I just finished my first bit of teaching as an academic. The first day of class went really well. I am teaching Commercial Law (Secured Transactions). I started out by talking about contracts in Elizabethan drama — in particular in A Merchant of Venice and Dr. Faustus — and why they get treated so badly. We then went on to the central role of contract in a modern society and the problems that it creates. From there we moved on to the idea of security and how it interacts with contract, outlining the the central economic and normative problems that it creates. We finished up by discussing a California case the illustrated the policy and normative arguments. The students seemed very engaged and we had a good discussion going. The second day of class we went through the rules governing the attachment of security interests to personal property. It was a bit of a flop. The students hadn’t read the code. We worked through the problems and spent a large amount of time on basic questions and never even got to the difficult interpretive issues or policy questions. Afterwards I was talking to one of my colleagues about the difference between the two days. Why did the first day go so well, while the second day went so badly?
He responded, “The first day is easy. Talking nothing but big picture and policy is about getting students in touch with their inner moral sense. It’s not really all that hard. On the second day, you were teaching law. Students don’t have an inner Uniform Commercial Code to get in touch with, and getting them to grasp the real UCC is hard. Of course, you could be teaching con law, where there is no law to get in touch with and it is just students’ inner moral sense for the whole semester…”