CHAPTER II.

PSYCHOLOGICAL ENQUIRIES.

HAVING resolved on writing an article on the above subject, we do so, though in consequence of our numerous engagements we have certainly not had sufficient time to devote to it the attention it really deserves; for it is apparent that when one deals with an abstract subject, his mind ought to be as free as possible.

The human mind may be resolved into divisions and sub-divisions, that is to say, though every mind is, to a certain extent, constructed on the same principles, still some of its constituent parts may be more fully developed than others, the predominance of one quality making the whole to appear superior. Now it certainly requires one possessing not only large experience, but acuteness, as well as a thorough acquaintance with human life, to detect the various kinds of minds, so as to classify them; and the more so when we remember that the nicest shade frequently makes a vast difference. For instance, we are often able, by certain inferences, to read a man's character or disposition, simply because we have been intimately acquainted with one whose qualities and habits we believe to be identical in every particular. So impressed are we occasionally with parallels, that we find it necessary to exercise much discretion in giving credence to statements or opinions. We may believe a statement, because it appears to be probable; and, on the other hand, it may appear to be so inconsistent as to be extremely improbable, and even more so when we come to draw a parallel, for the utter improbability of the statement may then be most apparent. A very noted case, by the way, suggests to us the belief that, having regard to the enormous mass of conflicting testimony which has been adduced, psychology would be the only sure means of determining not only the whole case, but more particularly some of its most important incidents; for depend upon it, that where men possessing only ordinary ability, apply their common sense, facts may be easily tested. Unfortunately, however, most persons turn a deaf ear to such a method of determining a case, though they are perhaps not aware that hundreds of cases are decided by juries who are led unconsciously to give verdicts a particular way on what they believe to be the facts, but what are the inferences which they, as mortals, could not fail to draw from the surrounding incidents. Happily such is the case! We mean, that suppose in determining a doubtful point, the evidence as to which is extremely conflicting, the jury are bound to test the credibility of the parties, hence they are often compelled to deal with the probabilities of the case. If all men were naturally endued with marvellous perception like some of our most eminent advocates, who, being able to read mankind thoroughly, arrange their arguments accordingly, there would probably be more harmony in the land; for if, after associating with one another either by means of correspondence or by conversation, we were able to read the general turn of a person's mind, there certainly would be fewer eruptions or disagreements on great points.

Not having sufficient time to "think out" every branch of this article, we feel compelled to turn aside more abruptly from them than we ought to. As we have said, there are undoubtedly many classes of minds principally induced by the predominance of one faculty. A knowledge of phrenology,

a study in which we fully believe, enables a person to test another with very little difficulty. Of course phrenology regards each faculty as a whole and does not deal with minute points. Some persons, labouring under the idea that a knowledge of phrenology enables a person to tell what another's thoughts are, consider it an absurd study. And indeed they may. We have often been highly amused on being asked by persons to tell them what they are thinking about. A phrenologist may be able to say you have a certain bump, which indicates a certain quality; but he cannot possess the supernatural power of being able to subdivide it, unless, however, he may have some acquaintance with the person.

With the view of making our remarks more interesting, we will endeavour to associate them with something which may appear to be more tangible. Now, regarding each mind as a whole, irrespective of its component parts, we are apt to classify men according to the faculty which predominates. There is the man with the brilliant memory; there is the man with indomitable perseverance; there is the man with the desire, but not the inclination, to study to attain a high position, and then there is the man possessing the abilities but not the inclination: indeed it is a most amusing study to classify the various dispositions of mankind. Well, when a man possesses one faculty in a greater degree than another, the minor or hidden power may be developed; but then arises the question how may this be effected? The man with the excellent memory may be so satisfied with his powers, his memory enabling him to hold a fair position in his profession or vocation, that he may not care, as is frequently the case, to cultivate another faculty which is of a mean order; but then if he were to endeavour to develope all his faculties alike he would have a superior intellect. In the same way, had such a man as Cobbett studied the classical languages he would no doubt have possessed even finer ideas. Again, a man may possess indomitable perseverance but not the memory to enable him to satisfy his ambition. The man without a memory is poor indeed, for

"Memory is the purveyor of reason.”

Seeing, therefore, what a vast difference there is in minds, it is ridiculous for anyone to assert that the same treatment ought to be effective in every instance. The mode of treating one disease may be diametrically opposite to that of another. Is not this apparent? But because it is not so apparent in other instances, few persons think, or even care to think, that the treatment which is applied to the man with the brilliant memory would be ineffectual in the case of the one with a defective memory. Hence, arriving at the "bourne" in which we will muse for awhile, we think that a man who has the ability but not the inclination to embrace even a respectable profession lacks a feeling of emulation. Indeed nothing developes this essential feeling in students so much as examinations or by comparing their respective abilities. To show to what extent may a feeling of emulation be carried, we may mention that we have often had occasion to impress upon some of our younger pupils the advantage of studying diligently, and have insisted upon their preparing a certain quantity of work by a stated time. The result was at once appreciable, for they even excelled those who were invariably diligent. Then the pleasure of being complimented, and perceiving what benefit moderate attention secured, a feeling of emulation was evoked. Of course some dispositions are so much below a point of

mediocrity as to baffle the skill of the most ingenious person; but, as a rule, one must possess a very low order of intellect when he refuses to adopt a system for a few weeks for the purpose of launching himself into a secure position.

Having had considerable experience in satisfying ourselves as to the various kinds of minds, we experience no difficulty in classifying them. We find it sometimes necessary to deal with them in a way best calculated to improve them; for, as we have said, they often require various treatments. For instance, the student who lacks a retentive memory ought not to be compelled to study in the same way as the one who can learn very quickly. It is a well-known fact that many schoolmasters and tutors administer precisely the same treatment to all their pupils, regardless of their capabilities, and the inevitable result is only a few of the most acute boys succeed. It is, indeed, extremely hard on a student who possesses mathematical powers that he should be compelled to study other subjects all the week and only mathematics now and then, and this refers also to those who have classical abilities, but who cannot often study such subjects. It is useless compelling a man to embrace that vocation in which he will never excel. We must not of course be guided solely by caprice, but by his general powers. Bearing examinations in mind, it must be remembered that while a student should endeavour to attain a point of general proficiency, he should likewise endeavour to excel in the subject which his faculties favour; for there is nothing like having a few redeeming points, though we must warn students that "the sublime and the ridiculous" will not do, for they must not descend too low in the scale! Now a student who cannot learn from books ought to receive interesting lectures, which, if they embrace the salient features of a subject, cannot fail to improve even the dullard.

We must postpone our further consideration of this subject till a future time, but we cannot help reminding students who wish to succeed in life that there is nothing like perusing books if they wish to improve themselves. Seeing the richness of our literature, there ought to be no difficulty in finding any number of works of an innocent, amusing, and instructive character to please all minds and shades of opinions, when we cannot find time to behold picturesque and majestic scenery. The reason we mention works of nature is, that we believe a love of nature is instinctive in all cultivated minds; but it is not only confined to those who have been improved by education. The majority of our best poets and writers, whether ancient or modern, were enthusiastic admirers of the wonders and beauties of the works of nature. But when one's duties compel him to remain incessantly closed within the "abode of learning," books alone possess an everlasting charm which nothing can equal. How may the mind be soothed ?—

"This books can do;-nor this alone; they give
New views to life, and teach us how to live;
They sooth the grieved, the stubborn they chastise,
Fools they admonish, and confirm the wise.
Their aid they yield to all; they never shun
The man of sorrow, nor the wretch undone:
Unlike the hard, the selfish, and the proud,
They fly not sullen from the suppliant crowd;
Nor tell to various people various things,
But show to subjects what they show to kings."

CHAPTER III.

OUR NOTE-BOOKS.

IN reviewing the examination papers that have been set at the Preliminary Examination for Solicitors from time to time, we have occasionally referred to the note-books which we have compiled expressly for our own pupils; but we have not thought fit to mention this latter fact, except to those who have written to our publishers for copies. Having received, however, innumerable applications from students residing in all parts of the British Isles, asking us to send them copies, we deem it expedient to say once more that it would be an act of the grossest injustice to those who place themselves under our care, if we were to give these books to the world, at all events at present. We have for several years past done our utmost to assist struggling candidates, and those who have patronized our works, and we have no hesitation in saying that the modest sum of one shilling which we charge for each number of this Magazine does not adequately compensate us for the enormous work that we set ourselves in preparing it for the press; for though in print each number represents but about forty pages, we are compelled to write upwards of one hundred and fifty foolscap sheets! This labour, in addition to our numerous classes, consisting of from fifteen to twenty-five pupils, taxes our energies to the utmost, though, modestly speaking, it would scarcely be possible for an instructor to be more successful, and to receive more flattering encomiums from gentlemen of great learning and talent, whose sons we have the honour to instruct and to initiate into the mysteries of the several branches of the legal profession.

Well, we are only too happy to afford information, and this might be proved by many gentlemen who often ask us to explain through the post any moot points which obstruct their path. Even now we postpone treating of a subject which might afford the majority of our readers more interest to admit of our instructing students in the art of compiling notebooks. But we must be brief. As we remarked elsewhere, there is absolutely nothing like experience; but this invaluable qualification cannot be acquired either with the aid of all the riches in the world or in a few months. Having been associated with various examinations for several years past, we understand them thoroughly, and consequently are able to make a collection of notes which render candidates proof against the examiners' manœuvres. Indeed, so well acquainted are we with the papers that we are very often able to name when certain questions were asked, even if it were four or five years ago. Hence to compile a note-book which will enable a candidate to prepare himself in an effectual manner, an acquaintance not only with every point that has been asked, but with every one likely to be asked, is indispensably necessary. It must be remembered, however, that notes are often useless without explanations, because they must be very brief; but, as we said on a previous occasion, "if the student be supplied with notes, and, while he has them before him, an explanation of every point be carefully and impressively made to him, there is every chance of his being able to remember even the most difficult and intricate points."

The following directions will afford students some idea as to how they should take notes.

English Language.

The various meanings of words; for instance, of "but," "do," and "as," &c.

The difference between inflectional and syntactical cases.

The definitions of "pleonasm," "ellipsis," "dativus ethicus," "complex subject," &c. &c.

The uses of "shall" and "will."

The derivation of "he," "she," and "it," &c.

The difference between "few" and "a few," "whether or not" and "whether or no,” &c. &c.

The definitions of "Bretwalda," "subinfeudation," "heriots," "gavelkind," "tenure," "escheat," "tenmannetale," &c. &c.

Also tables of battles, sieges, treaties, acts of parliament, and leading men, &c.

Genealogical tables, &c. &c.

Geography.
Rivers.

Name.

Rise.

Flow through.

Towns on their Banks. Flow into.

The definitions of "pampas," ," "oasis," "savannah," "gulf stream," &c. The boundaries of countries and names of lakes, mountains, principal towns, exports, imports, &c., &c.

Arithmetic.

Definitions of notation, numeration, &c.

Explanation as to "casting out the nines," &c., &c.

"Peculiar" examples worked out.

Elementary Latin.

Those wanting the genitive

Genitive singular and plural of nouns.

plural.

Prepositions classified.

Adverbs wanting the positive or the comparative or the superlative. Nouns which employ the plural in a separate or special sense, &c., &c. The syntax of the language.