Preliminary Examination for the Bar.

The Preliminary Examinations for the Bar are usually held every Saturday during each legal term, and once in the week next preceding each legal term. By the Consolidated Regulations of the Four Inns of Court, it is provided that no Examiner shall attend unless two clear days' notice prior to the day appointed for his attendance shall have been given to the secretary of the Board of Examiners, by at least one candidate, of an intention to present himself on that day for Examination. The subjects of Examination are-(a) The English language; (b) The Latin language; and (c) English history. No Latin works are named by the Examiners in which candidates will be examined-hence it is necessary that they should be tolerably well acquainted with the Latin language. Candidates are, however, usually required to translate passages from the works of Sallust, Cicero, Virgil, Horace, &c.

CHAPTER II.

"HOW MANY HOURS A DAY DO YOU RECOMMEND ME TO STUDY ?"

THIS question is so frequently addressed to us that we believe a few remarks on the subject will be esteemed by those of our younger readers who are now, or soon will be, actively engaged preparing for their examinations.

There are exceptions to almost every rule that may be laid down; and it is so in this instance, inasmuch as some persons can learn very quickly, and others take a considerable time to impress a subject on their memories. It is an admitted fact that he who learns quickly forgets quickly, but he who learns slowly seldom forgets what he learns, unless a long time elapse. This certainly appears to be the general rule. Now as we intend to dwell on several topics in this number of our magazine, we must endeavour to condense our views as much as possible.

There can be no doubt that a man who is blessed with an excellent memory is not, generally speaking, so diligent in his studies as one who has a bad memory; and though the former may manage to accomplish all that he sets himself to perform, how much more successful or greater would he be were he to work diligently at all times! We are even told that many eminent men would be far more eminent if they would only work, thus showing that they rely almost entirely on their splendid talents. A man is a poor judge of his own endowments, and for this reason we trust that few of our younger readers will mark themselves as being talented, and consequently omit to study diligently. It is for those who have had considerable experience to offer an opinion.

The real point to be discussed is, "How many hours a day we recommend the student to study?" Well, this mainly depends upon a student's abilities and strength, and the work to be accomplished. If, however, he have a good constitution, he may study all day, taking a little exercise occasionally, for continuous work repays itself tenfold.

In recommending a course for the student's adoption, we must remind him that he must "work while he works." He will quite understand that sitting at a table with a book before him, and at the same time carving a piece of wood with a penknife, or sketching faces or grotesque figures, is not work of the proper kind. We mean real and attentive work, and one hour spent in this way is, it may be easily imagined, far better than days spent in what we feel bound to call complete idleness. We do not mean to say that a student should work until he becomes unwell, for we are quite aware that work and pleasure should go hand-in-hand, if we wish to improve ourselves both in body and mind; indeed, we are fully impressed with the scholastic adage that "all work and no play, &c.," and we think it is a very sound doctrine. But the question is, how much time should be devoted to "work" and "play"— -we beg the student's pardon-"pleasure." Well, assuming that a student studies with a tutor, as is the invariable case when he intends presenting himself for examination, from say ten till one p.m., he ought to study for at least an hour before ten o'clock. At one he would probably have his luncheon, and he may then take a walk for an hour. He ought then to study from about half-past two until five o'clock, resting, if, necessary, at intervals of half an hour during the time, in order that he may disconnect the subjects which he is studying, and gain renewed energy; for we know it is a bad practice for a student who is just learning various subjects to take one after another, as he is very likely to confuse himself. At five o'clock he may take another walk or spend his time in reading books for pleasure or otherwise until six or seven o'clock, when he would probably have his dinner. If he pay attention to the above suggestions he need not study so much in the evening, but if he have a note-book he would do well to peruse it at intervals. He must bear in mind that we do not recommend this course to be adopted all the year round, but only during the period that he is actually preparing for examination-though if he aspires to a high position and wishes to become eminent in his profession, there can be no objection to his pursuing it most rigidly. And he will find that an hour's recreation taken systematically after work would be very "sweet" and do him far more good than idling his time away all day, and just occasionally looking at a book and running away from it.

While on this subject a few remarks on what we deem "work" may not be altogether out of place. A student may say "what do you call work?" We reply that every subject undoubtedly requires a different kind of application. A student translating a passage from say a Latin or Greek author should not study as if he were reading history or geography. While translating a passage he should, unless he thinks fit to use a key, search in his dictionary for the meanings of all the words that he does not know and write them in a book for the purpose, or what is far better he should write out the translation as he proceeds-a sure method of impressing it on his memory. He should also make himself acquainted with the principal parts of the verbs, the various constructions of the language, the composition of words; and if he does not understand any particular point he should take care to note it, in order that he may seek the opinion of his tutor. Again, if he is studying history, he should either obtain questions adapted to the book he is using, and then answer them, or while he is reading he should take brief notes of the principal events; or if he does not mind disfiguring his book (though it will ever after be a proof of his industry) he should mark the

leading features with a pencil of lead or coloured chalk, so that the points may be impressed on his memory. He may now say what are the principal events? and we do not think this is an improper question,-inasmuch as the same points do not suit every examination. Every ordeal has its characteristics-for instance, some history papers deal with chronology extensively, others with genealogy, and so on. But as a general rule acts of parliament, such as the Habeas Corpus Act, Test Act and Bill of Rights, are most important; but little attention need be paid to such interesting narratives as that of Alfred allowing the cakes to burn, and Blondel discovering his master Richard I., or the circumstances out of which arose the couplet,—

"The rat, the cat, and Lovel our dog,

Rule all England under a hog."

We think, however, that these trivial points are more easily remembered than the more important facts. We cannot help thinking that many unauthenticated narratives have been imported into the history to relieve the (to some) otherwise dryness of the work, though with the immense amount of bloodshed and misery related there appears to be very little that is dry,—not that there was so much bloodshed as we are informed, but it is a characteristic of historians that they invariably bring to light all the worst features of a reign, and many of them seem to think that he is a good historian who pictures with vividness and much colour scenes which are heart-rending. Indeed, we seldom hear of a synopsis being published without thinking that it probably contains a mere digest of battles, or all the dark events brought prominently forth; such events consequently form an important feature in our modern works on the subject-hence in our Examination Papers. We fear we are guilty of being superfluous by introducing our opinion just at this point, but we endeavour to make our remarks as interesting as we can.

Now in studying geography the student should, as we have frequently remarked before, use his maps freely, and occasionally obtain blank maps with the rivers traced thereon, and he should fill in all the most important points, the courses of rivers, &c., &c. If he should experience difficulty in remembering, say a list of the peaks comprised in the Grampian range of mountains, he should shut himself in his study and repeat them over about ten, fifteen or twenty times and he will soon achieve his object, for when a student has a bad memory there is nothing like repeating what he has to learn over and over again; and, though it may appear tedious and childish, the result will be highly satisfactory.

Thus it may be seen that our idea that "hard work produces profitable results, and that easy work (?) is useless," is illustrated by our remarks. We append a tabular statement, which may be modified according to the habits of the student:

:

8

10

The above remarks apply equally to all students; for candidates studying for the Intermediate and Final Examinations should have stated times for work, and should, moreover, take notes while they are reading. It must, however, be borne in mind that too many notes are useless, but if taken

moderately and clearly they are very useful. A candidate for the Intermediate should copy out the maxims of equity, with illustrations, as well as the definitions of such terms as "Constructive Fraud," and so on. Until

he does take notes he can form no adequate idea of the value of them. If he enters in a note-book particulars of the principal Acts of Parliament, with their dates, they will not only be impressed upon his mind while he is doing so, but he will have the advantage of carrying the leading features about with him, and he can peruse them when he is in the train, the omnibus, or the park.

System is the great secret of success in all things. We need only refer to the biographies of the most eminent men that have attained high positions in their respective professions to show that it is the "basis" of everything. We are quite willing to believe that the student who has always been careless will experience some difficulty in pursuing a systematic course, but after a while ne will discover that it will conduce materially to

his success.

Review of the Papers set for the June Preliminary Examination in Arts of the Royal College of Surgeons, 1872.

THOUGH this Magazine is published more particularly in the interest of Law Students, we trust that they will not consider we are encroaching upon their space by offering a few practical, and, we hope, useful remarks on the above Examination, especially as we form classes in the several subjects, which are attended by the sons of medical gentlemen of eminence and others residing in all parts of England who patronize this Magazine.

It cannot be doubted, that, as a whole, the Preliminary Examination of the College of Surgeons is rather more difficult than the Preliminary Law, both on account of the number of papers and the extent of the questions. It is true that the English Language, History and Geography Papers are much easier, and some would consider the Arithmetic Paper so, because in the Preliminary Law there are so many sums which appeal rather to a candidate's common sense, or, we should say, reasoning powers, than his knowledge of rules of Arithmetic.

We

There are but two preliminary (Medical) Examinations held annually, viz. in June and December—hence it may be imagined that the Examiners consider that, after a Student has completed his ordinary course of studies, and laid a fair foundation, it requires in every instance at least six months to make himself proficient in the various subjects of Examination. have, however, been fortunate enough to pass many candidates in half the time, and some in eight or nine weeks, but we are bound to admit that, unlike the Preliminary Law Examination (for which candidates may usually be prepared in a very few weeks), the latter instances were rather the exception than the rule.

Everything appears very difficult until we "probe" it, and just so with

this examination, for on a candidate perusing the papers, he may think they are unsurmountable, but with ordinary attention he will find all the difficulties disappear imperceptibly. Knowledge, we are all aware, is a most powerful weapon, but experience is far more powerful, though one without the other is useless; but we shall see that in most cases they are inseparable. Take for an instance a candidate preparing for examination. He will as a rule look at the questions recently asked, or, if you like, during the last year or eighteen months, and in these he will make himself proficient; but alas, he will probably not meet with a single question in his examination. Here then he lacks experience, and we will endeavour to show him what we mean. He ought to study not only those questions which have been set recently, but also those which are of the same nature, and likely to be asked at subsequent Examinations. Again, it is impossible for a student in a few months to make himself acquainted with the style of the questions that have been asked for years past, whereas a person who has been through innumerable courses knows in a minute what questions are applicable to an Examination. We make these remarks merely for the purpose of showing that a candidate wastes his time in working up back questions only; for the Examiners are not only learned, but, in consequence of their great experience, acute men, and it undoubtedly occurs to them that almost the primary step that a candidate takes is to fortify himself with previous questions, and work them up. Of course some questions frequently re-appear, but the number is so small, and the value attached to the answers so insignificant, that the candidate will not be much benefited; indeed it has often occurred to us that some questions are only repeated two or three times for the purpose of ascertaining those candidates who have been paying the greatest attention to the questions which have already appeared. This cannot affect a candidate, but it is always as well to avoid a parroted style, which is the great art in preparing specially for an examination. Some persons consider that special instruction, termed "coaching," is a system by which candidates are made to learn by heart something which they do not understand, but it is needless to say that their opinions are entirely erroneous. As we do not desire to convert our criticism of the questions into an essay, we shall proceed at once to perform our task.

The English Grammar and Composition paper opens with a request that candidates will write a short essay on the playground of their school, or on the Cinchona plant or on bronze. We need scarcely remark that the majority of the candidates selected the first subject, for although they probably anticipated a metal being named as a subject for the theme, seeing that "iron," "tin" and "copper" are often set, "bronze" came upon them rather suddenly. All the questions, except the piece for analysis, are easy. The last question, which required candidates to name the parts of speech to which the several meanings of certain words belong, presented no difficulty in the way of our pupils; indeed, they were especially strong on the point, for our note-books contained all the requisite information. The following lines were to be parsed:

"It happened on a summer's holiday,

That to the greenwood shade he took his way."

The Geography paper presents no peculiar features for comment. Can