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Multiple Choice
1. The textbook states that early psychologists often used introspection to study cognition. These
psychologists probably reflected the _____ perspective.
A) psychodynamic
B) behaviorist
C) humanist
D) structuralist
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define cognition and explain how it is related to thinking.
Page: 284
Topic: Cognition and Thinking
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define cognition and explain how it is related to thinking.
Page: 284
Topic: Cognition and Thinking
D) 1980s.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 1 Define cognition and explain how it is related to thinking.
Page: 284
Topic: Cognition and Thinking
WebQuiz: WebQuiz 1
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define cognition and explain how it is related to thinking.
Page: 284
Topic: Cognition and Thinking
5. Which statement BEST expresses the relationship between cognition and thinking?
A) Cognition is the same thing as thinking.
B) Cognition is a type of thinking.
C) Thinking is a type of cognition.
D) Cognition and thinking are distinct processes.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define cognition and explain how it is related to thinking.
Page: 284
3
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 285
Topic: Concepts
7. Which of the following is MOST nearly synonymous with the term "concept" as it is used by
cognitive psychologists?
A) idea
B) relationship
C) category
D) discovery
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 285
Topic: Concepts
8. Specific instances of a category are represented at the _____ level of the concept hierarchy.
A) subordinate
B) basic
4
C) ordinate
D) superordinate
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
9. The _____ level is the broadest or topmost level of the concept hierarchy.
A) subordinate
B) superordinate
C) ordinate
D) basic
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
10. Which sequence correctly arranges the levels of the concept hierarchy from the broadest to
the most specific?
A) superordinate > subordinate > basic
B) basic > subordinate > superordinate
C) basic > superordinate > subordinate
D) superordinate > basic > subordinate
Ans: D
APA 2.0: 1.2
APA Outcome: 5.2
Bloom's Taxonomy: Understanding
5
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
WebQuiz: WebQuiz 2
11. "Gin rummy, games, cards." With reference to the concept hierarchy, this phrase denotes the
_____, _____, and _____ levels, respectively.
A) subordinate; superordinate; basic
B) basic; subordinate; superordinate
C) basic; superordinate; subordinate
D) subordinate; basic; superordinate
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
12. Consider nonalcoholic beverages. Which alternative correctly matches a level of the concept
hierarchy with an example?
A) subordinate – beverage
B) basic – ginger ale
C) superordinate – soft drink
D) subordinate – cola
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
6
13. "Would you like a beverage? Maybe some tea?" "I could go for cup of Earl Grey." In order,
this conversation mentions the _____, _____, and _____ levels of the concept hierarchy,
respectively.
A) subordinate; superordinate; basic
B) superordinate; subordinate; basic
C) subordinate: basic; superordinate
D) superordinate; basic; subordinate
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
WebQuiz: WebQuiz 1
14. "I need some Palmolive," Loretta remarks upon entering a large, unfamiliar discount store.
"Excuse me. Could you point me to the dish liquid?" her friend asks a nearby sales associate.
"Aisle 9, in household cleaners," the associate responds. Loretta referred to the _____ level in the
concept hierarchy. Her friend referenced the _____ level. The associate identified the _____
level.
A) subordinate; superordinate; basic
B) superordinate; subordinate; basic
C) subordinate; basic; superordinate
D) superordinate; basic; subordinate
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Applying
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
7
15. "I adopted a third cat," Leonie reports. "Is it another Siamese?" Salvatore asks. With respect
to the concept hierarchy, Leonie made reference to the _____, whereas Salvatore referred to the
_____ level.
A) basic; subordinate
B) basic; superordinate
C) superordinate; basic
D) superordinate; subordinate
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
16. With respect to the concept hierarchy, children generally learn to name the _____ level first.
A) subordinate
B) superordinate
C) ordinate
D) basic
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
17. "Kitty sleep," 2-year-old Isabella remarks. Isabella is referring to her pet at the _____ level
of the concept hierarchy.
A) ordinate
B) basic
8
C) subordinate
D) superordinate
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Applying
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
18. With respect to the concept hierarchy, the _____ level is used MOST often to identify
objects in everyday life.
A) superordinate
B) ordinate
C) basic
D) subordinate
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.1
Learning Objective: LO 2 Define concepts and identify how they are organized.
Page: 286
Topic: Concepts
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
9
Difficulty: Easy
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 286
Topic: Concepts
WebQuiz: WebQuiz 2
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 286
Topic: Concepts
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 286
Topic: Concepts
10
22. Triangles are three-sided polygons whose interior angles sum to 180 degrees. Based on this
definition, "triangle" is a _____ concept.
A) natural
B) superordinate
C) formal
D) prototypical
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Applying
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 286
Topic: Concepts
23. Consider the concepts "game" and "rational number." Which of these is a formal concept?
A) "Game" is a formal concept.
B) "Rational number" is a formal concept.
C) "Rational number" is a natural concept.
D) Both "game" and "rational number" are formal concepts.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 286
Topic: Concepts
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 286-287
Topic: Concepts
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 286-287
Topic: Concepts
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
12
Page: 287
Topic: Concepts
27. Which is MOST likely the prototype for the concept "fruit"?
A) persimmon
B) apple
C) blueberry
D) coconut
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 287
Topic: Concepts
28. Which should be identified more quickly as a fruit, an orange or an olive? Why?
A) An orange should be identified as a fruit more quickly because an orange is more
prototypical.
B) An olive should be identified as a fruit more quickly because an olive is more distinctive.
C) An orange should be identified as a fruit more quickly because an orange is more distinctive.
D) An olive should be identified as a fruit more quickly because an olive is more prototypical.
Ans: A
APA 2.0: 1.2
APA Outcome: 12
Bloom's Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 7.1
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 287
Topic: Concepts
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 289
Topic: Mental Imagery
30. Dr. Randazza shows participants a stylized map of a fictitious city. The map includes
landmarks, such as a post office, a library, a shopping mall, a bus depot, and an airport. Some of
the landmarks are close together, such as the library and the post office. Others are far apart, such
as the airport and the shopping mall. Dr. Randazza removes the map. Participants are asked to
imagine walking from one landmark to another, either a nearby one or a more distant one.
Participants press a key when they've reached the destination in their minds. What should Dr.
Randazza find? What would such a result say about mental imagery?
A) Participants should take the same amount of time to travel mentally between distant
landmarks as between close landmarks. This result would suggest that mental imagery reflects
the actual actions people perform with respect to real objects.
B) Participants should take the same amount of time to travel mentally between distant
landmarks as between close landmarks. This result would suggest that mental imagery does not
reflect the actual actions people perform with respect to real objects.
C) Participants should take longer to travel mentally between distant landmarks than between
close landmarks. This result would suggest that mental imagery reflects the actual actions people
perform with respect to real objects.
D) Participants should take longer to travel mentally between distant landmarks than between
close landmarks. This result would suggest that mental imagery does not reflect the actual
actions people perform with respect to real objects.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 289-290
Topic: Mental Imagery
14
31. Research by _____ supports the idea that mental imagery preserves the perceptual and
physical operations people perform on actual objects.
A) Rosch and Mervin (1975)
B) Shepard and Metzler (1971)
C) Kosslyn, Ball, and Reiser (1978)
D) Shepard and Metzler (1971) and by Kosslyn, Ball, and Reiser (1978)
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 3 Differentiate between formal concepts and natural concepts.
Page: 289-290
Topic: Mental Imagery
WebQuiz: WebQuiz 1
32. The textbook relates the story of Dr. Jill Bolte Taylor, a Harvard neuroscientist who suffered
a stroke. The stroke affected her _____ lobe, a brain region associated with processing emotions,
making plans, and controlling impulses.
A) frontal
B) parietal
C) temporal
D) occipital
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 4 Explain how biology is associated with cognition.
Page: 290
Topic: Biology of Cognition
WebQuiz: WebQuiz 1
33. The textbook relates the story of Dr. Jill Bolte Taylor, a Harvard neuroscientist who suffered
a stroke. After the stroke, the healing of Jill's brain began with changes to neurons. The general
15
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 4 Explain how biology is associated with cognition.
Page: 291
Topic: Biology of Cognition
34. After a stroke, increased efficiency of synaptic connections can aid recovery by facilitating
learning and memory formation. Psychologists use the term _____ to refer to this increase in the
efficiency of neural connections.
A) consolidation
B) neurogenesis
C) elaboration
D) long-term potentiation
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom's Taxonomy: Remembering
Difficulty: Challenging
Learning Objective: LO 4 Explain how biology is associated with cognition.
Page: 291
Topic: Biology of Cognition
35. CT scans:
A) detect abnormalities, such as tumors.
B) provide information about normal cognitive functioning.
C) may be used to treat psychological disorders.
D) detect abnormalities and provide information about normal functioning.
Ans: D
APA 2.0: 1.2; 1.3
16
36. Suppose a researcher uses strong magnets to track changes in blood oxygen levels across the
brain when participants are viewing a scene and also when they are imagining the scene. The
______ variable in this study is ______.
A) independent; changes in blood oxygen levels
B) experimental; whether participants imagined or viewed a scene
C) control; whether participants imagined or viewed a scene
D) dependent; changes in blood oxygen levels
Ans: D
APA 2.0: 1.2; 2.4
APA Outcome: 1.2; 2.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Explain how biology is associated with cognition.
Page: 291
Topic: Biology of Cognition
37. Suppose a researcher uses strong magnets to track changes in blood oxygen levels across the
brain when participants are viewing a scene and also when they are imagining the scene. Which
device is the researcher MOST likely using?
A) EEG
B) PET
C) fMRI
D) CAT
Ans: C
APA 2.0: 1.2; 2.2
APA Outcome: 1.2
Bloom's Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 2.3
Learning Objective: LO 4 Explain how biology is associated with cognition.
Page: 291
17
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.2
Learning Objective: LO 5 Explain how trial and error and algorithms can be used to solve
problems.
Page: 292
Topic: What's the Problem?
39. When one tries to solve a problem by using a variety of strategies and eliminating those that
do not work, one is using:
A) an algorithm.
B) insight.
C) trial and error.
D) a heuristic.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.2
Learning Objective: LO 5 Explain how trial and error and algorithms can be used to solve
problems.
Page: 293
Topic: Approaches to Problem Solving
18
40. Trial and error is MOST useful as a problem solving tactic when:
A) the stakes are high.
B) the solution is relatively obvious.
C) there are a large number of possible solutions.
D) the stakes are relatively low
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 5 Explain how trial and error and algorithms can be used to solve
problems.
Page: 293
Topic: Approaches to Problem Solving
41. A rule that guarantees the solution to a problem when it is correctly applied is called a(n):
A) concept.
B) heuristic.
C) algorithm.
D) morpheme.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.2
Learning Objective: LO 5 Explain how trial and error and algorithms can be used to solve
problems.
Page: 293
Topic: Approaches to Problem Solving
42. “Convert to a mixed numeral: 18/5,” states a problem in a fifth-grade arithmetic text. This
problem's _____ state is 3 3/5; it may be solved through a(n) _____.
A) goal; algorithm
B) goal; heuristic
C) initial; algorithm
D) initial; heuristic
19
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 7.2
Learning Objective: LO 5 Explain how trial and error and algorithms can be used to solve
problems.
Page: 292-293
Topic: Approaches to Problem Solving; What's the Problem?
WebQuiz: WebQuiz 2
43. “Solve: 22 + 5 = x - 9,” states a problem in an eighth-grade algebra text. This problem's
_____ state is 22 + 5 = x - 9; it is BEST solved through _____.
A) goal; an algorithm
B) goal; trial and error
C) initial; an algorithm
D) initial; trial and error
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 7.2
Learning Objective: LO 5 Explain how trial and error and algorithms can be used to solve
problems.
Page: 292-293
Topic: Approaches to Problem Solving; What's the Problem?
44. A high school physics teacher reassures his class that no matter how confusing this week's
word problems appear, they all may be solved quite handily through the use of the formula F =
MA. The teacher has offered his students a(n):
A) algorithm.
B) heuristic.
C) insight.
D) analogy.
Ans: A
APA 2.0: 1.2; 1.3
20
45. “Express as an improper fraction: 4 7/8,” states a problem in a fifth-grade arithmetic text.
This problem is BEST solved through:
A) trial and error.
B) insight.
C) an algorithm.
D) a heuristic.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom's Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 7.2
Learning Objective: LO 5 Explain how trial and error and algorithms can be used to solve
problems.
Page: 293
Topic: Approaches to Problem Solving
Ans: A
APA 2.0: 1.2; 5.1
APA Outcome: 1.2; 3.4
Bloom's Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 7.2
Learning Objective: LO 6 Identify different types of heuristics used to solve problems.
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Cobenzel, the Austrian Minister; and his Imperial Majesty has
besides withdrawn his Russians in our pay. The high pay may
however tempt him to relent.[94] About a month ago he sent to Mr.
Pitt, Ld. Grenville, and Mr. Huskisson, 3 crosses of the Order of
Malta, of which order he has constituted himself the head, altho’ one
of the fundamental rules requires that every knight should be a
Catholic and a bachelor. He is of the Greek Church, and husband to
a prolific Empress. The great source of his wrath is about the island
of Malta, which he wants to possess, and which we will not agree to
his having.
Mr. Grey made his annual motion for reform last Friday.[95] He
made it so moderate by softening down the rough edges that
Wilberforce and Dr. Laurence voted with him. Sheridan, Sir F.
Burdett, Jones,[96] etc., were deterred from attending, as he was
what they called too moderate. After the debate he came and
supped, and slept here. He lamented his own precipitation and bad
judgment in urging the measure of secession, and very distinctly
declared that whatever blame might attach to it, he was responsible
for, as it was pressed upon Mr. Fox against his opinion and
inclination. I conveyed to him very cautiously, that his attendance,
unless he had an explicit and a sort of public declaration from Mr.
Fox that he wished himself to be considered as null, would not be
looked upon as fair; he assured me that Fox had oftentimes urged
him to attend.[97] I implied that such an assurance was of course all
his conscience could require, yet that public opinion demanded more
publicity to be given to the wish of Mr. F. than the report of a private
conversation; to which he said he never could ask Mr. Fox to declare
himself for ever withdrawn from public affairs.
I dined on Saturday, 26th, at L. H. In the morning Ld. Wycombe
called upon me; we were standing in the porch just as Ld. Lansdown
drove into the iron gate, upon which this dutiful son flew off in a
tangent, and exhibited a scene before my servants and his father’s.
The following verses are written by Lewis, a pretty address from
Friendship to Youth:—
Turn, Wanderer, turn, and rest with me,
Let not yon glittering fane allure you:
My temple shall your shelter be,
My sacred fire from cold secure you.
Nor scorn it, though your dazzled sight
No burst of lustrous flame surprises
As with mild warmth and lambent light
It gently from the altar rises.
More vivid fires gild yonder shrine,
More heat and radiance round them casting,
But trust me, Youth, though bright they shine,
Their rage is fierce, their power is blasting.
Ah! pilgrim, shun the fatal blaze,
Thy forward steps forbear to number;
The blaze which on my altar plays
Gives genial warmth and gentle slumber.
Here Reason as the priestess stands,
Here Tranquil Pleasure often lingers;
At Friendship’s fire then warm thy hands,
At Love’s thou’lt surely burn thy fingers!
‘Friendship,’
Lord Wycombe has never passed the threshold of our doors since
the day he saw his father drive into the gates, whilst he was in the
porch. Whether he imagined the rencontre was the effect of design
or that he chooses to have the air of appearing to think so, I cannot
guess; but the effect, from some cause or other, has been his
absence.
The campaign does not advance as swimmingly as was expected
by the allies. Melas, when he took the Bocchetta, expected Genoa
could not hold out long after the loss of that important pass, but
Masséna is determined to maintain himself till the last gasp, and now
he is certain of being relieved, as Bonaparte has taken the command
in person of the army of Italy.[106]
30th May.—The last date of his dispatch was ye 18th of May at
Martigny, but Berthier with the advanced division has crossed the Mt.
of St. Bernard, and has reached Aost. The French have a pied-à-
terre only at Genoa and Savona; Mantua, Milan, etc., are at present
in the possession of the Austrians. Melas has taken Nice, but must
quit it immediately to meet Bonaparte in Piedmont. Moreau has
advanced to within a short distance of Ulm. Knay, the Austrian
commander, is very obstinate, and strongly addicted to the old
system of carrying on war by posts.
The Emperor Paul is grown quite mad. The French have made a
caricature of him with order in one hand, counter-order in the other,
and on his head disorder. Sir Charles Whitworth will feel happy when
fairly off his territory, as he is capable of proceeding to personal
violence against those with whom he is incensed. The English who
inhabit Petersburg are detained as hostages for his 15,000 men in
Jersey and Guernsey. Woronzow,[107] the Russian Minister, who has
resided in this country many years, is suddenly recalled, as his
dispatches have not been sufficiently abusive of this Government to
please the Imperial taste; he is quite wretched, for besides breaking
up all his old habits, he is not without apprehension of some
punishment being inflicted upon him when he returns.
Parr says of the Bishop of Rochester’s sermon, which was quoted
so ludicrously and well by the Duke of Clarence, that it contains ‘the
precepts of the Koran, conveyed in the language of the Stews.’[108]
The sermon was preached at the Magdalen, and Mr. Grey assured
me without any joke that the doctrine and the language are both so
extraordinary that no modest woman would read it, or own to having
done so.
The D. of Bedford has been living here a great
deal; he likes Ld. H. very much, and has grown to LADY
vanquish his prejudice against me, enough almost GEORGINA
to like me. He would be ungrateful if he did not in CAVENDISH
some degree, as he is one of the very few persons
of whom I think thoroughly well: he is honourable, just, and true.
Lady John Russell[109] has been here several times, and is
remarkably gracious. This I owe to the Duke’s frequent visits, as she
is curious to ascertain what object attracts him here, and politic
enough to adapt her taste to his. The probability is that, without her
caution even, he will not marry, unless indeed he should fix upon Ly.
Georgiana Cavendish,[110] an alliance long arranged for him by the
world. Ly. G. is a most charming girl—sensible, pleasing, full of
information and totally without a particle of affectation, and if she
bestows herself upon a man equal to her in situation, I have no
doubt she will make a most delightful wife. Little Lewis is upon the
eve of making himself a great fool about her, and, as he is not
séduisant in person or manner, will not gain her heart, and a bundle
of sonnets in lieu of title deeds will not operate in his favour with the
elders of ye family.
Ld. H. brought Sheridan and Ld. John Russell home from the H.
of Commons to a late dinner here at 8. By some accident Sheridan
happened to be out of the House just at the moment when a division
might have been made with advantage, as Sir Wm. Scott’s[111]
speech made so much impression against the Bill. Sr. Wm. denied
the fact asserted in the preamble to the Bill, as to ye increased
frequency of divorces. He, who is the head of the Ecclesiastical
Court, spoke with weight when he declared that the crime was
diminishing, as there had been fewer suits from ’90 to 1800 than
from ’80 to ’90, or from 1770 to 1780. The whole tenor of his speech
was full of tenderness and right feeling towards women.
I went on Monday evening to Mrs. Walker’s masquerade. I chatted
pleasantly enough with some of my old acquaintances. Mr. Grey
introduced Mrs. Grey to me,[112] as did Mr. Whitbread his wife,
Grey’s sister. Mrs. Grey is pretty and gentle, without looking so; she
is handsome Ponsonby’s sister. Mrs. W. has something pleasing in
her appearance, but ill-health and the hereditary irritability of the
Grey temper gives a certain fractious expression to her
countenance: au reste, she is a very worthy, excellent woman.
Sheridan entertained us with a circumstantial
account of the whole affair at the theatre on the THE KING
night of the assassination. He was in the Royal box SHOT AT
when the pistol was fired, and saw most plainly the
man take aim. Ld. Chesterfield advised His Majesty to retire to the
back of the box, but the King said, ‘Not an inch, not an inch,’ and
upon the Queen’s entrance he waved his hand to make her keep
behind, upon the pretext of her fear of squibs. S., as soon as the
poor wretch was dragged out of the orchestra, examined him. He
declares his answers were collected and distinct, until Sr. Wm.
Addington[113] questioned him, who was extremely drunk, and
suggested to the man ye plea of insanity by his mode of examining—
a plea the man craftily availed himself of.
When Sheridan went to Court, the King spoke to him upon
indifferent subjects and seemed undecided whether or not he should
notice the occurrence. At length he said how much he was struck
with the behaviour of the audience, which gave S. an opportunity of
saying they only followed His Majesty’s example. After a few such
flourishes the King ended by saying he should despise himself if he
had acted otherwise, for every man ought to feel his duty, and his
was to stay quiet and not add to the alarm.
Mr. Abbot[114] has brought forward a Bill respecting Public
Debtors, which alarmed us until it was explained, but it seems fair in
principle, tho’ ultimately we may be affected to a degree. All who
have balances in hand will hereafter pay interest upon such sums.
The debt from this family now due to Government is 53,000l.; the
assets are near 46, the odd thousands Ld. H. must supply. The
difference of the Bill taking effect will be that the interest must go to
Governt., instead of making an accumulating fund, which in a few
years would pay off the whole. Mr. Moore is afraid from rumour that a
clause is to be moved by Mr. Baker to make the operation of the Bill
retrospective. In that case, to the last shilling of Ld. H.’s property
must go, as the amount would be enormous, but it seems so unjust
that the alarm is, I trust, groundless.
Early on Wednesday morning last, ye 4th of
June, we were roused by a loud rapping at the SIR G.
bedroom door opening into the drawing-room. My WEBSTER’S
mother cried out that she had brought great news, DEATH
that Sir Godfrey Webster was dead; that he
expired the evening before in a fit. He had been indisposed for some
days, which made the event more natural. I could not hear of his
death without emotion, and was for some time considerably agitated.
But, my God! how was I overcome when Drew showed me a hasty
note written to him by Hodges to apprise me of the manner of his
death. He shot himself, he added, in consequence of heavy losses at
play. With him dies all resentment, and, great as my injuries have
been, willingly would I renounce all that may accrue to me from this
dreadful event to restore him again to existence, with the certainty of
his paying the natural debt of nature. Unhappy man! What must have
been the agony of his mind, to rouse him to commit a deed of such
horror. Peace to his soul, and may he find that mercy I would bestow.
His confidential servant gave the following details: that he had
appeared frequently disordered in his mind in the course of the
winter, and that latterly his spirits were gone, and a physician
attended him for a slow fever. But the malady was deeper; it was on
his mind. Twice within the last weeks he had attempted to destroy
himself by laudanum, but each time his man interposed, once by
wrenching the phial out of his hand, and the other by compelling him
to swallow an emetic. On Saturday he despatched his relation, a Mr.
Whistler, to fetch from Sussex titledeeds of some estates, merely a
device to get him out of the way. On Tuesday he went out at nine
o’clock, and purchased at Egg’s a brace of pistols, and after various
devices and stratagems to get his servants out of the way, he but too
fatally succeeded, and at half past four shot himself in his front
drawing-room in Tenterden Street. Have mercy on him, Oh heaven!
Business compelled me to go to town, and my coachman drove
me to the square; the shock of being almost within sight of those
mangled remains was too much, of him, unhappy man, who now lies
a melancholy proof of feelings too acute for existence. I would not
have the self-reproach of having added one particle to the agony he
endured, and am thankful that this sad catastrophe did not arise two
years ago, altho’ I should have been as guiltless a cause as now; but
the world and my own readiness to upbraid myself would have
assigned my quitting him as the cause. Ld. Egremont,[115] with
whom he had lately lived in habits of social intercourse, called at his
door just after the perpetration of this dreadful act; he was
excessively shocked, and went three times that night in great
agitation to Ld. Ossory’s. He declared his intention of sending for the
boys from school, and is now gone to Petworth with Webby. Henry is
with my mother. The dear girl remains at school. Hitherto no will
subsequent to that of ’86 has been found; perhaps upon a strict
examination one may be discovered. The funeral went down this
morning to Battle, very privately attended. Mr. Plummer was with me,
and told me he was a creditor to the amount of seventeen thousand
pounds.
8th June, 1800.—The average produced by my estates is
estimated at seven thousand pr. anm. We shall not touch a stiver for
these 18 months, and only till then incur trouble and expense. To
recover the money to fulfil the complement dictated by my
grandfather’s will, I must go to the seizure of his personal property.
The sound is at first repugnant, seize the property to which my son is
heir, but, in fact, it is only ascertaining my right, by which I shall
prevent his coming upon the Holland estates after my death.[116]
I have abstained from seeing company since this horrid business,
chiefly from feeling unfit for society; and, besides that, I would not
that any person should say that I exulted in an acquisition so
obtained, and I think, if I did not feel strongly myself, it would be
judicious to do nothing that might be reported to my children as
offensive. The anxiety about their guardianship is great; it does not
yet appear to whom the charge devolves. I wait quietly till the will is
found, or the one of ’86 acted upon. If none is found, the verbal
injunctions laid upon his family to exclude me from the happiness of
seeing my children will operate but slightly. I shall openly seize every
occasion of making them know how near an object it is to my heart
to be loved by them, and opinion will side with me, however the
Chaplins may act to annoy me. If the will of ’86 is to be in force, then
nothing will be done but by the advice of the executors.
There is a curious but violent quarrel carried on
between Lord Carlisle and Lord Kenyon; they ‘LEGAL
abuse each other bitterly in their different courts, RECLUSES’
publicly and separately. On the night of the debate
upon the Divorce Bill, in favour of which the lawyers are very eager,
Lord Carlisle, in adverting to the various arguments, said that
lawyers were from their sedentary occupations and retired habits
incapable of judging the offences and punishments of the upper
classes, and he applied to the corps of lawyers the term of ‘legal
recluses.’ Ld. Eldon, who officiated for the Chancellor, took up the
expression and was indignant at its being applied to the enlightened
body who from their employment in human affairs were generally
supposed to understand mankind. The Bishop of Rochester was
furious, and said many cutting things to Ld. Carlisle, such as, he
supposed that he would have the offence decided upon by those
only who had committed, and in a marked manner showed he
thought Ld. C. in that case entitled to judge. The next day, Ld.
Kenyon, in the Court of King’s Bench, in summing up a charge to the
jury, contrived to introduce the expression of ‘cloistered recluses’ as
having been used in the H. of Lds., and again declared his
knowledge of human life to be equal to his wishes, and thanked his
God he had not the knowledge of it which was acquired by ‘titled
adulterers at Newmarket, in Bond Street, and in the Stews.’ Ld. C.
has taken notice of this reference to his speech in Parliament as
unparliamentary, and means to move some resolution against the
printer. He has been with Ld. Holland this morning, who has advised
him to adopt another mode, and furnished him with the words;
accordingly he will follow his advice.
9th June.—Erskine came unexpectedly to dinner yesterday. He is,
as I could not help telling him, by far the most extraordinary man I
ever met with. An incomprehensible compound of wit, ability,
absurdity, folly, vanity, and sagacity. He repeated to me some lines
he had written in court upon Serjeant Lens,[117] who was examining
a witness with some pertinacity:—
The Lenses that common opticians have
Are plano convex, or plano concave;
But the Lens of the law being formed to perplex,
At no time is plain, but concave and convex;
Convex his own case to enlarge and expound,
Concave his opponents t’obscure and confound.