of these systems.The MENTOR Program estab-lishes a unique partnership be-tween law firms and the NewYork City schools, providingstudents with a more realisticview of the legal profession.Young people have an opportu-nity to observe how lawyers

and members of related legalvocations function in the day-to-day operation of the modernlaw firm. This program focuseson providing first-hand experi-ences for students.

The goals of the MENTORprogram are:

to guide students to recog-nize the impact of the lawon their daily lives;

to make students moreaware of the impact of thelaw on their daily lives;

to increase students'knowledge and apprecia-tion of the legal system ofthe United States;

to provide information onpossible careers in and re-lated to the legal profes-sion.

The New York City Board of Education woria closet,/ with the MENTOR program. Shown at left withbwyers and teachers at a metropolitan meeting ks Uoyd Brornberg (front left) who directs SocialStudies for the New York City public schools. An architect and yiateran of bw-related education,Bromberg assisted bwyers at the hception of MENTOR to wttie a classroom currIctium for the

Program.

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EVALUATION

The Evaluation Unit of theNew York City Board of Educa-tion conducted a detailed inves-tigation of the spring of 1983five-pair pilot, at the request ofthose who had designed theprogram. The evaluation reportcontained the following obser-vation:

"Students' perceptions of'things they learned in MEN-TOR' correspond quite doselyto many of the program's goalsas stated in the MENTORHandbook. The program hasbeen successful in meetingthese goals. Finally, the effecton some students' behaviorthat they attributed to MEN-TOR suggests that the programmay be fulfilling an additionalgoal of teaching students to rec-ognize the impact of the law ontheir daily lives."

While all five pairs accom-plished the program's objec-tives, the school where the few-est students were college-bound (less than 40%), showedthe most pronounced effect onthe way students behaved inschooL These students gave re-sponses such as "I respect myteachers more" and "I watcheverything more carefully now;I respect school rules."

In the spring semester of 1984,twenty-two law firms and NewYork City public schools werepaired, directly involving 600students in an expanded MEN-TOR. Actually, only eighteen ofthe participants were "lawfirms" in the technical sense ofthe word. The four otherswere: the New York City Cor-poration Counsel's office; the

lawyers of District Council 37of the American Federation ofState, County & Municipal Em-ployees, AFL-CIO; the lawyersof the New York Civil LibertiesUnion and American Civil Lib-erties Union; and the Legal De-partment of J.C. Penney Com-pany. There was a variation onthe school side as well; three ofthe twenty-two participantswere junior high schools.

The results of the New YorkCity Board of Education'sMENTOR evaluation duringthe program's second yearonce again were positive, withthe assessment report stating:"All participating school-firmpairs believed overwhelminglythat the program's goals wereachieved". In describing the im-pact of MENTOR on studentswho participated, the reportcontinued with these importantfindings:

"Seventy-two percent of the stu-dents interviewed said thatMENTOR had altered their atti-tudes toward the law. Somesaid MENTOR increased theirdesired to become attorneys.Others said that the programhelped them to realize the com-plexity of the legal system inthe United States and that lawreally was more fair than theyhad initially believed. Whilemost students were now moreinterested in the legal profes-sion as a career option, a fewstudents indicated that afterhaving participated in MEN-TOR they now believed thatthe law was too boring forthem to consider it as a careerchoice. Interestingly, two out ofthe five students interviewedfrom the Manhattan school[where fewer than 25% of the

students will attend a four-yearcollege] believed that they hadbecome more law-abiding as aresult of MENTOR."

RESOURCES

Very little special preparationis required from participatingfirms. Expense is minimal.Typically, one senior lawyer su-pervises the program and amore junior associate or parale-gal assists in the administra-tion. Each firm has within itsown practice and personnel theresources to make this programa dynamic model of law in ac-tion. When touring the firm, forexample, an actual case can beused to show how the lawyers,legal assistants, text editors andother personnel work togethertoward a common objective.Similarly, the firm's managingclerk's office can be enlisted toinsure that the various days incourt offer the most interestingcases. Firms may want to use acase which they are litigatingas the vehicle for observation.Certainly, the wealth of talentavailable in each firm the for-mer prosecutors, defense law-yers, specialists, and pro bonocounsel should be fully util-ized. The chief judges of thecourts involved in the MEN-TOR program have been mostcooperative in insuring that thecourt visits will take place un-der optimum conditions.

JUDGES

The support and participationfrom judges and court person-nel has been extremely mean-ingful to MENTOR in NewYork City. Over and overagain, judges have addressedstudents from the bench and

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have invited them into cham-bers for private discussion withthe class. At least one occasionis known when a case was set-tled before the students arrivedfor a scheduled court visit,prompting the judge to arrangefor the lawyers to present theiropening arguments for thebenefit of the class. Judge Law-rence Warren Pierce of theUnited States Court of Appealspresided over two early city-wide culminating events, andthe judges of that Court willserve as the finals bench forMENTOR Moot Courts begin-ning in 1991.

As guides, as role models, asteachers of the law, the judgesof the New York bench havecontributed immeasurably tothe success of the program ingenuinely helping and inspir-ing the students who have metthem through MENTOR.

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Kenneth L. Henderson, a Robinson SlyermcnPearce Aronsohn & Borman pertner, is shownabove presenting low doy awards at ThomasJefferson Hgh School in Brooklyn. In 1991, thebw firm's work with the Ngh school through theMENTOR pragram recetved the prestigiousRai:ince Award for Excellence In Education -selected from submissions throughout New York

Ctty as the outstandhg small bushess project hptiolic education.

The Early Years

eto otk ti) au I

NEW YORK, WEDNESDAY, DECEMBER 19, 1984

22 Firms Take Part in Project

Interest of PublicAfter 2 Years

By Daniel Wise

Measured by popular demand, atwo-year-old program to expose stu-dents in New York City's publicschools to the practice of law hasproved to be a huge success.

In the spring of 1983 the programcalled Mentor began on a trial basis.linking five law firms with an equalnumber of high schools to introducestudents to the workings of a law of .fice and the Federal and state courtsystems.

Since that time, the program hasbeen received enthusiastically in theschools and has attracted additionalparticipating law firms. Last year itexpanded to pair twenty-two firmswith Junior and senior high schools.This year. according to the founder ofMentor. Thomas W. Evans, of MudgeRose Gutherie Alexander & Ferdon.said in a recent interview that hehopes the program will expand tothirty pairings.

50 Schools WaitingThe popularity of the program has

spread so rapidly, Mr. Evans said,that more than fifty schools are wait-ing for firms to "adopt" them.

Students, teachers and administra-tors. he said. are anxious to have theprogram reach their schools as theyhear stories about the excitementit has generated As an exampleof the enthusiasm, Mr Evans ;oldhow Davis Polk & Wardwell made amistake in scheduling a tour for its:lass at Murray Rergtraum HighSchool on a school holiday Even so.he reported, the entire class showedup

Mudge Rose had a similar experience. Mr Evans said, after taking itsclass at Curtis High School to the C.SDistrict Court for the Eastern Dstrict of New York to attend part ofthe criminal trial of Boston Collegebasketbal star Ernie Cobb on Fed-eral charges of point-shaving forgambling purposes In the days forlowing the visit, the firm learned thatthe students had continued to follow

Schools In Law Thrivingthe trial testimony by traveling ontheir own from Curtis on Staten Is-land to the courthouse in Brooklyn.

Free-Wheeling SessionsA similarly high level of enthu-

siasm is consistently displayed insessions the lawyers held with stu-dents. Mr. Evans reported. "The kidsask questions, if they are encouraged.almost as soon as lawyers begintheir presentations," he said.

The sessions often turn into free-wheeling question/answer periods onall aspects of law practice, including.Mr. Evans said, how much money thcpartners making the presentationstake home.

In responding to that question, Mr.Evans said dryly. "I gave them arange."One teacher at Stuyvesant Hirt

School described the program. Mr.Evans reported. as "one of the mostexciting experiences of her teachingcareer." For the lawyers participat-ing in the program, Mr. Evans said,the experience has been equally gra-tifying. "The lawyers get a lot of sat-isfaction introducing the kids to newexperiences, giving them their firstexposure to a law firm and the courtsystem."

These reports of student enthu-siasm were confirmed in a recentlycompleted Board of Education eval-uation of the program. Overall, theattitudes of students participating inthe program Improved, the evalua-tion found, and the improvementamong less academically preparedstudents was "especially marked."

Model for Other ProgramsSince the program was formed in

as a joint project of the Federal BarCouncil and the Alliance for PublicSchools. It has grown to include atleast 600 students and a core of 100lawyers, with an additional 200 to 300lawyers making a less formal commitrnent, according to Mr EvansThe Alliance is an organization thatseeks to strengthen the public-education system in New York Cityby drawing upon the resources ot tne

BEST COPY AVAILABLE

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city's universities and corporate andprofessional communities.

In addit!on to its own growth, theprogram has become a model for oth-er similar programs that either areunderway or are just getting startedin Arizona. Washington State andWashington, D.C. The Alliance. whichis headed by Claire Flom. whose hut"-band. Joseph Flom, is a seniorpartner of Skadden. Jrps. Slate,Meagher k Flom. is also building onthe Mentor model to start similarprograms within the advertising andengineering professions.

Despite the rapid expansion of theprogram, Mr. Evans said it could ex-pand even more radically if he hadmore volunteers. "Tomorrow I couldsend them out to another fiftyschools." he said.

Mr. Evans described the task of re-cruiting additional firms as a diffi-cult one. Law firms are"conservative" when its comea to try-ing something new, he said, and,while Mentor offers an opportunity"to make a real contribution to thecommunity," it does not present thesame type of training opportuniti -aas more typical pro bono activities.

This year's program Mentor'sthird was launchedlast week at aworking lunch at which representa-tives of the twenty-three firms andschools that have so far agreedto participate in the program sched-uled dates when lawyers would visitthe schools and when the studentswould take their field tripe to thefirms and courts.

Anne Kelly, associate director ofthe President's Council on PrivateSector Initiatives, came from Wash-ington for the lunch to personallyrecognize the schools and firms par-ticipating in the program.

The program had last year beenawarded the Council's partnership-In-education flag, which recognizesJoint ventures between the privateand public sectors that succeed in im-proving the quality of public educa-tion.

To convey this recognition person-ally to the lawyers, teachers, prIncl-

pals and students participating in theNew York City program. Ms Kellypresented individual partnership ineducation flags to the firms andschools attending the luncheon

Program OutlinedIn most cases. Mr. Evans said,

firms are paired with schools thatalready have in place a law-relatedclaas, although in a minority of pair-ings a year-long course haa been spe-cially built around the Mentorprogram.

The firms participate in fourevents during the school year. First.the lawyers travel to their assignedschool for an orientation session;then the students travel to the firmfor a tour; and finally they take twotripe to court. Under ideal circum-stances. during the visits to court-houses the students will be able to aeeboth a Federal and state trial, onecriminal and the other civil.

After each of the latter threeevents, the firms provide lunch fortheir classes. In the informal atmos-phere of a brown.bag lunch, Mr. Ev-ans said, many of the firms' partnerswill stop by to chat with the students.

The program also offers a fitth.elective, 'mission. Among the electiveofferings is a session at which theMentor lawyers are joined by a rep-resentative from Lexie in teachinglegal writing and computerizedresearch.

Lawyers from The Legal Aid So-ciety have also agreed to teach anelective session on criminal law. Inaddition, lawyers from the Society

The New York TimesMarch 22, 1983

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have set up a "hotline" to answer inguides teachers in the program mayhave about criminal law

Teacher Training ProvidedThe program also provides two

teacher training sessions to assistteachers in charge of the classes par-ticipating in the program. Laat yearformer New York Court of AppealsJudge Jacob D. Fuchsberg taught asession on the Federal and statecourt systems, and Criminal CourtJudge Frederic Berman organizeda panel on criminal law consisting ofa Legal Aid staff attorney, an assis-tant district attorney and a probationofficer.

"The whole coloration of the pro-gram changes from firm to firm,"Mr. Evans said. For instance, he said,Mudge Rose used its defense of themakers of the video game. Donkey-Kong. on charges that they had vio-lated the trademark belonging toKing Kong as a teaching device. Thefirm's tour was planned to show dif-ferent components of the firm thatcontributed to the production of abrief in the case the associates andpartners involved, the library, theword-processing pool and the firm'sprint shop.

Skadden, Arps, used one of its probono caaes in teaching its class, whileDavis Polk & Wardwell focused onthe work of its in-house video teamwhich it has formed to recorddepositions.

The program often takes unexpect-ed turns, Mr. Evans said. For in-stance, he recalled, one firm had

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brought its class to observe a trialbeing conducted before FederalJudge Robert J Ward in ManhattanWhen the case was settled just as thetrial was about to begin, Mr Evansrecalled, Judge Ward prevailed uponthe lawyers to go ahead with the casefor an hour anyway to make sure thestudents got their day court.

Many Judges, he noted. have takencare to explain what was going on tothe students durings breaks in theproceedings. And others have ofteninvited the students into chambers todiscuss the proceeding they had lustobserved.

Participants ListedThe firms participating in this

year's program are Davis Polk:Chadbourne, Parke, Whiteside &Wolff; Skadden, Arps; Mudge Rose;Finley, Kumble, Wagner, Heine. Un-derberg. Manley k Casey; Debevoise& Plimpton; Breed Abbott & Morgan;Well, Gotshal & Menges, Rogers &Wells; Hughes Hubbard & Reed; Cad-walader, Wickersham & Taft; WillkieFarr & Gallagher; Cahill Gordon &Reindell; the American Civil Liber-ties Union; District Council 37, Amer-ican Federation of State, County &Municipal Employees, AFL-CIO.

Also, White & Case; J.C. PenneyCompany; Burns Summit Rovin &Feldesman; Cravath. Swaine &Moore: New York City Law Depart-ment; Stroock & Stroock & Lavan;Milbank, Tweed, Hadley, & McCloy.and Paul, Weiss, Rifkin, Wharton &Garrison.

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Thomas Etter and Esther Koslow, associates in the Wall Stzeet law firm of Cadwalader, Wickersham & Taft, show.Eng tbe firm's law library to students hom James Madison High Scbool in Brooklyn.

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SHORT SUMMARY OF THEBASIC MENTOR PROGRAM

MI MI4 Events:

#1. Orientation - lawyers visit the school

#2. Law as a Profession (including related vocations) - studentsvisit the school

#3. A Day at Court

#4. Elective Event - lawyer in the classroom; legal writing and re-search; coaching moot court or mock trial; electives based on thesponsoring firm's specialties and talent.

These four events that compose the MENTOR program are de-scribed in detail in the following pages. Typically, MENTOR ses-sions will take place in the morning with students attending a de-briefing over a sandwich lunch in a law firm conference room. Theorder and content of the various segments may differ with eachfirm, but each program should begin with an overview of thesponsoring law firm.

DURATION: Over the years New York Cityfirms and schools have succeeded in most in-stances in completing the four basic events dur-ing one semester. But time constraints have beenfelt by lawyers, teachers and students all ofwhom are busy. Some pairs have spread the pro-gram over the full school year. Frankly, the onlysignificant limitation we have found in MENTORhas been the number of times students can missother classes to participate. Two important guide-lines are suggested based on this experience: 1) Ifyou are to conduct the program during one se-mester, plan it before the semester begins andstart early in the semester. 2) It probably enrichesthe program to conduct it in a more leisurelymanner over an entire school year.

CONTINUOUS RELATIONSHIP: Straightfor-ward and doable, the four basic MENTOR eventshave provided structure for helpful long-termpartnerships between law firms and publicschools. (Over 20 of the New York City pairingshave worked together in MENTOR for more than8 years.) After conducting the Basic MENTOREvents for a year or two, most pairings take on acharacter of their own based on ways the lawyersdevelop to tailor events for the students at theparticular school with which they are paired. Al-though entering the competition is voluntary, theMENTOR Moot Court has attracted the great ma-jority of the firm/school pairings. The MootCourt brings MENTOR's participants together ona citywide basis, provides lawyer to studentteaching of oral skills, and generates a high levelof enthusiasm among students, lawyers andteachers.

Orientation in a artis High School classroom isconducted by Mudge Rose's Thomas N. Kendris, whoseNed in the New York District Attorney's office. andlegal assistant Mcrgarida Debrito (both Cutts HighSchool graduates).

Basic Event #1 : Orientation IiPerformance Objective: Familiarize the MENTOR partners with each other.

A one-hour student orientation is planned as a lecture symposium at theschool. One or more representatives of the sponsoring firm will describe theprogram and will speak generally about the legal profession. In addition torecruiting and motivation, the principal purpose of the orientation sessionwill be to explain the operation of the MENTOR program and familiarize stu-dents with their role in the program. Basic information includes location anddescription of the sponsoring firm, distribution of schedules, enrolling stu-dents and giving them an overview of the program.

Law firm personnel attending this session should include the attorney incharge of the program and the lawyer or legal assistant who will be adminis-tering MENTOR for the firm.

Attorney Joshua T. Rcbiriowitz,who cirects actties for the PaulWeiss firm's MENTOR program,addrewes students in aclawroom during orientation atTilden High School (right).

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Basic Event #2: Law as a Profession

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hiPerformance Objective: Students will be able to: describe the various careersinvolved in the practice of law.

This first meeting at the sponsoring firm will begin with a tour by the stu-dents, who will receive information concerning the many different vocationsinvolved in the law, including: attorneys, legal assistants, secretaries, messen-gers, printers, librarians, administrators and compute staff. Students shouldbe allowed to observe the different offices, in-house print shops, word proc-essing equipment and computers, and the law library. (Computer researchtechniques, such as LEXIS, should be also demonstrated, unless the firm de-cides to include the Legal Research elective described below.) Although somepersonnel involved in the operation of the firm may give brief talks, the attor-ney tour guide should conduct the bulk of the briefmg. Upon completion ofthe tour, a conference room discussion of the different aspects ofthe practicewill be undertaken. An informal sandwich lunch should be served duringthis discussion_

Students from PhilOppa SchuylerIrltermedate School cire shownon tour at Summit Rovins &Feldesman, in the ibrary (above)and at a word processing station(below).

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Debevoise & Plimpton litigator T. Edward lighe briefingstudents before a trial gets underway in state court.

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e Earvc AarsizIiraAfter witnessing proceecings in his courtroom in theEastern District of New York, students meet in chamberswith United States District Judge Henry Bramwell.

Basic Event #3: A Day at Court iiThe event can be a visit to either federal or state court, or to any other court selected by thelaw firm. A second court visit can serve as an elective event.

FEDERAL COURT: Performance Objective: Students will be able to: (1) compare and con-trast the functions of the various levels of the Federal System, and (2) explain the role of theFederal Courts in interpreting the Constitution.

The students, accompanied by a lawyer from the sponsoring firm, will visit Foley Square or Cadman Plaza totour the various Federal Courts. Arrangements should be made for the students to view a trial or an appellate ar-gument. A brief advance inquiry (often by a firm's managing clerk) can often ensure interesting subject matter.Where possible, the students should speak with a judge.Afterwards, the students will again meet in a law firmconference room to hear presentations and discuss the Federal court system. The various levels of the federal sys-tem will be described including the jurisdiction and function of each level.

STATE COURT: Performance Objective: Students will: (1) trace the steps in the criminal jus-tice process, (2) explain the importance of the major steps in the criminal justice system, and(3) define due process and explain how it protects the rights of the accused.

The students, accompanied by a lawyer, should tour the state courts, where they would focus principally on themovement of cases through the criminal law system. They will probably have time to view only one event in de-tail, such as a trial or an arraignment. But they should also be shown where other major events in the processtake place.Back at the firm, the luncheon conference should then center upon an examination of the criminal jus-tice system, with an overview of the steps in the criminal justice process in New York State. Short talks by attor-neys who were former prosecutors and counsel for the defendants in criminal cases would be another aspect ofthis conference. Another item for discussion should be the protection of the rights of the accused and the consid-erations which enter into the enforcement of criminal statutes.

13

ORAL SKILLS: Coaching the Moot Court and MockTrial Tearns. The MENTOR Moot Court is an electiveportion of the program however if a schoolperticipates it is mandatory that lawyers from thefirm coach the students so they can competefcirly against other lawyer-coached studentattorneys. In addition to coaching for the MootCourt, many firms have provided lawyers ascoaches to the schools with which they arepaired in MENTOR for the crinual spring Mock Trialcompetition conducted by the New York StateBar Awciation. Lavlyers who take part reportoften spectacular development of oral skills andimpressive poise and confidence in theperformance of the students they train a benefittaoedunuicaautielovneof younegrgiop leer.which attorneys

Basic Event #4: Electives iiLegal Writing and Research. This component can be held in classroom or at the firm,preferably at the latter location. Students should be introduced to legal writing and re-search. Mead Data Central has developed a LEXIS module, providing instruction incomputer-assisted research, and describing the occasions most suitable for its use. Tomake arrangements for a Mead Data Central representative to present a LEXIS dem-onstration for students, contaci MENTOR Coordinator Debra Lesser (see page 25 ofthis Handbook).

Internships. Initially, the founders of MENTOR felt that hiring one or more studentsfrom the school paired with a firm might disappoint students not hired. Althoughsummer or after school internships are not officially part of MENTOR, through theyears they have frequently been established voluntarily - especially after a firm andschool have worked together in MENTOR over several years.

Electives Based on Firm Specialties and Talent. Many examples of original electivesdeveloped by MENTOR firms for their schools can be found in the Rollcall section ofthis Handbook.

Lawyer in the Clasgoom. In its simplestform, this involves a visit to the school bya lawyersto speak on an assigned topic.Often this precedes a court visit or itmay involve a specialist or public figurewho is a partner in the firm. at right,Louis Klieger, as part of the MENTORprogram of the New York CountyLawyers Association, addresses a classat Seward Park High School inChinatown.

Photo by Faye Ellman

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14

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THE IMPORTANCE OF LUNCH

Where possible, the MENTOR components include a discussion over lunchafter the event. Sandwiches in a conference room at the firm are thenorm.This enables the students to learn more about that day's activity and toset in mind concretely the lessons learned. The informal setting encouragesactive questions and answers. Law firm personnel are encouraged to attendlunches on later MENTOR visits, even after their assigned topics from earlierevents are no longer focal points of discussion. The opportunity to observerole models and to exchange information in a relaxed atmosphere are key tothe program.

(Above) Nixon Hargrave attorney Christopher M.Pcpareila prepares to hand another tray ofsandwiches to students from Shell BankIntermediate School. (Below) partner Robert S.Green, joins them at the conference room tablefor lunch and discussion.

The MENTOR Moot Court

Begun in 1985 as a citywideevent to bring the schools andfirms participating in MEN-TOR together once a year, theMENTOR Moot Court has de-veloped into a collaboration be-tween lawyers, students, Ford-

ham Law School, the FederalBar Council and the UnitedStates Court of Appeals whichgives the young people whoparticipate authentic, challeng-ing, exciting contact with thejudcial process. The competi-tion is voluntary, but has at-tracted an increasing percent-

Rao by Faye Mon

L-94r*

age of the firm/school pairingseach year.

Fordham UniversitySchool of Law HostsMENTOR Moot Court

In 1988, the fourth annualMENTOR Moot court competi-tion was held at Fordham LawSchool, directed by Seton HallLaw School Professor Paula A.Franzese, with the assistance ofSeton Hall and Forclham lawstudents. The Fordham MootCourt Board assumed full spon-sorship of the Moot Court thefollowing year, has now cre-ated an editorial position forMENTOR, and is responsiblefor writing the problem annu-ally and for administrating thecompetition. Fordham Profes-sor Russell Pearce serves as fac-

ulty advisor for the develop-ment of the problem.

The MENTOR Moot Courthears student attorneys in theformat of the United States Su-preme Court, before judgeswho are lawyers and law stu-dents. They argue from the hy-pothetical record prepared bythe Fordham Moot CourtBoard. Student attorneys arelimited to the record, in a com-petition which stresses oralskills and mental agility. Law-yers from firms paired in MEN-TOR discuss what students pre-pare and coach them on tech-nique, but are prohibited fromdoing research or writing briefs.

Two teams of four studentseach, one to argue for plaintiffand the other for respondent,are entered by schools in the

v1,'

1990 MENTOR MOOT COURT DURING THE FINALS HELD IN THE MOOT COURT CHAMBERS AT FORDHAM. In the foreground is the winning James

Madison High School barn: (Mt to right) Tracy McCormd, Rita Sansotta, Looks Sanders and Acbm Schwartz. The bench: Seton Hall Law Professor Paula A

Franzese; former United States Magistrate SNra k Scheinclin, chair of the Federal Bar Could MENTOR Committee; Judges of the Criminal Court of the

City of New York Zachary Carter (presdng) and Mary M. Davis; and, William Dahill of the Fordham Moot Court Board.

16

preliminaries. Two student at-torneys on each team are oral-ists. The MENTOR Bowl isawarded to the champion andremains for a year at the win-ning schooL

Lcie.:::/eisa/Ar,

The Federal Bar Council hasbeen a co-sponsor of the MEN-TOR program since its incep-tion in 1982. The Council is anassociation of litigators andjudges in the Second Circuit ofthe United States Court of Ap-peals, with more than 2,000members. The Council hasbeen a major factor in recruit-ing law firms to participate inMENTOR, through individualmembers and its MENTORCommittee.

Former United States Magis-trate Shira A. Scheindlin servesas chair of the Federal BarCouncil MENTOR Committee.Under her leadership, arrange-ments are made for the judgesof the Moot Court, with the en-listment of lawyers from MEN-TOR firms for the preliminaryrounds. These panels also in-clude law students who aremembers of the Fordham MootCourt Board.

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United States Circuit ToJudge 1991 Moot CourtFinals

Chair Scheindlin of the FederalBar Council MENTOR Commit-tee has announced a new as-pect for the Moot Court: thetwo teams of student attorneyswho reach the finals in the fallof 1991 will present their argu-ments before a panel of Judgesfrom the United States Court ofAppeals for the Second Circuit,sitting in the Federal Court-house in Foley Square in Man-hattan.

Chief Justice Warren EBurger Comments onMENTOR

In 1987 the MENTOR MootCourt was officially recognizedby the Commission of the Bi-centennial of the U.S. Constitu-tion as "of exceptional meritwith national significance andsubstantive educational andhistorical value."

Chief Justice Warren E. Burger,who chaired the Commissioncommented on MENTOR (inSchool Safety, Winter 1986): 'Itwas encouraging to learn thatthe National School Safety Cen-ter is promoting nationwidethe MENTOR program of theFederal Bar Council and theNew York Alliance for the Pub-lic Schools. The MENTOR pro-gram matches law firms withschools, and the firm then spon-sors events for the students ofits 'adopted' school, includingclassroom lectures and visits tothe law offices and court-house... This kind of individualinvolvement has a positivecharacter that affirmatively pro-

1 7

motes responsibility and goodcitizenship, as the studentslearn about our legal systemand our forms of government.Lawyers are and ought to berole models for good citizen-ship in a safe school environ-ment. Justice Benjamin N. Car-d ozo once observed, 'There iseducation in books, but educa-tion in life also; education insolitude, but education also inthe crowd; education in study,but education even greater inthe contagion of example.' Iagree with Justice Cardozo that'values of honesty, integrity,tolerance, responsibility, and re-spect for the law, self and oth-ers' can be learned from the'contagion of example'."

The Roster of the Fall1990 MENTOR Moot Court

Competition

Bayse/Chase ManhattanMuny Bergtraum/Davis PolkBryant/Chactioume Parke

Central Park East/Anderson alCurtisMudge Rose

John Dewey/Shearman & StaringForest Hilsatughes HubbardFort Hanillon/Nbank Tweed

Humanities/Debevoise & PlimptonJamaicaMhtte & Case

John Jay/SguadronJefferson/Robinson Siverman

JFK/Weil GashalLane/Dornbush

Lehman/Rogers & WellsLewis/Proskauor Macison/Cachvalader

August Marin/Reid & PriestNewtown/Winston Stavin

Port Richmond/Cahill GordonSheepshead Bay/Simpson Thacher

Stevenson/Wilkie FartStuyvesant/Cravath

Norman Thomas/SONYTiden/Pai We6s

Truman/StroockVan Buren/Vfmthrop Simpson

Wingate/Kenyon & Kenyon

1141cm IL it

The author of the article on these two pages, which was published by the JamesMadison High School AMICUS LAW JOURNAL is shown above addressing theNational MENTOR meeting held in Washington, DC in January 1991

OTRT

By Leotis Sanders, 1990New York City MENTOR

Moot Court Champion andFirst Place Oral

This year the James MadisonHigh School Law Institute onceagain excelled when it won theMentor city-wide Moot Courtchampionship.11tis is the secondtime in six years that Madisonhas won the Moot Court compe-tition, and this year was an evengreater victory because two

members of Madison's winningteam were invited to Washing-ton, D.C. to speak on the MootCourt experience and meet theVice President of the UnitedStates, the honorable DanQuayle.

Moot Court is but one of the ac-tivities of the Mentor program, acity based organization made upof law teachers, law finns andlawyers, and local politicianswho construct activities to giveyoung people a close-up view oflaw and government. Moot Courtis a simulation of the appealsprocess in our court system. TheMoot Court committee makes upa case based on recent actualcases and constitutional issues.This year the issue was of man-datory drug testing of highschool students primarily and

1 8

had a seco issue of censor-ship as it pertains to students.

Recognizing that preparationwas key to winning, the Law In-stitute senior class went right towork from the very beginning ofthe year. First, we had a practiceMoot Court in class, breaking theclass into groups with each groupacting as a lobby. This was verybeneficial because it permitted usto select our best speakers for therole of the actual anorneys. Italso allowed us to determine whowould fill the important roles ofco-counsel. The co-counsel rolewas to advise the er aboutthe law involved in the case andnecessary legal citations. Oncethe selection process was com-pleted and we had our team, itwas time to start writing ourbriefs and practicing for the az-tual competition.

Moot Court rules require thateach school have two teams, onefor the plaintiff and one for therespondent. Our plaintiff side(those who were bringing suit onthe grounds of breach of theirFourth and First Amendmentrights) consisted of counsels RitaSansotta and Adam Schwartz.Our respondent side consisted ofTracy McCormick and myself ascounsels and Matthew Eisenbergand Mark Spielvogel as co-coun-sels.

Under the expert tutelage of BillNat.bony, the lawyer from Cad-walader, Wickersham & Taft,and the Law Institute's mentor,Mrs. Lerner, the team practicedhard at perfecting our presenta-tion. This included countlesshours to rewrite our speeches andreading them to Mrs. Lerner and

each other. Mr. Nathony's helpwas invaluable when it came tothe practical aspects of being inand addressing the court, as wellas all the subtle aspects whichhelped us to be more profes-sional.

FINALLY THE DAYARRIVED FOR OUR

COMPETITION.

Everyone was very excited. Wegave our speeches and the judgesasked their questions. Both sidesof the Madison team did well.Then the time came to announcethe winning tearn for that day, theteam that would meet the win-ning team from the previous dayin the championships. While wewere sure we did well, we did notknow if we had clinched the topspot.. They announced the thirdplace winner, and then the sec-ond place winner. I distinctly re-member someone saying "Wedidn't even make the top three!"But then they announced thewinner - James Madison. Wewere in hysterics. That day weleft victorious, but we biew wehad won a battle, not the war. Ourgreater task lay before us. In twoweeks we would face the teamfrom Franklin K. Lane. Sincethey had scored higher than wedid in the preliminary roundsthey were given the option tochoose the side they wanted torepresent. They chose the plain-tiff, which simply meant that wewould represent the respondent -the side I was on.

That two weeks was one of themost intense of my life. We wentto the law firm and were filmed

making our speeches. Bill Nat-bony and another attorney fromthe firm took a great deal of timequestioning us and pointing outthe flaws in our speeches anddeliveries. Mrs. Lerner was fran-tic in her desire to make sure thatthe team had time to perfect ourspeeches. In no time at all the dayarrived.

We were all very nervous. Whatadded to our apprehension wasthe fact that the first round wasjudged by a group of lawyerswho acted as judges and ques-tioned us. But today, four realState Supreme Court justices andseveral law professors would actas the United States SupremeCourt. After a two hour wait (wegot there early) which added toour nerves, the competition be-gan. The other side made a greatcase against us in their speechesand they answered the questionswell. When the time came for theMadison team to perform wewere the picture of professional-ism and confidence. We used allthe skills taught to us by Mr. Nat-bony and Mrs. Lemer in the pastfew weeks. We answered all thequestions well. In an hour it wasover. The judges retired to maketheir decision. We were silent aswe waited. In a few minutes theyreturned. The defense had won.The courtroom, which was filledwith Madison onlookers, burstinto cheers. After the cheers qui-eted down, I received a specialbonus as the best orator of thecompetition. It was truly one ofthe greatest days of my life and Ishall never forget it.

Two weeks later we got a callsaying that there was to be a spe-cial meeting in Washington,

19

D.C. at the National Press Clubto inaugurate the National Men-tor Program. Mrs. Lerner,Mr. Natbony and Ms. Castellotifrom Cadwalader, Tracy McCor-mick and myself were invited toattend and to speak about ourMentor experience. We werehonored to represent JamesMadison, the Law Institute, ourteammates and the New YorkMentor program. But the defmitehigh point was when we went tomeet Dan Quayle at the home ofthe Vice President on the out-skirts of Washington, D.C.. Icannot put into words the exhila-ration I felt upon meeting him. Itwas a true privilege.

The Moot Court experience was,I feel, a great one for the seniorlaw class of Madison. Not onlydid it offer us insight into how thelaw works, but it also gave us alla tastf, of the profession most ofus hope to pursue. Perhaps moreimportantly it taught us the bene-fit of teamwork and gave us anexperience we shall carry with usalways.

AMICUSLAW JOURNAL

JAMES MADISONHIGH SCHOOL

Brooklyn, NY 1991

1990-91 New York City MENTOR Roll Call

ABC/Capital Cities/Edward R. Murrow

im High SchoolLed by attorney Charles

Stanford, the Legal Affairs de-partment serves as the MEN-TOR firm to an EntertainmentBroadcast Law Class involvingmore than 70 students. Theschool was named for a pio-neer television commentatorand its theme is communica-tion arts. MENTOR trips,speakers and of course vid-eos are featured in showingstudents legal activities relatedto visual media.

Anderson Kill Olick &Oshinsky/Central Park

i" East Secondary SchoolPartner Jordan Siev di-

rects a full program of basicMENTOR activities, along withan innovative monthly visit bylawyers to the school to discuss"Current Events" includinghighly publicized legal matterssuch as the "Two-Live Crew"censorship case and the "Cen-tral Park Jogger" trial.

Brown Raysman &Millstein/Andrew

hu Jackson High School.11 Along with many other

activities over the school year,Jackson students spent a fullday at BR&M, with virtuallyeveryone at the firm takingpart. LEXIS provided a soft-ware demonstration. Studentsheard talks from secretariesand legal assistants as well aslawyers. They met with thepartners, including RichardRaysman who brought MEN-TOR to the firm last year.

Cadwalader, Wicker-sham & Taft/JantesMadison High SchoolOne of the five found-

ing pairings of MENTOR, thefirm and school have workedtogether since 1982. In additionto the regular MENTOR activi-ties, in 1991 the firm providedthe incentive for the naturaliza-tion ceremony held at theschool on May 1, Law Daythe first time this type of cere-mony has been held at a publichigh school in New York City.In the fall of 1990, Madison stu-dents, for the second time sinceits inception, won the citywideMENTOR Moot Court competi-tion.

Cahill Gordon &Reindel/Port Rich-mond High School

II MENTOR was broughtto the firm eight years ago byFederal Bar Council trustee P.Kevin Castel, the Cahill partnerwho has directed the programthrough dozens of excellent ac-tivities with Port Richmondthrough the years. Highlightslast year were frequent visitsby lawyers to the school tospeak to law classes and sev-eral student tours of the lawfirm.

Carter Ledyard &Milburn/Springfield

im Gardens High SchoolThis pairing began in

the fall of 1990. Attorney DrakeColley spoke to several lawclasses at the school, presentingreasons for becoming an attor-ney and how students shouldstart preparing themselves for

20

a career in the law. Soon there-after a class visited the firm tobecome acquainted with theirnew MENTOR and enjoy a "de-licious buffet lunch."

Chadbourne & Parke/William Cullen BryantHigh School

VI Being in Court was theexperience throughout the yearfor Bryant MENTOR students.They benefitted from extensivecoaching by Chadbourne law-yers for both the Moot Courtand Mock trial. They weretaken to the Appellate Courtand, during a trip to the South-ern District of New York, metwith Judge Robert W. Sweet.They also toured the firm of-fices and met with lawyers andstaff over lunch.

Chase Manhattan BankLegal Department/jj Bayside High SchoolThe visit to "the firm"

for Bayside students means atrip to the bank, and the uniqueopportunity of viewing com-puter operations at Chase.Lunch discussions explore le-gal matters related tu the worldof banking. Lawyers MarianneSender and Warren Stone su-pervised the pairing in this, itsfirst year in MENTOR

Cravath, Swaine &Moore/Stuyvesant

II High SchoolThis venerable pairing,

which began in 1983, has in-cluded two MENTOR MootCourt championships. Thisyear's federal court trip fea-tured sifting in on two trials.

During recess for one, JudgeMorris E. Lasker met in cham-bers with Stuyvesant studentsto discuss his role in the judi-cial system.

Davis, Markel &Edwards/James

imMonroe High SchoolPartner Steven M. Ed-

wards brought the firm into theMENTOR program last year,and a full program of eventshas been conducted with Mon-roe students. Next year a I.awDay is planned, with "lawbooths" describing the effectsof the law on daily life.

Davis Polk & Ward-well/Murry Bergtraumii High SchoolOne of the five found-

ing pairings, MENTOR was in-troduced to the firm by thenpresident of the Federal BarCouncil, Robert B. Fiske, Jr..Many interesting events havebeen conducted in this matchof a firm which has one of thenation's great corporate prac-tices with a school designed toprepare students for businesscareers. During a school year,the firm hosts several all-dayseminars for students, the mostrecent on the usage of LEXIS.

Debevoise & Plimpton/High School for theHumanitiesPartners Joseph Bar-

bash and John S. Kiernan haveguided the pairing since its in-ception eight years ago. Thisyear's tour of the firm was in-terrupted by a "mock crime"and students were asked to de-scribe what happened, leadingto a discussion (over lunch) ofhow difficult it can be to ques-tion an eye witness. Htmdreds

of Humanities students havebenefitted over the years fromthe energy and creativity D&Plawyers have contributed totheir MENTOR school.

Dewey Ballantine/Martin Luther King, Jr.

&A High SchoolThis year DB lawyers

provided the first known bilin-gual MENTOR component, in-cluding a special section of thefirm tour for bilingual law stu-dents. Law teachers are oftenprovided cases for law classesby DB lawyers, in this matureMENTOR pairing. Last fallnine lawyers visited six lawclasses and a comprehensivelaw firm tour was provided forstudents from King.

Dornbush Mandelstam& Silverman/Franklin

1.4 K. Lane High SchoolThe firm has worked

with gratifying results for sev-eral years with SOAR, a drop-out prevention program atLane. DM&S also conductsMENTOR with a law class atthe school, and provides an in-ternship at the firm each semes-ter. DM&S/FKLHS placed sec-ond in the 1990 citywide MEN-TOR Moot Court.

Hughes Hubbard &Reed/Forest HillsHigh SchoolA demonstration of

MENTOR school-firm ties thatdevelop took place on June 24,1991 (long after school was outfor the summer). At the invita-tion of the lawyers, eighteenForest Hills students on sum-mer vacation came down fromQueens to view the new offices

212

where the firm had just moved.The fine work of HH&R withForest Hills has continuedsince 1983.

Kenyon & Kenyon/George W. WingateHigh School

In As this pairing hasworked together over the pasttwo years several K&K lawyershave coached the Moot Courtand Mock Trial teams, with stu-dents visiting the firm's officesto work on the critical thinkingand speaking skills requiredfor success in the courtroom.The teacher reports, 'The in-tense intenxtion which charac-terized all of these sessionsdearly contributed to the intel-lectual and personal growth ofour young men and women. Itgave them a strong sense ofconfidence which was quite evi-dent during the competitionagainst teams with far more ex-perience."

Latham & Watkins/Aviation High School

& In the first year of theIn pairing, the basic MEN-

TOR events were conducted.As has become an increasingcustom at schools in the pro-gram, lawyers from their firmvisited the school on Law Day,May 1, and addressed the stu-dents in their assembly.

Lord Day & Lord,Barrett Smith/High

jl School of GraphicCommunication Arts

Already active in law-relatededucation, the firm wasbrought into the MENTOR pro-gram several years ago by part-ner William 0. Purcell. Alongwith basic MENTOR events,the pairing includes individual

mentees who visit their men-tors at the firm on a weekly ba-sis.

Milbank, Tweed,Hadley & Mc Cloy/FortHamilton High School

-1 Entering its third year,this pairing is headed bt thefirm by Adlai S. Hardin, Jr.Along with participating in ba-sic MENTOR events, the schoolhas developed a new Lawyersin the Classroom project whichincludes visits by Milbank law-yers at various times. The firmprovides a summer intenishipfor a Fort Hamilton student.

Morgan, Lewis &Bockiusqulia Richman

6,4 High SchoolThis first year of this

MENTOR pairing included atrip to criminal court with back-ground briefings on courtroomprocedures by four LM&B law-yers. After a visit to the firmand a conference room lunch-eon with lawyers, their teacherreported, "As we were leavingyour building, the conversationof the students clearly indi-cated that they were most im-pressed by the graciousness ofyour staff and the feeling thatMorgan, Lewis & Bockius wasinterested in their educationand future."

Mudge Rose GuthrieAlexander & Ferdon/

01-1

Curtis High SchoolOne of the five found-

ing pairs of MENTOR, Mudgeand Curtis have been frequentcourt attenders over the pastdecade. This year US DistrictJudges John E. Sprizzo and Mi-chael B. Mukasey and NYS Su-preme Court Justice Frederic S.Berman met with students dur-

ing court visits. Something newfor the pairing were remarksdelivered during a limch at thefirm by a Member of Parlia-ment from London, JonathanAitken. A barrister, he talkedwith the students about theBritish legal system and tookquestions on the monarchy.

New York CountyLawyers Association/Seward Park HighSchool

This pairing was undertaken inthe fourth year of MENTOR asa method for making it possi-ble for single practitioners totake part in MENTOR and ithas achieved many fine results.The Association hosts annualevents at its historic "Home ofLaw" on Vessey Street.Throughout the year many As-sociation members participatein classroom events at thislarge, multinational highschool in Chinatowm

Nixon, Hargrave,Devans & Doyle/Shell

jl Bank IntermediateSchool

Four trips by seventh andeighth grade classes to the firminitiated this pairing, which be-gan this school year. The firmvisits were held on four Fri-days, for different groups ofseventh and eighth graders;each ended with a pizza lunchin a conference room. Lawyersalso travelled to the school tospeak to an assembly of stu-dents and guests. Enthusiasmis high among lawyers, teach-ers and students for the oppor-tunity to begin with studentsbefore they go to high school,as has proven productive andenjoyable in other junior highlevel MENTOR pairings.

22

Paul, Weiss, Rifkind,Wharton & Garrison/

ElSamuel J. Tilden HighSchwi

This is veteran pairing that hasincluded a strong Lawyer inthe Classroom elective over theyears, to complement courttrips and visits to the firm. Tohelp Tilden student attorneysprepare for the 1990 MENTORMoot Court, Paul Weissformed a practice panel of asso-ciate lawyers to act as judgesand videotaped the students'arguments for review and cri-tique.

Proskauer Rose Goetz& Mendelsohn/Francis

kt,4 Lewis High SchoolI The pairing completed

the basic MENTOR events, andadded several more. An exam-ple of the dynamic creativity ofPRG&M/FLHS is the new cur-riculum for a course in Womenin the law, which lawyershelped to develop and whichwill include speakers from thefirm as part of the teaching.

Reid & Priest/August Martin HighSchoolA high pc int of the year

was a court visit last spring tothe United States Court for theSecond Circuit to hear the argu-ment on appeal on a judgmentthe firm had won in a pro bonocase against the City ofNew York Students werebriefed beforehand by the law-ye:s who had handled the mat-ter. The fall firm tour includedluncheon presentations by fourlawyers about the work of vari-ous legal departments.

) (, 'A., 0

Robinson SilvermanPearce Aronsohn &

ski Berman/Thomas111 Jefferson High School

Beginning together in develop-ing a law program at Jefferson,this MENTOR pair hasachieved much in four years.Under the leadership of part-ner Kenneth L. Henderson, thefirm conducts the basic MEN-TOR events, and many innOva-tions, including: publishing theExaminer, the Law and SocialScience Journal; a speech by alawyer at the Women's RightsAssembly; and presentation ofLaw Day Awards to the stu-dents. In 1991, RSPA&B's MEN-TOR program was selectedfrom submissions throughoutNew York City as the outstand-ing business project to receivethe prestigious Reliance Awardfor Excellence in Education.

Rogers & Wells/Herbert H. Lehman

au High SchoolWI The basic MENTOR

events have become staples ofthis veteran pairing. In the fallof 1990 they fielded there firstMENTOR Moot Court teamand placed third in the city-wide competition. Over twentylawyers participated in coach-ing the novice Lehman team, inweekday, weekend and holi-day and after school sessionsheld both at school and thefirm. 'Wait 'til next year!"

She arm an & Sterling/John Dewey High

irkl School111 The school was an early

pioneer of law-related educa-tion. Its MENTOR reportpoints to the important benefitsof informal counselling and ad-vice students receive from law-

yers during MENTOR activi-ties. The firm has provided ma-terials for curriculum develop-ment to members of the SocialStudies Department And, asthe school further reports: "Toshow its commitment to JohnDewey, Shearman & Sterlingfor the past few years has hireda John Dewey High School Stu-dent as a summer intern, pro-viding each student hired withinvaluable firsthand knowl-edge of how a law firm of thatsize operates, as well as someof the funds necessary to pur-sue an education in the law."

Simpson Thacher &Bartlett/Sheepshead

ka Bay High SchoolEl The fmal event in 1991

for Sheepshead students was atwo-meal firm tour that in-cluded breakfast and lunch. Onfive occasions during the year,lawyers went to the school toserve as guest speakers inclasses. Partner Richard I. Beat-tie initiated the pairing, whichhas worked together in MEN-TOR for five years.

Skadden, Arps, Slate,Meagher & Flom/Benjamin N. Cardozo

in High SchoolOne of the five founding pair-ings of MENTOR, the firm andschool have conducted a vari-ety of events during their nineyears together. In 1985, partnerWilliam Hughes Mulligan pre-sided as Chief Judge of the firstMENTOR Moot Court FirmCounsel Jeremy A. Berman cur-rently directs activities withthis outstanding high school inQueens.

23

0 '1

Squadron, Ellenoff,Plesent & Lehrer/

jl John Jay High SchoolThe school has a law

and justice theme and majorlaw-related education pro-grams and facilities. The Squad-ron firm has added direct par-ticipation by its lawyers withstudents as the pairing has con-ducted MENTOR events overthe past two years. A specialadvantage in this involvementis that Neal M. Goldman, theSquadron partner who directsthe pairing, lives less than ablock from the school and isable to make himself a frequentvisitor to law classes.

Stroock & Stzoock &Lavan/Harry S.

ita Truman High SchoolIll Eight successful years

of completing all basic MEN-TOR events mark this modelpairing, directed at Stroock byLiz Kaufer of the administra-tive staff and partner Rich-ard H. Block. The school re-ports: "Stroock's lawyers havebecome role models for Tm-man students. Students are en-couraged by others to seek outspecific members of Stroock foradvice and assistance. There isa waiting list to go on our visitsso that the students can havelunch and speak with a favoriteattorney."

Summit Rovins &Feldesman/Phillippa

jl Schuyler IntermediateSchool

For eight years seventh andeighth grade students havetaken part in all the MENTORbasic events through their pair-ing with the Summit firm.Maxine Margo of the adminis-trative staff coordinates events

and has presented various top-ics at the school this year. Visitsto a mail fraud trial and theU.S. Court of Appeals wereconducted. Alth-lugh tooyoung for the competition, stu-dents were briefed by the firmon the issues of the MENTORMoot Court competition.

US Attorneys SouthernDistrict of New Yolic/

ha Norman Thomas HighWI School

Under the direction ofFederico E. Virella, ExecutiveAssistant U.S. Attorney's Of-fice, and Assistant US. Attor-ney Victor Olds, a schedule ofpresentations for a "Problemsin American Democracy" classwas completed by volunteerU.S. Attorneys. Students wereencouraged to ask questions.The U.S. Attorneys also tookthe students to visit courts andthe F.B.I.

Weil, Gotshal &Manges/John F.

jl Kennedy High SchoolOne of the five found-

ing pairings of MENTOR, firmand school conduct variousfirm and court trips in the fall.Weil Gotshal lawyers have pro-vided extensive coaching overthe past year for both the fallMENTOR Moot Court and theMock Trial Team completion inthe spring. Teacher Jack Sextonhas worked with MENTORsince the first planning meetingin December of 1982.

White & Case/Jamaica High School

jl Partner Kevin F. Ber-nard and a team of

eight associate lawyers lead thefirm's MENTOR activities. Tohelp students prepare for theMock Trial this year, a "dressrehearsal" was conducted inthe courtroom at W&C's Litiga-tion Support Center. FormerNYS Judge Bernard H. Jackson,now of counsel to the firm, pre-sided. The teacher reported:"The students profited greatlyfrom this stimulation. JudgeJackson gave them excellentpointers on trial techniques, aswell as giving them great confi-dence in their abilities."

Willkie Farr &Gallagher/Adlai

im Stevenson High SchoolIII I This was a new pairing

last year, led at the firm by part-ner Deborah E. Cooper, work-ing with the John Marshall In-stitute of Law at the school.Lawyers spoke at the Instituteon topics including FirstAmendment rights with regardf.0 flag burning and the rightsof the homeless. Other MEN-TOR events included a tour ofthe firm and luncheon for thesenior law class in March. TheWillkie partners provided a$500 scholarship for a graduat-ing senior.

Wilson, Elser,Moskow-itz, Edelman & Dicker/

jlMorris High SchoolThis active new pain-1g

conducted numerous attorneyvisits to the school and a class

24

visit to the firm. A tour for stu-dents was led by lawyers to theBronx House of Detention. Thefirm has provided texts of casesand commentaries for class-room study.

Winston & Straw&Newtown High School

jl The pairing began lastyear and has conducted

each of the basic MENTORevents. Partner Robert Scott Ed-monds reports that the MootCourt competition brought sat-isfaction and excitement for thepairings first-time entry, plac-ing second in the preliminaries.Edmonds said, "Our kids didvery well in Moot Court, butwe didn't have to come backfor the final argument andwe were happy about that, aswell"

Winthrop, Stimson,Putnam & Roberts/

11.4 Martin Van BurenHigh School

For the past two years the firmhas sent a cadre of female law-yers and legal assistants to talkwith students during Van Bu-ren's "Female History Month."In the spring of 1991, a halfdozen WSP&R partners and as-sociate lawyers coached VanBuren's first team ever to com-pete in the NYS Mock Trialthrough the intensity of prepa-ration for ten victorious roundsof competition, until they wereeliminated in the New YorkCity semifinals (by the teamthat won third in the State ofNew York).

Administration and Expansion

New York City MENTORCoordinator Is DebraLesser

MENTOR is being coordinatedin New York City by DebraLesser of the Justice ResourceCenter, a 501(c)(3) foundationwhich was set up at the recom-mendation of the Commissionwhich established the HighSchool for Law and Justice lo-cated at Martin Luther King, Jr.High School near FordhamLaw School and Lincoln Centerin Manhattan.

Join Us!

In New York City there are 120public high schools and 179public junior high schools. Ofthese, in the fall of 1991, 38high schools and 3 junior highschools have lawyers to workwith them in MENTOR Thereis much to be done.

Over its first decade, the pro-gram has proven that it workswell in diverse settings. Largeand small law firms, lawyers incorporate and government le-gal departments, and singlepractitioners through theNew York County Law Asso-ciation have conducted out-standing MENTOR programs.MENTOR schools vary broadlyin academic focus and arecated in every borough of theCity. The MENTOR lawyerspaired with junior high schoolsargue that starling younger isespecially effective in motivat-ing and directing students.

Shown (left and right) at a planning meeting for the 1991-92 school year areShiro A. Scheindlin, Chair of the Federal Bar Council MENTOR Committee, andDebra Lesser, New York City MENTOR Coorcinator.

The waiting list ofschools is long. Toobtain more informationabout enrollment, contact:

Debra Lesser, MENTOR Coordinator

Law and Justice Resource Center

122 Amsterdam Avenue

New York, New York 10023

212-580-5905; 212-873-4730

FAX: 212-580-5918

Thomas W. Evans

MENTOR Founder and Chair

Mudge Rose Guthrie Alexander & Ferdon

180 Maiden Lane

New York, New York 10038

212-510-7514

Shira A. Scheindlin

Federal Bar Council MENTOR Chair

Herzfeld & Rubin

40 Wall Street

New York, New York 10017

212-344-5500

25

Alan S. Rosenberg, Chair

New York Aliiance for the Pubic Schools

Proskauer Rose Goetz & Mendelsohn

1585 Broadway

New York, New York 10036

212-969-3825

Carole Nchols, Executive Director

New Yak Alliance for the Public Schools

Press Bung - 5th Floor

New York Univers4

32 Washington Place

New York, New York 10003

212-998-6770

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The photograph above was taken on October 25, 1988 at the ceremony to inauguate the High School Institute for Law and Justice Shown are (lett toright, with 1908 Mies) BACK ROW Schook Chancellor Pilchard Green, Police ComrnIssioner Ben Ward, Mayor Edward I Koch, MENTOR Fotrider Thomas W

Evans, Martin Luther King, Jr ligh School Principal Caesar Prevldl, and institute Director Debra Lesser, FRONT ROWS students from the first year of theInstliute of Law and Justice

A High School for Lawand Justice

A school within a school, lo-cated at Martin Luther King, Jr.High School in Manhattan, TheInstitute for Law and Justicewill graduate its first seniorclass in the spring of 1992.Now in its fourth year, the Insti-tute has received over 2,500 ap-plications annually for 250openings in its incoming fresh-man classes. The Justice Re-source Center at the Instituteserves as the New York Cityheadquarters for the MENTORprogram.

The Institute was developed bya commission appointed byNew York City Mayor Ed-ward I. Koch and co-chaired byPolice Commissioner BenjaminWard and MENTOR founderThomas W. Evans. Among thecommission members were lawenforcement officers, judges,professors, research serviceagencies leaders, universityand school administrators, andpartners in MENTOR law firms

including Joseph Barbash,Alan J. Hruska and P. KevinCastel.

Mayor Koch said at the Insti-tute's opening ceremony:"Through the fine work of thiscommission, two of my con-tinuing aims as Mayor areserved -- to encourage ourcity's youth to pursue studiesand careers in law and justice,and to create a new partnershipbetween the city's law firms,criminal justice agencies andeducational community."

In addition to preparing youngNew Yorkers for careers in lawand justice, the Institute re-sponds to increasing awarenessof the constructive impact onhigh school students of law-re-lated education. Students' inter-est in school is heightened by"real life" experiences, and thiseffect appears particularlystrong in legal studies.

26

MENTOR in OtherProfessions and Careers

MENTOR's co-sponsor, TheNew York Alliance for the Pub-lic Schools, was founded byClaire Flom, who serves on theNational MENTOR AdvisoryCommittee. She initially sug-gested, in 1982, that the Alli-ance should support a programwhere lawyers worked directlywith students. After the suc-cessful pilot in the law devel-oped by Thomas W. Evans,Claire Flom led the Alliance inreplicating the idea in a num-ber of other professions and vo-cations.Today, in addition toco-sponsoring the law MEN-TOR, the New York Alliancefor the Public Schools conductssimilar MENTOR programs infive other fields: Engineering,Banking, Education, Nursingand Health Careers, and Adver-tising. Today's Alliance Chair,Alan S. Rosenberg, has been in-strumental in expanding theMENTOR in the Law as well asthe programs for other profes-sions and careers.

Ijt eNdu pork FAincoMONDAY, SEPTEMBER 28, 1987

Training for the Industry of JusticeNew York City already has specialized high

scht:ols for science, performing arts, communica-tions and finance. Starting next fall, if the Mayorand the Board of Education have their way, MartinLuther King Jr. High School will add an Institute forLaw and Justice. The idea deserves support.

The concept was put forward in February byMayor Koch's panel on police personnel manage-ment. Now, to move the idea along, the Mayor andthe Board of Education have formed a new commis-sion co-chaired by Police Commissioner Benja-min Ward and Thomas Evans, a lawyer. The com-mission brings together the legal and criminal jus-tice communities to work in partnership with stu-dents and educators.

Justice offers much to enrich a high schoolurriculum: constitutional law and history; thenature of prison populations; forensic medicine;causes and treatment of domestic violence3 nd child abuse; the plight of crime victims. Sad to

say, demand for expertise should remain strong.Whether appointed by mayors or Presidents.

commissions too often only fend off public pressureto deal with a problem. They issue reports and closeup shop. In contrast, this commission's greatestcontribution could begin after the new institute hasopened its doors.

The group's individual members the city'scriminal justice coordinator; its commissioners ofpolice, juvenile justice and correction; its directorsof probation and victim set ".-..es all could act asmentors and teachers. They could do much to bringthe real world of justice into the classrooms and re-cruit students for internships and jobs.

New York City needs well-trained, highly moti-vated police officers, court staff and prison guards.noi to mention defense attorneys, prosecutors andjudges. Cooperation between the growth industry ofjustice and the city's schools serves everyone'sinterest.

NationalReport

:29 3 2

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2:Ncak,MENTOR Honorary National Chairman Marilyn Tucker Quayle with students from Franklin K Lane High School In Woodhaven, New York

Working To Spr d MENTOR Acro Ameri

In recent years, Jo Rosner hasbeen the principal factor in ex-panding the national MENTORprogram. But the MENTOR cir-cle widened beyond New YorkCity almost from the begin-ning. It was first replicated inWashington, D.C. in 1983 bythe National Institute for Citi-zen Education in the Law.NICEL Co-Director Edward L.O'Brien founded the D.C.MENTOR and organized aworkshop two years laterwhere he and Tom Evans pre-sented MENTOR, and whichled to further expansion ofMENTOR programs at sites inWashington, Arizona, Utah,Nebraska, Oklahoma, Virginia,and Rhode Island. Other repli-cations of MENTOR have oc-curred when lawyers active inone cite have relocated andbrought the program withthem. Until 1990, the programexpanded through an informalnetwork of MENTOR activists

and enthusiasts whose assis-tance continues through theirmembership on the NationalMENTOR Advisory Commit-tee.

The National MENTOR Pro-gram was formalized in 1990.The time had come. Lawyers,judges, bar associations, lawschools, senior and junior highschool students, teachers andschool systems in large andsmall cities, suburban areasand rural settings all had con-ducted the MENTOR program.The precedent for MENTOR isbroad and fruitful. It is a meansby which lawyers in every typeof community can be goodcounsel and effective, positiverole models for young people.

The purpose of the NationalMENTOR program is to offerthis project to the lawyers andschools throughout the nation.The participation and generos-

30p

t

ity of several key people and or-ganizations have been instru-mental in its creation.

Seattle Headquarters

The site for the national officeis the Washington State Bar As-sociation in Seattle, where JoRosner serves as NationalMENTOR Director. The use ofthe bar association's offices andtwo staff people, Jo Rosner andher assistant Sharlene Steele,are donations to MENTOR bythe Washington State Bar Asso-ciation. The development andoperation of MENTOR by thisstate bar is also an outstandingprogram model. Washington'sMENTOR program began in1984 when the Board of Gover-nors of the Washington StateBar Association approved aproposal of its Law-RelatedEducation Committee. It beganas a pilot program initiated infive diverse communities Se-

itNational MENTOR Director Jo Rosner (left) In a 'Law and Justice class at Fraildln High School In Soothe, with students, teocher Rick Nagel and latiyer

Kain L Foster of Franklin's MENTOR flrrn, Perkins Coie.

attle, Spokane, Tacoma,Wenatchee and Yakima. Pilotparticipants were enthusiastic.The program has experiencedcontinuous growth, with over60 law firm/highs school part-nerships participating thisyear. Attorney/educator joRosner has directed the pro-gram since its inception in1984, and brings this modelbackground and record ofachievement to her role as Na-tional MENTOR Director.

Founding Sponsors

Start-up funding for the na-tional program has been do-nated to support the first threeyears of operation. The threefounding sponsors are MEN-TOR participants who havemade major program contribu-tions as well. They are TheJoseph and Claire Flom Foun-dation, Mead Data Central, Inc.and NYNIA Foundation.

Claire Horn helped MENTORto begin in 1982 and has beenactive throughout the ensuingdecade. She was President ofMENTOR's co-sponsor, TheNew York Alliance for the Pub-lic Schools, at the time of thefounding of the program andduring its first years of develop-ment. Ms. Horn initially sug-gested the idea that the Alli-ance create a project where law-yers work directly with stu-dents in the public schools.

Since the second year of theNew York City MENTOR pro-gram, Mead Data Central hastaken part by introducing par-ticipating students to computer-ized legal research on itsLEXIS/NEXIS systems. This isgenerally done during the Lawas a Profession MENTOR eventwhen students visit the lawfirm. As part of their firm tour,students receive a demonstra-tion from a LEXIS repre-sentative and do some hands

3 1

k

on work on LEXIS terminals.Mead Data Central has pro-vided a variety of other sup-port and information for MEN-TOR lawyers and teachers, andhosted the New York City met-ropolitan meetings.

NYNEX Foundation, with itsheadquarters in White Plains,New York, is part of the 1991founding MENTOR pilot inWestchester. The program forthis county, in which the head-quarters of many major corpo-rations are located, is operatedat Pace Law School in WhitePlains. The leadership of theNYNEX lawyers pioneers anexciting new MENTOR site.

The National MENTOR Advisory CommitteeServing as Honorary Chairmanis Marilyn Tucker Quayle, amother and a lawyer and mem-ber of the Indiana bar. She is ac-tive in spreading the wordabout MENTOR in her fre-quent appearances as wife ofthe Vice President of theUnited States. In a recentspeech to lawyers in GrandRapids, Michigan, Mrs. Quayledescribed MENTOR's achieve-ments and said, 'These impor-tant precedents of workabilityand effectiveness have led tothe development of a nationalleadership team. Our goal is toenroll lawyers to conduct MEN-TOR events in every school inthe country."

Continuing his active leader-ship of the program is Founderand Chairman Thomas W.Evans, a partner in the WallStreet law firm of Mudge RoseGuthrie Alexander & Ferdon.He is counsel to the Points ofLight Foundation, chairman ofthe Board of Trustees of Teach-ers College at Columbia Uni-versity and recently served asPresident of the Federal BarCouncil.

Joseph A. Califano, Jr., whoserved in the Cabinet of Presi-dent Jimmy Carter as HEW Sec-retary, is a member of theMENTOR National AdvisoryCommittee and has the distinc-tion of having his law firm par-ticipating in MENTOR in threedifferent locations. The law of-fices of Dewey Ballantine inWashington, DC, Los Angeles,California and New York City

Miss America Marjorie Vicent with the 1991 New Jersey MENTOR Moot CourtChampions from Science High School, Newark, New Jersey. The competitionwas held at Seton Hall Law School which sponsors MENTOR in Newark.

all conduct MENTOR for localhigh schools.

Holly Stewart McMahon, Direc-tor of Government Programsfor the American Bar Associa-tion, has played a key role in or-ganizing the National MEN-TOR Advisory Committee.Other advisory committeemembers indude the peoplewho have pioneered the pro-gram and continue to manageand develop MENTOR in sitesaround the nation.

Miss America:"Important Dreams"

Marjorie Vincent, who finishedher second year at Duke LawSchool before winning the MissAmerica title in September of

32 35

1990, explains her MENTOR in-terest: "In my own life, becom-ing a lawyer has been a goalwhich has been challenging, in-teresting and filled with oppor-tunities for my career and forpro bono service as well. As amember of the National MEN-TOR Committee, I am gratefulfor the chance to make youngerstudents aware of how lawstudies can help their most im-portant dreams come true. Be-ing a member of the MENTORteam is a way I can let themknow that being a good citizenis vital, and a career in the lawis something they can achieve."

Marjorie Vincent is a wonder-ful role model. The daughter ofHaitian immigrants, she at-tended St. Angela School andOak Park-River Forest High

School near Chicago before re-ceiving a bachelor's degree inMusic from De Paul Universityin 1988. She has taken time outfrom her Miss America appear-ance and travel schedule to en-act one of the basic MENTORactivities. Her "Lawyer in theClassroom" visits have been anexciting part of the past yearfor the MENTOR program.

Justice RandolphJackson calls MENTOR"a better way"

New York State SupremeCourt Justice Randolph Jacksonhas worked with MENTOR inNew York for several yearsand now serves on the MEN-TOR National Advisory Com-mittee. He has commented: "Inthese difficult times whenmany minority youth are goingoff to jail instead of to college,sometimes it seems as thoughwe are losing an entire genera-tion. I sit on the Supreme Courtof the State of New York and I

send to prison predominatelyminority youth for selling ille-gal drugs, for committing rob-beries and for other crimes. AsI do this day after day, it occursto me that there must be a bet-ter way, there must be a way tocatch them before they becomecriminals, before they committheir illegal acts. There is a wayto serve and save the youth.That way is the MENTOR pro-gram. The MENTOR programis a ray of light in the darknessof our despair. The MENTORprogram turns the lights on inthe corridors of their mindsand it puts a vision of successin their heads. The MENTORprogram gives the youth rolemodels who are law Makersrather than law breakers. TheMENTOR program makesthem hungry for wisdom andthirsty for knowledge. It en-courages them to stay in schoolrather than to succumb to thetantali7ing lure of the streets."

New York State Supreme Court Justice Randolph Jackson vAth students fromthe SOAR Program at Lane High School,

BEST COPY AVAILABLE

333 C')

National MENTORAdvisory Committee

Marilyn Tucker Quayle,Honorary Chairman

Thomas W. Evans, Chairman

jo Rosner, National Director

Judy Brect, New York City MENTOR

Cooninativ 1982-90Rick N. Bryson, American Bar Association

Young Lawyers Ditsion

Clyde R. Christopherson, Fairfax, Vrginia

County Bar Associaton

Hon. Joseph A. Cakfano, Jr., Dewey

Ballantne

Hon. Janes M. Davit, Washbgbn State

Supreme Court

CI** Flom, The Fbm Foundation

Prolessor Paula A. Frames°, Seto Hall

Law School

Dennis P. Hamrick, Execute Director,

Washingbn State Bar Association

Hon. Randolph Jackson, Supreme Court of

the State of New York

Janos C. MOPS II, Mead Data Cenral

Corporaton

Kathleen Kirby, Education Diectir, Los

Angeles 0:intuitional Rights Foundation

Holly Stewart McMahon, Direcior

Govwnment Programs, knelbr Bar

Associaban

Nancy Mathews, Dietbr, Utah

Law-Related Education Project

Professor 'Thomas Nazwio, UnKersity of

San Francisco Law School

Dr. Susan Otterbourg , &man Eck:atonal

Communications

Edward L O'Brien, Co-Directa National

Institut for Citizens Education in the Law

Profeerw Charles Ogletree , Harvard Law

School

Lynda Rando, Artzcta Bar Foundaton

Center for Law-Related Education

Thom Simla, Program Officer, Nr'NEX

Foundandn

Martha M. Snow, Communkations Nada',

Oklahoma State Bar Associatcr

Professor David Schinvnel, Unnersity of

Massachusetts

R. Isadore SUIT, American Bar Asscciaton

Marjorie Vincent, Miss America

Professor Jams Weinstein, Arizona Stir+

Unkertity College of Law

le Pilot Piro:

( w To in)

The usual method for undertak-ing the first year of MENTORin a new locality is to conduct apilot project. Five is a workablenumber of firms and schools.The firms and schools are as-signed to each other by logicalfactors such as geographic loca-fion, or randomly. The pairingsagree to conduct the four BasicMENTOR Events over an up-coming semester or school year.

At the conclusion of the pilotproject, evaluation and adjust-ments are made. Your local orstate program is then ready torecruit new pairings for the fol-lowing school year.

In addition to the obvious ad-vantages to beginning with apilot getting acquainted withpeople and events, setting up

4.;

-in 1988, Joseph Barbash, Debevoise & Pimpton partner addremed a luncheon of planners In SonFrancisco for their MENTOR pilot (Above, left to right) University of San Francisco Law School Professor

Thomas Natarlo who serves on the National MENTOR Advisory Commtttee, Barbash, San FranciscoSuperintendent of Schools Ramon Cortines and Sandra Treacy, Executive Director, Son FrancescoSchool Volunteers

administration, letting thecourts know about the pro-gram there is another reasonwhich makes the pilot projectparticularly effective with attor-neys. Law firms are conserva-tive by nature and lawyersthink in terms of precedent.Your pilot project becomesyour own arguable precedentfor MENTOR, which will helpmake it easier to expand yourprogram in years ahead.

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Photographed after an August 1991 meeing, hosted by New *WSW Attorney General Robert J. Del

Tufo to plan for statewide wansion of MENTOR in New Jersey, are (left to right) Assistant At1arneyGeneral Edward J. Dater ; Professor Paula A. Franzese, who founded MENTOR In New Jersey ; BerniceManshel, Special Assistant to the Attorney General; Leonard Coleman of Kidder Peabody; Del Tufo;

and, Rusti Pliory of Rusti Priory Pubic Relations.

34 3

Assistance from TheNational MENTOR Office

A new fourteen-minute MEN-TOR training video is avail-able. It explains the programand is designed to help in re-cruiting. A Training Manualand other materials may alsobe obtained from the NationalMENTOR Office. There aremembers of the MENTOR Na-tional Advisory Committeeand others to discuss the pro-gram with by telephone, orwho can come to your locality,to talk about MENTOR and an-swer questions.

FOR FURTHERINFORMATION CONTACT:Jo Rosner, Esq.National MENTOR Directorcio Washington State Bar

Association2001 Sixth Avenue - Suite 500Seattle, WA 98121-2599Phone: 206-448-0441FAX: 206-448-0309

De Novo September 1989THE OFFICIAL PUBUCATION OF THE WASHINGTON ASSOCIATION YOUNG LAWYERS DIVISION

Mentor Magic:The North CentralExperienceBy David D. Smith

On October 8, 1987, at approximately2:30 p.m., Thomas Farrel, a student atNorth Central High School in Spokane,was "arrested" for the crime of vehicularmanslaughter. Although Mr. Farrel wasprepared for what was to occur, his class-mates at North Central were caught com-pletely off guard.

Mr. Farrel's teacher, Emily Pike, was inthe middle of a lecture when the door burstopen and in came Officer Kurt Miller of theWashington State PairoL The Press, in-cluding radio, television, and newspapers,pushed in behind Officer Miller and hov-ered around the classroom. Camerasflashed as Thomas Farrel was handed awarrant for his "arrest." Radio micro-phones recorded the sound of the handcuffsas they clenched around Tom's wrists. Thetelevision cameras caught the students' sur-prise.

One could have heard a pin drop as Tomwas led out of the classroom. After thedoor closed, the students just stared at theirteacher. One student asked what had hap-pened, another student just said "Big, Mrs.Pike...real big."

Approximately onc year later, while herstudents looked cc in horror (and someamusement), Mrs. Pike was "murdered" inher own classroom. Once again, camerasflashed and reporters re-told the story onthe evening news.

These two events have one thing incommon. Each event was staged for thesole purpose of grabbing the attention of aclass full of high-school students. We weresuccessful both times.

The mock arrest was the kickoff to ourfines involvement in the WashingtonState Bar Association's MENTOR Pro-gram. That arrest culminated in a NotGuilty verdict which was rendered by a juryof Thomas Farrel's classmates at theSpokane County Courthouse in a trialwhich was presided over by our office'ssenior partner, former District Court JudgeJohn C. Cooney.

The mock murder of Mrs. Pike was thekickoff to our second year of involvementwith the program. The "murder" was fol-lowed by an investigation by sketch artistsfrom the Spokane County Sheriff s Depart-ment. A composite drawing was made

from actual eye-witness statements and theprosecutor's case was complete with eye-witness testimony from the students them-selves.

The jurors in that trial were selectedfrom another class. The general consensusof the jury was that the defendant had "doneit." They found him Not Guilty, however,because the Prosecutors failed to meet theirburden of proof. The truth is that the de-fendant had not "done it." Instead, we hadcharged an innocent man so that we couldexplore sonic of the fallacies surroundingthe reliability of eye-witness identification.

MENTOR is a partnership program ofthe Washington State Bar Association. Itpairs high school govennnent classes withinterested law firms. Lawyers work withhigh school teachers to help familiarizestudents with the legal procem In so do-ing. the students get a better education, theteachers get a "break in the action." and theattorneys get to destroy ignorant mythsabout lawyers and the legal profession.With MENTOR, everyone wins.

The program works by giving studentsa hands-on opportunity to meet real peopleand hear about the law from the mouths ofpractitioners rather than from the dry pagesof textbooks. It is also fun. Let's face it,dull is dull, fun is fun. If we are going toeducate average high school students, wehave to make the process interesting.MENTOR attorneys do just that.

Although I have never seen a "loser" inthe MENTOR program, I do believe thatthere is room for change in how the part-nerships are handled by some schools. Afew schools have been known to hand-pickthe "best" students for participation in theprogram. But the magic behind MENTORis that the "poor" students do well too.

For example, prior to MENTOR, theacademic standing of Tom Farrel's classwas below average. After MENTOR, theclass average was a full grade point higherthan it had been prior to participation in theprogam. Students averaged a solid "B" onclassroom assignments and tests directlyrelated to MENTOR. If your firm is con-sidering becoming involved with MEN-TDR, bear in mind that every partnershipis different. No firm should ever try tocopy another finn's program just becauseit worked before. The key to an efficientand effective partnership is to take advan-tage of your own particular resources.

When we first became involved withMENTOR, we were told that several lawoffices had had great success with officetours. Judging from the size and wealth ofsome of these firms, I can see why. Unfor-tunately, a tour of our office would last all

6.,

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of about two minutes. Hardly worth a field

One resource that we have available tous is teaching experience. Most of ourattorneys have either been teachers or haveclose family members who are teachers.This background makes it easy for us tofind volunteers for classroom lectures. Italso makes for keen involvement from ourattorneys.

Maintenance of the program is anotherproblem which needs to be addressed byany law firm which is considering becom-ing involved with MENTOR Our finn hasbeen able to keep strong attorney involve-ment by changing our format every semes-ter. By never doing the same thing twice,our presentation is always as fresh and in-teresting to the attorneys as it is to thestudents. Other firms do just the opposite.Gary Gainer of the Richter-Wimberly lawfinn in Spokane relates that their programis successful because they keep it the sameyear after year. In this way, the attorneysalways know what is expxted of them.Here again, the key is to take advantage ofyour firm's own resources.

MENTOR has many side benefits inaddition to teaching kids about the law.Our mock trials, for instance, have provedto be springboards for discussions ondrinking and driving, AIDS and AIDS pre-vention, chug use, and other important so-cial problems. By slipping these problemsinto our fact situations, we have been ableto educate our students on hot topics with-out appearing to be lecturing.

Our firm has been fortunate to havebeen involved with MENTOR over the lasttwo years. We are looking forward tomany mere years of involvement to come.We have been rewarded by seeing talented,yet previously unchallenged students ariseto the tasks of a litigator. We have also seenstudents that were on die verge of droppingout of high school analyze complex legalissues with the deftness of a trained profes-sional. Selfishly, however, our most re-warding experience occurred approxi-mately one year after we had finished ourfirst class. Mrs. Pike received a copy of anessay written by a former student It de-scribed the most memorable thing that hehad done in his twelve years of publicschooling. That memory was his participa-tion in our MENTOR Partnership. Suchcomments make it all worthwhile.

David D. Smith practices law inSpokane, Washington with John Cooney& Associates, PS.

BEST COPY AVAILABLE

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The Law Firms and Schools in Your PilotProgram Should Conduct the Four Basic

MENTOR Events

Basic Event #1 : Orientation

Arizona

The photograph at left, showsorientation in Phoenix, in aneighth grade classroomatCreighton Middle SchooL At-torney Adrianne Kalyna fromthe law firm of Shull, Rolle,Wetland & Kalyna is discuss-ing MENTOR activities forthe coming year with mem-bers of Creighton's Law Club.

Utah

In a conference room at Le-Boeuf, Lamb, Leiby & Mac-Rae in Salt Lake City, Utah,attorney Penrod W. Keithdiscusses his firm's practicewith students from Bing-ham High School.

ii

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in; am &I,T, am , 9ciaic ' m..i2 . .,C:-. =an' 2.- ri 6. imo. X

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iiIBasic Event #2: Law as a Profession

3 63!)

entoror.

40°

Washington, D.C.

Students Wanda Pattersonand Kim Shala Wilson, fromBanneker High School in theDistrict of Columbia, are re-porting at left on a recentvisit to the United States Su-preme Court arranged bytheir MENTOR firm Ar-nold & Porter. Watching(right and left) are theirteacher Dr. Billie Day and at-torney Scott S. Dahl from thefirm.

Basic Event #3: A Day In Court

ii

Las Vegas, Nevada

This photo, taken outside acourtroom in Nevada, showsan attorney briefmg a studentbefore they observe a proceed-ing in Clark County Court.

37

4 0

-A,

Washington State

Kentwood High School stu-dents practice oral argumentin Seattle for lawyers fromtheir MENTOR firm, Short,Cressman and Burgess.

Los Angeles, California

The students at left who are preparingto argue in the Los Angeles CountyMock Trials, are from Dorsey HighSchooL Their lawyer coaches are fromtheir MENTOR firm, Paul, Hastings,Janofsky & Walker.

Basic Event #4: Electives il

7

38

s

Qv.

South Carolina

Lawyers in the classroom teach-ing, coaching and talking informallywith students is a favorite MEN-TOR elective, shown here in a SouthCarolina classroom.

_ .Z 2NNA.41

-10,'"f; 0.6 01101,. ".

2.0

I The MENTOR Moot Court

kill

No.

Newark, New Jersey

The Newark MENTORprogram has conducted aMoot Court competitionfor four years. The 1990winners from WestsideHigh School are shown inthe photo at right (frontrow). The finals bench(back row, left to right):Charles E. Mapson, Coun-sel, First Fidelity Bancorpo-ration, Seton Hall LawSchool Professors BernardFreamon and Paula A.Franzese (Newark MEN-TOR Founder), and law stu-dent MENTOR directorsfrom Seton Hall StephanieCaravela and Lorraine De-Napol.

The Importance of Lunch

Oregon

Ashland High School teacher Ross Cold-well (left), attorney Doug Engle (rear)and MENTOR students discuss the lawwhile enjoying hmch together on thepatio of the Ashland law firm of Cottle &Howser. Students were quoted by theOregon State Bar publication that re-ported on the 1989 pilot in that state.Eugene Pretorium explained, "A law firmtook our class under its wing and edu-cated us, from personal experience andnot just from textbook knowledge, aboutlaw and the American legal system."Tom Keen said, "I could not have beenable to experience anything like this froma book and I hope others will be able tolearn as much as I have."

40

4.14illa- oisolo

3

`t-

ArizonaThis year 53 law firms

im and high schools in Ari-' zona are paired in the

MENTOR program, sponsoredby the Arizona Bar FoundationCenter for Law-Related Educa-tion since 1984. Lynda Rando,the ABFC director serves onthe National MENTOR Advi-sory Committee. With an em-phasis toward teaching stu-dents about the variety of voca-tions related to the law, Ari-zona enlists many public aswell as private law offices in itsMENTOR pairings, includingprobation and police depart-ments and offices of attorneysgeneral.

CanadaMENTOR crossed thenorthern border in1990. A 12-pairing pilot

was sponsored by the BritishColumbia section of the Cana-dian Bar Association duringthe 1990-91 school year. In Au-gust of 1990, National MEN-TOR Director Jo Rosner pre-sented the program to the barassociation's "Law 12" Institute,resulting in requests from 22teachers for MENTOR firms.Although all requests could notbe filled immediately, a goodcross section of schools andfirms participated and MEN-TOR is expanding this year.

National MentorRoll Call

District ofColumbia

I The first replication ofthe New York City MENTORprogram was brought to theDistrict of Columbia in 1983 byEdward L O'Brien, Co-Direc-tor of the National Institute forCitizen Education in the Law.NICEL has directed the pro-gram for eight years. Last year16 high schools were paired inMENTOR, respectively, with11 law firms, the DC SuperiorCourt, the Public DefenderService of DC, the Office ofSenator Robert Kennedy, theUS Attorney Felony Divisionand the DC Public Service Com-mission.

Fairfax, VirginiaThis veteran program,

14 founded eight yearsago, is a model for bas-

ing the administration of MEN-TOR in a county bar associa-tion. Its lawyers include singlepractitioners and members ofboth small and large firms. TheFairfax attorney who heads theprogram, Clyde Christopher-son, serves on the MENTORNational Advisory Committee.Last year 23 high schools in thecounty participated in MEN-TOR with Fairfax lawyers.

GeorgiaDuring the 1991-92

ii school year Georgia'sfirst MENTOR program

will be piloted in Marietta. TheCobb County Bar Association

in cooperation with the Cham-ber of Commerce Partners inEducation are now in the proc-ess of choosing four pilotschools and law firms. LindaSlack of the Cobb County Supe-rior Court is the MENTOR Co-ordinator for the program,which was initiated after repre-sentatives of the county's spon-sors attended the May 1991MENTOR Regional Conferenceheld in Chattanooga.

Las Vegas,ii Nevada

A successful MENTORpilot was conducted in LasVegas during the 1988-89school year by the NevadaLaw-Related Education Projectof the State Bar of Nevada. Al-ter as second successful pro-gram last year, MENTOR hasbecome a project of the Partner-ship office of the Clark CountySchool District. Ten Las Vegaslaw firm/high school pairingswill conduct MENTOR in 1991-92.

Los AngelesAdministered by the

jl Constitutional RightsIII I Foundation, MENTOR

in Los Angeles has enjoyedsteady and strong growth overthe four years since it was initi-ated with a small pilot pro-gram. This year 15 LA lawfirms and high schools are par-ticipating. Recently, MENTORhas become closely involvedwith California's first magnetschool for law and justice, now

being established at Sepul-veda's Monroe High School inthe San Fernando Valley. Ur-ban and spread out, the LAMENTOR program has metwith success and is expandingsignificantly again this year inproviding law firms to workwith LA's diverse school popu-lation.

Long IslandPartner David M. Du-

es4 bin of the Twomey,111 Latham, Shea & Kelley

firm in Riverhead, New Yorktook MENTOR east from NewYork City in 1989. A highlightof the firm's pairing withSouthampton High School is atrip to the Suffolk County jail,where students take a tour andspeak with the inmates.

MississippiIn June of 1988, the Mis -

j-

sissippi State Bar partici-pated in a Seattle MEN-

TOR Conference. The follow-ing fall a five-city pilot pro-gram was conducted. A yearlater, MENTOR pairings had in-creased to 11, with sites inLong Beach, Hattiesburg, Ox-ford, Summit, Meridian, Tu-pelo, Newton and Jackson. Thisyear 24 law firms and schoolsparticipated. An outstandingmodel, Mississippi's MENTORis administered by Melani H.Henry, the state bar's Directorof Programs and Communica-tion.

NebraskaThe Nebraska State BarAssociation began spon-soring a statewide

MENTOR program in 1989with 8 Nebraska high schoolsand law firms; 15 participated

during the past school year.The Omaha Bar Associationhas sponsored its own MEN-TOR program since 1984 andthe Lincoln Bar Association be-gan in 1990. Tom Keefe of theNSBA reports enthusiasm ishigh and that, "some of thepartnerships have gone so faras to have integrated the law-yer-partner into the class cur-riculum, involving the lawyerin as many as 10 to 12 visits tothe MENTOR classroom per se-mester".

New JerseyWith the active partici-

"' pation in the planningby Attorney General

Robert Del Tufo and his staff,and the continuing creativeguidance of Seton Hall Profes-sor Paula Franzese, the expan-sion of the program in thisstate should be a significant ad-vancement for MENTOR in thecoming year.

New MexicoPilot projects were im-

il plemented by the NewMexico Law-Related

Education office of the NewMexico Bar Foundation in 1989and 1990. A lawyers in theclassroom project in Albuquer-que is in progress and will con-tinue during the 1991-92 schoolyear.

NewarkMENTOR was founded

h at Seton Hall LawSchool in Newark, New

Jersey by Professor Paula A.Franzese in 1987. This first lawschool based MENTOR hasbeen a model program, pairingall of the city's high schoolswith law firms to conduct the

42 4 :)

re MENTOR events. Un-der the direction of the SetonHall Moot Court Board, a MEN-TOR Moot Court competitionis held each fall with student at-torneys coached by lawyers intheir MENTOR law firms.

New York CityMENTOR was founded

&I in New York City in the1982-83 school year,

when a pilot was conducted byfive law firms paired with ahigh school in each of the city'sfive boroughs. These five origi-nal pairings have conductedMENTOR throughout the pastdecade. There are now 41 pair-ings in New York City, manyof them having worked to-gether for more than half of thedecade. The metropolitanevent, conducted each fall, isthe MENTOR Moot Court. Thisyear the final argument of thecompetition will be presentedby high school student attor-neys in the federal courthousein Manhattan before threejudges of the U.S. Court of Ap-peals for the Second Circuit.

OregonThe first MENTOR pro-

im gram in the state was aI pilot held in 1989. This

year a total of ten pairings willconduct MENTOR in Portland,Bend, Newport, Salem, Albany,Grants Pass, McMinnville, andAshland. A September trainingsession was held in Eugene fornew MENTOR participants.The Oregon program is admin-istered by the Oregon State BarAssociation.

San FranciscoMENTOR was intro-duced to the City byUniversity of San Fran-

cisco Law Professor ThomasNazario, and founded by thecombined efforts of the schoolboard and leaders of the bar.Currently 12 law firms andschools are paired in the pro-gram, which is administeredby the San Francisco Volun-teers. MENTOR in San Fran-cisco has been carefully mini-tored through three years of de-velopment. Its planning, initia-tion, evaluation and expansionprovide an outstanding model.

South CarolinaMENTOR, which is ac-

jl in various schoolsacross the state, was de-

veloped by the Pro 13ono andLaw-Related Programs divi-sion for the South Carolina BarAssociation. Last year, a mootcourt was held in which honorstudents worked with lawfirms to develop oral argu-ments skills and to write an ap-pellate brief. A state conferencewas held for lawyers and teach-ers.

TennesseeIn May of 1991, the Na-

haWI

tional MENTOR Pro-gram held a regional

workshop hosted by the Chat-tanooga Bar Association. Par-ticipating were members of theChattanooga, Nashville andMississippi Bar Associationsand representatives of the Chat-tanooga City, HamiltonCounty, Knox County, Nash-ville City, Shelby County andCobb County, Georgia schoolsystems. William H. Pickeringof Chabliss & Bahner reports

that a MENTOR pilot programis planned for the comingschool year in Chattanooga.The Chattanooga Bar Associa-tion is recruiting ten law firmsto serve as MENTORs for fivecity and five county schoolclasses during the 1991-92school year.

UtahThe Utah MENTOR pro-gram, which beganwith a single pairing pi-

lot in 1985, had fifteenfirm/school pairings in 1990and was expanding statewideand planning to invite middleschools to participate. MEN-TOR in Utah is co-sponsoredby the Utah State Office of Edu-cation (whose Director, NancyN. Mathews, serves on the Na-tional MENTOR AdvisoryCommittee) and the Utah StateBar Law and Justice Center. Ex-amples of the outstandingMENTOR events created forUtah students are: an exerciseusing "selected pleadings froma mythical lawsuit" preparedby a judge sitting on the UtahCourt of Appeals; and a mockdeposition for a divorce pro-ceeding involving spouseabuse.

WashingtonThe Washington State

jl Bar Association becameactively involved in a

statewide MENTOR Programin 1984. Subsequently, the pro-gram has grown to includeMID MENTOR at the middleschool leveL There are morethan 60 partnerships operatingin the 1991-92 school year, en-riching the curriculum formore than 3,600 students. L-1September, 1991 the WSBAMENTOR program was

434 G

awarded and recognized for ap-preciation of exceptional leader-ship by the Washington Asso-ciation of Partners in Educa-tion. WSBA is now the head-quarters for the National MEN-TOR Program, which providesa network for other state, cityand county programs acrossthe nation.

WestchesterA MENTOR pilot will

im be conducted duringthe 1991-92 school year

in Westchester County NewYork, headquartered at PaceLaw School in White Plains un-der the guidance of Law Profes-sor Jay C. Carlisle. WestchesterMENTOR is working to enlistthe counsel offices of corpora-l' ms located in the county,which is home to many ofAmerica' largest companies.MENTOR national sponsorNYNEX is taking the lead inthis new corporate plan forMENTOR.

Join us!A National MENTORHandbook is plannedfor publication next

year. We hope to welcomenews from many more MEN-TOR sites in the National RollCall For assistance in gettingstarted and to report yourplans and progress for publica-tion in the Handbook, contactJo Rosner, Esq., NationalMENTOR Director.