+--------------------------------------------------------------+ | | | TRANSCRIBER'S NOTE | | | | In this plain text version, small capitals have been | | rendered as ALL CAPS, bold using =equals signs= and italics | | _usually using underscores_. However, the original used | | italics to highlight certain letters within words where | | these were intended to help with remembering numbers and | | dates according to the "Analytic substitution" memory | | method. For legibility, these have been rendered using | | {c}u{rl}y {br}ac{k}e{ts}. | | | | Some of the numbered lists were originally wrapped together | | as a paragraph; for legibility some of these have been | | changed to separate lines. This applies particularly to the | | lists of questions: these blocks were originally placed like | | footnotes at the bottom of pages, but here have been moved | | to an appropriate break in the main text. | | | | Some obvious printer errors have been corrected, full | | details of which can be found in the HTML version of this | | eBook. The inconsistent hyphenation of several words, and | | inconsistent use of -ise and -ize spellings, has been left | | as in the original. | | | | | +--------------------------------------------------------------+

[Illustration: [Handwritten: A. LOISETTE]

(MARCUS DWIGHT LARROWE)]

 ASSIMILATIVE MEMORY

 OR

 HOW TO ATTEND AND NEVER FORGET

 BY

 PROF. A. LOISETTE

 FUNK & WAGNALLS COMPANY NEW YORK AND LONDON 1899

 COPYRIGHT, 1896, BY IDA M. LARROWE-LOISETTE

 _All Rights Reserved_

 ENTERED AT STATIONER'S HALL, 1896. _All Rights Reserved. _

 _Printed in the United States of America. _

PREFACE. 

Prof. A.  Loisette wishes to call the attention of those who are now forthe first time becoming acquainted with his System of Memory Training, that he was the first teacher of a Memory System to announce and toinsist that Memory is not a _separate faculty_ whose office it is tocarry the recollective burdens of the other faculties--but that Memoryis a Physiological and Psychological property of each mental act, andthat such act retains the traces and history of its own action, and thatthere are as many memories as there are kinds of mental action, andthat, therefore, Memory is always concrete, although, for conveniencesake, we do speak of it in the abstract, and that consequently allMemory improvement means _improvement of the Action_ or _Manner_ ofaction of the Mental powers, and that what he imparts is the right wayto USE the Intellect and Attention--and that hence his System does makeand must make better observers, clearer and more consecutive thinkers, and sounder reasoners as well as surer rememberers; that in short thefundamental principle of his System is Learn by Thinking, and that hisachievements as a mind-trainer are completed when he has helped thestudent of his System to acquire the Habit of Attention and the Habit ofThinking on that to which he is attending on all occasions, which twoHabits combined constitute the Habit of Assimilation, and that when thisHabit of Assimilation is thus established in the pupil's mind, theSystem as such is no longer consciously used. 

TABLE OF CONTENTS. 

 PAGE

 1--FUNDAMENTAL PRINCIPLES OF ASSIMILATIVE MEMORY. 1

 2--BRAIN TONIC; or, The stimulating Power of the Method. 6

 3--Educating the Intellect to stay with the senses of Sight and Hearing; or, Cure of Mind Wandering. 15

 4--Learning any Series of Proper Names--American Presidents. 25

 5--The Unique Case of the English Sovereigns--How to learn their Succession quickly. 31

 6--NUMERIC THINKING; or, Learning the longest sets of figures almost instantly. 38

 7--DECOMPOSITION OR RECOMPOSITION, AND INTELLECTUAL INQUISITION; or, How to learn Prose and Poetry by heart, with numerous examples, including Poe's Bells. 47

 8--ANALYTIC SUBSTITUTIONS; or, A Quick Training in Dates, etc. , Dates of the Accession of American Presidents and of the English Kings, Specific Gravities, Rivers, Mountains, Latitudes and Longitudes, etc. 66

 9--THOUGHTIVE UNIFICATIONS; or, How to never forget Proper Names, Series of Facts, Faces, Errands, Conversations, Speeches or Lectures, Languages, Foreign Vocabularies, Music, Mathematics, etc. , Speaking without notes, Anatomy, and all other Memory wants. 109

 10--ACME OF ACQUISITION; or, Learning unconnected facts, rules and principles in the Arts, Sciences, Histories, etc. , etc. , chapters in books, or books themselves, in one reading or study. 149

 11--Learning one hundred facts in the Victorian Era, with dates of year, month, and day of each in one thoughtive perusal. 159

ASSIMILATIVE MEMORY. 

FUNDAMENTAL PRINCIPLES. 

What is the basic principle of my system? It is, _Learn_ by _Thinking_. What is _Attention_? It is the will directing the activity of the_intellect_ into some particular channel _and keeping it there_. It isthe opposite of mind-wandering. What is thinking? It consists in_finding relations_ between the objects of thought with an _immediateawareness_ of those relations. 

What is the Sensuous memory? It is association through the eye or ear ofa _succession_ of sights or sounds without any reflection orconsideration of the units of the succession, or what they stand for, orrepresent. It is learning by _rote_--mere repetition--mere brainless orthoughtless repetition--a mode of learning that is not lasting--andalways causes or promotes mind-wandering. 

What is Assimilative memory? It is the _habit_ of so _receiving_ and_absorbing_ impressions or ideas that they or their representativesshall be _ready for revival or recall whenever wanted_. It is learningthrough relations--by thinking--from grasping the ideas or thoughts--themeaning and the comprehension of the subject matter. This mode oflearning promotes attention and prevents mind-wandering. 

What are the two stages of the Memory? Let me illustrate: Last week, month, or year you saw a military procession pass along the streets. Note how your mind was affected. Into your eyes went impressions as tothe number composing the procession, their style of costume or dress, the orderliness or otherwise of their march, the shape and form of themusical instruments in the hands of the band, and the appearance of theofficer in charge on horseback. Into your ears went impressions of thesound of the tramp and tread of the soldiers, the tune played by theband, and any commands uttered by the officer. These impressionscommingling in your brain made up your experience of the passing of theprocession--your first and only experience of it at _that_ time. I callthis the First Stage of the Memory--the stage of the _First Impression_, which is always the precursor of the Second Stage. 

What is the Second Stage of the Memory? This moment you recall what? Notthe procession itself; for it is no longer in existence. You saw andheard it then, but you do not see or hear it now. You only recall theimpression left upon your mind by the procession. A ray of Consciousnessis passed over that impression and you re-read it, you re-awaken therecord. This is the Second Stage of the Memory--the _revival_ of theprevious experience--the recall to consciousness of the FirstImpression. The First Impression with no power to revive it afterward, gives no memory. However great the power of Revival, there is no memoryunless there was a First Impression. There are three conditions ofmemory--(1) Impression. (2) Its Preservation. (3) Its Revival. We aremainly concerned here with the Impression and its Revival. 

There are (_five_) kinds of memories rising from the natural aptitudesof different individuals--(1) First Impressions are apt to be feeble andthe power to revive them weak--a poor memory. (2) First Impressions areusually weak but the power to revive them is strong--still a poormemory. (3) First Impressions are usually vivid but the power to revivethem is weak--a poor memory. (4) First Impressions on all subjects arestrong and the power to revive them is strong--a first-class memory. (5)First Impressions in some particulars are very strong and the revivingpower in regard to them is very strong--a good memory for theseparticulars, or a memory good for mathematics, or music, or faces, orreciting, or languages, &c. , but usually weak in most other respects. 

SINCE WE ARE TO LEARN BY THINKING WE MUST AT THE OUTSET LEARN THEDEFINITION OF THE THREE LAWS OF THINKING. 

THREE LAWS OF MEMORY OR OF THINKING. 

_The first and principal thing the pupil requires to do in this lessonafter learning the definition of the following Three Laws--is to be ableto clearly understand the examples under each Law, and whether theyverify or illustrate that Law. _

I. INCLUSION indicates that there is an _overlapping_ of _meaning_ between two words, or that there is a _prominent idea_ or _sound_ that belongs to both alike, or that a similar fact or property belongs to two events or things as, to enumerate a few classes:--

 WHOLE AND PART. --(Earth,  Poles. ) (Ship,  Rudder. ) (Forest,  Trees. ) (Air,  Oxygen. ) (House,  Parlor. ) (Clock,  Pendulum. ) (Knife,  Blade. ) (India,  Punjab. ) (14,  7. ) (24,  12. )

 GENUS AND SPECIES. --(Animal,  Man. ) (Plant,  Thyme. ) (Fish,  Salmon. ) (Tree,  Oak. ) (Game,  Pheasant. ) (Dog,  Retriever. ) (Universal Evolution,  Natural Selection. ) (Silver Lining,  Relief of Lucknow. ) (Empress Queen,  Victoria. ) (Money,  Cash. )

 ABSTRACT AND CONCRETE. --[The same Quality appears both in the Adjective and in the Substantive. ]--(Dough,  Soft. ) (Empty,  Drum. ) (Lion,  Strong. ) (Eagle,  Swift. ) (Courage,  Hero. ) (Glass,  Smoothness. ) (Gold,  Ductility. ) (Sunshine,  Light. ) (Fire,  Warmth. )

 SIMILARITY OF SOUND. --(Emperor,  Empty. ) (Salvation,  Salamander. ) (Hallelujah,  Hallucination. ) (Cat,  Catastrophe. ) (Top,  Topsy. ) [Inclusion by sound is not punning. ]

 SIMPLE INCLUSION embraces cases not found in either of the foregoing classes, but where there is _something in common_ between the pairs, as (Church,  Temple. ) (Pocket,  Black Hole. )

II. EXCLUSION means _Antithesis_. One word excludes the other, or both words relate to one and the same thing, but occupy opposite positions in regard to it, as (Riches,  Poverty. ) (Hot,  Cold. ) (Old,  Young. ) (Damp,  Dry. ) (Life,  Death. ) (Love,  Hate. ) (Joy,  Sorrow. ) (Courage,  Cowardice. ) (Health,  Sickness. ) (Righteous,  Wicked. ) (Beauty,  Ugliness. ) (Peace,  War. )

III. CONCURRENCE is the sequence or co-existence of impressions or ideas that have been either accidentally or causally together. --It is either the accidental conjunction of experiences or the operation of cause and effect; since even in the latter case, it is merely the sensuous facts of immediate succession that we know about, as (Gravitation,  Newton,  Apple. ) (Dives,  Lazarus, Abraham,  Bosom. ) (Pipe,  Tobacco. ) (Michaelmas,  Goose. ) (Columbus,  America. ) (Bartholomew Diaz,  Cape of Good Hope. ) (Grandmother,  Knitting. ) (Socrates,  Hemlock. ) (Bruce,  Spider. ) (Nelson,  Trafalgar. ) (Demosthenes,  Seashore,  Stammering,  Pebbles. ) (Job,  Patience. ) (Wedding,  Slippers,  Cake. ) (Wellington,  Bonaparte, Waterloo. ) (Depression,  Fall of Silver. ) (Lightning,  Thunder. )

[In the case of the following pairs, one word has been so oftenappropriated to the other, that there seems to be something in common inthe meaning of the terms--but it is not so, they are mere cases ofConcurrence, but of almost indissoluble Concurrence. For instance, a manmight examine a "spade" in all its parts and might even make one after amodel, and not even know what "dig" means. The mention of "dig" is aslikely to make us think of pickaxe as of spade. "Spade" does not mean"dig, " nor does "dig" mean spade. "Dig" merely means the _action_ of the"spade, " or the _use_ to which it is put. Hence this pair of words doesnot furnish an example of Inclusion. But as "dig" is frequentlyappropriated to "spade"--as we have often thought of those wordstogether--this is a case of strong Concurrence. The term "swoop" isalmost exclusively applied to "eagle. " A certain action or movement ofthe eagle is termed swooping. But "eagle" does not mean "swoop, " nordoes "swoop" mean "eagle. " We always think of "eagle" when we think of"swoop, " but we do not often think of "swoop" when we think of "eagle. "It is not In. , but Con. ]

(Spade,  Dig. ) (Razor,  Shaving. ) (Coffin,  Burial. ) (Chair,  Sitting. )(Scythe,  Cut. ) (Sword,  Wound. ) (Pen,  Write. ) (Ears,  Hearing. )(Road,  Travel. ) (Food,  Eating. ) (Paper,  Write. ) (Wine,  Drink. )(Worm,  Crawl. ) (Bird,  Fly. ) (Eagle,  Swoop. ) (Hawk,  Hover. ) (Ram,  Butt. )(Teeth,  Gnash. ) (Wheel,  Turn. )

THE BRAIN TONIC EFFECT OF THE LAWS OF MEMORY RIGHTLY APPLIED. 

FIRST LAW OF MEMORY. 

 =Building. = } In. By G. & S. =Dwelling. = }

If we examine the _meaning_ of these two words--Building and Dwelling, we find that both indicate _structures made by man_. This idea is_common_ to both. Now when we find that two words express the samethought, either completely or partially, we say that it is a case ofInclusion, because the pair of words contains or includes the same idea. Inclusion is the first law of memory. 

There are several kinds of Inclusion. What variety have we here? Let ussee. Building applies to many kinds of structures; _house_, _stable_, _church_, _depot_, _store_, etc. It is applicable to all of these in ageneral way, but it designates none of them. But dwelling means a_special_ kind of structure--_a building occupied by man_--a place tolive in. This pair of words therefore illustrates Inclusion by Genus andSpecies, indicated by the abridgement, In. G. & S. Or simply by In. Other examples: "Planet, Mars;" "Mountain, Vesuvius;" "River, Mississippi;" "Building Material, Potsdam Sandstone;" "Fruit, Peaches. "

We may for convenience include in this class, cases of the Genus and the_Individual_ as "Man and George Washington;" "Judge, Hon. John Gibson;""New Yorker, Hon. W.  W. Astor;" and cases of Species and the Individual, as, "Frenchman and Guizot;" "American, Abraham Lincoln. " And alsoCo-equal Species under a common Genus, as under "Receiver" we mayinclude "Can" and "Bin"--under carnivorous birds we may include theEagle and the Hawk. "Head-Covering, Hat, Cap;" "Hand-covering, Gloves, Mittens;" "Foot-covering, Boot, Shoe. "

 =Dwelling. = } Synonymous In. =House. = }

_Inhabitability by man_ is the thought common to both of these words. Being _nearly alike_ in meaning, we call them a case of SynonymousInclusion, indicated by "Syn. In. " Other cases: "Near, Close to;""Likeness, Resemblance;" "Lift, Raise;" "Meaning, Signification;" "John, Jack;" "James, Jim;" "Elizabeth, Bessy;" "Margaret, Maggy;" "Gertrude, Gertie;" "Ellen, Nellie. "

 =House. = } In. By Whole & Part. =Parlor. = }

Another case of Inclusion. House is the whole containing as it doesthe _parlor_, _dining-room_, _kitchen_, _bedroom_, etc. Parlor is a_part_ of the whole house. Hence this pair of words illustratesInclusion by Whole & Part designated by In. W. & P. , or merely by In. Wemay include in this class for convenience _the material and the product_as "Bureau,  Oak;" "Tower,  Brick;" "Harness,  Leather. " Other cases:"Wagon,  Wheel;" "Razor,  Blade;" "Table,  Legs;" "United States of NorthAmerica, New York;" "State,  County;" "City,  Street;" "Bird,  Feathers;""Year,  Month;" "Week,  Sunday;" "Engine,  Boiler;" "100,  50;" "10,  5, " &c. 

 =PARlor. = } In. By S. & s. =PARtridge. = }

Here we see that there is nothing in common in the _meaning_ of thewords, but there is the syllable "Par" belonging to both alike. It isthe same in _spelling_ in both words, and virtually the same in_pronunciation_, the same by Sight and by sound, represented by In. Bycapital S for In. By sight, and In. By small s for In. By sound, ormerely by In. Examples: "Nice,  Gneiss;" "Pole,  Polarity;""Popular,  Popgun;" "Jeffer_son_,  Madi_son_. "

 =Partridge. = } In. By W. & P. =Feathers. = }

Partridge is the name of the bird and feathers constitute _part_ of thePartridge. Other cases: "Coat,  Buttons;" "Elephant,  Trunk;""Bottle,  Neck;" "Pen,  Nib;" "South Africa, Cape Colony. "

 =Feathers. = } In. By A. & C. =Light. = }

Feathers are _things_ perceived by touch and sight. They imply thequality of _lightness_, but say nothing about that quality. Light hasseveral meanings. Here taken in connection with feathers, it meansnearly destitute of weight, or the quality of lightness. It is anabstract term that describes an attribute, but feathers are things andtherefore concrete. Hence the pair of words illustrate Inclusion byAbstract and Concrete, and is indicated by In. By A. And C. , or merelyby In. Other examples: "Sour,  Vinegar;" "Sweet,  Sugar;" "Coward,  Fear;""Swiftness, Express train, " &c. 

 =LIGHT. = } In. By S. & s. =LIGHTerman. = }

As before remarked, "Light" has several meanings. Here it means thatwhich _enables us to see_. "Lighterman" is the man who works upon a boatcalled a "Lighter. " There is nothing in common in the meaning of thispair of words, but the word or syllable "Light" belongs to both alike. It is In. By Sight and sound. Other cases: "Dark,  Darkness;""Starch,  March;" "Rage,  Forage;" "Barber,  Barbarism, " &c. 

 =LighterMAN. = } In. By S. =Lord MANsfield. = }

Here the word or syllable "man" appears in both cases. In the former itsignifies the man that manages a Lighter, and in the latter it wasprimitively connected with Field, as "A Man's Field. " After a time itbecame Mansfield. It is a perfect case of In. By S. And s. Other cases:"Tempest,  Temperature;" "Antepenult,  Antediluvians. "

 =Lord MansFIELD. = } In. By S. & s. =FIELDhand. = }

As "Field" belongs to both words, it is a case of perfect In. By S. Ands. Other cases: "Regiment,  Compliment;" "Sell,  Selfish;""Miniature,  Mint, " &c. 

Now let the pupil read over very thoughtfully the ten words justexamined, and _recall_ the _relation_ which we found to exist betweenevery pair of them. 

 Building. Dwelling. House. Parlor. Partridge. Feathers. Light. Lighterman. Lord Mansfield. Fieldhand. 

Having finished the reading, let the pupil close the lesson, or put itout of sight and endeavour to recall the ten words from Building toFieldhand from memory. He will find no difficulty in doing so. Helearned the series by heart without any suspicion that he was committingit to memory. 

Now let him realise how he did this. It was because he made use of thecementing Laws of the Memory. He sought out and found the relationsbetween the words. By _thinking_ of those relations, he _exercised_ hisintellect on those words in a double way--the _meaning_ and the _sound_of the words were considered and then the _similarities_ of meaning andof sound were noticed. A vivid _First Impression_ was thus received fromthe words themselves and from the relations between them and an easy andcertain recall thereby assured. 

Now _recall_ the series in an inverse order, beginning with "Fieldhand, "and going back to "Building. " You do it easily, because each word wascemented to its predecessor and its successor, and hence it makes nodifference whether you go forward or backward. When, however, you learnby _rote_ you know the task as you learned it, and not in the reverseway. Before proceeding, repeat the ten words from memory, from"Building" to "Fieldhand, " and the reverse way, at least five times;each time, if possible, more rapidly than before. These repetitions arenot to _learn_ the series; for this has been done already, but it is toconsolidate the effect of learning it in the right way. 

SECOND LAW OF MEMORY. 

 =Fieldhand. = } Ex. =Millionnaire. = }

A fieldhand is a labourer who lives by the sweat of his brow, and eatsnot what he does not earn. A Millionnaire is at the opposite pole, andcan have a superabundance of all things. It is a case of opposition. _Where two ideas pertain to one and the same idea, but occupy oppositerelations in regard to it, it is a case of Exclusion. _ The means ofsubsistence is the common idea and Fieldhand and Millionnaire occupyopposite positions in respect to that idea. Other examples: "Upper, Under;" "Above, Beneath;" "Before, After;" "Entrance, Exit;" "Appear, Vanish;" "Cheap, Dear;" "Empty, Full;" "Col. Ingersoll, Talmage;""Washington, Arnold;" "Minnehaha, Minneboohoo. "

 =Millionnaire. = } Ex. =Pauper. = }

Here is opposition between millionnaire and pauper. It is a case of Ex. Other examples: "Superfluity, Scarcity;" "Fertile, Barren;" "Sorrow, Happiness;" "Straight, Crooked;" "Irregular, Circle;" "Prompt, Tardy;""Liberal, Stingy;" "Wide, Narrow;" "Open, Shut;" "Inclusion, Exclusion;""Beginning, End;" "Industry, Idleness;" "Addition, Subtraction;""Infernal, Celestial;" "Cellar, Garret;" "Miser, Spend-thrift;""Assimilation, Learning by _rote_, " &c. 

 =Pauper. = } Ex. =Wealth. = }

Here is the extreme of opposition. The state or condition of destitutionof the pauper is contrasted with the state or condition of being oversupplied. Other examples: "Insufficient, Enough;" "Work, Play;" "Crying, Laughing;" "Awkward, Graceful;" "In, Out;" "East, West;" "North, South;""Saint, Sinner;" "Fast, Slow, " &c. 

 =WEALTH. = } In. By S. & s. =CommonWEALTH. = }

If "Wealth" is taken as "Private" or individual, and "Commonwealth" betaken in its derivative sense, as "wealth in common, " or, the "publicwealth, " then this would be a case of Exclusion. If "Wealth" is takenas the condition of great abundance, and "Commonwealth" as the politicalbody, known as a State, then this is a case of Inclusion by sight, or bysound, the word "wealth" belonging to both alike. 

 =COMMONwealth. = } Ex. =UNcommon. = }

Considering "Common" in relation with "Uncommon" we have Exclusion. Inthe previous pair, we used wealth of commonwealth to make a relationwith the simple word wealth. Here we use the first two syllables of theword to contrast with _un_common. 

 =Uncommon. = } Syn. Inclusion. =Rare. = }

These words are nearly _alike in meaning_. Other examples: "Choice, Preference;" "Resolute, Determined;" "Economical, Frugal;" "Ugly, Ill-looking;" "Insane, Mad;" "Lie, Untruth;" "Reliable, Trustworthy;""Air, Atmosphere;" "Resident, Dweller, " etc. 

 =Rare. = } Ex. =Well done. = }

This pair requires careful notice. "Rare" with reference to "Uncommon"means _unusual_, _seldom met_, or _unfrequent_; but considered inreference to "well done, " it means _partially cooked_ or _underdone_. This, then, is a clear case of Exclusion. Other examples: "Men whoseheads do grow beneath their shoulders, and men whose shoulders do growbeneath their heads;" "Cushion, Mule's Hoof;" "Ungoverned, Henpecked;""Bed of Ease, Hornet's Nest;" "Waltz, Breakdown. "

 =Well done. = } Ex. =Badly done. = }

A clear case of Exclusion. They are both "done, " but one is done "well, "and the other "badly done, " or the opposite of well. 

 =Badly done. = } Ex. =Good. = }

A relation is sometimes found between one word and a part of anotherword or phrase. Here "Bad" is the opposite of "Good. "

 =Good. = } In. By G. & S. =Good Princess. = }

"Good" covers all cases, whatsoever, of its kind, but "Good Princess" isa particular kind of species of good things or persons. Examples:"Snake, Copperhead;" "Spider, Tarantula;" "Horse, Dray horse, " etc. 

Now carefully read over the eleven words, and _recall_ or ascertain therelations between them:

 Fieldhand. Millionnaire. Pauper. Wealth. Commonwealth. Uncommon. Rare. Well done. Badly done. Good. Good Princess. 

When you have _carefully realised the relations_ between these words, lay aside the lesson and recall the entire series from memory, proceeding from Fieldhand to Good Princess, and back from Good Princessto Fieldhand. Do this five times--_each time from memory and morerapidly than before_. 

Again, repeat from memory, at least five times, the series from Buildingto Good Princess, and back from Good Princess to Building, reciting asfast as possible each time. 

THIRD AND LAST LAW OF MEMORY. 

 =Good Princess. = } In. & Con. =Pocahontas. = }

A proper name as such has little meaning. It is usually a mere _sound_to which the person that bears it answers as the dog responds to thename "Carlo. " It is a sound which we call a name, and which we apply toone person to distinguish that person from all others, as in this casePocahontas is used to distinguish the daughter of Powhattan from allother Indian women. She knew who was meant when that name was applied toher. But the name Pocahontas does not indicate that she was wise orunwise, learned or unlearned, tall or short, old or young. In saving thelife of Capt. John Smith she became entitled to be called a "_Good_Princess. " In this case it would be In. By G. & S. We have heard of allthis, and now when we think of Pocahontas, we are apt to remember thatshe was a good Princess for saving Smith's life. The connection betweenthese words I call Concurrence. We have thought of these words together, and the mind by its own operation has cemented them together, so thatwhen we think of one it is apt to make us remember the other. _Concurrence means that which has been accidentally, or as cause andeffect, conjoined in our experience. _ Between the words or ideas thusconjoined, there is, strictly speaking, neither Inclusion or Exclusion. Whenever there are unrelated things which the mind holds together simplybecause it has occupied itself with them, then we have a case ofconcurrence to be represented by Con. Other examples: "Harrison, Tippecanoe;" "Columbus, America;" "Washington, Cherry Tree;" "AndrewJackson, To the Victors belong the Spoils;" "Newton, Gravitation;""Garfield, Guiteau;" "Gladstone, Home Rule, " &c. 

 =Pocahontas. = } Con. =Capt. John Smith. = }

We have read the story of the rescue of Smith by Pocahontas. We have_thought of these names together_ and they have united in our memoriesby the Law of Concurrence. When we recall the name of Pocahontas, we areapt to revive also the name of Capt. John Smith and _vice versa_. Another case:--A gentleman was present at Ford's Theatre in Washingtonwhen John Wilkes Booth shot Abraham Lincoln. Just a moment before, herecognised the odour of a hyacinth held by a lady in front of him. Thenext moment he heard the fatal shot, and turning whence the report came, he saw the murderous result. After the lapse of a quarter of a century, he could not smell, see, or think of hyacinth without at once thinkingof that scene, nor could Lincoln's assassination be mentioned in hispresence without his instantly thinking of hyacinth. Nothing could havebeen more purely _accidental_ than the quick succession of the sensationof the odour and the murder of the President. But they were _experiencedtogether_ or nearly together. They became cemented together, so that therevival of one is apt to call up the other, and this is concurrence. 

 =Capt. John Smith. = } Con. =Anvil. = }

A proper name may be also used in other relations. The word, sound, orname Smith may also be a general term applicable to many classes ofpersons, as _coppersmith_, _goldsmith_, _silversmith_, &c. When we thinkof _Capt. John_ Smith we use the word as a proper name. But when wethink of Smith and Anvil we use the word Smith in its general sense. Ineither case it is an act of Concurrence. Smiths use anvils. We havethought of these words together, and that mental act has had a tendencyto unite them together. 

 =Anvil. = } In. By A. & C. =Heavy. = }

Anvil is a _concrete thing_ that possesses the attribute heaviness; andheavy is an abstract term that applies to heavy things, but does notstate what they are. The idea or thought of heaviness is _common_ toboth words, and therefore it is a case of In. , and as one term isconcrete and the other abstract, it is a case of In. By A. & C. 

 =Heavy. = } Con. =Gravitation. = }

Things are heavy that press toward the earth, in consequence of theaction of gravity in their case. Gravitation, whatever that is, is whatmakes them tend toward the earth. We may say it is a Cause, and as wethink of Cause producing Effect, and Effect as produced by Cause, suchcases are _thought of together_, or almost simultaneously, and hence wehave a case of Concurrence. 

 =Gravitation. = } Con. =Sir Isaac Newton. = }

There is no In. Or Ex. Here, but Con. We have read or heard that Newtondiscovered the Law of Gravitation. We have exercised our minds in regardto these two words, in thinking of them together, and that isconcurrence. 

 =Sir Isaac Newton. = } Con. ="Diamond. "= }

Newton went out of his library on one occasion, leaving his pet dog"Diamond" in the room. The dog jumped up on to the table, overturned thelight, which set fire to most valuable manuscripts. They burned up. WhenNewton returned and discovered what his pet had done, he exclaimed, "O!Diamond, Diamond, thou little knowest what thou hast done. " The nameDiamond becomes thus vividly associated in our minds with theforbearance of the great Newton. We cannot forget it. We hold themtogether hereafter by Con. 

 =Diamond. = } In. By s. =Dying. = }

A plain case of Inclusion by sound. 

 =Dying. = } Con. =Cholera. = }

We know that cholera _causes_ numerous deaths; that people die in greatnumbers wherever it prevails. 

 =Cholera. = } Con. =Terror. = }

Concurrence includes all cases of Cause and Effect, Instrument or Meansto End, Person by whom or Thing by which, &c. Cholera causes terror. Terror is the _effect_ of the existence of the cholera. Now carefullyread over the eleven words just considered, and think out the relationsbetween them. 

 Good Princess. Pocahontas. Capt. John Smith. Anvil. Heavy. Gravitation. Sir Isaac Newton. "Diamond. " Dying. Cholera. Terror. 

Now recite them from memory at least five times forward and backward, and then recite the entire thirty words from Building to Terror, andfrom Terror to Building, the same number of times. 

For further training, let each pupil recite the foregoing series ofthirty words forward and backward two or three times per day for anentire month. He need not stop further study, but whatever else helearns let him at least practise this daily recital for one month. 

REMARKS ON THE THREE LAWS. 

1. Since words have different meanings, we may sometimes find that apair of words exemplify all three Laws, as plough and sword. Therelation between them may be In. , since both of them are _cutting_instruments; one cuts and hacks human beings and the other cuts andturns over the soil. It may be Ex. , in a metaphorical sense, as one isthe emblem of peace and the other of war, and it may be Con. , as we have_often thought of them together_ as we read in the Bible of beatingswords into ploughshares. 

2. Learning a series of words by heart by thinking of the _Relations_between them is wholly unlike learning it by _rote_. In the latter case, three or five words at a time or all ten words are read over from 10 to20 times. This reading secures scarcely anything more than a _successionof sights to the eye_ or _sounds to the ear_. No _study_ of the words isrequired. The _action_ of the _intellect_ is not invoked. It is the_mere sensuous_ impression of Eye or Ear or both together that holds thewords together, and thus _many or endless_ repetitions are required tomemorise a series which a _conscious thoughtful use of those Laws_enables us to learn by _one painstaking_ perusal. 

Another way of learning such a series by _rote_, is to limit the_extent_ of the repetitions. Instead of reading over the entire seriesor a large part of it many times, the series is slowly read over once orseveral times _by pairs_, only two words at a time, but the method of_acquirement_ is precisely the same as in the former rote process. Letus look at this last proceeding in detail. (1) It is usually appliedonly where there is a _natural suggestiveness_ between each pair ofwords. (2) But no previous study is prescribed in regard to what_constitutes_ this suggestiveness, nor are the _varieties_ of it setforth and required to be mastered. (3) But above all, no _study_ of the_pairs of words themselves_ is insisted upon. On the contrary, all suchstudy is emphatically deprecated. The mind is not allowed to be_directed_ to anything in _particular_ in reading over the pairs. Itmust be _left_ without a _rudder_ or guide to float wherever it listeth. It is not to be "interfered with" by our will. What is this butintellectual dawdling? A method of Vacuity pure and simple--the exactopposite of Mental Assimilation. (4) If in reading over many times anentire series, only the ear and eye are mainly affected and the_intellect is left to wander_, much more must it wander here. In runningover many words, the intellect might be arrested by chance. But herethe series consisting of two words only and all attempt to occupy orengage the intellect being purposely avoided, and nothing being done toenchain the attention to the consideration of the meaning or sounds ofthe two words, or the _relation_ between them, the intellect wandersaway from want of occupation. If when we wish to retain in our memoriesa paragraph of fine sentiment or lucid reasoning, we find our attentionwanders, so it must wander here where only a pair of words is before it, and we are not only not furnished with any tests or guides or stimulusor motive for examining the words or for _finding the relation_ betweenthem, but on the contrary we are forbidden to interfere with thespontaneous action of the mind. The _intellect might be abolished_ sofar as its _participation_ in such an operation is concerned. What isabsorbed in such a case is absorbed intuitively and blindly. Hence wesee that what is accomplished by these two processes of _rote_ learningis weak impressions upon the memory and a distinct cultivation of mindwandering. 

This method of _rote_ learning by pairs was invented and first taught byThomas Hallworth in New York in 1822. His method was adopted withoutacknowledgment by Carl Otto in Germany and Austria, and his followers inEngland and America. [A]

[A] These followers make a great boast of learning a series ofsuggestive words in pairs and without interfering with the mind's actionin doing so, when they are clearly indebted to Thomas Hallworth for thisinadequate method, yet they never have the grace to acknowledge theirindebtedness. 

3. The opposite of these two methods of _rote_ learning is my method, which injects an _active process_ between each pair of words. Each pairof words is appraised and dovetailed by the Laws of Memory. And hencethe reader can notice the _fundamental difference_ between all othermethods and mine. My method is to keep the mind in an _assimilating, absorbing condition when trying to learn_ by making the Intellect staywith the Senses. In the process of _endless repetition_ or learning by_rote_ as evinced in the two methods above given, the mind is in a_passive_ state. But when learning the above series by _my_ method, itwas kept in an _active_ state. The _intellect_ was directed by the willinto certain channels and kept there. It was _searching_ for what was_in common_ or _different_ between the pairs of words. It was _noting_points of likeness and classifying them. _This is thinking. _ And themost vivid _First Impressions_ always result from the action of the_intellect_ upon the sensuous _stimuli_ from ear and eye. _IntellectualAssimilation_ is a proper name for my methods. 

4. The Three Laws are Forms or Modes of Mental Assimilation. But whenused _consciously_ for any length of time, they operate much moreefficaciously than formerly--and they greatly increase theImpressionability and Revivability--as any student can affirm whofaithfully carries out my instructions, and then his General Memorybecomes largely improved without a conscious use of my method. 

A TRAINING EXERCISE IN ATTENTION. 

Whoever wishes to increase his permanent Memory power and his power ofAttention must not omit to learn and practise the following exercise_precisely as I prescribe_. He will experience great satisfaction incarrying out my directions to the letter, because his conformity in thisand in other respects will bring the reward of a NEW MEMORY power almostimmediately. And if he were to disregard my directions, he will have noone to blame but himself. 

He must write down the first two words, "Ice" and "Slippery, " the latterword under the former. Let him ascertain the exact relation betweenthese words. He will find that "Ice" is a concrete word, and "Slippery"indicates a quality of "Ice" and of other things. He places opposite theabbreviation In. , by A. And C. In a similar way he proceeds to writedown one word at a time, and at once ascertaining its relation to theprevious word, and indicating that relation by the appropriateabbreviation. When he has analysed ten words in this painstaking mannerhe must recall them backward and forward from memory at least fivetimes, and each time faster than the other. 

Let him deal with the next ten in a similar manner in all respects, andthen let him repeat the twenty words both ways at least five times, andso on till he has analysed, learned and recited the entire one hundredwords; and, finally, let him recite the one hundred words both ways atleast once a day for thirty days, in connection with the Building Seriesand the Presidential Series and Series of English Sovereigns hereaftergiven. 

As the result of this Analysis and recitals, the pupil will make theseLaws of In. , Ex. , and Con. _operate hereafter in an unconscious manner_, with a power a hundred-fold greater than before practising this method. 

 Ice. Hounds. Hose. Chicken. Slippery. Bark. Rose. Feathers. Smooth. Tree. Bush. Down. Rough. Woods. Guerilla. Up. Ruffian. Prairie. Rill. Upstart. Prison. Air. Water-power. Begin. Crime. Wind. Manufacture. Bee. Crimea. Hurricane. Man. Honey. War. Reign. Manager. Hives. Army. Governor. Conductor. Wives. Navy. Steam-engine. Cars. Mormon. Ship. Newspaper. Track. Brigham Young. Sail. Ream. Trotting. Old. Auction. Quire. Fair. Cold. Bid. Inquire. Foul. Winter. Competition. Inquest. Chanticleer. Summer. Petition. Jury. Chandelier. Ft. Sumter. Signatures. Decide. Gas. Stone. Cygnet. Cider. Coal. Mason. Net. Apple. Mine. Maize. Ensnare. Orchard. Shaft. Fodder. Capture. Charred. Arrow. Cattle. Cap. Burned. Quiver. Catalogue. Gun. Stove. Indian. Log. Hunter. Fire. Black-Hawk. Saw-mill. 

I occasionally find that a bright, highly-gifted person makes a poorlearner of my system, because he acts on hasty inferences of his owninstead of attending to my long-tried and never-failing methods. Toillustrate: Instead of _analysing the above series in pairs_, and_discovering_ and _noting_ the _relation_ between each pair as Irequire, _he reads over the entire series_. His previous study of theMemory Laws has, however, so impressed his mind with their influencethat he is able to retain this series after only two or three perusals. Or, instead of reading over the entire series, he may even _slowly readthe series in pairs, but without analysis, without trying to ascertainand realise the exact relation between the words_. This is the method ofVacuity or Dawdling formerly mentioned. But his study of the three Lawsin learning the Building Series has so sharpened and quickened hisappreciation of In. , Ex. , and Con. , that he _learned the one hundredwords in this wrong_ way _very readily_. 

_But why should he not follow my directions?_ Why not pursue my plan andthereby acquire the _full power_ of my system instead of the smallportion of that power gained by disregarding my direction? On the otherhand, pupils of only average natural ability are very apt to follow mydirections to the letter and thereby acquire an amount of MemoryImprovement which the above gifted, but non-complying pupil, seemsunable to understand. 

If a person is afflicted with a _very_ bad memory in any or allrespects, and particularly if this memory weakness is traceable to_mind-wandering_, or if it co-exist with the latter infirmity, such aperson may find it best to make a series of from _one hundred to fivehundred words_ on the model of the foregoing series, and learn the sameand _recite it daily both ways_ for a month or more in addition to theprescribed exercises, and if any trace of mind-wandering remain afterthat, let him make and memorise another series of the same extent andpractise it for the same period. The _worst cases of mind-wandering_ and_of weak memories_ always yield to this training treatment. 

In like manner, but in much inferior degree, _the recital of what hasjust been heard_, such as anecdotes, narratives, contents of plays, lectures, &c. , not only tends to fix the recited matter in the memory, but also to strengthen the memory generally, _provided the recital takesplace_ shortly after the listening, as that is like a continuation ofthe original experience. 

TRAINING THE INTELLECT TO STAY WITH THE SENSES. 

_Attention is the Will directing the Intellect into some particularchannel and keeping it there. _ There are virtually two processesinvolved in Attention. The Intellect is directed into a particularchannel, but to keep it there, all intruders must be excluded. Toillustrate. A student attempts to learn a proposition in Geometry. To dothis he must keep his mind on the printed explanations, and if histhoughts attempt to fly away, he must repress that attempt. To guide hismind into the channel of the printed exposition, he calls into play theDirectory power of the attention. To prevent intruders or extruders fromwithdrawing his mind from the text, he exercises the Inhibitory functionof the Attention. 

To fully understand what takes place when trying to study, let the pupilrecall that there are three sources of knowledge. 

First: The Senses carry into his mind reports from the outsideworld--Sensation--sight of the letters, words and sentences, &c. Second:The Intellect operates on these undigested elementary Sense-reports, orSensations, and find _relations_ among them. This is Perception, orrelations among Sensations. Third: The mind acts on the _perceivedrelations_ and finds relations among them. This is Reason or relationsamong relations. 

Now the geometrical student in reading the printed instructions tohimself or in reading them aloud, might simply occupy his _eye_, or _eyeand ear_ with them and his Reason might soar away to other subjects, climes or ages. 

Remember that the Intellect is always active and busy, and the questionfor us to answer in our own case is--shall it co-operate with the sensesor the matter before us, or shall it wander away?

What the geometrical student requires and what we all require in suchcases is to _compel the Intellect to stay with the Senses, and followthe printed train of thought_. 

Interest in the subject helps to secure this co-operation. And the_Process or Method of study_, if it be an Assimilating one, also compelsthis co-operation. And one of the processes which is most of alleffective in TRAINING the Intellect to obey the Will and thereby to staywith the Senses (where it is not a case of pure reflection), and therebyto institute and develop the Habit of the activity of the Intellectco-operating with the action of the mere senses, is practice in the useof the Laws of In. , Ex. , and Con. To illustrate: In reciting the lasttraining example of one hundred words, the Directory power is exercisedand then the Inhibitory power is brought into play, and so on_alternately_. Suppose the reciter has got to "Signatures. " If he doesnot inhibit or exclude from his mind the word "Petition" he can make noadvance. If he dwells upon "Petition" he will never reach "Cygnet. " Butif he inhibits "Petition" his Directory power sends him on to "Cygnet, "and then inhibiting "Signatures" he proceeds from "Cygnet" to "Net, "&c. , &c. In this most simple, elementary way he exercises and trains theDirectory and Inhibitory functions to co-operate in recalling the entireSeries, and notice how many distinct and separate times he has exertedthe Directory function and how many times the Inhibitory function inreciting a short series. And if _he has learned_ this and other Series_as I direct_ and then _recites them forward and backward as long as Irequire_, he is sure to greatly strengthen his Attention and therebyhabituate the intellect to stay with the senses and thereby help tobanish mind-wandering. And when the Intellect is thus trained into theHabit of staying with the sense of sight or hearing in reading orlistening, the geometrical or other student can keep his mind on thesubject before him until it is mastered. 

IMPORTANT CHARACTERISTICS OF ANALYSIS. 

It sometimes happens that we wish to quickly learn five or twenty ProperNames, the whole or part of which are _entirely new_ to us, as a list ofmembers of a committee, a series of facts in science, &c. We can usuallydo this by Analysis. 

Recollective Analysis, or Analysis for the purpose of helping to learnby heart, is not an originating or _manufacturing_ process. It simply_finds_ relation _already existing_ between the words or the ideas whichthe words suggest or evoke. But where there is _no existing relation_between the words or ideas, it is a case for Synthesis, to be taughthereafter. 

The highest Analysis relates to _objects_, or rather to the _ideas_ wehave of them, and the lowest to _mere words_, to mere articulatedsounds, or their written or printed representatives. The great body ofexamples and illustrations in my lessons pertain to ideas; but in thelist of twenty-four Presidents I deal with the proper Names as wordsonly, as words or articulated sounds--words which are nearly devoid ofmeaning except as marks or sounds for naming persons, or as wordscontaining syllables which may have a general meaning in otherapplications. I need scarcely add that the Laws of In. , Ex. , and Con. Apply to words merely as well as to the ideas which are, of course, suggested by the words. Let me illustrate: Ulysses S. Grant wassucceeded by Rutherford B. Hayes. The initial syllables of Ulysses andof Rutherford make an inclusion by sound. The "U" of Ulysses ispronounced as if spelled "You. " We then have in effect "You" and "Ru, "or "You" and "Ruth"--when we are supposed to pronounce the "u" in Ruthas a long "u;" but if it be considered to be a short sound of "u, " it isonly a weak case of In. By s. But if the pupil shuts his eyes, suchinclusions will not be observed. It is true that such application is notso high or grand as when they govern ideas, but it is equally _genuine_. It is only a lower stratum, but still it is a part of _terra firma_, andon no account is it to be ignored. 

_Ideas are never words_ nor are _words ever ideas_, but words become so_associated_ with ideas by habit, or by the Law of Concurrence, thatthey _arouse certain ideas_ whenever they are used. They are used as_signs_ of ideas--as the means of communicating them. There is rarely, if ever, any _necessary_ connection that we can discover between aparticular idea and the word used to stand for it. Not only do differentnations use different _words_ or _sounds_ to arouse the _same_ thought, but different words in the same language are sometimes used to portraypractically _the same idea_, as in the case of Mariner, Sailor, Seaman, Jack Tar, Navigator, Skipper, &c. , &c. Nor is this all--the _same sound_may awaken different ideas, as "I" and "Eye. " In the first case "I"stands for the person using it, and in the last case it means the organof sight. To the eyesight they are obviously unlike. It may be well toremark that in imposing a name in the first place, _a reason_ may existwhy that name is given, as Albus (white) was given to the mountains, now more euphoniously called Alps, because they were white orsnow-crowned; but Alps does not _mean_ white to the moderns. The wordnow merely indicates or points out the mountains so called. A word maysurvive and take a new meaning after its original meaning is no longerascertainable. 

The _context_ helps us to know which meaning of the word was intendedwhen the word is spoken, and the context and spelling tell the samething when writing or print is used. Take the words "Hounds, Bark. " HereBark means the cry or yelp of the dogs. But in "Tree, Bark, " the Bark ofthe tree is suggested. Yet the word Bark is spelled precisely the samein both cases. The word spelled "Bark" is really used to express twodifferent things and the context generally tells which is meant in anyparticular case. 

Individual _letters_ become so strongly associated with a particularmeaning that although the vocal value is exactly the same, yet the onespelling goes to one man and the other to a different man. "Spenser"would never suggest to a learned man the author of the "Philosophy ofEvolution, " nor would "Spencer" ever suggest the author of the "FairieQueen. " "Mr. Mil" would never mean "John Stuart Mill, " although thewords "Mil" and "Mill" are pronounced exactly alike. We sometimes cannotrecall a Proper Name, yet we feel sure that it begins or ends with S orK or L, or that a certain other letter is in the middle of the word. Weusually find that we were right. In these cases _our clue to the entireword was found in only one letter of it_. 

Noticing that the _same letter is in common to two words_, although _allthe other letters may be different_, is one case of Inclusion byspelling. Take an example: President John Tyler was followed byPresident James K. Polk. Analyse the two names--Tyler and Polk. Theletter "l" alone is common to the two names. Here is one _letter_ foundin totally unlike contexts. If this fact is _noticed_, it cannot buthelp hold those two names together. The exercise of learning the namesof the twenty-four Presidents is a good one for this purpose. It has a_training_ value entirely apart from its practical value in that case. And I give it for its _training_ value alone. 

It is infinitely better for him to learn by analysis the _order_ of thePresidents than to learn that order by the only other method the pupilhas heretofore known, viz. , _endless repetition_. When the pupil thinksa relation may be weak, let him consider that a weak relation _thoughtabout_ is a hundred-fold stronger than _mere_ repetition _without anythinking at all_. It is either _thoughtless_ repetition, or _thoughtfulAnalysis_ that he must use. 

HOW TO LEARN PROPER NAMES IN A CERTAIN ORDER OF SUCCESSION. 

The true way to learn such lists as those of the Popes of Rome, theKings of England and of the American Presidents is to learn them intheir places in History, as parts of the Historical order of events towhich they belong, as facts in the chain of causes and effects. 

Their Terms, Administrations, or Reigns are, however, used by historiansas landmarks, and to follow the historians to the best advantage, it maybe desirable to know the series as such, as a useful preparation for thestudy of the Times and age. But whatever the advantages of knowing theorder of the American Presidents, I deal with it here _solely_ for the_training_ effect in Analysis and as an example of a method of dealingwith any list of _mere_ names. 

The mode of dealing with this Presidential series will show how allsimilar Series may be handled during the period of the pupil's training. I divide the series or list of the twenty-four American Presidents intothree Groups: the first Group containing _seven_ names, the secondhaving _eight_ names, and the third having _nine_ names. The number ofnames in each Group is easily remembered: 7, 8 and 9. 

The first Group contains the names of

 GEORGE WASHINGTON, JOHN ADAMS, THOMAS JEFFERSON, JAMES MADISON, JAMES MONROE, JOHN Q. ADAMS, ANDREW JACKSON. 

If the student has mastered the previous exercises, he ought to be ableto analyse this Group of names with the greatest ease. Let him try, andif he fail, then let him study my Analysis as given below. Points ofAnalysis that appear weak to me may be strong for him, or _vice versa_. At all events, let him if possible learn each of the three Groups by hisown Analysis, looking at my work afterwards. 

FIRST GROUP. 

_Period of Organisation and Consolidation. _

 =George WashingTON. = } In. =JOHN Adams. = }

"Ton" and "John" make a fairly good In. By sound. 

 =JOHN Adams. = } In. =THOMas Jefferson. = }

"John" and "Thom" (the "h" is silent in both names) make an In. Bysound, imperfect but adequate if _noticed_. 

 =Thomas JefferSON. = } In. =James MadiSON. = }

Both names terminating with the same syllable, "son", makes a clear caseof In. By sound and spelling. 

 =JAMES Madison. = } In. =JAMES Monroe. = }

This pair of names furnishes an example of perfect In. By sound andspelling in the Christian names. 

 =James MONroe. = } In. =JOHN Q. Adams. = }

"Mon" and "John" give us a good In. By sound. 

 =JOHN Q. Adams. = } In. =Andrew JACKson. = }

"Jack" is a nickname for John--a case of Synonymous In. 

Now let the pupil repeat from memory the series from George Washingtonto Andrew Jackson at least five times, each time recalling and realizinghow each pair of names was linked together. After this let the list berecalled several times forward and backward, and more rapidly eachtime, without recalling the analysis. 

REMARKS. 

1. This group may well be termed the "Long-Term Group, " since all of theseven Presidents except John Adams and his son, John Q. Adams, servedtwo terms. 

2. Three of the members of this group died after the close of theirterms of office, on the _natal day_ of the Republic, viz. , John Adamsand Thomas Jefferson, on the _4th of July_, 1826, and James Monroe onthe _4th of July_, 1831. 

3. This group also might be called the "J" group, since the initialletter of the Christian name or surname of every member of it beginswith "J" or its phonetic equivalent, soft G, as _G_eorge Washington, _J_ohn Adams, Thomas _J_efferson, _J_ames Madison, _J_ames Monroe, _J_ohn Q. Adams, and Andrew _J_ackson. 

SECOND GROUP. 

_Period of Territorial Expansion and the Growth of Internal Dissension. _

 =ANDREW Jackson. = } In. =Martin VAN BUren. = }

Two examples of In. : "An" and "Van", and "rew" and "Bu. "

 =Martin Van BuREN. = } In. =William HENry Harrison. = }

A good Inclusion occurs in the case of "ren" and "Hen. " The name Williambelonged to no other of the twenty-four Presidents. 

 =William HenRY Harrison. = } In. =John TYler. = }

A fair example of In. By Sight ["y" occurs in both names] is furnishedby the syllables "ry" and "Ty. "

 =John TyLer. = } In. & =James K. PoLk. = } Con. 

The letter "l" belongs to both surnames but there is no other letter incommon. John and James is a case of Con. , for both occur together manytimes in the New Testament. 

 =James K. Polk. = } In. =Zachary TAYlor. = }

"K" is pronounced as if spelled "Kay, " a good In. With "Tay. "

 =ZachARy Taylor. = } In. =MillARd Fillmore. = }

The letters "ar" occur in both the Christian names. 

 =MillARd Fillmore. = } Con. =FrANklin Pierce. = }

The "ar" of Millard and the "an" of Franklin is a case of Con. Reversed, _i. E. _, "an" and "ar" is Con. Since "n" precedes "r" in the Alphabet. Here the alphabetical order is reversed. 

 =FrANklin Pierce. = } In. =James BuchANAN. = }

The "an" in Franklin is identical in spelling and in sound with the two"ans" in Buchanan. 

Let the student recall the series of names from Andrew Jackson to JamesBuchanan several times, and at each recall let him also recall the_relation_ which bound the pairs together, and then let him recall theseries from Washington to Buchanan, both forward and backward, withoutconsciously reviving the relations. 

REMARKS. 

1. This may be called the "Single Term Group, " since none of the groupserved more than one term. 

2. The group is notable for the fact that it is the only one in whichtwo Presidents (William Henry Harrison and Zachary Taylor) died_natural_ deaths while in office. 

THIRD GROUP. 

_Period of Civil War and Reconstruction. _

 =JAMes Buchanan. = } In. =AbrahAM Lincoln. = }

This pair of names furnishes an In. By _spelling_, not sound, "am" inboth, but not pronounced alike. This must be _noticed_, as it is a weakIn. 

 =Abraham LinCOLN. = } In. =Andrew JOHNson. = }

The "l" in "coln, " and the "h" in "John" are silent. It is a case of In. By sound. To the ear the sound of "Con. " is like that of "Jon. "

 =ANdrew Johnson. = } In. =Ulysses S. GrANt. = }

"An" in Andrew and in Grant has the same sound. 

 =UlyssES S. Grant. = } In. =Rutherford B. HayES. = }

"Es" in Ulyss_es_ and in Hay_es_ is the same in _spelling_--but not insound. It must be _noticed_, as it is the weakest of all. A stronger tiehas heretofore been given. 

 =Rutherford B. HAYes. = } Con. =James A. GarFIELD. = }

There is a strong association between Hay of _Hay_es and and the fieldof Gar_field_, as in the familiar word "Hayfield. "

 =James A. GARfield. = } In. =Chester A. ARthur. = }

In "Gar" and "Ar" there is a strong In. By sound. 

 =Chester A. ArTHUR. = } In. =GroVER Cleveland. = }

Between "thur" and "ver" there is a clear In. By sound. 

 =Grover ClevelANd. = } Con. =BenjAMin Harrison. = }

There is a fair In. By sound between "an" and "am;" but as they arealphabetically reversed, it makes a case of Con. Reversed. 

 =BenjAMin Harrison. = } In. & =Grover ClevelANd. = } Ex. 

Here "am" and "an" occur in alphabetical order, and is a case of In. , and "jam, " meaning pressing together, and "cle(a)ve" meaning toseparate, are opposites, hence it is also an example of Exclusion. 

Let the student, as in the case of the other groups, recall this listseveral times, and each time revive the relation by which each pair ofnames was cemented together, and after this let him recall this listseveral times both ways without reviving the cementing relations, andfinally let him recall several times, both ways, the entire series ofPresidents from Washington to Cleveland, and from Cleveland toWashington. 

REMARKS. 

1. This group furnishes the notable fact that two Presidents (Lincolnand Garfield) were assassinated while in office. 

2. Another peculiarity of this group is that, for the first time sincethe days of Washington, there was a widespread discussion and effortmade to push the claims of a President (Grant) for a third term. 

3. This group contains the name of the grandson (Benjamin Harrison) ofWilliam Henry Harrison, of the second group. The only other instance ofrelationship between the Presidents was in the case of John Adams andhis son, John Quincy Adams of the first group. 

4. This group contains the name of the only President (Andrew Johnson)who was ever sought to be impeached. The prosecution failed to convict, having lacked one vote of the number necessary for a conviction. 

5. Grover Cleveland affords the first instance where the two terms of aPresident are separated by the full term of another President (BenjaminHarrison). 

ENGLISH SOVEREIGNS. 

A UNIQUE EXERCISE. 

The method here used of memorising the order of the English sovereignsfrom William I. , the Conqueror, to Victoria possesses the followingnovelties:--

(1) We learn the order of the entire series of thirty-seven sovereignsby means of the relations, direct and indirect, which we establish withthe reigning sovereign, Victoria. 

(2) The precise credit is claimed for this method which it is entitledto receive. In a list of proper names we sometimes have several surnamesalike, with usually a difference of Christian names, as in thepresidential series we have--_William Henry_ Harrison and _Benjamin_Harrison, and _John_ Adams and _John Quincy_ Adams, and we alsosometimes have the same Christian names prefixed to different surnames, as James _Madison_ and James _Monroe_. But in the Sovereigns of England, from William I. To Victoria, we have many Christian names alike, and thedifferences indicated by _ordinal_ numbers, as George I. , George II. , George III. , George IV. This order of the English Kings is mostextraordinary, neither the Popes of Rome, nor the French, nor any otherlist of kings, furnishing any parallel in more than a few incidents. Itis these unique coincidences and recurrences that make it so easy tofind relations between these sovereigns. This method is not applicableto the American Presidents, Prime Ministers of England, or hardly anyother series. 

(3) No accidental relations of parts of names is resorted to, as wasdone in the case of the American Presidents. 

(4) The series is so taught that it can be recited forwards andbackwards--the only true test of learning any series. 

(5) The series is completely worked out and nothing is left to chance orpossible mistakes so liable to be committed by novices in dealing forthe first time with a new process that has to be applied to manydetails. 

(6) When the series is carefully studied and the relations painstakingly_characterised_, it is quickly learned and it is hard to forget. 

(7) When the series is learned by this method and the relations areoccasionally reviewed and _identified_, its recital both ways once ortwice a day for a month helps to develop the Attention as well as theAssimilative powers. 

(8) The _exact name_ of each Sovereign is learned. The student relies onreal relations and names, and not on unidentified jingles of threes andthrees and twos and twos, like three Edwards and three Henrys and twoEdwards and two Henrys, with the inevitable necessity of havingafterwards to learn _which_ Edward and _which_ Henry was meant, &c. Butsummations can follow specifications. 

(9) Pestalozzi [1745-1827] taught that we must proceed from the "known"to the "unknown;" but this principle mainly applies to learning thewords of a foreign language. When we begin to learn such words they arewholly unknown to us. But in learning ordinary series of names or proseor poetry by heart, all the names and words used may be equally wellknown by us; but it is mainly the _order_ in which these occur that wewish to memorise, and we begin at the beginning and proceed as we learnon from the Better Known or Best Known. In the list of AmericanPresidents the series extends back to a little more than a century; butin the case of the English Sovereigns, when we begin with the Conqueror, the series extends back to 1066--upwards of 800 years--and, although insuch a series the names of all the Sovereigns may be known, yet thelatest is vastly better known to us than the earliest. In such a case itmay be most useful to begin with the Best Known. 

(10) Fortunately in this case the Best Known Sovereign is a PIVOT aroundwhich all the other Sovereigns are directly or indirectly related. _How_, we will proceed to show. Something of the method will beintimated by the difference of type and spaces between the names:--

 William I. Henry VII. William II. Henry VIII. Henry I. Edward VI. Stephen. _Mary. _ Henry II. _Elizabeth. _ James I. Richard I. Charles I. 

 John. Council of State and Parliament. Henry III. Oliver Cromwell. Edward I. Richard Cromwell. Edward II. Council of State and Parliament. Edward III. Charles II. James II. Richard II. William III. And Mary. _Anne. _ Henry IV. Henry IV. Henry V. George I. Henry VI. George II. Edward IV. George III. Edward V. George IV. William IV. Richard III. VICTORIA. 

We begin with the Best Known, or Victoria, and we take note that she isan independent Queen, since she has never shared sovereignty withanyone; but Mary, of "William III. And Mary, " was not an independentQueen, because she did share the Sovereign Power with her husband. Hereafter, when I use the word Queen I mean an independent Queen, exceptwhen Mary, of "William III. And Mary, " is mentioned, and her name willbe used only in Connection with William III. England has had only fourindependent Queens, namely, Mary [Tudor], Elizabeth, Anne, and Victoria. 

(I. ) Victoria is the _last_ queen and Mary was the _first_ queen[Exclusion between _first_ and _last_, or Ex. ], and Mary, _first_ queen, was preceded by the _last_ Edward, or Edward VI. [Ex. ] And Mary, the_first_ queen, was followed by the the _first_ and only Elizabeth [In. ]And the _first_ and only Elizabeth was followed by James the _First_, orI. [In. ] Again, _Queen_ Elizabeth was followed by _King_ James, making aclear case of Ex. Again, Anne, the _third_ queen, was preceded by Wm. The _Third_, or III. , and Mary [In. ] And these _two_ co-equalSovereigns were preceded by James the _Second_, or II. [In. , betweencardinal number _two_ and the ordinal number _Second_]. This series ofQueens concludes with Victoria the _fourth_ Queen, who was preceded byWilliam the _Fourth_, or IV. [In. ], and William the _Fourth_, or IV. , was preceded by George the _Fourth_, or IV. [In. ]; and George IV. ByGeorge III. , and he by George II. , and he by George I. , --a concurrencereversed, and William IV. Was preceded, as we have seen, by William III. And Mary--and William III. By William II. , and William I. At the verybeginning of the series--Con. 

Now let us recall in the forward and reverse order what we have learnedso far. William I. , William II. , Edward VI. , Mary, Elizabeth, James I. , James II. , William III. And Mary, Anne, George I. , George II. , GeorgeIII. , George IV. , William IV. , and Victoria, and the order reversed isVictoria, William IV. , George IV. , George III. , George II. , George I. , Anne, William III. And Mary, James II. , James I. , Elizabeth, Mary, Edward VI. , William II. , William I. 

(II. ) Disregarding for the moment the four periods of what is usuallycalled the Commonwealth, we see that between Elizabeth and William III. And Mary, are four monarchs, the two James and the two Charles. Wehave already learned that Elizabeth was followed by James I. And thatWilliam III. And Mary were preceded by James II. Hence we see that thetwo Charles must come _between_ the two James, and, of course, thatCharles I. Must precede Charles II. , and that the order of these fourmonarchs _must_ be James I. , Charles I. , Charles II. , and James II. --aplain case of Con. Reversed. We saw that there were two of these fourmonarchs before the Commonwealth; there must then be two after it, making James I. And Charles I. Before the Commonwealth and Charles II. And James II. After it. 

On the day that Charles I. Was executed (January 30, 1649), theParliament (the House of Commons) abolished the kingly office and Houseof Lords, and appointed a Council of State of 41 members, which with theHouse of Commons was to be the government. Intermediate then betweenCharles I. And Charles II. There came--

 Council of State and Parliament. Oliver Cromwell. Richard Cromwell. Council of State and Parliament. 

Here we see there was a Council of State and Parliament at the beginningand close of these intermediates, and between them came Oliver Cromwelland his son, Richard Cromwell. Charles I. , followed by Council of Stateand Parliament, made a case of Exclusion and the Council of State andParliament, followed by the Protector Oliver Cromwell, gives anotherexample of Ex. And a case of In. Between Oliver Cromwell and his sonRichard, who inherited the protectorate, but a case of Ex. Again betweenthe powerful Oliver and his weak son Richard, and another example of Ex. Between the protectorate of Richard Cromwell and the Council of Stateand Parliament, and another between the latter and the full-fledgedmonarchy of Charles II. 

Now review what we have learned so far and we have William I. , WilliamII. , Edward VI. , Mary, Elizabeth, James I. , Charles I. , Council of Stateand Parliament, Oliver Cromwell, Richard Cromwell, Council of State andParliament, Charles II. , James II. , William III. And Mary, Anne, GeorgeI. , George II. , George III. , George IV. , William IV. , and Victoria. Reverse the recital and we have Victoria, William IV. , George IV. , George III. , George II. , George I. , Anne, William III. And Mary, JamesII. , Charles II. , Council of State and Parliament, Richard Cromwell, Oliver Cromwell, Council of State and Parliament, Charles I. , James I. , Elizabeth, Mary, Edward VI. , William II. , and William I. 

(III. ) We now proceed to learn the eighteen kings intermediate betweenWilliam II. And Edward VI. We notice at once that the _first_ and _last_of these intermediates are the _first_ and _last_ Henrys [Ex. ], viz. , Henry I. And Henry VIII. We see also that Henry the _First_, or I. , isfollowed by Henry the Second, or II. [Con. ], with the _first_ and onlyStephen as the _first_ single intermediary [In. ]. Returning to EdwardVI. , we see that he, the _last_ Edward, is preceded by Henry VIII. , orthe _last_ Henry [In. ] We also notice that Edward VI. Is preceded byHenry VI. , and Henry VI. By Henry III. , or the half of six [In. By W. And P. ]. Finally we observe that between William II. And Mary, there arethree series of kings completed--eight Henrys, six Edwards, and threeRichards. Making the three Richards _reference_ points we can easily fixthe residue of the eighteen kings for we see that Richard I. Or the_First_, is preceded by Henry II. And followed by Henry III. , with the_first_ and only John as the _second_ single intermediary [In. ] and thatRichard II. Is preceded by Edward I. , Edward II. , and Edward III. , orthree Edwards, and followed by Henry IV. , Henry V. , and Henry VI. , orthree Henrys, and that Richard III. Is preceded by Edward IV. And EdwardV. , or two Edwards, and followed by Henry VII. And Henry VIII. , or twoHenrys. 

Recalling the succession from William I. To Edward VI. , we have WilliamI. , William II. , Henry I. , Stephen, Henry II. , Richard I. , John, HenryIII. , Edward I. , Edward II. , Edward III. , Richard II. , Henry IV. , HenryV. , Henry VI. , Edward IV. , Edward V. , Richard III. , Henry VII. , HenryVIII. , Edward VI. Reversing the order, we have Edward VI. , Henry VIII. , Henry VII. , Richard III. , Edward V. , Edward IV. , Henry VI. , Henry V. , Henry IV. , Richard II. , Edward III. , Edward II. , Edward I. , Henry III. , John, Richard I. , Henry II. , Stephen, Henry I. , William II. , and WilliamI. 

We conclude with the recital both ways of the thirty-seven Sovereignsfrom William I. To Victoria. 

 William I. VICTORIA. William II. William IV. Henry I. George IV. Stephen. George III. Henry II. George II. Richard I. George I. John. ANNE. Henry III. William III. And Mary, Edward I. James II. Edward II. Charles II. Edward III. Council of State and Parliament. Richard II. Richard Cromwell. Henry IV. Oliver Cromwell. Henry V. Council of State and Parliament. Henry VI. Charles I. Edward IV. James I. Edward V. ELIZABETH. Richard III. MARY. Henry VII. Edward VI. Henry VIII. Henry VIII. Edward VI. Henry VII. MARY. Richard III. ELIZABETH. Edward V. James I. Edward IV. Charles I. Henry VI. Council of State and Parliament. Henry V. Oliver Cromwell. Henry IV. Richard Cromwell. Richard II. Council of State and Parliament. Edward III. Charles II. Edward II. James II. Edward I. William III. And Mary. Henry III. ANNE. John. George I. Richard I. George II. Henry II. George III. Stephen. George IV. Henry I. William IV. William II. VICTORIA. William I. 

NUMERIC THINKING. 

HOW TO NEVER FORGET FIGURES AND DATES. 

When my pupils have gained the quick perception and instantaneousapprehension which always reward the studious use of In. , Ex. , and Con. , they can, amongst other new achievements, always remember and neverforget figures and dates. 

_Pike's Peak_, the most famous in the chain known as the Rocky Mountainsin America, is fourteen thousand one hundred and forty-seven feet high. Instantly, one who is trained in the use of In. , Ex. , and Con. , perceives that there are two fourteens [Syn. , In. ] in these figures, andthat the last figure is half of fourteen, or 7 In. By W. And P. , making14, 147. Of course, one who is not practised in analogies, in discoveringsimilarities and finding differences would not have noticed anypeculiarity in these figures which would enable him to remember them. Few people ever notice any relations among numbers. But any possiblefigures or dates always possess relations to the mind trained in In. , Ex. , and Con. 

_Fujiyama_, the noted volcano of Japan, is twelve thousand three hundredand sixty-five feet high. Does any pupil who has mastered the firstlesson and who is expert in the use of In. , Ex. , and Con. , fail tonotice that here we have the disguised statement that the height of thismountain is expressed in the number of months and days of the year, 12, 365 feet high? These figures drop into that mould and henceforth areremembered without difficulty. These are remarkable coincidences nodoubt, but are not all sets of figures similarly impressive coincidencesto the trained eye, and the _active_, _thinking_ and _assimilative_mind?

No reader of English history has failed to notice the three sixes in thedate of the Great Fire in London, _viz. _, 1666. The "three sixes" aregenerally resorted to as a signal for fire companies to turn out in fullforce; yet such a coincidence of figures in a distant date makes aslight impression compared to the vividness of events that happened inthe year of our birth, the year of graduation from school, the year ofmarriage, and the year of the death of relatives, &c. , &c. Keep a smallblank book for such entries, not to help remember the dates or facts, but to have them together so as to rapidly deal with them, to classifythem and otherwise study them under the eye. You will soon be astonishedat the accumulation. 

The population of New Zealand, exclusive of natives, is 672, 265. Bringing the first two figures into relation with the last two we have67 and 65--a difference of 2 only. The two groups of 672 and 265 havethe figure 2 at the end of the first group, and another 2 at thebeginning of the second group. These two twos are in sequence (Con. ), and each of them expresses the difference between 67 and 65. _Thought_about in this way, or in any other, the series becomes fixed in mind, and will be hard to forget. 

The population of Sydney is 386, 400. Here are two groups of threefigures each. The first two figures of the first group are 38, and thefirst two figures of the second group are 40--a difference of 2. Twotaken from 8 leaves 6, or the third figure of the first group, and 2added to the first figure of the second group makes 6. The 40 ends witha cypher, and it is a case of Syn. In. That the last figure of thesecond group or the third figure of it should likewise be a cypher. Besides, those who know anything at all about the population of Sydneymust know that it is vastly more than 38, 640, and hence that there mustbe another cypher after 40, making the total of 386, 400. 

The population of Melbourne is 490, 912. Here we have 4 at the beginningand half of 4 or 2 at the end of the six figures. The four interiorfigures, viz. , 9091 is a clear case of Con. --or 90 and 91. Then again 91ending with 1, the next figure is 2--a case of sequence or Con. But490, 912 is the population of the city of Melbourne with its suburbs. The"city" itself contains only 73, 361 inhabitants, 73 reversed becomes37--or only 1 more than 36. This 1 placed at the end of or after 36makes the 361. Now 37 reversed is 73, and then follows 361, making thetotal to be 73, 361. 

Let the attentive pupil observe that this method does not give any setof rules for thinking in the same manner in regard to different sets orexample of numbers. That would be impossible. Thinking or findingrelations amongst the objects of thought must be differently worked outin each case, since the figures themselves are differently grouped. 

The foregoing cases in regard to population will suffice for those wholive in the Australian colonies, and to others they will teach themethod of handling such cases, and leave them the pleasure of workingout the process in regard to the population where they reside, or otherapplication of the method they may wish to make. 

Great encouragement is found in the circumstance that after considerablepractice in dealing with numerous figures through In. , Ex. , and Con. , new figures are self-remembered from the habit of assimilating numbers. They henceforth make more vivid impressions than formerly. 

INCLUSION embraces cases where the same kind of facts or the principleswere involved, or the same figures occur in different dates with regardto somewhat parallel facts--End of Augustus's empire [death]14 A. D. --End of Charlemagne's [death] 814 A. D. , and end of Napoleon's[abdication] 1814 A. D. 

EXCLUSION implies facts from the opposite sides relating to the sameevents, conspicuously opposite views held by the same man at differentperiods, or by different men who were noticeably similar in some otherrespects, or antithesis as to the character or difference in thenationality [if the two nations are frequent foes] of different men inwhose careers, date of birth, or what not, there was somethingdistinctly parallel--Egbert, first King of England, died 837. WilliamIV. , last King of England, died 1837. What a vivid exclusion here forinstance: Abraham died 1821 B. C. , and Napoleon Bonaparte died 1821 A. D. 

CONCURRENCES are found in events that occur on the same date or nearlyso, or follow each other somewhat closely. 

Charles Darwin, who advocated evolution, now popular with scientists inevery quarter of the globe, and Sir H. Cole, who first advocatedInternational Exhibitions, now popular in every part of the world[Inclusion] were born in the same year 1809 [Concurrence] and died inthe same year 1882 [Concurrence]. 

Garibaldi [the Italian] and Skobeleff [the Russian] [Exclusion, being ofdifferent countries], both great and recklessly patriotic generals[Inclusion] and both favourites in France [Inclusion], died in the sameyear, 1882 [Concurrence]. Longfellow and Rossetti, both English-speakingpoets [Inclusion] who had closely studied Dante [Inclusion] died in thesame year, 1882 [Concurrence]. 

Haydn, the great composer, was born in 1732, and died in 1809; this datecorresponds to that of the birth [Exclusion and Concurrence] of anotherfamous composer [Inclusion], Mendelssohn, who himself died in 1847, thesame year as O'Connell. 

Lamarck [1744-1829], advocated a theory of development nearlyresembling the Darwinian Theory of the Origin of Species [In. ]. This hedid in 1809, the year in which Charles Darwin was born [Con. ]. Darwin'swritings have altered the opinions of many as to the Creation, and theyear of his birth was that of the death of Haydn, the composer of theOratorio "The Creation. " [Con. And Ex. ]. 

John Baptiste Robinet taught the gradual development of all forms ofexistence from a single creative cause. He died in 1820, the year inwhich Herbert Spencer, the English Apostle of Evolution, was born [In. , Ex. , and Con. ]. 

Galileo, founder of Modern Astronomy, born in 1564--Shakespeare's birthyear [Con. ]--died in 1642, the very year in which Sir Isaac Newton wasborn. Galileo's theory was not proved but merely made probable, untilthe existence of the laws of gravitation was established, and it wasNewton who discovered gravitation. This is an instance of Inclusion asto the men, of Exclusion and Concurrence as to date of birth and death. 

Two prominent _literati_ [Inclusion], one a Frenchman the other anEnglishman [Exclusion], well-known for the pomposity and sonority oftheir style of writing [Inclusion], were born in the same year, 1709, and died the same year 1784, a double Concurrence--Lefranc dePompignan--[pompous In. By S. ], and Samuel Johnson. 

General Foy, an _orator_ and artillery officer, fond of literature, wasborn the same year [Concurrence] 1775, as the _orator_ [Inclusion], Daniel O'Connell. He died in 1825, the same year [Concurrence] asPaul-Louis Courier, who was also an artillery officer [Inclusion], fondof literature [Inclusion], and moreover, like O'Connell, a violentpamphleteer [Inclusion]. 

Two illustrious, uncompromising characters [Inclusion], both brilliantcomposers [Inclusion], the one musical, the other literary, the one arepresentative of the music of the future, the other of the obsoletepolemic of the past [Exclusion], Richard Wagner and Louis Veuillot, wereborn in the same year, 1813, and died in the same year, 1883. The lastpoint is a double Concurrence. 

Two foremost harbingers of modern thought [Inclusion], Voltaire andJ.  J. Rousseau, died in 1778--[Concurrence]. Both gained for themselvesthe reputation of having been the most reckless antagonists ofChristianity [Inclusion]. And still the one dedicated a church to theservice of God, whilst the other in his "Emile" wrote a vindication ofChristianity [Exclusion as to each of them, Inclusion as to both ofthem]. 

A little practice makes the pupil prompt in dealing with any figureswhatever. Take the height of Mount Everest, which is 29, 002 feet. Wehave all heard that it is more than five miles high. Let us test thisstatement. There are 5, 280 feet in a mile, multiply 5, 280 by 5, and wehave 26, 400. Hence we see that Mount Everest being 29, 002 feet high mustbe more than five miles high. Half of a mile is 5, 280 feet divided by 2, or 2, 640 feet. Add this to 26, 400 and we have 29, 040. Hence we see thatMount Everest is 5½ miles high lacking 38 feet, or that if we add38 feet to its height of 29, 002, it would then be exactly 5½ miles high. Can we then forget that it is exactly 29, 002 feet high?

Shakespeare was born in 1564 and died in 1616. The First Folio Editionof his works was printed in 1623, the Second in 1632, the Third in 1664, and the Fourth in 1685. Can we fix these events infallibly in ourmemories? We can begin with whichever date we prefer. If we addtogether the figures of the year of his birth, 1564, they make 16. Allthe dates hereafter considered occurred in 1600, &c. We can thusdisregard the first 16 and consider only the last two figures whichconstitute the fraction of a century. 

Let us begin with his death in 1616 in the _sixteens_. Is not this avivid collocation of figures? Can we forget it as applied to the greatdramatist? Now if we double the last 16, it gives us the date of thesecond Folio in [16]32 and 32 reversed gives us the date of the firstFolio. Again, seven years after his death ["seven ages of man"] hisfirst Folio was published in 1623. The second Folio was published in1632 or 23 reversed, and the third Folio in 1664, or 32 doubled, andjust 100 years after his birth in 1564. His birth might also beremembered as occurring in the same year as that of the great astronomerGalileo. The fourth Folio appeared in 1685 or 21 years after the thirdFolio. This period measures the years that bring man's majority or fullage. 

Attention to the facts of reading will be secured by increased power ofConcentration, and a familiarity with In. , Ex. , and Con. Will enable usto assimilate all dates and figures by numeric thinking with thegreatest promptitude, especially the longer or larger series. 

Try the case of Noah's Flood, 2348 B. C. Here the figures pass by a unitat a time from 2[3] to 4, and then by doubling the 4 we have the lastfigure 8--making altogether 2348. Another method of dealing with thisdate is very instructive. Read the account in Gen. Ch.  vii. , vv. 9, 13, and 15. Now we can proceed. 

They went into the Ark by _twos_. This gives the figure 2. Now let usfind the other figures. Noah's three sons and their wives make threepairs of persons, or _three_ families. This gives the second figure 3. Then counting Noah and his wife, and his three sons and their wives, there were four pairs of human beings altogether. This gives the figure4. Finally the total number of human beings who entered the ark were4 pairs or _eight_ persons. This gives the figure 8. Thus we have theentire set of figures, 2348 B. C. Take the date of the creationaccording to the accepted biblical chronology as 4004 B. C. We could saythe date has _four_ figures, that the expression of it begins and endswith the figure 4, and that the two intermediates are nought, orcyphers; or that the figures are expressed by 40 and _forty reversed_ as40-04--or 4004. 

A SCIENTIFIC EXPERIMENT. 

Having met several persons who claimed that they always rememberedfigures by reasoning about them [whatever that may have meant], and yetall such persons having shown an inability to remember many dates ornumbers, I inferred that they were honestly mistaken in supposing thatthey could remember numbers, or else that such a method was not adaptedto their idiosyncrasies. At that time, I did not suspect that theirfailure may have arisen from lack of _training_ in In. , Ex. , and Con. From the circumstance that I myself could use this method withpromptitude and certainty, I determined to test it in a strictlyscientific way. 

I made the experiment two years ago, and all my experience since hascorroborated the conclusion then arrived at. 

I experimented with the two groups of 20 pupils each. Neither knew anymethod of dealing with dates and numbers. The first group had had notraining in In. , Ex. , and Con. ; the second group had been well practisedin those laws. I then gave each member of each group several verydifficult cases of dates and numbers to be memorised--one examplecontaining 24 figures. To save time and space in exposition, I haveheretofore only mentioned 12 figures, or the half of the amount. All ofthe first group failed except one. He, however, could not memorise the24 figures. All of the second group handled all the new examples withsuccess, and only two of them met with much difficulty in dealing withthe 24 figures. 

Since this decisive experiment, I have heartily recommended the methodof finding relations amongst the numbers themselves, to all who areproficient in the use of In. , Ex. , and Con. 

The example of 24 figures must conclude this exposition. They representrespectively the number of the day of the month in which the firstSaturday in each month falls in 1895 and 1896. To one without practicein applying analysis to figures, there seems no hope of memorising thislong group of figures except by endless repetition. The 24 figures are

 522641637527417426415375. 

Yet reflect a moment and all will be clear. Divide the 24 figures into 2groups of 12 figures each and number the first group, divided into foursections, thus:--

 (1) (2) (3) (4) 522, 641, 637, 527. 

Now bring the first and fourth groups into relation, and you see at oncethat the fourth group is larger than the first group by only _five_. Bringing the _second_ group into relation with the _third_ group, wefind they differ only by _four_. Again: the third group is larger thanthe fourth by 100 and by 10, that is 527 becomes 637, the seven aloneremaining steadfast. Beginning with the fourth group and passing to thethird group we have the fourth group with 110 added. The second group isthe third group with only four added, and the first group is the fourthgroup with only five subtracted. Thinking out these relations you canrecall the groups as groups or the separate figures of each group or theentire 12 figures either forwards or backwards--and you have achievedthis result by _Attention_ and _Thought_. 

The other twelve figures are easily disposed of. They are 417426415375. Divided into groups of three figures each we have

 (1) (2) (3) (4) 417 426 415 375. 

Bringing the first group into relation with the third group, we noticethat it is larger by two--and considering the second group with thefourth group, we find that the second group is as much and one moreabove 400 as the fourth is below 400. Other minor matters could benoticed, as that the first two figures of each group are respectively41--42--41--37, and that the last figure in each group is 7--6--5--5. But these relations are hardly worth observing. 

Coming back to the first series, we know that each figure representsthe number of the day of the month to which it belongs on whichthe first Saturday in that month falls. The figures for 1895 are522--641--637--527. The first Saturday in January, 1895, falls on the_fifth_ day of January, hence the second Saturday must be 5 + 7 = the12th day of January; the third Saturday the 19th, and the fourthSaturday 26th. It is easy to know on what day of the _week_ any day inJanuary falls. Suppose you ask on what week day the 25th of Januaryfalls? You know the 26th is Saturday, and hence the 25th must be the daypreceding the 26th, to wit, Friday, the 25th. Suppose you ask on whatweek day the 9th of January falls. You know the 12th is Saturday (thesecond Saturday). You now count backward thus: 12 is Saturday, 11 mustbe Friday, 10 Thursday, 9 must be Wednesday. The _first_ Saturday inJanuary, 1895, is the 5th; of February, the 2nd; of March, the 2nd; ofApril, the 6th; of May, the 4th, &c. , &c. And we can tell on what weekday any day of any of the other months falls. 

EXERCISES. 

1. --The Ratio of the Circumference of the circle to its diameter isexpressed by the integer 3 and 708 decimals, of which I give only eight. Learning these nine figures is good practice in numericthinking--3. 14159265. 

2. --The Yellowstone National Park contains 2, 294, 740 acres. 

3. --The Monster Chartist Petition contained 3, 317, 702 names. 

HOW TO LEARN PROSE AND POETRY BY HEART. 

THE ANALYTIC SYNTHETIC METHOD APPLIED TO LONG SENTENCES. 

How _unobservant_ and wholly _unreliant_ many pupils are may be seenfrom the fact that notwithstanding my elaborate handling of theprocesses of learning prose and poetry by heart, I often receiverequests to send some indication of how I would learn a particularchapter or selection by heart! But a chapter consists of paragraphs andparagraphs of sentences. Learning the desired passages by heart is doneby applying the methods here so profusely illustrated to the successivesentences of the chapter or selection, until practice and training inthese methods will make their further application unnecessary. 

In pursuance of my plan to keep the mind in an ASSIMILATING conditionwhen trying to learn and to further aid in making the intellect stay andwork with the senses, I proceed to furnish a Training Method forcommitting prose and poetry to memory. 

_Endless repetition or repeating a sentence to be memorised over andover again_ is the usual process. After one perusal, however, the mindin such a case has sated its curiosity in regard to the meaning of thesentence and each subsequent repetition for the purpose of fixing it inthe memory merely makes an impression upon the eye or ear or both, andthe intellect, being unoccupied, naturally wanders away. Hence, learningby _rote_ promotes _mind-wandering_: for the Attention always wandersunless wooed to its work by all-engrossing interest in the subject whichin case of a weak power of Attention is rarely sufficient, or by =thestimulating character of the process of acquirement= which is made useof. In the Method about to be given, the intellect is agreeablyoccupied, and thereby a Habit of Attention is promoted. 

The justification for this Method is found in the Psychological maximthat the intellect can assimilate a simple idea more easily than acomplex idea, and a few ideas at a time than many ideas. 

The process of this New Method of Decomposition and Recomposition is asfollows:--Find the _shortest sentence or phrase that makes sense_ in thesentence to be memorised. Add to this short sentence or phrase, _modifiers_ found in the original sentence, always italicising each newaddition--one at a time--until the original sentence is finallyrestored. Suppose we wish to memorise Bacon's definition of education:"_Education is the cultivation of a just and legitimate familiaritybetwixt the mind and things. _" Begin with the briefest sentence and thengo on: 1. Education is cultivation. 2. Education is _the_ cultivation_of a familiarity_. 3. Education is the cultivation of a familiarity_betwixt the mind and things_. 4. Education is the cultivation of a_just_ familiarity betwixt the mind and things. 5. Education is thecultivation of a just _and legitimate_ familiarity betwixt the mind andthings. In this process, the sentence is first taken to pieces, and thenreconstructed. Finding the lowest terms, "Education is cultivation, " weproceed step by step to add modifiers until the original sentence isfully restored. 

Each time we make an addition, we recite _so much_ of the originalsentence as has hitherto been used, in connection with the _newmodifiers_ laying _special emphasis_ on the new matter as represented bythe italic words. The intellect is thus kept compulsorily anddelightfully occupied from the start to the finish. It seeks theshortest phrase or sentence and adds successively all the modifiers, making no omissions. This analyzing and synthesizing process--_thistaking to pieces and then gradually building up_ the original sentence, makes a deep and lasting First Impression. 

Every time this method is used the Attention ought to be strengthenedand mind-wandering diminished and the natural Memory strengthened inboth its Stages. 

This process admits usually of several applications in the case of along sentence. In the foregoing example, it might have proceeded thus:1. Education is a familiarity. 2. Education is the familiarity _betwixtthe mind and things_. 3. Education is the _cultivation_ of a familiaritybetwixt the mind and things. 4. Education is the cultivation of _just_familiarity betwixt the mind and things. 5. Education is the cultivationof a just _and legitimate_ familiarity betwixt the mind and things. Orwe might have taken this course: 1. Education is a familiarity. 2. Education is a familiarity _betwixt the mind and things_. 3. Educationis a _just_ familiarity betwixt the mind and things. 4. Education is ajust _and legitimate_ familiarity betwixt the mind and things. 5. Education is _the cultivation_ of a just and legitimate familiaritybetwixt the mind and things. 

 1. To keep the mind in an assimilating condition, what method is furnished? 2. What is the usual process of memorising prose and poetry? 3. After one perusal in such a process what takes place? 4. Does learning by rote promote mind-wandering? 5. Does not the attention always wander unless wooed to its work by great interest in the subject dealt with, or by the method of learning which is given? 6. How is the intellect occupied by using my method? 7. Is the habit of Attention also promoted? 8. Where is the justification of this method found? 9. Can the intellect assimilate a simple idea more easily than a complex idea? 10. Describe the process of learning by the Analytic Synthetic Method. 

ANOTHER EXAMPLE FULLY WORKED OUT. 

"Attention is the will directing the intellect into some particularchannel and keeping it there. " 1. Attention is the will. 2. Attention isthe will _directing the intellect_. 3. Attention is the will directingthe intellect _into a channel_. 4. Attention is the will directing theintellect into _some_ channel. 5. Attention is the will directing theintellect into some _particular_ channel. 6. Attention is the willdirecting the intellect into some particular channel _and keeping itthere_. Or we may take this course: 1. Attention is directing theintellect. 2. Attention is directing the intellect _into a channel_. 3. Attention is directing the intellect into _some_ channel. 4. Attentionis directing the intellect into some _particular_ channel. 5. Attentionis directing the intellect into some particular channel _and keeping itthere_. 6. Attention is the _will_ directing the intellect into someparticular channel and keeping it there. 

A LONG LEGAL DEFINITION. 

"An estate upon condition is one which depends upon the happening or nothappening of some uncertain event whereby the estate may be eitheroriginally created or enlarged or finally defeated. "

1. An estate is one. 2. An estate _upon condition_ is one. 3. An estateupon condition is one _which depends upon the happening of some event_. 4. An estate upon condition is one which depends upon the happening _ornot happening_ of some event. 5. An estate upon condition is one whichdepends upon the happening or not happening of some _uncertain_ event. 6. An estate upon condition is one which depends upon the happening ornot happening of some uncertain event _whereby the estate may be createdor enlarged or defeated_. 7. An estate upon condition is one whichdepends upon the happening or not happening of some uncertain eventwhereby the estate may be _either_ created or enlarged or defeated. 8. An estate upon condition is one which depends upon the happening or nothappening of some uncertain event whereby the estate may be either_originally_ created or enlarged or defeated. 9. An estate uponcondition is one which depends upon the happening or not happening ofsome uncertain event whereby the estate may be either originally createdor enlarged or _finally_ defeated. 

 1. In this process, what is first done with a sentence? 2. After a sentence is thus taken to pieces, what is then done with it? 3. How do we proceed after finding the lowest terms? 4. Do we revive any part of the original sentence each time we make an addition? 5. How much of it? 6. Is the intellect kept occupied in this way? 7. Does this not make a deep and lasting first impression? 8. Every time this is used what should be the result? 9. Should the natural Memory be strengthened in both stages? 10. Does this process admit of more than one application in the case of a long sentence?

MODERATION ADVISED. 

The practice of the above method is so attractive to a beginner when itis applied to single sentences, that he is apt to work at it too longat a time. Let him not at the outset analyse and reconstruct more thanfrom 3 to 4 sentences at one sitting or lesson, but let him do what heattempts in the most thorough manner, and after a time he will not findit necessary to apply this method in future memorisations. 

EXAMPLES FOR PRACTICE. 

1. A bachelor is a wild goose that tame geese envy. 

2. Law is a trap baited with promise of benefit or revenge. 

3. Conversation is the idle man's business and the business man'srecreation. 

4. Attention is adjusting the observer to the object in order to seizeit in its unity and diversity. 

5. Assimilative Memory is the Habit of so receiving and absorbingimpressions and ideas that they or their representatives shall be readyfor revival or recall whenever wanted. 

INTERROGATIVE ANALYSIS USED FOR SHORT SENTENCES. 

Interrogative Analysis or intellectual Inquisition is another and mosteffective mode of inciting the intellect to pass from a passive into anactive =assimilating= condition when trying to learn by heart as well asto help create the habit of the intellect staying with the senses. Theprocess consists of two parts: (1) _To not only ask a question on everyimportant word in the sentence to be memorised_, but, (2) _to repeat theentire sentence in reply to each question, while specially emphasising_that word of the sentence which constitutes the _answer_ to thequestion. Take the passage from Byron:--

 "Man! Thou pendulum 'twixt a smile and tear. "

1. _Who_ is a pendulum 'twixt a smile and tear? "_Man!_ thou pendulum'twixt a smile and tear. " 2. What function does man perform 'twixt asmile and tear? "Man! thou _pendulum_ 'twixt a smile and tear. " 3. 'Twixt a tear and what else is man said to be a pendulum? "Man! thoupendulum 'twixt a _smile_ and tear. " 4. 'Twixt a smile and what else isman said to be a pendulum? "Man! thou pendulum 'twixt a smile _andtear_. " 5. By what word is the relation between "pendulum" and "a smileand tear" described? "Man! thou pendulum _'twixt_ a smile and tear. " 6. Is the pendulum which man is said to be 'twixt a smile and tearaddressed in the first, second, or third person? "Man! _thou_ pendulum'twixt a smile and tear. "

The pupils will see that the above method is fundamentally unlike theordinary question and answer method. In the latter procedure, a questionis asked and the answer is given by "yes" or "no, " or by the use of oneor more words of the sentence. To illustrate: What is "man" called inthis passage? Ans. A pendulum. What swings betwixt a smile and tear?Ans. A pendulum, &c. , &c. 

 1. Define Interrogative Analysis. 2. What does it incite the intellect to do? 3. What does the process consist of? What are they?

But in my Method the aim is _to repeat as much of the sentence as ispossible informing the question and the whole of it in each reply_; andin _question and reply_ the _word_ that _constitutes the point of both_is to be especially _emphasized_, and in this way _the mind is exercisedon each word of the sentence twice_ (once in question and once inanswer), and _each word of the sentence is emphasized in reference tothe whole of the sentence_. And in all these separate steps it isimpossible for the mind to remain in a passive state, but must be_active_ and _absorbing_ throughout, and thereby a most vivid =firstimpression= is secured, and the remembrance of it assured. 

Besides the habit of exhaustively considering and weighing a sentencewhich is created by this method, it not only secures the faithfulrecollection of the passages to which it is applied, but it givesanother great advantage. What usually makes a person dull inconversation? Setting aside timidity, we find that well-informed personsare sometimes good listeners, but no talkers. Why is this? Inconversation their minds are apt to remain in a _recipient passive_state. Hence no trains of thought arise in their own minds. And havingnothing in their minds which seeks utterance, they remain quiet. Now thepractice of Interrogative Analysis compels such persons tointerrogate--to propose questions--to think. And when such mentalactivity becomes strong, it will break out in conversations byinterrogatories and critical and often original interesting remarks. 

 1. Is this method like the ordinary question and answer method? 2. How are answers given in the latter procedure? 3. What is the aim in my method? 4. How much of the sentence is repeated in each reply given to the question? 5. What word is to be especially emphasised? 6. How often is the mind exercised on each word of the sentence? 7. In all of these separate steps, is it possible for the mind to remain in a passive state? Must it not be active and absorbing throughout?

Teachers often complain that they can never induce some of their pupilsto ask questions on their tasks. The reason is that their pupils remainin a passive state of mind. Had they been thoroughly drilled inInterrogative Analysis as I teach it, they would quickly have questionsto ask on all subjects. 

I show them _how_ to interrogate. They cannot help practising thismethod. They commence with the first word of a sentence and go on to thelast. And from the numerous examples I give, they see exactly how thisis to be done in all other cases. But if I had merely told them to askquestions on the sentence to be learned, they would have had no guide orrule of procedure to follow. As I fully illustrate my Method the pupilat once knows how to proceed, and he gains confidence in his ability touse the method every time he tries it, and at length the Habit of activethinking has been formed, and he is almost sure to be an interrogatorand thinker on all subjects. 

 1. What is thereby secured? 2. Is the remembrance of the first impression assured? 3. What other great advantage does the method of Interrogative Analysis give? 4. Are all well-informed persons good talkers? 5. If not, why? 6. In conversation, in what state are their minds apt to remain? 7. Do any trains of thought arise in their own minds? 8. What does the practice of Interrogative Analysis compel such persons to do? 9. What do teachers often complain of? 10. What is the cause? 11. What does my method show them? 12. Can they help practising it? 13. Do I not fully illustrate my method? 14. Does not the pupil gain confidence by practising this method? 15. Does not the habit of active thinking thereby grow upon him?

The following sentence will be made use of as an example for practice. Ideal with it by the Analytic-Synthetic, and also by the InterrogativeAnalysis methods. 

 "The Devil hath not, in all his quiver's choice, An arrow for the heart like a sweet voice!"

1. The Devil hath an arrow. 2. The Devil hath _not_ an arrow. 3. TheDevil hath not an arrow _for the heart_. 4. The Devil hath not an arrowfor the heart _like a voice_. 5. The Devil hath not an arrow for theheart like a _sweet_ voice. 6. The Devil hath not, _in his choice_, anarrow for the heart like a sweet voice. 7. The Devil hath not, in his_quiver's_ choice, an arrow for the heart like a sweet voice. 8. TheDevil hath not, in _all_ his quiver's choice, an arrow for the heartlike a sweet voice. 

THE SAME BY INTERROGATIVE ANALYSIS. 

1. _Who_ hath not in all his quiver's choice an arrow for the heart likea sweet voice? The _Devil_ hath not, in all his quiver's choice, anarrow for the heart like a sweet voice. 2. Hath the Devil in all hisquiver's choice an arrow for the heart like a sweet voice? The Devilhath _not_, in all his quiver's choice, an arrow for the heart like asweet voice. 3. What hath not the Devil in all his quiver's choice forthe heart? The Devil hath not, in all his quiver's choice, _an arrow_for the heart like a sweet voice. 4. For what hath not the Devil in allhis quiver's choice an arrow like a sweet voice? The Devil hath not, inall his quiver's choice, an arrow _for the heart_ like a sweet voice. 5. Like what sweet thing hath not the Devil in all his quiver's choice anarrow for the heart? The Devil hath not, in all his quiver's choice, anarrow for the heart _like a sweet voice_. 6. Like what kind of a voicehath not the Devil in all his quiver's choice an arrow for the heart?The Devil hath not, in all his quiver's choice, an arrow for the heartlike a _sweet voice_. 

 "A bad workman blames his tools. "

Who blames his tools? A _bad workman_ blames his tools. What kind of aworkman blames his tools? A _bad_ workman blames his tools. What bad manblames his tools? A bad _workman_ blames his tools. How does a badworkman treat his tools? A bad workman _blames_ his tools. Whose toolsdoes a bad workman blame? A bad workman blames _his_ tools. What thingsbelonging to a bad workman does he blame? A bad workman blames his_tools_. 

 "Judgments draw interest at six per cent. "

What draw interest? _Judgments_ draw interest at six per cent. How dojudgments operate on interest? Judgments _draw_ interest at sixper cent. What do judgments draw? Judgments draw _interest_ at sixper cent. At what rate do judgments draw interest? Judgments drawinterest at _six_ per cent. A part of what sum is the interest of sixdollars which judgments draw? Judgments draw interest at six _per cent_. 

 "Effort is the price of success. "

What is the price of success? _Effort_ is the price of success. Waseffort the price of success? Effort _is_ the price of success. Whatbearing has effort on success? Effort is _the price_ of success. Effortis the price of what? Effort is the price of _success_. 

 "Truth seldom goes without a scratched face. "

What seldom goes without a scratched face? _Truth_ seldom goes without ascratched face. Does truth ever go without a scratched face? Truth_seldom_ goes without a scratched face. What does truth seldom dowithout a scratched face? Truth seldom _goes_ without a scratched face. Does truth seldom go with a scratched face? Truth seldom goes _without_a scratched face. Truth seldom goes without what? Truth seldom goeswithout a _scratched face_. What kind of a face is spoken of? Truthseldom goes without a _scratched_ face. Without what scratched thingdoes truth seldom go? Truth seldom goes without a scratched _face_. 

EXAMPLES FOR PRACTICE. 

 1. Instinct is inherited memory. 2. Books are embalmed minds. 3. Words are the fortresses of thought. 4. A name denotes objects and connotes attributes. 5. Force is depersonalised will. 6. A somnambule only acts his dream. 7. Attention is fixation of consciousness. 8. Science is organised common sense. 

The student of Interrogative Analysis can apply this method to theexamples given under the Analytic-Synthetic Method. This will give theneedful additional practice. But let him not attempt too much at any onetime. Three to four examples thoroughly studied are quite sufficient forone session or sitting. 

POEMS LONG OR SHORT EASILY LEARNED BY HEART. 

POE'S "BELLS. "

1. Before attempting to memorize any selections of Prose or Poetry, never fail _first to read it carefully_ to ascertain what it is allabout, to learn its aim and _mode of development_ and its_peculiarities_, and not least of all, to look up and note down inwriting the _meaning of unfamiliar_ words. 

2. In this poem the average reader might have to consult the dictionaryfor the precise meaning of "Crystalline" [clear, unalloyed], "Runic"[old-fashioned, mystical], "Tintinnabulation" [bell-ringing], "Monody"[a monotonous sound], "Ghouls" [imaginary evil beings supposed to preyupon human bodies], and "Pæan" [a song of triumph]. The pupil shouldunderstand that except in the rare cases where mere sound helps us, welearn wholly through the _meaning_ of the words and their _relations_between the meanings, and therefore if he fails to know the import ofany word or words in a selection, he cannot receive the full benefit ofthe methods taught in this System. 

3. The reader finds that there are four stanzas in this poem, eachdealing with a different kind of bell, _viz. _: Silver, Golden, Brazenand Iron bells. 

4. It is always best to fix in memory the order of paragraphs or ofstanzas the moment the opportunity occurs for that purpose, and here, before attempting to memorise the stanzas themselves, let the order ofthem be fixed. 

5. The order of the bells is first "silver, " second "golden, " third"brazen, " and fourth "iron. " How establish this order in mind? Silverand gold are the precious metals used for coins. They occur here in theorder of their value, "silver" being first and the cheaper, and "gold"the second and the most valuable of all. Next we have "brazen, " whichresembles "gold" in colour, and fourth and last we have "iron, " thecheapest of the four--silver, gold, brass and iron. If this analysis ofthe order of the subject-matter of the stanzas is retained, the studentis ready to take account of other things which his first perusal of thepoem has taught him. 

6. Before doing so, however, let us notice a method of the oldMnemonics, which is still taught and which should never be resorted to. It is their story-telling method. A story or narrative is invented forthe purpose of helping the student, as it is claimed, to memorise it. Inthis poem we find there are four stanzas, each occupied with a differentkind of bell. To help remember that the order of the bells is silver, gold, brass and iron, the old Mnemonics advises us to invent astory--the following will answer: A couple of lovers once took asleigh-ride, the horses carrying _silver_ bells. After a time theymarry, when wedding or _golden_ bells are used. Later on their house ison fire, when alarm or _brazen_ bells are brought into requisition, andlast of all, one of the couple dies, when the _iron_ bells were tolled. 

Whilst such a method is a novelty to the student, he might tolerate itas such, but as a memory-aid it is always unreliable, since it issomething _in addition_ to the matter to be remembered and forming nopart of it, the invented story, if remembered at all, is apt to berecalled as an integral part of the selection itself. 

7. In this first perusal the reader has noticed that there is a _certainuniformity of construction_ in the first line of each stanza, as in thefirst stanza we have: "Hear the sledges with the bells--silver bells;"in the second, "Hear the mellow wedding bells--golden bells;" in thethird, "Hear the loud alarum bells--brazen bells;" and in the fourth andlast, "Hear the tolling of the bells--iron bells. "

8. The reader has also observed that the second line in each stanzacontains a reflection in the form of an exclamation on the function orresult of the uses of the bells spoken of, as in the second line of thefirst stanza we see: "What a world of merriment their melody foretells;"in the second stanza the second line gives us, "What a world ofhappiness their harmony foretells;" the second line of the third stanzareads as follows: "What a tale of terror, now, their turbulency tells;"and in the fourth stanza the second line runs thus: "What a world ofsolemn thought their monody compels. "

9. Other points of resemblance [In. ], or of unlikeness [Ex. ], werenoticed in the reader's first perusal of this poem, and these, as wellas those already remarked upon, will greatly facilitate his learning theexact language of each stanza. 

10. Now comes the _test_. It is often said that habit is "second"nature. The Duke of Wellington more truly said: "Habit is _ten times_nature. " The reader early acquired the habit of learning prose andpoetry by the _rote_ method--the method of repeating the sentences overand over again almost endlessly till ear or eye retains the exactlanguage. 

Now, if the reader has gained a _clear conception_ of theAnalytic-Synthetic and Interrogative Analysis methods, he is sure to beconvinced of their undoubted superiority to the _rote_ method. And if hemust needs learn Poe's "Bells" before to-morrow night, he would probablyspend most of the intervening time in trying to learn it by thediscredited _rote_ method, and most likely fail in the attempt, while heis satisfied in theory that he could memorise it by one of my methods inthree hours, or in half of that time. The difficulty in his case is toinduce him to exert his willpower long enough to practise my methods inlearning not a few detached sentences, but an entire poem of 50 or 200lines; but if he does this in one instance, he effectually breaks downthe old bad habit of endless unassimilating repetition and introduces agood habit instead. He will then learn Poe's "Bells" by my methods inone-tenth, if not one-fiftieth, part of the time it would take him to doit by the _rote_ method. 

11. I here produce the poem in the hope that every one who studies mySystem will learn it by the Analytic-Synthetic method, and when he haslearned the first stanza he should then glance at my Analysis of itwhich follows the poem and compare his work with mine. Let him thenlearn the rest of the poem--and thereafter, as a genuine exercise ofhis _reviving_ power and as a training in attention, let him recall itas often as once a week for as many weeks as his desire for improvementcontinues, or until the recital of it becomes merely automatic. 

THE BELLS. 

 Hear the sledges with the bells--silver bells-- What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle, in the icy air of night! While the stars that oversprinkle All the heavens seem to twinkle with a crystalline delight; Keeping time, time, time, in a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, bells, bells, bells-- From the jingling and the tinkling of the bells. 

 Hear the mellow wedding-bells, golden bells! What a world of happiness their harmony foretells-- Through the balmy air of night how they ring out their delight! From the molten-golden notes, and all in tune, What a liquid ditty floats To the turtle-dove that listens, while she gloats on the moon! Oh, from out the sounding cells, What a gush of euphony voluminously wells! How it swells! how it dwells On the Future! how it tells of the rapture that impels To the swinging and the ringing of the bells, bells, bells-- Of the bells, bells, bells, bells, bells, bells, bells-- To the rhyming and the chiming of the bells!

 Hear the loud alarum bells--brazen bells! What a tale of terror, now, their turbulency tells! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek, out of tune, In a clamorous appealing to the mercy of the fire, In a mad expostulation with the deaf and frantic fire Leaping higher, higher, higher, with a desperate desire, And a resolute endeavor now--now to sit or never, By the side of the pale-faced moon. Oh, the bells, bells, bells! What a tale their terror tells of despair! How they clang, and clash, and roar! What a horror they outpour On the bosom of the palpitating air! Yet the air, it fully knows, By the twanging and the clanging, How the danger ebbs and flows; yet the ear distinctly tells In the jangling and the wrangling, How the danger sinks and swells, By the sinking or the swelling in the anger of the bells--of the bells-- Of the bells, bells, bells, bells, bells, bells, bells-- In the clamor and the clangor of the bells!

 Hear the tolling of the bells--iron bells! What a world of solemn thought their monody compels! In the silence of the night, How we shiver with affright At the melancholy menace of their tone! For every sound that floats From the rust within their throats is a groan. And the people--ah, the people-- They that dwell up in the steeple, all alone! And who tolling, tolling, tolling, in that muffled monotone, Feel a glory in so rolling on the human heart a stone-- They are neither man nor woman-- They are neither brute nor human--they are Ghouls: And their king it is who tolls; And he rolls, rolls, rolls, rolls a pæan from the bells! And his merry bosom swells with the pæan of the bells! And he dances and he yells; Keeping time, time, time, in a sort of Runic rhyme, To the pæan of the bells--of the bells; Keeping time, time, time, in a sort of Runic rhyme, To the throbbing of the bells--of the bells, bells, bells, To the sobbing of the bells; keeping time, time, time, As he knells, knells, knells, in a happy Runic rhyme, To the rolling of the bells--of the bells, bells, bells-- To the tolling of the bells, of the bells, bells, bells, bells, bells, bells, bells-- To the moaning and the groaning of the bells. 

 EDGAR A. POE. 

APPLICATION OF THE ANALYTIC-SYNTHETIC METHOD. 

This method can be applied in several different ways according to theidiosyncrasies of different students. One way is as follows:--"Hear thesledges with the bells--silver bells. " Applying this method, we have--1. Hear the sledges; 2. Hear the sledges _with the bells_; 3. Hear thesledges with the bells--_bells_; 4. Hear the sledges with thebells--_silver_ bells. Or, if we use the Interrogatory Analysis Methodwe could proceed thus: 1. What act of the mind do we exercise in regardto the sledges with the bells--silver bells? "_Hear_ the sledges withthe bells--silver bells. " 2. What kind of a vehicle do we hear with thebells? "Hear _the sledges_ with the bells--silver bells. " 3. What is itwe hear in connection with the sledges? "Hear the sledges with _thebells_--silver _bells_. " 4. What kind of bells do we hear? "Hear thesledges with the bells--_silver_ bells. "

We advance to the second line, which is a reflection on the facts statedin the first line. The two lines are thus connected through theoperation of cause, or occasion. [Con. ] "What a world of merriment theirmelody foretells. " We will henceforth only use the Analytic-SyntheticMethod. 1. Melody foretells. 2. _Their_ melody foretells. 3. _Whatmerriment_ their melody foretells. 4. What _a world_ of merriment theirmelody foretells. Having seen that the second line grows out of thefirst, and having memorised both we can recall them together thus:

 1. Hear the sledges with the bells--silver bells-- 2. What a world of merriment their melody foretells!

The third line runs thus: "How they tinkle, tinkle, tinkle in the icyair of night. " Melody means "a succession of agreeable musical sounds. "It is a general term--"tinkle, tinkle, tinkle, " means a species ofmusical sounds, the sounds of the bells. Thus we see that these twolines bear towards each other the relation of genus and species. Thisrelation carefully noticed will tend to hold the lines together. Let usnow apply our Method: 1. They tinkle. 2. They tinkle _in the night_. 3. _How_ they tinkle in the night. 4. How they tinkle, _tinkle_ in thenight. 5. How they tinkle, tinkle, _tinkle_ in the night. 6. How theytinkle, tinkle, tinkle, in the _air of_ night. 7. How they tinkle, tinkle, tinkle in the _icy_ air of night. Now let us recall all thelines together, thus:

 1. Hear the sledges with the bells--silver bells-- 2. What a world of merriment their melody foretells! 3. How they tinkle, tinkle, tinkle in the icy air of night!

The fourth line being very short had better be memorised in connectionwith the fifth line, and in the expression of the Analysis, we can printthe first word of the fifth line with a capital letter. The two linesare:

 4. While the stars that oversprinkle 5. All the heavens, seem to twinkle with a crystalline delight. 

Before proceeding we may notice "night" of the third line is directlyconnected with "stars" of the fourth line by Concurrence. This observedrelation will tend to cement the lines together. Using our Method wesay: 1. Stars oversprinkle. 2. _While the_ stars oversprinkle. 3. Whilethe stars oversprinkle _the heavens_. 4. While the stars oversprinkle_All the heavens_. 5. While the stars _that_ oversprinkle All theheavens. 6. While the stars that oversprinkle All the heavens _seem totwinkle_. 7. While the stars that oversprinkle All the heavens seem totwinkle _with delight_. 8. While the stars that oversprinkle All theheavens seem to twinkle with a _crystalline_ delight. So far we havelearned the following lines:

 1. Hear the sledges with the bells--silver bells-- 2. What a world of merriment their melody foretells! 3. How they tinkle, tinkle, tinkle in the icy air of night! 4. While the stars that oversprinkle 5. All the heavens, seem to twinkle with a crystalline delight. 

The _sixth_ line is in these words: "Keeping time, time, time, in a sortof Runic rhyme. " We observe that as "time" is here repeated three times, so "tinkle" was repeated three times in the third line. We must haveobserved, too, that it is "stars" of the fourth line that are said to"twinkle" in the fifth line. The two lines are as closely connected asgrammatical construction and the expression of thought could make them. And the sixth line is an obvious continuation of the description. Analytically we say: 1. Keeping time in a rhyme. 2. Keeping time, _time_, in a rhyme. 3. Keeping time, time, _time_ in a rhyme. 4. Keepingtime, time, time in a _sort_ of rhyme. 5. Keeping time, time, time in asort of _Runic_ rhyme. 

Let us now recall the six lines together. 

 1. Hear the sledges with the bells--silver bells-- 2. What a world of merriment their melody foretells! 3. How they tinkle, tinkle, tinkle in the icy air of night! 4. While the stars that oversprinkle 5. All the heavens, seem to twinkle with a crystalline delight; 6. Keeping time, time, time, in a sort of Runic rhyme. 

The seventh line is the continuation of the sixth. Keeping time to what?"To the tintinnabulation that so musically wells. " 1. Thetintinnabulation wells. 2. The tintinnabulation _that_ wells. 3. Thetintinnabulation that _musically_ wells. 4. The tintinnabulation that_so_ musically wells. 5. _To_ the tintinnabulation that so musicallywells. Wells from what? From the bells, bells--occurring altogether sixtimes more. This makes the eighth line. But some pupils say at once, "Ican never be sure in reciting the line to recall bells only seven times, no more or less. " These pupils will admit that they can be sure to saybells _four_ times, as bells, bells, bells, bells. Then, of course, theycan say bells _three_ times more, making seven times altogether. Here, then, we have the seventh and eighth lines, as follows:

 7. To the tintinnabulation that so musically wells 8. From the bells, bells, bells, bells, bells, bells, bells--

The ninth line is--"From the jingling and the tinkling of the bells. "

In the eighth line we have "bells" seven times repeated in all--bellsbeing taken in their utmost generality, viz. , _musical_ action. But inthe ninth or last line we have the very specific action of the bells, towit: "From the _jingling_ and the _tinkling_ of the bells. " We can makea short analysis, which is always better than unthinking repetition, as:1. From the bells. 2. From the _jingling_ of the bells. 3. From thejingling _and the tinkling_ of the bells. The seventh, eighth, and ninthlines are as follows:

 7. To the tintinnabulation that so musically wells 8. From the bells, bells, bells, bells, bells, bells, bells-- 9. From the jingling and the tinkling of the bells. 

Having already learned the first six lines, we have but to preface theselast three by the previous six, and we have the first stanza asfollows:--

 1. Hear the sledges with the bells--silver bells-- 2. What a world of merriment their melody foretells! 3. How they tinkle, tinkle, tinkle in the icy air of night! 4. While the stars that oversprinkle 5. All the heavens, seem to twinkle with a crystalline delight; 6. Keeping time, time, time, in a sort of Runic rhyme, 7. To the tintinnabulation that so musically wells 8. From the bells, bells, bells, bells, bells, bells, bells-- 9. From the jingling and the tinkling of the bells. 

In a similar manner, the pupil can memorise the three remaining stanzas. 

Having heretofore learned the order of the four different kinds ofbells, and having dealt with the first or "silver" bells, we know thatthe next or second stanza is concerned with the "golden" bells. Similarly, when we finish the second stanza, we know that the thirdstanza deals with the "brazen" bells, and the last with the "iron"bells. 

No further hints need be offered except perhaps in regard to the lastten lines of the last stanza. 

Notice the coincidences, the resemblances, or Inclusions, theExclusions, and the Concurrences. "Keeping time, time, time, in a sortof Runic rhyme, " occurs three times--but on the third appearance of thatphrase, there is a change which must be observed; for it bears thisform: "Keeping time, time, time, _as he knells, knells, knells, in ahappy_ Runic rhyme. " But the main difficulty with most students seems tobe to remember _the number of times_ the word "bells" is repeated in thedifferent lines. We must keep to the text and not resort to any foreignmatter to help the feeble memory. The words _pæan_, _throbbing_, _sobbing_, _rolling_ and _tolling_ occur in the lines where the "bells"are mentioned (except in that next to the last line, where "bells"occurs three times, and there is no other word in that line), and in thelast line "bells" is found once, and the words "moaning" and "groaning"appear. Memorise these seven words by Analysis, to wit: pæan, throbbing, sobbing, rolling, tolling, moaning and groaning. Thus _pæan_--a song oftriumph--might cause heart _throbbing_, an inward act accompanied in thepresent instance by _sobbing_, and this outward manifestation of griefwould be intensified by the _rolling_ of the bells and their _tolling_. _Moaning_ and _groaning_ are figurative expressions for the moaning andgroaning of the mourners. 

Now the figures 2, 4, 1, 4, 8, 1 (easily learned by analysis as 2, 4, 1and 4, 8, 1, or 2, 4 with 1 following, and 4, 8, with 1 following, or 2, 4 with 1 following, and [double 2, 4] 4, 8 and 1 following) give the_number of times_ the word "bells" occurs in connection with the wordsjust learned. Opposite the line where _tolling_ occurs we have marked 8, since "bells" occurs in that line five times and three times in thenext line, where no other word is found. 

 Keeping time, time, time, in a sort of Runic rhyme, 2. To the _pæan_ of the bells--of the bells; Keeping time, time, time, in a sort of Runic rhyme, 4. To the _throbbing_ of the bells, of the bells, bells, bells, 1. To the _sobbing_ of the bells; keeping time, time, time, As he knells, knells, knells, in a happy Runic rhyme, 4. To the _rolling_ of the bells, of the bells, bells, bells, 8. To the _tolling_ of the bells, of the bells, bells, bells, bells, Bells, bells, bells; 1. To the _moaning_ and the _groaning_ of the bells. 

Carrying these suggestions to the text, they help fix the exact numberof times the word "bells" occurs in each line. There are otherlegitimate ways to assist a poor memory to master these lines, butwhatever is done let no one ever think of resorting to the unthoughtive, brainless process of endless repetition. 

Poe's "Bells, " being a difficult selection to learn, furnishes, as alldifficult selections do, numerous opportunities for applying Analysis tofix the lines in memory. Hence it should be _mastered_ and often recitedby all who would learn to memorise poetry or prose, in, at the veryleast, _one-fifth_ of the time required by the old mind-wanderingprocess of _rote_ learning. 

ANALYTIC SUBSTITUTIONS. 

ANOTHER METHOD FOR REMEMBERING DATES AND FIGURES. 

This lesson in figures is given for the benefit of those who have notyet mastered NUMERIC THINKING. The pupil will appreciate its practicalvalue the moment he masters the key to it. 

This is given in the next few pages, and it will be found to be easy ofcomprehension and interesting to a surprising degree. 

The whole thing is in a nutshell. Numbers, as such, are abstractions andhard to be remembered. To make them hard to forget, we translate theminto words or phrases. These are easily remembered and they alwaysinstantly _give back_ the figures they stand for. 

We represent the figures 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0, by certain_consonants_; and then, as the vowels [a, e, i, o, u, and y, togetherwith w] have _no numerical_ value assigned to them, we turn dates or anynumbers into translating _words_, which will always tell us preciselythe figures the words stand for. 

As this simple process enables us to remember any dates or numbers with_absolute certainty_, the pupil will be pleased to know that he canlearn _how it is done_ by only _one thoughtful_ perusal. 

The questions at the bottom of each page constitute an invaluable aid totest the accuracy of his knowledge and the correctness of hisinferences. 

 1. Is it possible to exaggerate the importance of this lesson? 2. When will the pupil appreciate its practical value? 3. Where is this key given? 4. Are numbers hard to remember? 5. How do we make them hard to forget? 6. By what are the figures represented? 7. What letters have no numerical value assigned to them? 8. What do the questions at the bottom of each page constitute?

The nought and the nine digits are _represented_ by the following_consonants_ when they are _sounded_ or _pronounced_; viz. , 0 (nought)by s, z, or c^soft as in cease, 1 by t, th, or d, 2 by n, 3 by m, 4 byr, 5 by l, 6 by sh, j, ch, or g^soft as in the first g of George, 7g^hard as in Gorge, k, c^hard as in _c_ane, q, or ng, 8 by f or v, and 9by b or p. 

Ample practice in translating the sounded consonants of words intofigures, or of figures into the sounded consonants of words will now begiven. If the reader can _remember_ the foregoing consonant equivalentsof figures in connection with the tabulated Figure Alphabet on the 74thpage of this lesson, he can at once pass on through the book. If not, hemust carefully study the intervening pages with painstaking--for whenonce learned, no further difficulty can arise. 

The tabulated Figure Alphabet on the 74th page of this lesson expressesthe consonant values of the nought and nine digits in perpendicularcolumns, as under nought (0) are placed _s_, _z_, and _c_^soft; undernine are placed _b_ and _p_; under six are placed _sh_, _j_, _ch_, and_g_^soft, &c. Only those who possess first-rate natural memories canlearn the equivalents of the sounded consonants in figures from thistable. But when learned in this way, the pupil requires much practice intranslating words into figures and figures into words. Even thisexceptional pupil had better carefully study the ensuing examples. 

The first thing to be done is to learn _which_ consonants are used tostand for and represent the nought (0) and 1, 2, 3, 4, 5, 6, 7, 8 and 9. Let the student remember that we use vowels to make words with, but wedo not give the vowels [a, e, i, o, u], or w, or y, _any number valuewhatever_. 

WE REPRESENT THE NOUGHT OR CYPHER [0] BY THE CONSONANTS S, Z, OR C^soft[AS IN _CEASE_]. 

The figure value of "sew, " therefore equals or is represented by acipher [0]. S = 0, and the vowel "e" and the consonant "w" have _no figurevalue_. Cannot the student understand at once that {S}ay = 0, {S}ee = 0, Ea{s}e = 0, I{s} = 0, and {Z}oe = 0, and {S}ei{z}e = 00, {S}i{z}e = 00, {S}au{c}e = 00?

The following is another way of fixing in mind this first rule. 

If the capital letter =S= were cut into two parts, and the bottom halfattached to the top half, it would make a nought (=0=). _So it is easy toremember that S represents =0=. _ C^soft as in _cease_ has the same soundas S, and should therefore stand for the same figure, _viz. _, 0; and Zis a cognate of S--that is, it is _made by the same organs of speech inthe same position_ as when making S, only it is an undertone, and S is awhispered letter. Besides Z should represent =0= because it begins theword Zero--C^soft should also stand for =0= for the additional reason thatC^soft begins the word cipher. _In translating a word into figures wealways turn S, Z, or C^soft into nought (0); in turning figures intowords we always translate a nought (0) into S, Z, or C^soft. _

 1. What is the first thing to be done? 2. What must the student remember in connection with vowels? 3. By what do we represent the cipher? 4. What other way is given for fixing the first rule in the mind? 5. What is meant by a "cognate"? 6. What kind of a letter is S?

1 IS REPRESENTED BY THE CONSONANT "T, " "TH, " OR "D. "

{T}oy = 1. As "t" stands for 1, and o and y are vowels, and have nofigure value, the numerical value of Toy _must_ be 1. 

{Th}ee = 1, {Th}ou = 1, {D}ay = 1, {D}ew = 1, {Th}i{s} = 10, {Th}u{s} = 10, {D}oe{s} = 10, {T}ie{s} = 10, {T}oe{s} = 10, {D}ee{d} = 11, {D}o{th} = 11, {T}o-{d}ay = 11, {T}a{t}too[B] = 11, {T}u{t} = 11, {T}oa{d} = 11, {T}ie{d} = 11, {S}a{t} = 01, {S}ai{d} = 01, {S}ea{t}= 01, {D}ay{s} = 10, {T}oy{s} = 10, {Th}e{s}e = 10, {Th}o{s}e = 10. 

[B] See rules on page 72. 

"t" stands for 1, because it is made with _one_ downward stroke. "h" hasno figure value except when it is united with "s" or "c" in sh or ch, and therefore "th" _must_ represent 1, and d, being the cognate of "t, "it is represented by 1. Hence we translate "t, " "th, " and "d" by thefigure 1, and when we want to represent 1, by letters, we translate itinto t, th, or d. 

2 IS REPRESENTED BY "N, " because it is made by two downward strokes. {N}o = 2, A{n}y = 2, O{n}e = 2, {N}oi{s}e = 20, {N}i{c}e = 20, {N}e{s}{t} = 201, {N}o{t}e = 21, {Th}e{n} = 12, {N}u{n} = 22, {N}a{n} = 22, {S}o{n} = 02, {S}i{n}e = 02, {Z}o{n}e = 02, {N}i{n}e = 22, {Z}e{n}o = 02, {S}ow{n} = 02. 

3 IS REPRESENTED BY "M, " because the written m is made by _three_downward strokes. Ai{m} = 3, {S}u{m} = 03, {M}u{m} = 33, {M}ai{m} = 33, {M}o{n}ey = 32, {M}o{th} = 31, {M}oo{n} = 32, {M}a{n} = 32, {M}o{n}{th} = 321, A{m}e{n}{d}{s} = 3210, {Th}i{n} = 12, E{n}e{m}ie{s}= 230, Ho{m}e = 3. 

4 IS REPRESENTED BY "R, " because it terminates the word _four_ inseveral languages. Ai{r} = 4. A and i are vowels, and count for no figurevalue in Air, and hence that word represents only the figure 4. Wi{r}e = 4, {R}ow = 4, Wo{r}{t} = 41, W{r}a{th} = 41, Wo{r}{th} = 41, {R}i{d}e = 41, Hei{r}{s} = 40, {R}ui{n}{s} = 420, {R}oa{s}{t} = 401, {R}u{m} = 43, {R}oa{r} = 44, {S}au{c}e{r} = 004, {S}wo{r}{d}{s}{m}a{n} = 041032, {R}a{z}o{r}{s} = 4040, A{r}i{s}e{n} = 402, He{r}{m}i{t}{s} = 4310. 

 1. In translating a word into figures, what do we always do? 2. By what letters is the figure 1 represented? 3. Why does "t" stand for 1? 4. When does the letter "h" have a figure value? 5. By what is 2 represented? 6. Why? 7. How do we represent 3? 8. Why? 9. By what consonant is 4 represented? 10. Why?

5 IS REPRESENTED BY "L, " because in the Roman alphabet L stood for 50, and we disregard the cipher and make it stand for 5 only--as, Oi{l} = 5. O and i, being vowels, may be _used_ in a word, but having no figurevalue, do not change the numerical value of the word; therefore thefigure value of "oi{l}" is 5, the same as though the "l" stood alone. {L}ay = 5, {L}aw = 5, Ho{l}y = 5, Awhi{l}e = 5, Whee{l} = 5, {L}i{t} = 51, Wea{lth} = 51, {L}a{d} = 51, {S}o{l}o = 05, {S}a{l}e{s} = 050, {S}{l}owe{r} = 054, {L}a{n}e = 52, A{l}o{n}e = 52, {L}a{m}a = 53, Ea{r}{l}ie{r} = 454, Who{l}e{s}a{l}e = 505, U{n}{m}i{l}i{t}a{r}y{n}e{s}s = 2351420. 

6 IS REPRESENTED BY "SH, " "J, " "CH, " AND "G^soft. " WE HAVE THE LETTERVALUES OF 6, THROUGH THE INITIAL CONSONANTS OF THE PHRASE: (Six), {Sh}y{J}ewesses {Ch}ose {G}eorge. In the following words, the vowels have nofigure value, hence in translation are never counted. {Sh}ow = 6, {J}oy = 6, Ha{tch} = 6, Hu{g}e = 6, {S}a{g}e = 06, {Ch}ea{t}{s} = 610, {Sh}e{d} = 61, {Sh}ea{th} = 61, {Sh}o{t} = 61, {G}i{n} = 62, {Sh}i{n} = 62, {J}ea{n} = 62, {Ch}i{n} = 62, {G}e{m} = 63, {J}a{m} = 63, {Sh}a{m}e = 63, {Ch}i{m}e = 63, U{sh}e{r} = 64, {J}u{r}y = 64, {Ch}ai{r} = 64, Wa{g}e{r} = 64, {Sh}a{l}l = 65, {J}ai{l} = 65, {Ch}i{l}l = 65, {G}e{ntl}e = 6215, {J}ewi{sh} = 66. 

7 IS REPRESENTED BY "G^hard" "K, " "C^hard" "Q, " AND "NG. " WE FIND THELETTER EQUIVALENTS OF 7 IN THE INITIAL CONSONANTS OF THE PHRASE:(Seven), {G}reat {K}ings {C}ame {Q}uarrelli{ng}. We thus use thetermination "ng" to express 7. Ho{g} = 7, {K}ey = 7, {C}ue = 7, You{ng} = 7, Yo{k}e = 7, Wi{g} = 7. As no vowels have any figurevalue, they cut no figure in translating into numbers. {D}e{ck} = 17, {D}e{s}{k} = 107, {K}i{d} = 71. {S}{k}a{t}e = 071, A{s}{k} = 07, A{s}{k}i{ng} = 077, {S}{k}e{tch} = 076, {S}{q}ui{r}e = 074, {C}a{s}e{s}= 700, {G}a{t}e = 71, E{g}a{d} = 71, {K}i{t}e = 71, {Q}uo{t}e = 71. Thisfirst "{g}" is hard (7) and the second "{g}" is soft (6) in{G}an{g}es. The "{g}" in Governor is hard and in General is soft in{G}overnor-{G}eneral. The first "{c}" is hard (7) and the second "{c}"is soft (0) in a{c}{c}i{d}e{n}{t},  = 70121, Ha{g}g{l}e = 75, A{c}{m}e = 73, {C}a{n}no{n} = 722, {G}ui{t}a{r} = 714, {S}{q}uea{k} = 077. 

WE REPRESENT 8 BY "F" AND "V, " BECAUSE YOU CAN IMAGINE A WRITTEN "F" TOBE AN ELONGATED 8, AND "V" IS A COGNATE OF "F, " hence equivalent to thesame number; as, Wi{f}e = 8, Wo{v}e = 8. The vowels, although used inthe words, have no figure values, neither do "w, " "y, " or "h, " when nota part of "sh" or "ch. " {S}a{f}e = 08, {S}a{v}e = 08, I{v}y = 8, Hi{v}e = 8, {F}oe = 8, {D}i{v}e = 18, E{d}i{f}y = 18, {T}i{f}f = 18, {Th}ie{f} = 18, {Th}ie{v}e = 18, {T}ou{gh} = 18, E{n}ou{gh} = 28, {N}a{v}y = 28, K{n}a{v}e = 28, {N}e{f}a{r}iou{s} = 2840, {M}u{f}f = 38, {M}o{v}e = 38, {R}u{f}f = 48, {R}oo{f} = 48, {R}ou{gh} = 48, {R}e{v}iew = 48, A{l}i{v}e = 58, A{l}oo{f} = 58, {L}ea{v}e = 58, {L}ea{f} = 58, A{lph}a = 58, {Sh}ea{f} = 68, {Ch}a{f}f = 68, {J}o{v}e = 68, {Sh}a{v}e = 68, {Sh}o{v}e = 68, {C}a{v}e = 78, {C}al{f} = 78, {G}a{v}e = 78, {C}ou{gh} = 78, {Q}ua{f}f = 78, {Q}ui{v}e{r} = 784, {F}i{v}e = 88, {F}i{f}e = 88, {F}eo{f}f = 88, {F}i{fth} = 881, {V}i{v}i{d} = 881, {F}a{c}e{s} = 800. 

9 IS REPRESENTED BY "B" AND "P. " (Nine) {B}eautiful {P}eacocks wouldindicate the figure value of 9, in the initial consonants of"{b}eautiful {p}eacocks. " {B}ee = 9, and the two vowels "ee" have nofigure value. {B}ow = 9, {P}ie = 9, {P}ew = 9, {P}ay = 9, A{p}e = 9, U{p} = 9, {B}y = 9, {B}a{s}e = 90, {B}ia{s} = 90, {P}o{s}e = 90, {P}au{s}e = 90, {B}oa{t} = 91, {B}o{th} = 91, {B}ea{d} = 91, {B}ea{n} = 92, {B}o{n}e = 92, {P}o{t} = 91, {P}a{th} = 91, {P}a{d} = 91, {P}i{n}e = 92, {B}ea{m} = 93, {B}a{r} = 94, {B}a{l}e = 95, {B}a{dg}e = 96, {B}u{sh} = 96, {B}u{f}f = 98, {B}a{b}y = 99, {P}oe{m} = 93, {P}ai{r} = 94, {P}i{l}e = 95, {P}u{sh} = 96, {P}a{g}e = 96, {P}u{f}f = 98, {P}i{p}e = 99, {P}o{p}e = 99, {P}ac{k} = 97. 

 1. Why is 5 represented by "L"? 2. By what is 6 represented? 3. Through the initial consonants of what sentence, not considering the six in brackets? 4. Where do we find the letter equivalents of 7, not regarding the seven in brackets? 5. What termination do we also use to express 7? 6. If the termination "ng" represent 7, what is the figure value of Singing? 7. Give the figure value of Hong-kong. 8. By what two consonants do we represent 8? 9. Why? 10. Give the figure value of the vowels in these illustrations, if you find they have any value. 

The representatives of the figures from 0 up to 9 are given in theinitial consonants of the ten subsequent phrases following thefigures:--

 "{S}i{d}{n}ey {M}e{r}{l}i{sh} {g}a{v}e a {b}ow"[C] = 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. 

 Nought (0) {S}o {Z}ealous {C}eases. One (1) {T}ankard {th}is {D}ay. Two (2) {N}ostrils. (or 2 {N}ations. Ex. 35, 10; 37, 22. ) Three (3) {M}eals. (or 3 {M}ighty {M}en. 2 Sam. 23. ) Four (4) {R}oads. (or 4 {R}ings. Ex.  25,  26; 38,  5. ) Five (5) {L}oaves. (Matt.  14; Mark 6; Luke 9. ) Six (6) {Sh}y {J}ewesses {Ch}ose {G}eorge. Seven (7) {G}reat {K}ings {C}ame {Q}uarrelli{ng}. Eight (8) {F}old {V}alue. (or 8 '{V}arsity {F}ellows. ) Nine (9) {P}in {B}owling. 

[C] Gouraud said: "{S}a{t}a{n} {m}ay {r}e{l}i{sh} {c}o{f}fee {p}ie. "

This explanation is a help to remember the _letter-values of thefigures_. Another way to fix these values in mind for permanent use isto turn _words into figures_, as in going through an ordinaryspelling-book. This practice quickly enables you to _turn figures intowords_, and to translate them back into figures. Facility will beattained long before the lessons are completed. But this lesson, _thoroughly_ studied, will secure the needful proficiency. 

 1. By what two consonants is the figure value of 9 represented? 2. What are represented in the initial consonants of the ten Phrases here given, not including, of course, the words before the figures in brackets? 3. Are these sentences of any help in remembering the letter values of the figures? 4. What other way is there to fix these values in mind? 5. What does this practice enable you to do?

RULES. 

_Not to be glanced at or skipped, but to be carefully studied. _

1. --Two consonants of the _same kind_ with no vowel between, provided they have the _same_ sound, are treated as one consonant, as "ll" = 5, "nn" = 2, "rr" = 4, "dd" = 1, &c. The first two consonants have different values in the word "accident" = 70121. 

2. --All _silent_ consonants are _disregarded_, as "b" in "Lam_b_" = 53, "Com_b_" = 73, or in "Tom_b_" = 13. "_Ph_" and "_h_" in "_Ph_t_h_isic" = 107; "_gh_" in Bou_gh_t = 91; "_k_" in _K_now = 2; "_gh_" in Nei_gh_bours = 2940; "l" in Cou_l_d = 71, or in Psa_l_m = 03. 

3. --The _equivalents_ of the figure-consonants have the _same value_ as those consonants themselves, as "gh" in "{T}ou{gh}" = 18, "gh" in E{n}ou{gh} = 28; "gh" in {R}ou{gh} = 48. "{Ph}{r}a{s}e" = 840, "{N}y{mph}" = 238, "{L}o{ck}" = 57. "N" sometimes sounds like ng, and so represents 7, as in "Bank" (977) which _sounds_ like "bang" (not "ban") with a "k" after it; ng are not always taken together as one sound and translated into 7, but when they sound separately are treated separately, as in engage = 276[D]. X = gs or ks = 70, as in example = 70395; in oxygen = 7062. Sometimes X = Z, as in Xerxes = 04700, and then it = 0. Ci and ti, and sometimes si and sci = sh, as gracious = 7460; Nation = 262; Conscience = 72620. Dge = j, as in Ju{dge} = 66. Tch = ch = 6, as in ditch = 16 (it rhymes with rich = 46). Ch sometimes = k, as in {Ch}ristmas = 74030. S and z sometimes = zh, which is the cognate equivalent of sh = 6, as in pleasure = 9564, and in Crozier = 7464. Acquiesce = 70, excrescence = 7074020. 

[D] Pupils who have a poor ear for sounds sometimes fail to note when"n" sounds like "ng" and so means 7 instead of 2. Let them study thewords "ringer" (474), "linger" (5774), and "ginger" (6264). The firstsyllable of "linger" rhymes with the first of "ringer" and not with thefirst of "ginger;" it rhymes with "ring" and not with "gin;" and if thefirst syllable of "ringer" is 47, the first of "linger" must be 57; butthe second syllable of "linger" is "ger, " while the second syllable of"ringer" is only "er. " So "linger" is pronounced as if spelled"ling-ger, " the "n" sounds like "ng. " "Ringer" is pronounced"ring-er, " and "ginger" as if spelled "gin-ger. "

 1. When will facility be attained? 2. Are these rules to be carefully studied? 3. Repeat the first rule. 4. What value is given to silent consonants? 5. What have the same value as the consonants themselves? 6. What does the consonant "N" sometimes sound like? 7. What value is assigned to it in such cases? 8. What is the consonant X equal to?

4. --No notice is taken of any _vowel_ or of w (war = 4) or y (yoke = 7), or of h (the = 1) except as part of ch or sh. Words like Weigh, Whey, &c. , having no figure values, are never counted. If one word ends with, and the next word begins with, the _same_ consonant, they are both reckoned, as That Toad = 1111. 

HOW TO DEAL WITH DECIMAL FRACTIONS. 

The pupil may skip the next paragraph if not wishing to deal withdecimals. 

[As a rule, it is better not to use words _beginning_ with S, except totranslate _decimals_ and _fractions_, and Date-words where a _doubt_might otherwise arise (unless in a phrase like "To see Jiji, " "delay aspy, " &c. ); and in case of the _decimals_, S, as the _initial_ letter, means (not 0, but) the decimal point. (1) If there is an integerfollowed by a decimal, two separate words are used; the decimal-wordbegins with S, thus: 945. 51 = barley sold; 71. 3412 = "good Samaritan. "(2) If it is a decimal by itself, the S indicates the decimal pointonly; . 01 = society; . 02 = Susan; . 94 = sparrow. (3) If it is a vulgarfraction, the words translating numerator and denominator begin with S, and the S's are not counted, the numerator-word coming first, and thedenominator-word last; thus 5/12 = sell Satan. ]

As to Date-words, just _before_ the Christian Era you may use an initialS [or the vowel A, or any other vowel], as, Stir would mean 14 B. C. [Before Christ]; and, of course, Tower would mean 14 A. D. [for _AnnoDomini_--in the year of our Lord]; Soar = 4 B. C. , and Rue = 4 A. D. In aDate-word like Trial, to express 145 B. C. , no doubt could arise; if thePupil knows the contemporary history, he could not imagine it could be290 later, or 145 A. D. If he fears he might not remember that it wasB. C. He could remove all doubt by using the word Stroll, or any otherword which translates 145 and begins with S. 

 1. Do we ever take any notice of a vowel? 2. Are there any words which do not have a figure value, and if so, what are they? 3. When do we use the letter "S" in dealing with decimals? 4. When does "S" indicate the decimal point? 5. When are two separate words used? 6. In such cases, with what does the decimal word begin? 7. In case of a vulgar fraction, what words begin with "S"? 8. Are the S's then counted? 9. Which word comes first?10. How may we deal with date-words which express the time of events before the Christian Era?11. After?

For convenience of reference I now give the figure Alphabet tabulated. 

 --------+----+---+---+---+---+--------+--------+---+---- 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 --------+----+---+---+---+---+--------+--------+---+---- S | t | n | m | r | l | sh | g^hard | f | b Z | th | | | | | j | k | v | p C^soft | d | | | | | ch | c^hard | | | | | | | | g^soft | q | | | | | | | | | ng | | --------+----+---+---+---+---+--------+--------+---+----

If the pupil has mastered the Figure Alphabet he will proceed with thegreatest satisfaction and profit. If he has not mastered it, let himcarefully review the foregoing pages of this chapter, and then he canadvance with the assurance of meeting no difficulties. 

 1. Write the Figure Alphabet from memory. 2. If the pupil has not thoroughly mastered this alphabet, what is required of him? 3. If the pupil must review the foregoing six pages, let him find words himself which spell the figures. 4. Is not such a course much better than merely to read over the examples and illustrations which I give? 5. Is it easy to find words with which to translate dates and numbers?

HOW TO FIND WORDS WITH WHICH TO TRANSLATE DATES AND NUMBERS. 

It is a simple and easy process; knowing exactly what consonants areused to represent each of the numbers, you simply write at the side ofthe numbers to be turned into words the consonants which stand for them;and using any vowels you please, you find out by experimenting whatwords can translate the figures. Suppose you wish to find out what wordswill translate the date of the settlement of Jamestown, Va. , 1607. Youplace the figures under each other as below, and then you place at theright hand of each figure the consonants which translate it. 

 1 = t, th, d. 6 = sh, j, ch, g soft (as in gem), 0 = s, z, c soft (as in cease). 7 = g hard, k, c hard, q, and ng. 

By experimenting you soon find the following phrases will represent1607; as, "A {D}u{tch} {S}o{ng}, " "{D}a{sh} a {S}a{ck}, " "{T}o wa{sh} a{S}o{ck}, " "{Th}e {Ch}oo{s}i{ng}, " "{Th}e {Ch}a{s}i{ng}, " "{T}ou{ch}e{s}a {K}ey, " &c. 

Try the date of the adoption of the Constitution of the United States, 1787. Writing down the numbers as before, you place t, th, d, opposite1; g hard, k, c hard, q, ng, opposite 7; f and v, opposite 8; g hard, k, c hard, q, and ng, opposite 7; and then you soon find translating words, as follows: "{T}o {g}i{v}e a {K}ey, " "{Th}e {g}i{v}i{ng}, " "{Th}e{q}ua{f}fi{ng}, " "{Th}e {C}ou{gh}i{ng}, " &c. 

In all cases you must carefully comply with the rules and explanationsheretofore given. A little practice will enable you to dispense withwriting down the figures and the consonants which represent them; but atfirst pains must be taken in the above way to secure accuracy. 

 1. What would be your method of procedure? 2. What must be done in all cases? 3. What will a little practice enable you to do? 4. What must be done to secure accuracy at first? 5. Deal with an original date in the way indicated here. 6. In dealing with the date of the foundation of Yale College, would the phrase "taxes due" express 1701? 7. If not, why? 8. Can you translate into a word or phrase the date of your own birth? 9. Translate into words or phrases the birth and death dates of some of the historic characters which you admire most. 10. Keep a record of these words or phrases for future examination. 

Try 1636, the date of the founding of Harvard College: You obtain"{D}a{sh} a {m}i{dg}e, " "{Th}e {ch}u{m} a{g}e, " "{T}ea{ch} {m}u{ch}, ""{T}o {sh}ow {m}y {j}oy, " &c. 

The founding of Yale College in 1701 gives: "{T}oo{k} a {s}ea{t}, ""{Th}e {c}o{s}{t}, " "{Th}e {q}ue{s}{t}, " "{Th}e {c}a{s}{t}, " "A {t}a{x}{d}ue, " or "{T}oo{k} a {c}i{t}y, " &c. 

Sometimes the first consonants only of words are used. Comenius, Educational Reformer (things before words, pictured illustrations, &c. )and Moravian Bishop, was born 1592: or (1) {Th}ings (5) We{l}l (9){P}ictured (2) {N}ow. He died 1671; or A (1) {T}eaching (6) {Ch}urchman(7) {G}ave (1) Ou{t}. 

SYNTHETIC TRANSLATION OF FIGURES. 

_When the word or phrase used to translate figures sustains no relationof In. , Ex. , or Con. , to the event itself, that word or phrase issynthetic and is dealt with hereafter. _

Nearly all the translating words given in this section so far aresynthetic. "The coughing, " sustains no relation of In. , Ex. , or Con. , tothe adoption of the Constitution of the U.  S. , and is thereforerelegated to the next chapter for the method of cementing it to thatevent if we were obliged to use that phrase. 

Synthesis will be sometimes hereafter resorted to to connect in ourminds an event to its date. When this will be necessary, the sequel willshow. 

ANALYTIC DATE AND NUMBER WORDS. 

_When the word or phrase which translates the date or number sustainsthe relation of In. , Ex. , or Con. , to the event or fact itself, thatword or phrase is analytic, and is memorised by merely assimilating thatrelation. _

Different ways of expressing figures by words, phrases, or sentencesthat are self-connected to the fact or event will now be given. 

1. SOMETIMES ALL THE SOUNDED CONSONANTS OF A WORD OR PHRASE ARE USED. 

Room-mates in college are called "chums. " Harvard College--the oldestCollegiate Institution in America--really introduced "the chum age" inAmerica. The formula for the date of its foundation in 1636 may bethus expressed--Harvard College founded; {th}e {ch}u{m} a{g}e [1636]. 

The annual production of iron in America is said to be _six million fourhundred and twenty-seven thousand, one hundred and forty-eight_ tons. These figures may be analytically expressed thus: "Hu{g}e i{r}o{n} we{g}e{t} {r}ou{gh}" [6, 427, 148 tons]. 

The great wall of China is 1, 250 miles long. This may be expressed thus:"{Th}ey {n}ow a high Wa{l}l see" [1250]. 

A characteristic of Herbert Spencer is the accuracy of his definitions. His birth, in 1820, may be indicated by this significant phrase: "He{D}e{f}i{n}e{s}" [1820]. 

2. SOMETIMES ONLY THE INITIAL CONSONANTS OF THE WORDS OR PHRASES ORSENTENCES ARE USED. 

Caius Julius Cæsar was born 100 B. C. , and he died 44 B. C. His birth maybe expressed by the phrase, (1) "{Th}e (0) {S}tripling (0) {C}æsar;" andhis death by a phrase which declares that his death was the remoteresult of his crossing the Rubicon, thus: (4) "{R}ubicon's (4){R}evenge. "

Marcus Tullius Cicero was born 106 B. C. , and he died 43 B. C. His birth:(1) "{T}ullius (0) {C}icero's (6) {Ch}ildhood. " His death: (4) "{R}emove(3) {M}arcus. " [In allusion to the order for his death. ]

The height of Egypt's greatest pyramid is 479 feet, or (4) "Wo{r}ld's(7) {G}reatest (9) {P}yramid. "

The city of Melbourne was named after Lord Melbourne in 1837, or (3)"{M}elbourne (7) {Ch}ristened. "

It will be convenient to consider all compound names of cities or placesas if they were single words, using only the initial consonant of thefirst of the names, as (2) {N}ew-York, or (2) {N}ew-Amsterdam, or (2)U{n}ited-States, etc. 

New York City [at first known as New Amsterdam] was settled by the Dutchin 1626, or New York founded: (1) "{D}utchmen (6) {Ch}ose (2){N}ew-Amsterdam (6) {J}oyfully. "

Virginia was settled at Jamestown in 1607. This date may beanalytically expressed thus: (1) "{Th}en (6) {J}amestown (0) Wa{s} (7){C}olonized. "

The exact population of the United States, according to the census of1880, may be expressed through the initial consonants of the followingsentence: "A (5) {L}ate (0) {C}ensus, (1) 'Eigh{t}y's' (8) {F}urnishes(9) {P}recise (2) U{n}ited-States (0) {S}overeign (9) {P}opulation, " or50, 189, 209. 

The _exact_ population of the United States declared in June, 1890, commonly called the _census of "ninety, "_ was stated as _sixty-twomillions six hundred and twenty-two thousand two hundred and fifty_, or"A (6) {G}eneral (2) E{n}umeration (6) whi{ch} (2) U{n}doubtedly (2)I{n}dicates (2) '{N}inety's' (5) {L}arge (0) {C}ensus. " 62, 622, 250, orfor the last three figures we could say: (2) U{n}ited States' (5){L}arge (0) {C}ensus. 

Before the close of the year 1890 an official census of the Whites andIndians on the Indian Reservations added 243, 875 to the above number, making the total population of the United States in 1890, 62, 866, 125. A(6) {G}eneral (2) E{n}umeration (8) O{f}ficially (6) S{h}ows (6) {J}ust(1) {Th}e (2) {N}umber (5) {L}iving. Now (1895) it is computed to be67, 000, 000 [to express the round numbers of millions, we could say, (6){J}ust (7) {G}overnment or (6) {Ch}arming (7) {C}ountry]. 

The birth of Herbert Spencer, in 1820, may be expressed thus: (1)A{d}vent (8) o{f} (2) I{n}fant (0) {S}pencer, or (1) {Th}e (8) {F}uture(2) "U{n}knowable" (0) {S}pencer, (2) I{n}fant (0) {S}pencer. Severaldifferent ways of expressing the _same date_ will be given in a fewcases. 

It is often convenient for a teacher, and others, to recall the numberof a page of a book in which a citation is found. In Prof. WilliamJames's Psychology Abridged for Schools and Colleges, the chapter onHabit begins on p.  134, or "(1) {Th}e (3) {M}ould (4) {R}ules;" thechapter on Will begins on p.  415: "A (4) {R}esolve (1) {D}enotes(5) Wi{l}l;" the chapter on Attention begins on p.  217, or "(2) {N}otice(1) A{t}tention's (7) {Q}ualities;" the chapter on Association begins onp.  253, or (2) "{N}ow (5) He{l}p (3) {M}emory;" and that on Memory onp.  287, or "(2) I{n}tellect (8) {F}orbids (7) {C}ramming. " Prof. Loisette's New York Office is in Fifth Avenue at No.  237, or "A (2){N}ew (3) {M}emory (7) {G}iven, " or "A (2) {N}ew (3) {M}emory (7)A{c}quired. " His London Office was formerly at 37 [a {m}emory {g}ained]New Oxford Street. It is now at _200 Regent Street, London_ [(2) {N}ow(0) {S}ecure (0) A{s}similation]. 

3. SOMETIMES THE FIRST TWO CONSONANTS OF A WORD ARE USED. 

Sheridan's famous ride occurred in 1864. In dates of the last andpresent century it is usual to indicate the last two figures of thedate. 64, therefore, is all we need express. Formula: Sheridan's ride in1864--(64) {Ch}ee{r}s; or, (64) {Sh}e{r}idan. The Pennsylvania WhiskyRebellion took place in 1794; or, (94) {B}{r}ewery. 

4. SOMETIMES THE FIRST AND LAST CONSONANTS OF A WORD ARE USED, ANDSOMETIMES TWO CONSONANTS IN THE MIDDLE OF A WORD. 

These devices are rarely resorted to, but if ever used, they must bethoroughly assimilated. Battle of Waterloo was fought in 1815; 15 may befound in the _t_ and _l_ of (15) Wa{t}er{l}oo. Herbert Spencer was born, as we have already seen, in 1820. The 20 may be found in the _n_ and _c_of Spe{n}{c}er. 

5. Never, on any account, use the same word to express two differentdates; as, its first two consonants for one date and its two middle, orits first and last consonants, to express another date. 

6. _Never fail to carefully analyse the relations between the fact orevent and its date or number word. _

SUBJECT TO THE EXCEPTIONS HEREAFTER NAMED, ALL DATES AND NUMBERS SHOULDBE EXACTLY EXPRESSED IN THE DATE OR NUMBER WORDS. 

Alexander the Great was born 356 B. C. And died in a drunken debauch323 B. C. His birth: (3) {M}acedonia's (5) A{l}exander a (6) {Ch}ild. Hisdeath: A (3) {M}acedonian's (2) I{n}ebriation (3) {M}ortal. Severalmnemonists of the old school have for the past forty years used thephrase "Rise, Sire, " to express the date of the creation of the world, which according to the accepted biblical chronology took place 4004 B. C. But that phrase, proper enough in the mouths of the sons of Noah, whenthey found their father lying on the ground in a fit of intoxication, could have no pertinence when applied to the Creator, to the creationin general, or to the creation of this world in particular. Aself-connected phrase would, however, express this date as follows:"Creation of the World: (4) Ea{r}th (0) {S}tarted (0) {S}wiftly (4){R}otating. "

_First Exception. _--From A. D.  1000 to A. D.  1700 the last three figuresof the date should be expressed in the date words. {M}a{r}{s} expresses340 and could be used to indicate the invention of cannon in (1) 340 byone who knew that Mars was the name of the god of war in classicmythology. The formula would be: "Invention of cannon: (1) 340{M}a{r}{s}. " But this term would have no mnemonic significance to one whoknows the word Mars as meaning only one of the planets. Hence thedanger--ever to be avoided--of using classical allusions in teaching theaverage student. A (3) {m}artial (4) O{r}gan (0) {S}ways, or {m}urderousa{r}tillery {s}tarted. 

_Second Exception. _--From A. D.  1700 to the present moment, the last twofigures must be expressed in the date words. Many examples willhereafter illustrate this exception. In very rare cases, the expressionof the last figure in the date word will suffice. We know that RalphWaldo Emerson and Oliver Wendell Holmes [author of the Autocrat of theBreakfast Table] were born towards the beginning of this century, theformer in 1803 and the latter in 1809. The following formulas would givethe date of their birth: Ralph Waldo (180)3 E{m}erson; Oliver WendellHolmes (180)9 "{B}reakfast. "

_Third Exception. _--In cases where there is no practical utility incomparing one very large number with another, as in the case of thedistances of the planets from the sun, mere round numbers may suffice, yet astronomers must know such numbers with exactness. But in regard toall mundane affairs, the pupil must throw off the character of scholarand assume the license of children, if he attempts to express largenumbers, as of populations, &c. , by "guessing, " or, what is the samething, by only giving round numbers. The Brooklyn Suspension Bridge is5989 feet long, and the Forth Bridge, which crosses the Firth of Forthin Scotland, is 8296 feet long. Now, instead of saying that the formeris _about_ 5000 feet long, why not say 5989 feet long? [(5) {L}ong (9){B}ridge (8) O{f} (9) {B}rooklyn. ] And instead of saying that the latteris _about or somewhere in the neighbourhood_ of 8000 feet long, why notbe exact and say 8296 feet long? [(8) {F}orth's (2) {N}ew (9) {B}ridge(6) {Sh}own. It was completed in 1890. ]

No one who has not had experience in dealing with thousands of poormemories, as I have had, can realise the fact that in most cases of poormemories _the facts themselves are often possessed_, but are mostly_unrecallable_ when wanted. I have tried to teach pupils how to findanalytic date or number words _without any previous training in In. , Ex. , and Con. _, and 99 of all such attempts have always been failures. The 100th case, which succeeded, only confirmed the rule. On the otherhand, I have always found that these failures become successes after athorough practical training in In. , Ex. , and Con. , such as I havealready given. In fact, I never had a pupil who became proficient in theuse of In. , Ex. , and Con. , who did not arrive at the use of analyticnumber words without any specific directions from me. But I think, onthe whole, that it is the better way to _combine_ direct and specifictraining in analytic number words, with a previous exhaustive generaldrill in In. , Ex. , and Con. 

The rules hereafter given must be carefully studied and every examplepainstakingly examined. After studying my formulas let the pupilendeavour in _each case_ to find a better one himself. If the pupil actson my advice, he will know how to be always _sure_ to think of theneedful related or including facts for finding analytic date words, phrases, or sentences. 

The different processes for dealing with dates or numbers may beclassified as follows:--

(1) _Cases where the name of the person, fact, or event gives its date_;as, Birth of the colored orator and politician Frederick {D}ou{g}lass(18)17. This kind of a case is of rare occurrence, and it would be likethe charlatanry which has disgraced many former memory systems to allowthe pupil to suppose that it frequently happens. A glance at the event, word, or description will quickly tell him if it represents thenecessary figures, and if it do not, he must resort to an analytic dateword, or phrase, or sentence, whichever he finds most suitable for him. No one figure alphabet contains the advantages of all others. Each hasspecial advantages in special cases. Whatever figure alphabet, however, is used, the main thing about it is to master it thoroughly. 

(2) _Cases where a significant or analytic word or phrase expresses thedate or number. _ "I{l}l-u{s}a{g}e" expresses the date of the death ofColumbus in 1506, as he died in great neglect. The impetuous pupil says:"How can I be sure that this phrase applies to Columbus? Would it notapply to any one who had been ill-used?" Certainly not. It applies onlyto an ill-used man whose date (birth or death, &c. ) was in 1506. If heknows of some other man who was greatly ill-used and who died in 1506, then he must use another analytic phrase for that man. See nextparagraph. 

Six distinguished persons were born in 1809, yet the date of the birthof each is easily fixed: Darwin, whose principal work was called "Originof Species;" Gladstone, noted for his vigorous eloquence; Lincoln, whowas conspicuous as a binder together of separated States; Tennyson, whowas chosen as Poet-Laureate, and who was born at Somersby, England;Felix Mendelssohn-Bartholdy, who early displayed a musical genius, andwhose first oratorio was called "St. Paul;" Elizabeth Barrett Browning[_née_ Elizabeth Barrett], whose poems are distinguished for theirsubjectivity. The analytic formulas for these different persons born inthe same year, 1809, may each differ from the others, thus:

 Birth of Charles Darwin {S}{p}ecies (18)09

 ---- William Ewart Gladstone {S}{p}ellbinder (18)09

 ---- Abraham Lincoln {S}{p}licer (18)09

 ---- Alfred Tennyson, {P}oet (180)9 or (0) {S}elected (9) {P}oet or {S}omers{b}y (09)

 ---- Felix Mendelssohn-{B}artholdy (180)9 or {P}recocious (180)9, or (0) {S}t. (9) {P}aul

 ---- Elizabeth {B}arret Browning (180)9, or {S}u{b}jective (18)09

 1. Do all pupils succeed in finding analytic date or number words without any previous training in In. , Ex. , or Con. ? 2. What proportion succeeded? 3. Does this not confirm the rule? 4. Do these failures ever become successes? 5. How? 6. What must be carefully studied hereafter? 7. After studying my formulas, what should the pupil do? 8. What will be the result, if the pupil acts on my advice? 9. In what ways may the different processes for dealing with dates and numbers be classified?

Benjamin Franklin was born in 1706, and died in 1790. (0) "{S}agacious(6) {ch}ild" would analytically fix his birth, as he was known as aprecocious boy: or the single word (06) {S}a{g}e. As he was a greatworker all his life, (90) "{B}u{s}y, " or "(9) {B}enjamin (0) {C}eased"would significantly express his death-date. 

(3) _Cases where the initial consonants of a short sentence analyticallyexpress the date. _

The analytic number words, phrases, and sentences which one retains mosteasily are those which he has made himself. Formulas prepared by othersare perfectly retained, however, if they are thoroughly _assimilated_. 

_The analytic word or phrase is what one most usually finds and uses. _Sentences will sometimes be useful because they may contain the name ofthe event, and they sometimes offer a wider range for selection of theneeded consonants; but care must be taken to avoid ambiguity. Toindicate the birth of Lincoln, we might use this formula: (1) {D}awn (8)o{f} (0) A{s}sassinated (9) {P}resident, but as Garfield was alsoassassinated, the formula in its _meaning_ would equally apply to thelatter. If, however, we know that Garfield was born in 1831, theambiguity would be removed. (1) {D}awn (8) o{f} (0) A{s}sassinated (9)A{b}raham could apply only to Lincoln. (1) {D}awn (8) o{f} (0){S}lavery's (9) {P}resident would be applicable to the career ofBuchanan, Pierce and Fillmore, but it would express the birth-date onlyof Lincoln, while it would be wholly inapplicable to his career. (1){D}awn (8) o{f} (0) {S}lavery's (9) {P}unisher would exclusively applyto Lincoln's life and birth-date. 

 1. Can you think of any other analytic words to express the date of the birth of Abraham Lincoln? 2. Since "h" has no figure value, could we not use "Shaper"? 3. If not, why? 4. What analytic number, word, phrase, or sentence, does the pupil retain best? 5. Are formulas made by others ever perfectly retained? 6. In what cases?

(2) "{N}oah a (34) {M}e{r}e (8) Wai{f}, " (2) "{N}oah (3) {M}ay (48){R}o{v}e, " or (2) "{N}oah (3) {M}ay (48) A{r}ri{v}e, " are analyticsentences where _all the sounded consonants_ are used. But a greater_variety_ of sentences might be found, or _one_ sentence be more readilyfound in the first instance if only the _initial_ consonants are used:as, (2) {N}oah's (3) {M}enagerie (4) A{r}k (8) {F}ull, or (2) {N}oah (3){M}ade (4) A{r}arat (8) {F}amous, or (2) {N}oah's (3) {M}arvellous (4){R}ainy (8) {F}lood, or (2) {N}oah's (3) {M}ighty (4) A{r}k (8){F}loated, or (2) {N}oah (3) {M}ounted (4) A{r}arat (8) {F}irmly. Otherspecific analytic phrases for this event may easily be found by thestudent. 

The superiority of analytic phrases where _all_ the sounded consonantsare used, over the analytic sentences, where only the initial consonantsare employed, may be seen in the case of the number of men who enlistedin behalf of the Federal Government in the late war. The number was _twomillions, three hundred and twenty thousand, eight hundred andfifty-four_. By initial consonants we have, (2) A{n}y (3) {M}an (2){n}ow (0) i{s} (8) a {f}ull (5) {l}oyal (4) He{r}o. By all the soundedconsonants we have--"I{n}hu{m}a{n} Ci{v}i{l} Wa{r};" the latter shorter, more significant, and more easily remembered. And, on the principle thata condensed, brief statement, if clear and definite, makes a more vividimpression than a longer one, we shall find that a short analytic phraseis better for the memory than an analytic sentence, and an analyticsingle word than a phrase. But a short analytic phrase, or a shortanalytic sentence, is usually necessary, owing to our ignorance of thesubject matter, the limitations which belong to all figure alphabets, and our neglect to act strictly on the lines of In. , Ex. , and Con. 

 1. Is the analytic word or phrase self-connected to the event? 2. Why will sentences sometimes be useful? 3. What must be avoided? 4. Can a greater variety of sentences be found if only the initial consonants are used? 5. What does the phrase "Inhuman Civil War" represent? 6. What does it show the superiority of? 7. What are the characteristics which recommend it? 8. Is a short analytic phrase better for the memory than an analytic sentence? 9. On what principle?

(4) _Cases where there is no direct relation between the person, fact, or event, and the date, or number word or words. _ In such cases, Synthesis, which is taught hereafter, develops an _indirect_ relation. Synthesis is used in three cases: (1) Where there is no relation_existing_ between the fact or event and its date word; (2) Where _weare ignorant_ of all the facts which would give us significant oranalytic date-words; and (3) where we know the needful pertinent factswith which analytic words could be formed, but we cannot _recall_ themfor use. In these three cases Synthesis must be used. I will now giveand illustrate the rules for the prompt finding of _analytic date ornumber words_. 

The _preparation_ for thus remembering numbers without effort is theonly exertion required. When the method is mastered, the _application_of it is made with the greatest ease and pleasure. 

There are four indispensable requisites to finding analytic date andnumber words promptly. 

(1) SUCH A MASTERY OF THE FIGURE ALPHABET THAT THE CONSONANT EQUIVALENTSOF THE CIPHER AND NINE DIGITS ARE AT INSTANT COMMAND, AND NEVER HAVE TOBE LOOKED UP WHEN YOU HAVE TO DEAL WITH FIGURES. 

Pumps were invented in 1425. A student who thinks 2 is to be translatedby "m" instead of "n, " translates the dates by these phrases, _viz. _, "Drum a whale, " or "Trim oil, " or "To ram a wall. " As these phrasessustain the relation neither of In. , Ex. , or Con. To the fact, they arehard to be remembered; and if remembered, they mislead. The student whohas mastered the Fig. Alphabet remembers that "n" stands for 2, and ifhe knows the object of pumps, he at once finds the analytic phrase, "Drain a well. " The formula would be: "The pump invented--{D}{r}ai{n} awe{l}l (1425), " or (1) Wa{t}er (4) {r}aised (2) i{n} a (5) ho{l}low. Howcould he forget the date?

Tea was first used in Europe in 1601. The unobserving student imaginesthat 6 is translated by g^hard, k, c^hard, q, or ng, and so hetranslates 1601 into "Ou{tc}a{st}, " (1701); a mistake of 100 years, and, besides, "Outcast" is wholly unconnected with the introduction of teainto Europe. The genuine student knows that 6 is represented by sh, j, ch, or g^soft, and so he at once finds the analytic formula: "Tea firstintroduced into Europe--{T}ea {ch}e{s}{t} (1601). " The figure phrasebears the relation of In. And Con. To the event, and cannot be forgotten. Besides many people believe that tea helps digestion, and such personswould find an analytic date-word thus: "Tea first used inEurope--{D}i{g}e{s}{t} (1601). "

 1. What is sometimes necessary? 2. In how many cases is Synthesis used? 3. What are they? 4. How many indispensable requisites are there to finding analytic date and number words promptly? 5. Is draining a well the sole object of a pump? 6. Was such its purpose originally? 7. Explain the two phrases used to fix the date of the introduction of tea into Europe. 8. Can a figure phrase that bears the relation of In. , Ex. , or Con. To the event be forgotten?

"C^soft" is often mistaken for "c^hard" by careless learners. Fulton'ssteamboat "Clermont" was launched in 1807. Such a pupil translates thatdate by the phrase, "{D}e{f}ie{s} i{c}e" (1800). Here "c" is soft andrepresents a cipher and not 7. "{D}e{f}y a {s}{c}ow" gives the exact date. Here the "c" is hard and represents 7, and as the steamboat could easilyoutrun the "scow, " the phrase is easily remembered. 

An impatient pupil who never learns anything thoroughly often disregardsthe rule about _silent_ consonants. Braddock and most of his men werekilled by the Indians in 1755. This date this pupil translates by thephrase, "Dock knell all" (17255). He overlooks the fact that 17 wasexpressed by "Dock, " and no one out of a mad-house can tell how he cameto add "knell all, " unless he had forgotten that he had provided for the7 of 17, and imagined that "k" in knell is sounded. But how account for"n" to introduce 2? A genuine pupil would find the analytic phrase in"{Th}ey {k}i{l}l a{l}l" (1755). 

Andrew Jackson, the seventh President, died in 1845. The unindustriouspupil imagines that "p" represents 8, and not "f" or "v, " and translates1845 into "{T}o {p}ou{r} oi{l}" (1945). The diligent student finds ananalytic translation of the date in the phrase "{Th}e {f}a{r}ewe{l}l"(1845). 

These illustrations are sufficient to convince any one that the FigureAlphabet must be _mastered_ before the attempt is made to deal withdates and numbers. 

(2) THE PUPIL MUST POSSESS SUCH A MASTERY OF THE SUBJECT MATTER THAT HECAN INSTANTLY RECALL FACTS RELATING THERETO ON THE LINES OF IN. , EX. , AND CON. If he lacks such knowledge he had better deal with dates andnumbers which he must remember by synthesis [hereafter], or by NumericThinking, rather than strive in vain to find _analytic_ date and numberwords. 

 1. What mistake does the impatient pupil make? 2. Does this not convince you that the figure alphabet must be mastered before the attempt is made to deal with dates? 3. What is the second requisite to becoming proficient in forming analytic date words? 4. What should the pupil do if he lacks the knowledge indicated here? 5. If the pupil fixes in mind the population of three States per day, how long will it take him to learn the population of all the American States? 6. How long to deal in like manner with the population of all the countries of the globe?

It is said that there are 1, 750 spoken languages. If the pupil does notknow that the tongue is moved in different ways to pronounce thedistinctive sounds of different languages, he might not think of thisanalytic translation of (1750), "{T}o{ng}ue a{l}l way{s}. "

The population of Kentucky according to the last census (1880) was1, 648, 690. Those who do not know the Kentuckians raise fine saddle andrace horses, many of which are bays, might not think of the analyticphrases, "{T}ea{ch}e{r} o{f} {sh}owy {b}ay{s}, " or "{T}ea{ch}e{r} o{f} a{sh}owy {p}a{c}e. "

The estimated number of horses in the world is 58, 576, 322. Those who donot know how cruelly coachmen often treat the horses under their chargemight not think of the analytic phrase, "Wi{l}l {f}ee{l} {c}oa{ch}{m}e{n}{n}ow. "

The Yellowstone National Park contains 2, 294, 740 acres. One who does notknow that this park was recently created, might not think of theanalytic phrase, "O{n}e {N}ew {P}a{r}{k} a{r}o{s}e. "

The U.  S. Government paid out in the year 1865 the sum of$1, 297, 555, 324. If one wished to remember the exact figures, he couldeasily find an analytic phrase, if he thinks of the act of delivering orhanding over the money, as "{Th}ey u{n}{p}a{ck} {l}oya{l}ly a{l}l{m}o{n}ey he{r}e. " If any analytic phrase is long or awkwardlyconstructed, it is very easy to memorise it by the analytic-syntheticmethod; as (1) They unpack. (2) They unpack _money_. (3) They unpackmoney _here_. (4) They unpack _all_ money here. (5) They unpack _loyally_all money here. 

The number of letters delivered in Great Britain during the postal yearof 1881-82 was 1, 280, 636, 200. If the student knows that the Central PostOffice of London is a very large building, he could instantly find theanalytic phrase, "Wi{th}i{n} o{f}fi{c}e hu{g}e {m}u{ch} {n}ew{s} we{s}ee. "

The amount lost annually by fire in the United States is estimated at$112, 853, 784. If we do not go outside of the subject matter of losses byfire, we shall readily find an analytic phrase by means of which we cancertainly remember that large number of dollars--"A {d}eb{t} o{n}{f}{l}a{m}i{ng} {f}i{r}e. "

There are 653, 020 Freemasons in U.  S.  A. Those who know what is meant bythe phrase, "From labor to refreshment, " in the masonic ritual, will atonce translate those figures into the analytic phrase, "{J}o{l}ly{M}a{s}o{n}{s}. "

There are 591, 800 Odd Fellows in the United States. Notice if you canfind figures to translate "Odd" or "Fellows, " or any other factpertaining to the Order, and you have the analytic phrase, "A{l}lha{p}py 'O{d}d' {f}a{c}e{s}. "

There have been granted 428, 212 patents in the United States. Can youfind any word pertaining to patents in those figures? "We he{r}ei{n}{v}e{n}{t} a{n}ew. "

The number of Indians in the United States is estimated as 241, 329. Considering how unkindly treated many of them have been, we find ananalytic phrase which fits the fact--"{N}o {r}e{d} {m}a{n} ha{p}py. "

The population of the state of New York in 1880 was five millions, eighty-two thousand, eight hundred and seventy-one (5, 082, 871). Ananalytic phrase founded on any conspicuous characteristic of thepopulation, or on any prominent aspect of the geography of the State[Niagara Falls, for instance], which many of its people have witnessed, would suffice, or "A (5) {L}egal (0) {C}ensus (8) O{f} (2) {N}ew-York's(8) {F}olks (7) {C}omprising (1) Eigh{t}y's. "

The pupil who conscientiously studies the rules and examples in thislesson will find that he can have the great satisfaction of always beingexact and reliable in regard to numbers. 

 1. Give an original analytic phrase expressing the number of acres in Yellowstone National Park. 2. Why do we not give all three of the l's in the word "loyally" a figure value? 3. In translating the word "debt, " why is it not 191 instead of 11? 4. What makes these phrases easy to remember? 5. Give an analytic phrase expressing the number of patents granted in the United States. 6. What great satisfaction can the conscientious pupil always have? 7. Suppose, when the pupil reaches this page, he has learned that the number of the population, or of patents, or of Masons, Odd Fellows, &c. , has changed, what is he to do? 8. Must he not deal with the latest statement of the fact, and find his own analytic number words?

DATES OF THE ACCESSION OF THE AMERICAN PRESIDENTS. 

The date-words opposite each name can be learned by _one_ carefulanalytic perusal. If the relation is not understood in any case, aglance at the explanations which follow the series of Presidents willremove all doubt or difficulty. 

 [*]GEORGE WASHINGTON {F}a{b}ian (1789). JOHN ADAMS {B}i{ck}erings (1797). [*]THOMAS JEFFERSON {S}{t}eed (1801). [*]JAMES MADISON {S}{p}eculative (1809). [*]JAMES MONROE {D}o{c}trine (1817). JOHN Q. ADAMS U{n}{l}ucky (1825). [*]ANDREW JACKSON U{n}whi{p}ped (1829). MARTIN VAN BUREN {M}o{ck}ed (1837). [+]WILLIAM HENRY HARRISON Ha{r}{d} cider (1841). JOHN TYLER {R}u{d}derless (1841). JAMES K. POLK {R}ea{l}m-extender (1845). [+]ZACHARY TAYLOR Wa{r}{p}roof (1849). MILLARD FILLMORE {L}i{c}enser (1850). FRANKLIN PIERCE {L}oo{m}ing (1853). JAMES BUCHANAN {L}e{c}ompton (1857). [*]ABRAHAM LINCOLN A{g}i{t}ation (1861). ANDREW JOHNSON {Sh}a{l}l (1865). [*]ULYSSES S. GRANT {Ch}a{p}ultepec (1869). RUTHERFORD B. HAYES {C}o{c}oa (1877). [+]JAMES A. GARFIELD {F}a{t}al (1881). CHESTER A. ARTHUR A{f}{t}er (1881). GROVER CLEVELAND {F}{l}ood (1885). BENJAMIN HARRISON {F}i{b}rous (1889). GROVER CLEVELAND {B}oo{m} (1893). 

[*] Those who were in office more than four years were re-elected for asecond term. The second term always began four years after the beginningof the first term. 

[+] Those who were Presidents for less than four years died in officeand were succeeded by Vice-Presidents. President Lincoln was murderedforty days after the commencement of his second term of office, whenVice-President Johnson became the 17th President. 

 1. How can the date-words opposite each name be learned? 2. What must be done in case the relation is not understood? 3. What is the relation between William Henry Harrison and "Hard cider"? 4. Why would not "Sweet cider" do? 5. What Presidents served more than one term? 6. How is this indicated? 7. How many died in office? 8. When is the pupil supposed to learn the series of Presidents?

REMARKS. --The pupil is presumed to have learned heretofore the series ofPresidents from Washington to Grover Cleveland, and to have recited itforwards and backwards many times. Now let him learn the dates of theiraccession to office, and then let him recite the series both ways inconnection with those dates several times: as, George Washington, 1789;John Adams, 1797; Thomas Jefferson, 1801, &c. , &c. , to Grover Cleveland, 1893 and then back to Washington. Although it is much better for thepupil to find his own analytic date-words, yet, as many may not have thetime to do so while studying this lesson, I append a few explanations ofthe facts on which the above analytic date-words are founded. 

"'Fabian' was applied to the military tactics of Washington, on someoccasions, when he imitated the policy of Quintus Fabius MaximusVerrucosus, a Roman General who not daring to hazard a battle againstHannibal, harassed his army by marches, counter-marches, andambuscades. " "Bickerings" were incessant during John Adams'sadministration between his own supporters and the faction of Hamilton. "Steed"--Jefferson rode on horseback to the Capitol to take his oath ofoffice as President. Arrived there he dismounted and fastened his steedto an elm-tree, since known as Jefferson's tree. He did this tosignalise his disapprobation of royalty, and his preference fordemocratic equality. "Speculative" were the celebrated "Madison Papers. ""Doctrine"--the Monroe doctrine declared that no foreign power shouldacquire additional dominion in America. "Unlucky" was correctly appliedto John Quincy Adams's administration. See Barnes's U.  S. His. , p.  175. "Unwhipped"--Jackson always came off victorious in all hisduels and military campaigns. "Mocked"--Van Buren was appointed byJackson as U.  S. Minister to England. The United States Senate rejectedhis nomination. This political insult secured much sympathy for him, and helped to make him President. "Hard-cider" was a party watchwordduring Harrison's campaign for the Presidency. "Rudderless"--Tyleroften changed his political views, and finally turned againstthe United States Government, of which he had been Chief Executive. "Realm-extender"--during Polk's administration the United Statesacquired the territory embracing California, Arizona, NewMexico, and Texas. "Warproof"--Taylor was a successful warrior. "Licenser"--Fillmore's administration passed the Fugitive Slave Law, which enabled the Southern masters to recapture runaway slaves. "Looming"--during Pierce's term the cloud of civil war was looming up inthe distance. "Lecompton" constitution of Kansas was a pro-slaverydocument which Buchanan favoured. "Agitation" preceded and attendedLincoln's inauguration, and finally culminated in the civil war. "Shall"--Johnson made use of the imperative "shall" in regard to theremoval of Edwin M. Stanton, for which attempt he was afterward soughtto be impeached. "Chapultepec" was the battle in which Grant enteredupon that career of military achievement which secured him twoPresidential terms. "Cocoa" was characteristic of the drinks allowed atHayes's table at the White House. No wine was tolerated. "Fatal" wasGuiteau's shot to Garfield. "After"--although Tyler, Fillmore, Johnson, and Arthur became Presidents on the death of their chiefs, yet onlyArthur succeeded to the Presidency in 1881, which is indicated by thefirst two consonants of "After. " "Flood"--Cleveland vetoed anunprecedented number of bills during his term. There was a "flood" ofthem. "Fibrous" applies metaphorically to mental qualities; it meansstrong, sinewy--high talents, just below genius. "Boom" refers, ofcourse, to the large amount of support which Cleveland obtained on hissecond election to the Presidency. 

 1. Should the pupil find his own analytic date-words in this exercise? 2. How were Washington's military tactics sometimes characterised? 3. What is the relation between "Bickerings" and John Adams? 4. Why is "Steed" analytic of Jefferson's inauguration? 5. What has the word "Doctrine" to do with Monroe's administration? 6. To what book is the pupil especially referred in regard to J.  Q. Adams's administration? 7. Is "Mocked" a case of Con. Or Ex. In the case of Van Buren?

DATES OF THE ACCESSION OF THE ENGLISH SOVEREIGNS. 

From 1000 A. D. To 1700 A. D. , the last _three figures only_ need begiven, and from 1700 A. D. To date only the last two figures require tobe given. It is better for the pupil to find his own phrases. A slightacquaintance with English History will make all the formulas here giveneasily understood. Green's short "History of the English People, "Dickens' "Child's History of England, " Collier's "History of England, "and "History of England, " by the author of the "Knights of St. John, "may be recommended. 

 (1) William I. (1066)--(0) Ha{s}tings (6) {ch}ampion (6) {j}ustified. (2) William II. (1087)--He (1) {d}ecorated (0) hi{s} (8) {f}ather's (7) {g}rave; or (0) {s}ilvering a (8) {f}ather's (7) {g}rave. (3) Henry I. (1100)--(1) {Th}e (0) {s}cholarly (0) {s}overeign. (4) Stephen (1135)--(1) {Th}e (3) {m}onarch's (5) {l}iar. (5) Henry II. (1154)--(1) {Th}e (5) {l}and (4) {r}estorer. (6) Richard I. (1189)--(1) {Th}e (8) {f}awners (9) {p}unished. (7) John (1199)--(1) {D}epriving a (9) {p}retty (9) {b}oy. (8) Henry III. (1216)--(1) "{Th}ird" (2) He{n}ry's (1) {t}ender (6) {ch}ildhood. (9) Edward I. (1272)--(2) O{n} a (7) {c}rusade (2) u{n}supported. (10) Edward II. (1307)--(3) A {m}onarch (0) e{s}pouses a (7) {c}omrade. (11) Edward III. (1327)--He (3) {m}ade (2) Wi{n}dsor (7) {C}astle. (12) Richard II. (1377)--A (3) {m}onarch's (7) {c}ollector (7) {k}illed. (13) Henry IV. (1399)--A (3) {m}onarch (9) {p}unished (9) {b}orderers. (14) Henry V. (1413)--A (4) {r}ioter (1) {t}urned (3) {m}onarch. (15) Henry VI. (1422)--(4) {R}oyalty (2) i{n} (2) i{n}fancy; or (4) A{r}c (2) u{n}justly (2) i{n}flamed. (16) Edward IV. (1461)--(4) Yo{r}k (6) {ch}ampioned (1) {T}owton. (17) Edward V. (1483)--(4) {R}uler (8) "{F}ifth" (3) {m}urdered. (18) Richard III. (1483)--(4) {R}ichard (8) {f}eigns (3) {m}odesty. (19) Henry VII. (1486)--(4) {R}oses (8) {f}inally (6) {j}oined. (20) Henry VIII. (1509)--A (5) {l}ady (0) {s}laying (9) {p}olicy. (21) Edward VI. (1547)--A (5) {l}ad (4) {r}oyally (7) {g}ood; or, a (5) wi{l}l (4) {r}equiring a (7) {c}ouncil. (22) Mary (1553)--(5) {L}uckless (5) {l}oving (3) {M}ary. (23) Elizabeth (1558)--(5) E{l}izabeth (5) {l}iked (8) {v}etoes. (24) James I. (1603)--(6) {J}ames a (0) {S}cottish (3) {m}onarch. (25) Charles I. (1625)--(6) {Ch}arles' (2) i{n}supportable (5) i{l}legalities. (26) Council and Parliament (1649)--(6) {Ch}arles (4) {r}ightly (9) {b}eheaded. (27) Oliver Cromwell (1653)--(6) {G}eneral (5) O{l}iver's (3) {m}astery. (28) Richard Cromwell (1658)--(6) {G}eneral (5) O{l}iver's (8) o{f}fspring. (29) Council and Parliament (1659)--A (6) {J}unta (5) {l}eading (9) {P}arliament. (30) Charles II. (1660)--(6) {Ch}eerful (6) {Ch}arles (0) {S}econd. (31) James II. (1685)--(6) {J}ames' (8) {f}ollowers (5) e{l}ated. (32) William III. And Mary (1689)--(6) {J}oining (8) o{f} (9) {P}owers. (33) Anne (1702)--(0) {S}ubmissive (2) A{n}ne. (34) George I. (1714)--(1) U{t}terly (4) {r}esigned. (35) George II. (1727)--(2) A{n}spach's (7) {C}aroline. (36) George III. (1760)--(6) {G}eorge's (0) {S}overeignty. (37) George IV. (1820)--(2) U{n}divorcible (0) {S}overeign. (38) William IV. (1830)--(3) {M}idshipman (0) {S}overeign. (39) Victoria (1837)--A (3) {m}odel (7) Queen. 

EXPLANATIONS. 

(1) Edward the Confessor, always fond of the Normans, had promised thaton his death his kingdom should go to Duke William of Normandy. (2)William II. Early directed a goldsmith to decorate his father's gravewith gold and silver ornaments. (3) Henry I. Was called Beauclerc, orfine Scholar. (4) Stephen had produced a false witness to swear that thelate king on his deathbed had named him (Stephen) as his heir. (5)Henry II. Revoked most of the grants of land that had been hastily madeduring the late troubles. (6) Richard punished the people who hadbefriended him against his father. (7) Arthur had the best right to thethrone, but John imprisoned and murdered him. (8) Henry III. Was crownedat the age of ten. "Third" tells _which_ Henry is meant. (9) Edward I. Declared--"I will go on, if I go on with no other follower than mygroom. " (10) Gaveston was the king's comrade and favourite, and wasfinally beheaded by the indignant barons. (11) Edward III. ErectedWindsor Castle. (12) The king's poll-tax collector was killed by WatTyler. (13) A successful Scottish war was this monarch's firstachievement. (14) Riotous Prince Hal became a spirited, valiant king. (15) Henry VI. Was only nine months old when his predecessor died. (16)Edward IV. , with aid of the Earl of Warwick, won the great battle atTowton; 40, 000 men were slain. (17) Edward V. Was only thirteen yearsold. The Lord Protector, Duke of Gloucester, threw him, with hisbrother, into the Tower and caused them to be murdered. (18) Richard'saffected modesty is conspicuously brought out in Shakespeare's tragedyof Richard III. (19) Henry VII. , to quell forever the hostility of therival Roses, married Elizabeth of York, the daughter of Edward IV. (20)The formula in this case is clearly justified by history. (21)Edward VI. Was but ten years old. Henry VIII. Had provided in his willthat a council of sixteen should govern during Edward's minority. (22)Mary was fond of her husband, who cared little for her, and unlucky inher advisers. (23) Elizabeth showed the natural arbitrariness of herdisposition in her vetoes. In one year--1597--she refused the royalassent to 48 bills passed by the Commons. (24) James I. Was the firstScottish king that reigned over England. (25) Charles I. Lost his lifein the attempt to act independent of the Commons. (26) If anyone thinksthat Charles was not rightfully beheaded, he could make the phrase--(6){Ch}arles (4) w{r}ongfully (9) {b}eheaded. (27) The phrase is obviouslytrue. (28) The phrase gives the exact date of Richard Cromwell'saccession and the word "offspring" means Richard Cromwell. (29) A Juntahere means the "council. " (30) Charles Second was called the "merry"monarch. (31) Parliament at once voted James II. Nearly two millionpounds sterling per annum for life. (32) William and Mary werecoördinate sovereigns. (33) Anne was truly "submissive" or easilyinfluenced. (34 and 35) Green intimates that George I. And George II. Hardly affected the course of events--the former followed the advice ofhis ministers and the latter of his wife Caroline. (36) George III. Wasemphatically a sovereign. (37) George IV. Had tried ineffectually to getrid of his wife; her death at last released him. (38) William IV. Hadbeen a midshipman in the navy. (39) Victoria has certainly provedherself to be a "Model Queen. "

(3) THE PUPIL MUST POSSESS SUCH A FAMILIARITY WITH THE LAWS OF IN. , EX. , AND CON. , NOT MERELY IN THEIR THEORETIC AND ABSTRACT ASPECTS, BUT INTHAT PRACTICAL CHARACTER AND WORKING POWER OF THEM WHICH I TEACH, THATHE CAN INSTANTLY APPLY THEM TO THE EVERY-DAY AFFAIRS AND ORDINARYOCCURRENCES AND EVENTS OF LIFE. 

If you know that the number of square[E] miles in the area of the Stateof New York runs into _thousands_, and you wish to remember that the_exact number_ of thousands is 47, you could accomplish this object ifyou found a word which spells 47, and is at the same time connected byIn. , Ex. , or Con. To New York. You try the varieties of Inclusion; andin synonymous Inclusion you find 47 in the word "Yo{r}{k}" itself, the"y" having no figure value, and "r" standing for 4, and "k" for 7; thusyou cannot _see_ the name of New York or _think of it_ without havingconclusive evidence of the number of thousands of square miles the Statecontains. 

[E] See Lippincott's Gazetteer, p.  1573. 

The title of a subject, the name or description of an event or date, canalways be safely abridged or bracketed in part in the formula, as 47[New] Yo{r}{k}. But no one could imagine that "York" in this connection[47 thousand square miles] means any of the towns or country seats ofthe United States which are called "York. " If the context makes anotherwise indefinite thing definite, it is sufficient. 

_Analytic date and number words do not have to be memorised. _--Seeing isbelieving, and, in this case, _remembering_ too. If you thoroughlymaster my system you can find, in most cases, analytic date and numberwords without any difficulty, and by means of them you can remember_thousands_ of dates and sets of figures, when without the system youcould have remembered only five or ten of them. 

Suppose in your haste you failed to notice that "York" spells 47, andyou then proceed to try Inclusion by Genus and Species; regarding Yorkas the general word, you would find _New_ York as a species or kind ofYork; the same with Yorkshire, Yorktown, York Minster, etc. In this wayyou would, if your mastery of the Figure Alphabet were perfect, scarcelyfail to notice that York spells 47; but if you fail, you then tryInclusion by Whole and Part, and run over the political divisions of theState until you come to {R}o{ck}land County, and there you find in itsfirst two consonants the letters "r" and "ck" (the equivalent of "k" insound). These consonants spell 47. You would find the same consonants inthe County of He{r}{k}imer. 

Suppose, however, that from unfamiliarity with the Figure Alphabet, orfrom want of considerable practice, you do not succeed in noticing that{R}o{ck}land or He{r}{k}imer contains the number 47, you try Inclusion byAbstract and Concrete, and regarding the State of New York as theConcrete, and the Abstract or characterizing epithet "{r}o{ck}y" asapplicable to New York, you would then find in that word "{r}o{ck}y" thenumber 47. 

If you did fail, you would try Exclusion, and you would find nothingwhich is the antithesis of the area of New York. You might find, however, a _weak form_ of Exclusion if you consider that the area is thesurface, and what is below the surface as the opposite of it. In thelatter case you would find in the words "E{r}ie {C}anal, " which is agreat artificial channel running through a part of the State, theletters "r" and "c" hard, which spell 47. A more exact Exclusion mightbe found in the word "{r}i{ng}, " which spells 47. For if we consider theshape of the boundary of New York we would see that in no vague sense aring, as a circle, is the opposite of it. 

But suppose that from a chronic absent-mindedness or an overworkedbrain, or downright bad physical health or insufficient knowledge of thesystem, you failed to see 47 in any of the foregoing cases, you wouldtry Concurrence. Considering that the State of New York is largelyagricultural, you would find that the implement of farming known as a"{R}a{k}e" would spell 47; this would be a case of Concurrence. In apolitical sense, the word "{r}i{ng}s" gives 47, as New York has beencelebrated for them. 

All that the student requires is _one_ analytic word. I have gonethrough the varieties of Inclusion, through Exclusion, and Concurrence, merely to show _how to find_ analytic words and not because more thanone word was necessary. 

According to the census report of 1890, the number of square miles of_land_ in the State of New York is 47, 620, or (4) Yo{r}k's (7) A{c}res(6) {S}urely (2) {N}ot (0) {S}ubmerged; the number of square miles of_land and water_ in it is 49, 170, or (4) Yo{r}k's (9) {P}lains (1)Wi{th} (7) A{c}companying (0) {S}ealets. 

NUMBER OF SHAKESPEARE'S PLAYS. 

We will try another case: You want to remember the number of plays thatShakespeare wrote. You know it is less than 50; but you wish to rememberthe exact number--it was 37. You experiment; you try the varieties ofInclusion, and among the rest you try Whole and Part; you find in thefirst two consonants of the name {M}a{c}beth the figures 37; but if youdid not notice that {M}a{c}beth afforded you the means of alwaysremembering that the Shakespeare Plays numbered 37, you would tryExclusion perhaps. If you look upon the attempt to ascribe theauthorship of the Shakespeare Plays to Bacon as a {m}o{ck}ery you wouldfind in the first two consonants of that word the figures 37 through theoperation of Exclusion; and if you recollect that the character ofShylock was played with great success at Old Drury, February 17, 1741, by Charles {M}a{c}lin, you would find in the first two consonants of hisname the figures 37 through Concurrence. 

DUKE OF WELLINGTON AND NAPOLEON. 

Napoleon Bonaparte was born in 1769. As a boy he was finely formed. "{Sh}a{p}ely" (69) gives his birth-date by In. By A. And C. He evincedthe opposite of the temper usually ascribed to the "{Sh}e{p}herd-boy"(69)--a birth-date by Ex. "{Ch}a{p}let"--a wreath or garland signedfor by him in his ambitious hopes--expresses his birth-date by Con. Hisdeath occurred in 1821. "E{n}{d}" (21) or "U{n}{d}one" (21) expresseshis death-date by synonymous Inclusion. "{N}a{t}ivity" (21) indicates itby Ex. Since he died from cancer in the stomach, he could retain verylittle food. "I{n}{d}igestion" (21) makes his death-date by Con. 

Wellington's birth, in 1769, may be expressed by "{Sh}ee{p}-faced" (69), a term his own mother applied to him when a boy. In his childhood, hewas blue-eyed, hawk-nosed, slender, and ungainly, "{Ch}u{b}by" (69), byEx. , expresses his birth-date. A more vivid concurrence can scarcely beimagined, since he and Bonaparte were both born in the same year, 1769. 

Wellington died in 1852 at Wilmer Castle. "Wi{l}{m}er" expresses the dateof his death by only one year too many. But a means of remembrance thatrequires readjustment or modification can seldom be relied upon, exceptby those who are practised in Higher Analysis. He was 83 years old whenhe died. "{L}a{n}tern-jawed" (52) expresses his death-date by In. , by A. And C. No man was ever more honored after his death than Wellington. "A{l}ie{n}ated" (52) expresses his death-date by Ex. A sudden illnesscarried him off. Hence "I{l}l{n}ess" (52) is a fact connected with hisdeath by Con. 

These elaborate illustrations must indicate to any student how to applythe laws of In. , Ex. , and Con. , so as to find analytic date and numberwords. Cases of Ex. Give good practice, but are rarely ever necessary. 

MISCELLANEOUS EXAMPLES. 

_Inclusion_, as applied to the events of life possesses the same varietyas in regard to words. In dates of the last and present century, theexpression of the _last two figures_ is sufficient. William CullenBryant was born in 1794. '94 is found in the name {B}{r}yant, a case ofSynonymous Inclusion. Aaron Burr killed Alexander Hamilton in a duel in1804. As we know it was about the beginning of this century, thistranslation of the 4 indicates the exact date and is found in Aa{r}onand relieves the memory of all doubt. 

 1. Who applied the term "sheep-faced" to Wellington when he was a boy? 2. What is the most vivid case of Con. Here given? 3. Why do we not give a value to both l's in the word "illness"? 4. What do these illustrations indicate? 5. What does inclusion as applied to the events of life possess? 6. Why is it not necessary to have a date-word to express the date of Hamilton's death in which the 0 is indicated as well as the 4?

Sherman made his famous march through the South in 1864. 64 is found inthe word {Sh}e{r}man [or by two words: (6) {Sh}erman (4) {R}avaging]. Indates previous to the last century, the last three figures must beexpressed. Movable types were invented in 1438. We know it was notA. D.  438, but was 1438; a mistake of 1, 000 years is not possible. If wetranslate 438 it will mean to us the same as 1438. 438 is found in theanalytic word (438) "{R}e{m}o{v}able" [or, to express all the numbers, thus: (1) {T}ypes (4) a{r}e (3) {m}ovable (8) {f}igures]. 

The Phonograph was invented in 1877. The expression of 77 is found in{C}o{g}nate, and that indicates the resemblance of the human mechanismto receive sounds to the Phonograph; for both processes utilizevibrations, and are therefore from similarity of functions "Cognate"methods. How any one could forget analytic date-words is more than I canunderstand, especially when formed by himself. 

 1. What must be done when we wish to find date-words the events of which took place previous to the last century? 2. Can a person easily forget analytic date-words formed by himself?

_Exclusion. _--The first steamship crossed the Atlantic in 1819. 19 isfound in "{T}u{b}" by Exclusion, as the most opposite to a steam-drivenship. Andrew Johnson was advanced to the Presidency on the death ofAbraham Lincoln in 1865. 65 is expressed by Exclusion in the word"{Sh}e{l}ved, " which means the opposite of promotion [or by two words, thus: (6) {J}ohnson (5) E{l}evated]. "{M}e{n}dacious" expresses byExclusion the birth of George Washington in 1732, as indicating ayouthful quality the opposite of that which he manifested, and by twowords: (3) A{m}erica's (2) I{n}fant. Other examples are given insubsequent pages. 

_Concurrence_ finds incidents or concomitants of a fact or event, something that by accident became connected with it. It may be aforerunner or successor, the cause or consequence, or a contemporaneousfact, etc. 

William Cullen Bryant, from a fall, died in 1878. The last two figures78 are found by Concurrence in the initial consonants of the phrase "(7){C}ullen's (8) {F}all. " Cullen will be easily identified, as the middlename of Bryant. When Jefferson became Vice-President, in 1797, he worethe customary big-wig; and the first two consonants of "{B}i{g}-wig"express by Concurrence that date. 

Artillery was invented in 1340. 340 indicates that date, and byConcurrence we find those figures in the first three consonants of"{M}e{r}{c}iless. " Or (3) {M}urderous (4) A{r}tillery's (0) {S}courge. Plymouth (Mass. ) was settled in 1620. 620 will indicate it. We findthese figures in "{Ch}a{n}{c}e, " which by Concurrence describes the riskthey ran. The Telephone was invented in 1877. Whoever has listened tothe telephone to identify a speaker, and heard others talking in theshrill tones that strike upon the ear, is apt to think of the cacklingof hens, and "{C}a{ck}le" expresses the date 77. 

Jefferson Davis disguised himself in the hood, shawl, and dress of hiswife in 1865. "{Sh}aw{l}" by Concurrence expresses that date. TheConstitution of the United States was _adopted_ in 1787, which spells"{Th}e {G}i{v}i{ng}. " To adopt the Constitution, it required the Statesto give their assent. They _gave_ the Federal Government all the powerit possessed. "{Th}e {G}i{v}i{ng}" is therefore a case of Concurrence. Acircumstance connected with settlements is _selecting_ the site. Jamestown, Va. , was settled in 1607, which spells "{Th}e {Ch}oo{s}i{ng}. "This phrase relates to the settlement by Concurrence. Harvard Collegewas founded in 1636, which spells "{T}ea{ch} {M}u{ch}. " Whether we takethis phrase as describing the object or result of founding that college, it is a case of Concurrence. A college is sometimes called a seat oflearning. Yale College was founded in 1701, which spells "{T}oo{k} a{s}ea{t}. " This phrase describes the locating of the college, and istherefore a relation by Concurrence. 

(4) THE PUPIL MUST SEEK _ANALYTIC_ WORDS WHICH ARE _APPROXIMATELYSPECIFIC_, AS BIRTH-DATE WORDS MUST, WHERE POSSIBLE, RELATE TO BIRTH ORJUVENILE EVENTS; MARRIAGE-DATE WORDS, TO EVENTS CONNECTED NEARLY ORREMOTELY WITH THE MARRIAGE; DATE WORDS FOR ANY OTHER EVENT IN LIFE ORFACT IN HISTORY SHOULD, DIRECTLY OR INDIRECTLY, RELATE TO SUCH EVENTOR FACT; AND, FINALLY, DEATH-DATE WORDS SHOULD REFER TO INCIDENTS WHICHPRECEDED, ACCOMPANIED, OR FOLLOWED THE FACT OF THE DEATH. 

This rule, theoretically correct, must be very liberally interpreted inpractice. This lesson furnishes numerous illustrative examples. 

As shown heretofore, _the pupil must know the facts_, and the Systemwill then help him to fix their date. 

A pupil had loaned money to a horse-dealer who lived at No. 715 of acertain street. He knew the house well, yet he could not recollect thenumber 715. At length he thought of "{C}a{t}t{l}e" as a figure word toenable him to remember the number. Yet the word is general andapparently unconnected with the house, as it was not a stable but aboarding-house. Yet, as cattle and horse are species of the genusdomestic animal, and cattle would recall horses and horse-dealer, he didright to use that term, and it served him well. At first he instantlyrecalled the word "cattle" whenever he thought of the horse-dealer'sresidence, and at once 715 was given him. After a time, he directlyrecalled 715 without first thinking of "cattle. " This is always the casewhere the method is applied. It is soon no longer required in that case. When this pupil told me what he had done, I asked him why he had notused the phrase "(7) {C}ollect (1) {Th}e (5) {L}oan, " which was theobject he had in view in thinking of, or of sending to, that address. His reply was that "cattle" served his purpose. With one person a singleword, with another a phrase, and with another a sentence, is mostserviceable. He had other borrowers who lived at other places. Why couldthis phrase "Collect the loan, " which would apply in its meaning to thecase of others, remind him of this particular debtor's home? Because, ifhe had consciously devised that phrase to identify this debtor'saddress, it could apply in his mind to the address of no other debtor. Thus the _facts help us devise the number phrase, and the phrase helpsrevive the facts_. 

I do not, for instance, undertake in this lesson to teach the pupil thatWashington never left America but once, when he accompanied his invalidbrother to Barbadoes in 1751, in search of health. But if he knows thesefacts, my method helps him retain the date, by using those facts forthis purpose; as, (1) {T}o (7) {G}ain (5) Is{l}and (1) {T}onic; or(17)51 Hea{l}{th}. We know that "health" is an object with everybody inall countries and in all ages, and is therefore a word of the mostgeneral character and of the most extended application. How, then, canit have any _special_ significance in this case? Because by knowing thefacts, in the first place, as "health" was the object of the visit ofWashington and his brother; and seeking for a date word which spells(17)51, the pupil has discovered that this general word "health" spellsthat date; and, as the pupil has applied the word "health" to this dateand to no other, he has thus made the general word specific for hispurpose. Because "tonic" is a health promoter, and "island" is a help torecall the specific Islands of Barbadoes, the phrase (1) "{T}o (7){G}ain (5) Is{l}and (1) {T}onic, " is more specific than "health. " Buteither the single word or phrase becomes specific, if the facts of thecase are assimilated, and then by the pupil are applied to furnish adate word. 

BIOGRAPHY, HISTORY, AND SCIENCE. 

Much of the substance and pith of historic eras can be expressed in theanalytic words, phrases, or sentences with which their dates areenunciated. If the foregoing and subsequent examples are carefully, nothurriedly, studied, the student can readily hereafter retain a greatdeal of the significance of facts, events, or epochs by his infalliblerecollection of the analytic expression of their dates. As with history, so with the arts and science, etc. 

Population of the United States of America is now (1895) 67, 000, 000 ={G}eneral {C}ultivation or {Sh}arp Yan{k}ees. When dealing with the_number_ of millions or thousands only, it is not necessary to expressthe ciphers. Pop. Of Great Britain = 38, 000, 000, or (3) {M}ightiest (8){F}olks; or {M}anufacturing {F}abrics; or {M}oney-making {F}reetraders. Pop. Of Africa, 127, 000, 000 = {Th}e {N}egro Continent. Pop. Of Bombay= 804, 470 or {F}oreigners a{s} a {r}ule a{r}e E{ng}lish {C}itizens. 

A gentleman in Bombay, who had to deal with complaints about watersupplies there, told me the true population is 817, 564, which he fixedby my method as follows: {F}rightful {T}o {K}eep A{l}l {J}ust {R}ight. 

Pop. Of Calcutta = 840, 000; or {V}iceroy's {R}esidential {S}eat. Pop. OfIndia = 292, 000, 000; or I{n}dia's {P}opulation E{n}umerated. 

Pop. Of Australasia, &c. , 4, 250, 000 = Ou{r} I{n}dependent {L}ivingAu{s}tralians. 

Pop. Of Melbourne with its suburbs (1891) = 490, 912 = (4) Ou{r} (9){B}iggest (0) {C}ity's (9) {B}uildings (1) {d}ecidedly (2)u{n}equalled. The "City" contains 73, 361 = (7) {G}reat (3) {M}elbourne(3) {M}akes a (6) {Ch}ief (1) {T}own. 

Pop. Of Sydney (1891) = 386, 400 = A (3) {M}ost (8) {V}aried (6){Sh}eltering (4) Ha{r}bour (0) Ha{s} (0) {S}ydney. 

Pop. Of Hobart (Tasmania), 1891 = 31, 196; (3) {M}any (1) {T}asmanians(1) Ea{t} (9) Ho{b}art's (6) {J}am. 

Pop. Of Auckland (New Zealand), with suburbs, in (1891) = 51, 287; (5)A{l}l (1) {Th}e (2) I{n}habitants (8) O{f} (7) Au{ck}land. 

SPECIFIC GRAVITIES. 

The Specific Gravity is the relative weight of a body compared to anequal bulk of some other body taken as a standard. This standard isusually water, for all liquids and solids, and air for gases. 

 1. Gold 19. 2--{D}ollars {B}uy {S}u{n}dries. --Gold is made into money. The specific gravity of gold is 19. 2; that is, nineteen and two-tenths. The initial consonants of the phrase "{D}ollars {B}uy {S}undries" express through "D" and "B" the figures 19. The "S" of "Sundries" expresses the decimal point, and the first subsequent consonant "n" expresses the decimal two-tenths. 

 2. Silver 10. 4--{Th}e {S}ilver A{s}saye{r}. 

 3. Platinum 21. 5--U{n}usually {D}uctile {S}o{l}id. --Platinum is the most ductile metal known. 

 4. Lead 11. 3--{Th}e {T}in {S}{m}ith. --Lead is used to solder tin. 

 5. Mercury 13. 5--{Th}e {M}ercury {S}o{l}d. 

 6. Copper 8. 9--{V}iew a {Sp}ire. --Copper points the lightning rods. 

 7. Iron 7. 7--Hoo{k} {S}{k}illet. --It means hang up an iron pot. 

 8. Zinc 6. 9--A {Sh}eet {S}u{p}ply. --Zinc is rolled into sheets. 

 9. Antimony 6. 7--{G}erman {S}ee{k}er. --Antimony was discovered by a German monk. 

 10. Calcium 1. 0--Whi{t}e {C}eiling. --Calcium is used in white-washing. 

RIVERS. 

 Mississippi (4, 382 miles long). --{R}ushing {M}ississippi's wa{v}es E{n}croach. --The Mississippi River frequently overflows its banks. 

 Nile (3, 370 mi. ) --(3) {M}ighty (3) {M}editerranean's (7) {G}reatest (0) {S}tream. 

 Volga (2, 400 mi. ) --I{n} {R}ussia's {S}oil {S}uperior. --The Volga is the largest river in Russia, and, in fact, the largest in Europe. 

 Ohio (1, 265 mi. ) --{Th}e Ohio {N}ow {Sh}ips {L}ighters. 

 Loire (530 mi. ) --{L}oire's {M}ajestic {S}weep. 

 Seine (470 mi. ) --{R}olling {G}ay {S}eine. 

 Spree (220 mi. ) --{N}otice {N}oble {S}pree. 

 Jordan (200 mi. ) --A K{n}own {S}alty {S}olution. --The River Jordan is impregnated with considerable salt. 

 1. Why could we not substitute the phrase "{Th}e {M}ercury {S}hie{l}d" for "{Th}e {M}ercury {s}o{l}d, " since "S" stands for "0, " and "h" has no value? 2. Why not use the phrase "Whi{t}e {s}ea{l}ing" to express the Specific Gravity of Calcium? 3. Could the Atomic Weight of Silver (108) be expressed by the phrase "{Th}e {V}a{s}e?" 4. If not, why not? 5. Would the phrase "{Th}e {S}ilver {V}ase" be better? 6. In dealing with the length of the Mississippi, why do you not give the figure value of "W" and "E" in that part of the phrase which includes the words {W}aves {E}ncroach? 7. Would you indicate this value by a cipher, then? 8. If not, why?

MOUNTAINS. 

Mt. Everest [29, 002] {N}amed U{p}on a {S}urvey {S}trictly U{n}ique; orI{n}dia's {P}eak I{s} {C}ertainly U{n}equalled. --This is the highestmountain on the globe; or I{n}dia's {B}oundary {S}ummit I{s}U{n}approachable. Kinchinjunga is 28, 156 ft. High. We shall know whatMountain is meant if we omit the first syllable "kin. " Hence we can usethe formula, "{N}ext E{v}erest {D}awns {L}ofty {Ch}injunga. "

 Popocatepetl (17, 783 ft. )--{Th}e {G}reatest {C}rater o{f} {M}exico. 

 Mt. Brown (16, 000 ft. )--{Th}is {Ch}arming We{s}tern {S}cenery {C}elebrated. 

 Mt. Blanc (15, 781 ft. )--{Th}is A{l}pine {C}one {F}ascinates {T}ravellers. 

 Jungfrau (13, 720 ft. )--{Th}is {M}ountain A{g}assiz {N}imbly A{s}cended. --Prof. Agassiz was one of the first who reached the summit of this mountain. 

 Ben Nevis (4, 406 ft. ) --He{r}e {R}eview a {S}nowy {G}iant. 

 Snowdon (3, 570 ft. ) --{M}ajestic Hi{l}ls {G}reet {S}nowdon. 

 Saddleback (2, 787 ft. ) --{N}ear {K}eswick {V}iew a {C}raig. --This mountain is situated near the town of Keswick. 

 1. Are there any letters in the word "Ohio" which have a figure value? 2. Do you see any way by which you can make the word "Known" stand for 2 by my figure alphabet? 3. How can you infallibly retain these figure-sentences?

LATITUDE AND LONGITUDE. 

No one can have very definite or exact ideas of Geography who does notknow the Latitude and Longitude of the chief Cities of theWorld. 

 Lat.  = 55°--00' } (5) {L}ondon's (5) {L}atitude (0) Ea{s}ily (1) LONDON } (0) {S}een. Long.  = 0 } (0) {S}tarting-point. 

 Lat.  = 40°--52' } (4) Yo{r}k (0) {C}ity's (5) {L}atitude (2) NEW YORK CITY } (2) {N}amed. Long.  = 73°--59' } (7) {C}ommercial (3) {M}etropolis' } (5) {L}ongitude (9) {P}ortrayed. 

 Lat.  = 40°--00' } (4) {R}epublic's (0) {Z}ealous (3) PHILADELPHIA } (0) {S}tatesman (0) {S}igned. Long.  = 75°--10' } (7) {Q}uaker (5) {L}ongitude (1) {T}oo } (0) {S}ober. 

 Lat. 41°--45' } (4) {R}ebuilt (1) {T}own's (4) {R}eal (4) CHICAGO } (5) {L}atitude. Long.  = 87°--50' } (8) {F}ires (7) {C}annot (5) {L}ongitude } (0) {S}acrifice. 

 Lat.  = 42°--20' } (4) Ha{r}vard (2) U{n}iversity's (2) {N}earest (5) BOSTON } (0) {C}ity. Long.  = 71°--05' } (7) {G}ives (1) {T}ea (0) {S}pillers' } (5) {L}ongitude. 

 Lat.  = 30°--00' } (3) {M}ississippi's (0) {S}outhernmost (6) NEW ORLEANS } (0) {S}eaport (0) {S}erene. Long.  = 90°--00' } (9) "{B}utler (0) {S}tole (0) {S}ilver } (0) {S}poons. "[F]

 Lat.  = 39°--41' } (3) {M}ountain (9) {P}eaks (4) O'e{r}look (7) DENVER } (1) {D}enver. Long.  = 105°--00' } (1) {D}enver's (0) {C}ertain (5) {L}ongitude } (0) {S}afely (0) A{s}certained. 

 Lat.  = 37°--30' } (3) {M}etallic (7) {C}alifornia's (8) SAN FRANCISCO } (3) {M}etropolitan (0) {C}ity. Long.  = 122°--00' } (1) {Th}e (2) {N}avigator (2) {N}ow (0) {S}ees } (0) {S}an Francisco. 

 Lat.  = 34°--19' } (3) {M}en (4) {R}elish (1) Ho{t} (9) {B}aths. (9) HOT SPRINGS } Long.  = 93°--00' } (9) {B}athing (3) {M}ust (0) {S}ave } (0) {S}ickness. 

 Lat.  = 40°--29 } (4) I{r}on (0) {S}melting (2) Hau{n}ts (10) PITTSBURG } (9) {P}ittsburg. Long.  = 79°--50' } (7) {G}reat (9) {P}ittsburg's (5) {L}ongitude } (0) {S}ecured. 

 Lat.  = 43°--02' } (4) {R}oaring (3) {M}agnificent (0) {C}easeless (11) NIAGARA FALLS } (2) {N}iagara. Long.  = 79°--12' } (7) A {C}ataract (9) {P}ours (1) A{t} } (2) {N}iagara. 

 Lat.  = 18°--53' } (1) {Th}e (8) {F}irst (5) Is{l}and (3) {M}et. (12) BOMBAY } Long.  = 72°--53' } (7) {K}ipling's (2) {N}ativity (5) We{l}l } (3) {M}entioned. 

 Lat.  = 22°--34' } (2) {N}umerous (2) {N}atives (3) {M}igrate (13) CALCUTTA[G] } (4) He{r}e. Long.  = 88°--24' } (8) A {V}iceroy (8) {F}avours (2) {N}atural } (4) {R}emembering. 

 Lat.  = 37°--49' (S) } (3) {M}elbourne's (7) {G}rounds (4) Ya{r}ra (14) MELBOURNE } (9) {B}isects. Long.  = 44°--58' (E) } (4) Ha{r}bour's (4) {R}iver (5) We{l}l } (8) {F}urrowed. 

 Lat.  = 33°--55' (S) } (3) {M}athematical (3) {M}apping (5) Wi{l}l (15) CAPETOWN } (5) {L}ast. Long.  = 18°--28' (E) } (1) {T}able Bay (8) {F}avours (2) {N}umerous } (8) {V}essels. 

[F] No one supposes that Butler really stole spoons. 

[G] Lord Elgin, the present Viceroy, gave Prof. Loisette H.  E. 'spatronage when the Professor lectured in Calcutta. As his system is thefoe of all artificial methods, it is _par excellence_ the "Natural"System. 

EARLY TRAINING IN FIGURES. 

If the mind-wandering mode of _rote_ learning is no longer practised, but an _assimilating_ method is substituted for it; if we abolish the"mind-wrecking" procedure of forcing immature minds into and throughstudies which they cannot comprehend, and which, therefore, createchronic habits of Inattention; and if the idea of numbers and theirelementary processes are _objectively_ taught, until habits of sureenumeration and calculation are formed, then, when the child reachesmaturity, he will rarely if ever require any conscious aid inremembering a series of 2, 3, 4, or more figures. 

Meantime, a thorough training in this system tends to do away with theinjurious effects of false mental habits; to set the Memory andAttention at work in a natural way, and greatly strengthen both; andwhile learning a large number of dates in a short time, or many figuresin one series may still require the use of the System, unless theNumeric Thinking prior to this chapter has been mastered, yet, in theordinary way of meeting figures in reading, study, or business, therewill seldom occur any _necessity_ for resorting to the method taught inthis lesson. 

WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION. 

In the case of those who have not inherited, but who have _acquired_, agreat power of Attention, a decided _benefit_ will ensue, however, ifthroughout life they occasionally use the System in regard to numbersand in learning prose and poetry by the Analytic-Synthetic andInterrogative Analysis Methods. 

 1. Will a pupil always require an aid to remember figures? 2. What is required of him in order to enable him to do away with any _conscious_ aid? 3. What does a thorough training in my system accomplish in the meantime? 4. Will there ever be any _necessity_ of using the figure alphabet? 5. Will not a decided benefit ensue to those who have acquired a great power of attention?

Where a great power of Attention has been renewed or originallyacquired, it requires considerable effort to _continue_ that power. Theunnumbered objects of thought which civilization constantly bringsbefore the mind, without giving any opportunity for a mastery of many ofthem; the fierce rivalries of interest, and the enervating habits ofbody which are constantly being formed or perpetuated--all alike andtogether tend to break down an acquired power of Attention. It is saidthat Alexander Hamilton used to go through the demonstrations ofEuclid's Geometry before the commencement of each Session of the earlyCongress. For what purpose? In order to be able to make use ofgeometrical knowledge in debate? Certainly not. He reviewed this studyto stiffen the back-bone of his power of Attention. And he possessedthis power in an extraordinary degree by nature. I am not suggesting anysuch severe course of self-discipline. But if the pupil whose_attention was formerly weak_ will never allow a date to come before himwithout fixing it in mind by my method, and if he will also occasionallylearn by heart a passage of prose or poetry by my _assimilating_methods, he will train his Attention in a pleasanter and more effectiveway than Hamilton did his by his studies in Euclid--besides makinghimself conspicuously accurate where most men are notoriouslyinaccurate. 

[It is a most misleading mistake to suppose that the principles of thefollowing or either of the previous chapters are to be _consciously andconstantly_ used by the pupil, whether he be a student or a man ofbusiness. It is only used at all during the training period--rarelyafterwards. But during the training period, I desire the pupil to makeas much use of the devices and principles of the system as he possiblycan--and the more he uses them the sooner he no longer has occasion touse them. ]

 1. Does it require any effort to _continue_ that power? 2. What tends to break down an acquired power of attention? 3. What suggestion is here given the pupil in regard to this? 4. Is this method easier and less severe than Hamilton's? 5. Is it not more effectual?

THOUGHTIVE UNIFICATIONS. 

CONNECTING THE UNCONNECTED. 

A Congressman could not remember the name of Zachary Taylor, the twelfthPresident of the United States, but he could always readily recall hisnick-name, "Rough and Ready. " In this case there was no _revivable_connection established in his mind between the _name_ Zachary Taylor andthe idea or image of the _man_ known as Zachary Taylor--but there _was_a revivable connection in his mind between the name "Rough and Ready"and the idea or image of that man. Now the thing to be done to enablethis Congressman to readily recall the name Zachary Taylor was to_establish_ or _make a revivable connection_ between the name ZacharyTaylor and the image of him, or some characteristic of him, as it wasknown to that Congressman; or to connect the well-remembered name "Roughand Ready" to the usually forgotten name Zachary Taylor. This would be a_device_ for helping him to revive this hitherto unrecallable name. Butanother and better way to aid him would be to STRENGTHEN his REVIVINGPOWER GENERALLY, so that he could readily recall the name Zachary Tayloras well as his other previous experiences; for there is no doubt that hehad a _record_ in his mind of the name Zachary Taylor; for whenever hefailed to recall it, he _recognised_ it the moment he saw it, or it wasmentioned in his presence. This proved that he _knew_ the name but couldnot _revive_ it. 

 1. What difficulty did the Congressman have in connection with Z. Taylor? 2. What caused it? 3. What would have been his best aid to remember the name?

HOW TO HELP THE MEMORY. 

There are therefore two ways of helping the memory. (1) By a deviceresorted to in each separate case to help make a more vivid FirstImpression. Nearly all Memory Systems hitherto taught have only beensuch Devices; of little benefit except in the cases where they have been_actually applied_--mere temporary appliances, and many of them ofdoubtful value, devoid of any strengthening power. (2) By a Method ofMemory TRAINING. This is the unique character of my System. It is usedas a device during the process of developing the latent powers of theMemory and the Attention, but the _result of its use_ is to sostrengthen the Memory that, as a Device it is no longer required. As atrainer my System operates in three ways. (1) It increases the general_Impressionability_, so that all First Impressions must be more vividthan they have ever been before. (2) It increases the general_Revivability_, so that First Impressions are more under the control ofthe will, and can be afterward recalled when desired. (3) It compels theIntellect to stay with the senses and thereby it abolishesmind-wandering. 

 1. Did he have a _record_ of the name in his mind? 2. How many ways are there of helping the memory? 3. What is the first way? 4. The second? 5. What is meant by Memory Training? 6. What is the unique character of my system? 7. What is the result of its use? 8. In how many ways does my system operate as a Trainer? 9. What are they?

A one-sided view of the Memory proclaims that if vivid First Impressionsare made in all cases, that is enough. This opinion implies a limitedacquaintance with the different kind of memories. In some cases where aperson is troubled with chronic forgetfulness, a vivid First Impressionmay be received, and no recollection of it will long survive. That avivid impression was received is proved by the fact that, shortly afterthe occurrence, his memory of the details of it is possibly nearlyperfect, and yet, after the lapse of a few days, or weeks, or months, the recollection of every trace of the occurrence has vanished. Afterthe total oblivion of the matter in his waking moments, he willsometimes recall all the details of the affair in a dream. This isdemonstration irresistible that the trouble in this case lies, not inreceiving vivid First Impressions, but in the weakness of his revivingpower. In fact, some memories are much oftener weak from deficiency inreviving power than from feebleness of first impressions. If, however, Impressionability be increased to the highest degree in all cases, andRevivability be strengthened to the same extent, all memories will begood, however bad some of them may theretofore have been in any or inall respects. 

MODES OF ESTABLISHING CONNECTIONS. 

RECOLLECTIVE ANALYSIS is used to memorise a series of words or factsbetween every pair of which the relation of In. , Ex. , or Con. Exists. Itequally applies to a single pair of such words or facts. 

RECOLLECTIVE SYNTHESIS OR THOUGHTIVE UNIFICATION is used where _norelation exists_. 

A _revivable_ connection is established in such cases by means of aCorrelation which always consists of one or more unifying intermediates. And the words, hitherto un-united, which are thus cemented together, arecalled Extremes. 

We had experience in learning the Series in the first chapter that theapplication of the Laws of In. , Ex. , and Con. Enable us to memorisethose Series in much less time than it would have taken had we not known_how to make use of_ those Laws. Many people could _never_ havecommitted to memory such Series by mere _rote_ or _repetition_, and notone in a hundred could have learnt to say them backwards by _rote_alone. Yet my Pupils easily learn them both ways, because Analysisaffords the highest possible AID to the Natural Memory. In fact, the_deepest_ and _most abiding_ impression that can be made upon theNatural Memory is by impressing it with _relations_ of In. , Ex. , orCon. ; because these are the Memory-Senses (if the phrase be allowed), these are the Eyes, Ears, Touch, Taste, and Smell of the Memory: and wehave only to impress the _Memory_ according to the laws of its ownnature and the _Memory_ will RETAIN the impression. This is exactly whatmy Art does: for I translate every case of Synthesis into an Analyticseries by supplying one or more _Memory-intermediates_ that grow out ofthe "Extremes, " each one of which is an instance of In. , Ex. , orCon. --Thus, every example of Synthesis is a =developed or extendedAnalysis=. To make this translation from Synthesis into Analysis requiresno intellectual ingenuity--no constructive power of imagination--butonly a _recall to consciousness_, through In. , Ex. , or Con. , of what wealready _know_ about the "Extremes. " I call a specimen of developedAnalysis a Correlation, because the Intermediates sustain the _direct_, _immediate_, and _specific_ relation of In. , Ex. , or Con. To the"Extremes" (having nothing in common, in principle or nature, with theold-fashioned Mnemonical "Links, " or "Phrases"). 

 1. When is Rec. Analysis used? 2. Rec. Synthesis? 3. How is a revivable connection established? 4. Have you carefully read every question at the bottom of the previous page, and _thought out_ or written out answers to them? 5. Since questions are valuable helps to the learner, will you faithfully read all the questions hereafter in this lesson, and write out or think out the answers thereto? 6. What have the laws of In. , Ex. , or Con. Enabled us to do? 7. Could all people have learned them by rote? 8. What affords the highest possible aid to the natural memory? 9. How are the deepest and most abiding impressions made on the Natural Memory? 10. What are the Memory-Senses?

EXAMPLES OF CORRELATIONS. 

Make your own Correlation (different from mine, given below) betweeneach of the following seven pairs of Extremes:

[_In. _ may be represented by 1, _Ex. _ by 2, and _Con. _ by 3]:

 1. ANCHOR (1) Sheet Anchor (1) Sheet (1) Bed (1) BOLSTER ---- (3) Capstan (1) Night-cap (3) Pillow (3) ---- ---- (3) Roadstead (1) Bedstead ---- ---- (3) Sea Bed (1) ---- 2. PEN (3) Ink (1) Ink-bottle (1) Smelling-bottle (3) NOSE ---- (1) Pensive (2) Gay (1) Nosegay ---- ---- (3) Wiper (3) ---- 3. SLAIN (3) Battle (3) Joshua (3) MOON ---- (1) Struck-down (1) Moon-struck (1) ---- ---- (3) Fallen (2) Risen (3) ---- 4. TEA (1) Teaspoon (1) Spooney (1) LOVER ---- (3) Sugar (1) Sweet (1) Sweetheart (1) ---- 5. ARROW (3) Tell (3) Apple (3) Cider Mill (1) TREADMILL ---- (3) Flight (3) Arrest (3) Convict (3) ---- 6. BEE (1) Beeswax (1) Sealing-wax (3) Title deeds (3) ATTORNEY ---- (1) Queen Bee (1) Queen's Counsel (3) ---- 7. LASH (1) Eye-lash (1) Glass Eye (1) Substitute (1) VICARIOUS

Children and Adults, who have thoroughly learned Recollective Analysisand practised its exercises, find no difficulty in making Correlations, unless they are so afflicted with Mind-Wandering that they have never_digested_ the impressions they have received, or unless theirintellectual operations have been twisted out of the natural order byperversities of early education; but even in these cases the _diligent_student will be able--usually before these pages are finished--at onceto correlate any word whatever to any or all the words in anydictionary. A learned Professor declared that no person unacquaintedwith astronomy could correlate "Moon" to "Omnibus. " He did it thus:MOON--(3) Gibbous [one of the phases of the Moon]--(1) "Bus"--(1)OMNIBUS. I asked a pupil then present--a girl nine years old--to connectthem. She promptly replied, "MOON--(1) Honey-moon--(3) Kissing--(1)Buss--(1) OMNIBUS. " A moment after, she gave another: "MOON--(1) FullMoon--(1) 'Full inside'--(3) OMNIBUS. " Once more: "MOON--(1)Moonlight--(1) Lightning--(3) 'Conductor'--(3) OMNIBUS. " Another pupilimagined it would be _impossible_ to correlate the following _letters_of the alphabet to _words_ beginning with the same letters, as "A" to"Anchor, " "B" to "Bull, " "C" to "Cab, " "D" to "Doge, "--as well as"Cooley" to "The. " There are, however, no words which my Pupils cannotsoon learn to correlate together with the greatest readiness, as:

 "A" (1) First Letter (1) First Mate (3) Ship (3) "ANCHOR" " (1) Aviary (3) Bird (3) Flew (1) Fluke (1) ---- "B" (1) Bee (3) Sting (1) Sharp Pain (1) Sharp Horns (1) "BULL" " (1) Below (1) Bellow (3) ---- "C" (1) Sea (3) Ocean Steamer (1) Cabin (1) "CAB" "D" (1) "D. D. " (1) Clerical Title (1) Venetian Title (1) "DOGE" "COOLEY" (1) Coolly Articulated (1) Definite Article (1) "THE"

 1. What must we do in order to make the memory retain the impression? 2. Does my Art do this? 3. Into what do I translate every case of Synthesis? 4. What does it then become? 5. What is a correlation? 6. Are correlations difficult to make?

All possible cases to be memorised can be reduced to (1) ISOLATED FACTS, where each fact is correlated to some fact in its surroundings throughwhich you must think as the _Best Known_, in order to recall it--manyinstances will be given in this lesson:--or, (2) SERIAL FACTS, whichmust be remembered in the _exact order_ in which they were presented tothe mind--illustrated by many examples in this Lesson. 

NEVER FORGET that this System serves two distinct purposes: (1) That itis a Device for memorising any Isolated Fact or Serial Facts by means ofmere Analysis, otherwise called Instantaneous Assimilation or memorisedCorrelations, as well as by other means. (2) And that by memorising andrepeating for a considerable period Analytic Series, and especially by_making_ and _memorising_ one's own Correlations, it is an unequalledsystem of Memory-TRAINING. Let the ambitious Pupil =learn as manyexamples as I give in the lessons in order to so strengthen his naturalmemory that he will no longer have to use the _device_ for memorising, his natural memory permanently retaining all he desires to remember=. This result comes only to those who carry out ALL the directions withgenuine alacrity--not shirking one of them. 

 1. Do all persons find them easy? 2. What persons do not? 3. Can such persons become expert in making them? 4. How? 5. Make an original correlation of your own between these extremes. 6. To what may all possible cases to be remembered be reduced? 7. What are Isolated facts? 8. What two distinct purposes does my system serve?

ANALYSIS AND SYNTHESIS COMPARED. 

It is sometimes asked, cannot "Analysis" cement together unconnected"Extremes"? This question implies a contradiction of terms. I reply, "Yes, by _accident_, and by accident only. "

Analysis is _declaratory_--Synthesis is _constructive_. Analysis_discovers_ and _describes_ the relations actually existing--Synthesisapplies connecting intermediates where no relations previously existed, and then Analysis characterizes the relations introduced by thecementing intermediates. 

Even in the First Exercises the Series are Synthetic. Every pair ofwords of which such Series consists exemplifies the relations either ofInclusion, Exclusion, or Concurrence. I used to call that LessonRecollective Analysis, because in it the pupil is engaged infamiliarising himself with those Laws of Assimilation, and in_discovering_ and _declaring_ the character of the relations between thewords of such Synthetic Series. He commits to memory such a series by_thinking_ of the relations between the words. A minor object is tomemorise the Series--but a greater and higher object never lost sight ofin these Lessons is to train the Memory and Attention. And let the pupilclearly notice _how_ this training comes about. Merely running over aSeries--two words at a time--without discriminating the _kind_ and_quality_ of the relations between the words--hoping that the mindunpractised in the Laws of Assimilation will intuitively feel thoserelations, constitutes no training of the Memory. Such reading neitherstrengthens the old power nor develops any new power. It is a blind actof unconscious absorption, however little be absorbed. But if the mind_acts_ in such cases and _tries to find_ and _characterise_ therelations, then the appreciation of the relations of In. , Ex. , and Con. , is quickened and invigorated and becomes in time so intensified thatthose relations are thereafter almost automatically felt, and theimpression they make on the Memory, henceforth, is the most vividpossible. 

 1. To whom only does this result come? 2. What question is frequently asked? 3. What is the reply? 4. Is analysis declaratory? 5. If so, why? 6. Is Synthesis constructive? 7. If so, explain why? 8. Why is the first lesson called Rec. Analysis?

Every Correlation is a Synthetic Series. It can be and should _always_be analyzed, but Analysis never makes a Correlation. That is thefunction of Synthesis. Since "extremes" are words with no relationbetween them, Analysis cannot find what does not exist. But _accident_sometimes makes a _spelling_ or _letter_ relation between the"Extremes, " and then Analysis can memorise these "extremes" by means ofsuch accidental relations. To illustrate:--

A physician was troubled to remember on which side of the heart are the"mitral valves. " As they are on the left side of the heart, he mighthave noticed that "mitral" ends with the letter "l, " and that the word"left" begins with the letter "l"--as "l" belongs to both of thesewords, here would be a case of analysis. Such a device, however, couldnever be erected into a rule, for it is founded on accident only, andcannot be used in all cases. How much more vivid to many persons in thisexample is a Correlation, thus: "_Mitral valves_ . .. Mitred Abbots . .. None left . .. _left_. "

To remember which of the University crews wears _dark_ blue and which_light_, we can note that the vowel "I" belongs alike to Cambridge and"Light" and is absent from Oxford and "Dark. "

Take a case in Trigonometry--a _Complement_ is what remains aftersubtracting an angle from _one_ right-angle. Take 60 degrees from90 degrees, and we have the complement 30 degrees--a _Supplement_ iswhat remains after subtracting an angle from two right-angles. Take120 degrees from 180 degrees and we have the supplement 60 degrees. Howto remember that "Complement" relates to one right-angle, and"Supplement" relates to two right-angles, is a difficulty for a poormemory. Looking at the accidents of the subject, we see that Supplementand two right-angles have a relation in this, that Supplement beginswith S and two begins with _T_. S . .. T. Hence we must remember thatSupplement relates to _T_wo right-angles, and, of course, the wordComplement to one right-angle. 

Or to use the Synthetic Method: "_Complement_ (compliment) . .. Praisebestowed . .. Prize-winner . .. Won . .. _one right-angle_" (_Complement_completes right-angle . .. _one_ . .. _right-angle_) or "_Supplement_ . .. Supple . .. Bend double . .. 'two double' . .. _two right-angles_"(_Supplement_ . .. Added to . .. More than one right-angle . .. _tworight-angles_). 

I could give many other illustrations of the narrow scope of this Methodof Accidents, though _genuine within that scope_, and how, in _all_cases, by the Synthetic Method we can find in the facts _to beremembered_ the means of their recollection. One case more: In regard tomemorising the statement that "the Posterior Nerve of the Spinal Columnis Sensory, and the Anterior Nerve is Motor, " using this Method ofAccidents, "You observe that Posterior and Sensory go together, and thatAnterior and Motor go together. The initial letters of Posterior andSensory are P and S, and the initial letters of Anterior and Motor are Aand M. By considering that A and M are in the upper part of the Alphabetand P and S are in the lower part of it, you will be sure to rememberthat Anterior is associated with Motor and Posterior with Sensory. " Iadmit that the _first time_ one hears this elaborate method applied thenovelty of the principle of it might make an impression; but, afterthat, the method would probably fail from its lengthy exposition;because it is difficult to retain the _steps of an argument_ in a weakMemory and therefore such a method cannot certainly act as a _Means forAiding_ the Memory. How do I manage this case? By correlating Posteriorto Sensory, thus: _Posterior_ . .. Post-Mortem . .. Insensible . .. _Sensory_; or Anterior to Motor, thus: _Anterior_ . .. Ant . .. Disturbedanthill . .. Commotion . .. _Motor_; or _Anterior_ . .. Antediluvian . .. Rush of water . .. Water-power . .. _Motor_. In uniting the twounconnected "Extremes" together by means of a _developed Analysismemorised_, the Natural Memory is aided in a very high degree. 

 1. What is every correlation? 2. Does Analysis ever make a correlation? 3. Why would not "A" make a good In. By sound with "Anchor" on preceding page? 4. Is the method of remembering by accidental coincidences always reliable? 5. If not, why? 6. Are there cases where it cannot be used? 7. Make an original correlation between "Mitral valves" and "left. " 8. How does the accidental coincidence in connection with the University crews compare with Synthesis? 9. Does this method make an impression on the novice at first? 10. Does the novice adhere to it? 11. Why?

BY MEMORISING a Correlation, you so unite the two EXTREMES in memory, that you need not afterwards _recall the intermediates_. Theintermediates drop out of the memory by what Prof. E.  W. Scripture, Psychologist, of Yale University, calls the Law of Obliteration. 

 1. Why does the method fail? 2. Is it difficult to retain the steps of an argument in the natural memory? 3. Can you give any instances in your own experience where Analysis has helped you to cement Extremes together? 4. Can such a method act as a means for aiding the memory? 5. How would I manage the case spoken of?

HOW TO MEMORISE A CORRELATION. 

To memorise a Correlation you must _at first_, if your _Natural Memorybe weak_, repeat from _memory_ the intermediates forwards and backwards, as:--ANCHOR . .. _sheet-anchor_ . .. _sheet_ . .. _bed_ . .. BOLSTER--BOLSTER . .. _bed_ . .. _sheet_ . .. _sheet-anchor_ . .. ANCHOR, atleast three times each way. These six repetitions from memory, threeforward and three back, are only required _at first_. In a short timeyou will infallibly remember every Correlation _you make_; at last, thememory will become so strong, that you will no longer have to makeCorrelations at all. After you have repeated the Correlation, thenrepeat the two extremes, thus--"Anchor" . .. "Bolster. " "Bolster" . .. "Anchor. " "Bolster" . .. "Anchor. " "Anchor" . .. "Bolster. "

Nothing else is so easy to memorise as a Correlation, for a Correlationis not a "mental picture" or "story"--it is neither a proposition, sentence or phrase. It has no rhetorical, grammatical, argumentative or_imaginative_ character. It is simply an elemental primordialPsychological Sequence of Ideas in which one includes another, excludesanother, or in which one idea has been so often or so vividly unitedwith another in past experience that the two are inseparably connectedin memory--and a little practice in making and _memorising_ theseCorrelations soon makes it _impossible_ to forget them. 

 1. What is the result of uniting two unconnected "Extremes" by means of a developed Analysis? 2. What are the first steps in memorising a correlation? 3. How long are these repetitions required? 4. What will be the result in a short time? 5. What will be the final result? 6. Are correlations easy to remember? 7. What is the result of making and memorising them? 8. When does the most vivid concurrence take place?

ASSIMILATIVE ASSOCIATION AND MEMORY. 

Probably no psychological mistake was ever fraught with greater injuryto the cause of public or self-education than the too prevalent opinionamongst teachers generally that "physiological retentiveness" is thememory's sole reliance _in all stages of life_. It is nearly the solereliance in infancy, and a partial reliance in youth. But when anaccumulation of experiences and a fair command of language have beengained, new acquisitions are henceforward principally made by _theaffiliation_ of one idea upon or with another or _the making ofassociations between ideas already established_. 

And, if this be so, then memory must be very greatly improvable, sinceno mental power is susceptible of so much improvement as assimilativeassociation. 

A good memory, whether natural or acquired, belongs to quick and vivid_associability_ and _revivability_ rather than to mere inherent andperpetual physiological _record making_. 

After a certain number of experiences the child learns the appearance ofa square. All his future experiences, however varied, of squares becomeaffiliated upon, or connected with the record of this original square. If each new square had to be separately impressed on the brain as adistinct and independent physiological record, it would take as muchtime and trouble to learn every new square as it did to learn the firstsquare. But the _instant_ recognition of every square after learning thefirst one shows that the old brain record is used in the case of eachnew experience of squares or that the new square is interpreted by theold or original record through the Laws of Association. Again: Takingthe prefixes _com. _, _de. _, _im. _, _op. _, _re. _, _sup. _, &c. , which areused in thousands of cases, and the suffixes _ment_, _sion_, _ible_, _ibility_, &c. , also used in thousands of words, and using these inconnexion with the root word "Press" we have compress, depress, impress, oppress, repress, suppress, and also compressible, depression, re-impress, suppression, impressment, &c. 

Must a new physiological record be made for each form of the sixty ormore words of which Press constitutes the base, and must a new record bealso made for each of the prefixes and suffixes in the thousands ofcombinations in which they occur? No one believes any such absurdity. 

If space permitted it would be easy to offer additional considerationstending to show that after infancy and early youth new acquisitions aremainly made by combinations and recombinations of ideas alreadypossessed, and not by new and independent records physiologicallyreimpressed on each occasion. 

RULES FOR MAKING CORRELATIONS. 

1. Never make a correlation except in conformity to In. , Ex. , and Con. Carelessness here is fatal to success. 

2. When the pupil reads a correlation of mine, he should indicate therelations between the words by writing in the figures 1, 2, or 3, and heshould pursue the same course with his own correlations. 

3. Ofttimes "extremes" are in different planes of thought, sooccasionally three intermediates are necessary to cement them; two areoften required; but after considerable practice in making correlationsone usually suffices. 

 1. What is fatal to success in making correlations? 2. What do the figures 1, 2, and 3 indicate in Rule 2? 3. How many intermediates should there be?

4. A correlation is a _successive advance_, and an intermediate must notrefer back to any except its _immediate_ antecedent, never to its secondor third antecedent. A pupil wrote:--_Short steps_ . .. Stepson . .. Realson . .. More a son . .. _Morrison_. Here, "more a son" refers to thecomparison between "real son" and "stepson, " but the latter is thesecond antecedent so the correlation is a defective one. He might havesaid: _Short steps_ . .. _stepson_ . .. _Morrison_. 

5. A word may be used twice but never three times. _Pen_ . .. Pensive . .. Gay . .. Nosegay . .. _Nose_. Here "gay" is properly used twice, and afterthat, it is dropped and you can go on with the rest of the word, to wit, _nose_. 

6. A compound phrase including a verb is rarely allowable, since theintermediates must be the simplest elements, either sensations orperceptions [relations among sensations] or abstractions [relationsamong relations], or one of these with either of the others, alwaysexemplifying either In. , Ex. , or Con. 

7. My correlations are good for me, but they may not be so vivid toothers, especially where the concurrences are used. To fix the date ofMagna Charta (1215), the pupil could memorise this Correlation--MAGNACHARTA . .. King John . .. Jew's teeth . .. DENTAL. But if the pupil didnot know _before_ that King John had granted that charter, and if he didnot also know the story about the extraction of the Jew's teeth to makehim pay the royal exaction, there would be no concurrence as to thefirst word and second, or second and third, and if he learned theCorrelation it would be by mere repetition without aid from Analysis. Insuch a case he would make and memorise his own Correlation, perhapsthus: MAGNA CHARTA . .. Magnify . .. Diminish . .. DWINDLE. When a pupilmakes his own Correlations, every concurrence he uses is a _real_concurrence to him, and so with his Ins. And Exs. This is a decisivereason why the Pupil should merely look upon my Correlations as models, but make and memorise his _own_ Correlations in all cases, as being morevivid to _him_ and, therefore, more certainly remembered, as well asmore effectively strengthening the Memory in both its Stages. 

8. Vivid Ins. By _meaning_ are better than Ins. By S. (the latter whenused, should be as perfect as possible). EAR . .. EEL makes a weak In. ByS. To some persons, but it would make a much more vivid first impressionto most persons to deal with them in this way: EAR . .. (w)ring . .. Twist. .. Wriggle . .. EEL. But "Bivou_ac_ . .. _aq_ueduct" is a perfect In. ByS. As to the last syllable of the former and the first syllable of thelatter, since those syllables are pronounced exactly alike. We mayconnect Bivouac to Rain thus: "_Bivouac_ . .. Aqueduct . .. Flowing water. .. Falling water . .. RAIN. "

9. _Never_--in the early stages of the study of the System--make a_second_ Correlation until you have _memorised the first_. 

10. Although _making_ and _memorising_ Correlations serves the usefulpurpose of fixing specific facts in the memory, yet the MAIN OBJECT inmaking and memorising Correlations is to develop the latent power of theNatural Memory to such a degree that all facts are hereafter rememberedwithout the aid of conscious Correlations. 

11. Never try to find _analytic_ date or number words until you _knowthe material facts connected with the date or number_ before you. Thestudent wishes to fix the date of Voltaire's birth, in 1694. "TheShaper" and "The Giber" occur to him. If he is ignorant of the facts ofVoltaire's life, he will correlate thus: "_Vol_taire . .. (1) . .. Volatile . .. (2) . .. 'fixed' . .. (1) . .. 'The Shaper' {Th}e {Sh}a{p}e{r}(1694);" or "Vol_taire_ . .. (1) . .. Tear to pieces . .. (1) . .. Mockingdissector . .. (1) . .. {Th}e {G}i{b}e{r} (1694). " If he had known thatVoltaire was a born writer, he would have found the analytic relation in"Voltaire . .. {Th}e {Sh}a{p}e{r} (1694)" or if he had known that he was aterrible mocker, he would have said: "Voltaire . .. {Th}e {G}i{b}e{r}(1694). " If he wished to fix the date of the discovery of America, hemight think of "{T}e{r}ra{p}i{n}" (a large tide-water turtle, aboundingin Maryland), and correlate thus: "Discovery of America . .. (1) . .. Maryland . .. (3) . .. {T}e{r}ra{p}i{n} (1492). " But if he remembers thatCon. Covers all cases of Cause and Effect, Instrument or Means to End, Person by whom, &c. , and if he reflects that this discovery has been ablessing to the Old as well as the New World, he would say: "Discoveryof America . .. (3) {T}{r}ue {B}oo{n} (1492). " Or, if he considers that themoment America was made known to Europe the whole of the WesternContinent was open to every new-comer, he would find analytic date-wordsthus: "Discovery of America . .. (3) . .. {D}oo{r} o{p}e{n} (1492). " If hemerely wants to fix the fraction 92, he could use the first twoconsonants of the name of one of his ships, and say: "Discovery ofAmerica . .. {P}i{n}ta (1492). "

ISOLATED FACTS. 

Correlate an _Isolated Fact_ to something (to some fact in itsenvironment or _entourage_ that is BEST KNOWN and) which you are sure toTHINK OF when you wish to recall the Isolated Fact. 

HOW TO REMEMBER PROPER NAMES WHEN INTRODUCED. 

An infallible method of remembering proper names is (1) Get the namewhen introduced. If not quite sure, ask for it. (2) _Pronounce_ the_name aloud_ whilst _looking at_ the person. Do this several times, ifpossible. The object is to produce a concurrence or connection betweenthe _sight-image of the Person_ and a _sound-image of his Name_. (3) Tohelp the ear for sound, always pronounce everyone's name aloud wheneveryou meet him. This helps nature. These directions carried out never failto make a pupil perfect in remembering proper names. 

To remember PROPER NAMES in the absence of the person, correlate thePerson's Name to the name of some Peculiarity of the Person (as the BESTKNOWN and) which you are sure to THINK of whenever you think of thePerson. If you _memorise_ the Correlation, you will recall the Namewhenever you think of this Peculiarity (whatever struck you about him). 

To remember a proper name, Mnemonists resort to In. , by S. But this_alone_ gives no starting point, no "Best Known" which you are certainto think of, and which will enable you to recall the name, _provided_you cement by a memorised Correlation the "Best Known" to the nameitself; in fact, a similarity of sound _alone_ and _by itself_ is likelyto mislead you into reviving itself instead of the name. A celebratedMember of Parliament (who in the days of his youth, before he hadgreatly tested Mnemonics, gave a high opinion of its value) was todeliver an address at the Birkbeck Institution, some years ago. Havingdifficulty in remembering proper names, he thought he would _fix_ thename of its founder in his memory by the Mnemonical device of finding aword that sounded like it; he said to himself, "It reminds me of'Pinchbeck. '" He commenced as follows: "Before coming to the subject onwhich I am to speak this evening, I desire to pay a deserved tribute ofpraise to the founder of this great Institution, the celebrated Mr. PINCHBECK. " A shout of laughter revealed to him that Mnemonics may getus into trouble, and fail to help us out: he could not remember the realname, Birkbeck, until it was told him. If he had mastered this System, his NEW memory-power would have enabled him to remember the true name_without any device_; or, if he was but a beginner at my System he couldhave remembered the name Birkbeck--which he was afraid he wouldforget--by correlating it to the word--"Founder, " which he did remember, thus:--FOUNDER . .. Lost way . .. Hark-back . .. Birkbeck; or, FOUNDER . .. Foundered horse . .. Chestnut horse . .. Chestnut . .. Bur . .. BIRKBECK. Ifhe had memorised either of these Correlations, or one of his own, byrepeating the intermediates forwards and backwards two or three times, and then recalled the two extremes, "Founder, " "Birkbeck, " severaltimes, the moment he thought of Founder, he would instantly haverecalled Birkbeck, one extreme recalling the other without theintermediates being recalled. When one has received only a third of thebenefit of this System as a Memory-TRAINER, the mere _making_ of aCorrelation ensures remembering two extremes together without thinkingof intermediates. 

 1. To what must we correlate a person's name? 2. What will be the result if we memorise the correlation? 3. To what do Mnemonists resort to remember proper names? 4. Does this _alone_ give a starting point? 5. What is a similarity of sound alone likely to do?

[Dr. Johnson, when introduced to a stranger repeated his name severaltimes aloud and sometimes _spelled_ it. This produced a vivid firstimpression of the man's _name_; but it did not _connect_ the name to theman who bore it. People who have adopted the Johnsonian Methodsometimes remember the name but apply it to the wrong person, becausethey did not establish any relation between the name and the man to whomit belonged. ]

EXERCISES IN CORRELATING. 

Make 20 of your own Correlations between faces and names (or betweenwords and meanings), using some of the extremes given by me, and, asother extremes (words, &c. , of your own selection, or) names and facesof your own acquaintances. 

 _Peculiarity. _ _Correlation. _ _Proper Names. _

 Cross-eyed Cross-bow . .. Bowman Mr. Archer Wavy hair dancing wave . .. Morris dance Mr. Morrison Black eyes white . .. Snow . .. Pure as snow Mr. Virtue Retreating chin retiring . .. Home-bird Mr. Holmes High instep high boots . .. Mud . .. Peat Mr. Peat Crooked legs broken legs . .. Crushed Mr. Crushton Apprehension suspension . .. Gallows Mr. Galloway Sombre sad . .. Mourning . .. Hat-band Mr. Hatton Music stave . .. Bar Mr. Barcroft Violinist violin . .. High note . .. Whistle Mr. Birtwistle Painter paint . .. Colored cards . .. Whist Mr. Hoyle Plumber plum-pudding . .. Victuals Mr. Whittles Joiner wood . .. Ash Mr. Ashworth

 1. Is it ever possible to remember two extremes without thinking of the intermediates? 2. In what cases? 3. What did Dr. Johnson sometimes do when introduced to a stranger? 4. What sometimes occurs with people who have adopted the Johnsonian Method? 5. Why is this? 6. As Max Müller names mental acts in this order: Sensation, Perception, Conception, Naming, and Memory, would he hold that failure to remember names implies weakness of naming power? No! Remembering a name is an act wholly unlike imposing a name in the first instance. Such failure arises from weakness of the auditory function, or of the perception of individual peculiarities or failure of the sight-image to become cemented to the sound image. 

=A CONTRAST. =--When unconnected ideas have to be united in the memory sothat hereafter one will recall the other, the teachers of other MemorySystems say: "What can I invent to tie them together--what story can Icontrive--what foreign extraneous matter can I introduce--what mentalpicture can I imagine, no matter how unnatural or false thejuxtaposition may be, or what argument or comparison can I originate--nomatter how far-fetched and fanciful it may be, to help hold these'Extremes' together?" They do not reflect that all these mnemonicaloutside and imported schemes must _also_ be remembered, and that beingin the form of sentences expressing loose relation of mere physicaljuxtapositions or the complex relations invented by constructiveimagination or subtle intellect, they are, to most, more difficult torecollect than the extremes would be without these ponderous aids. Hence, in their professed attempt to aid the memory, they really imposea _new_ and _additional burden_ upon it. 

 1. Are you required to make any original correlations? 2. How many? 3. Between what extremes? 4. Do you find it difficult? 5. Have you any evidence given here that others have experienced any difficulty in making them? 6. Did they finally succeed? 7. What question is frequently asked by other memory teachers?

On the other hand, I simply ask the memory what it _already knows_ aboutthe "Extremes. " The first intermediate of a correlation is _directly_connected through In. , Ex. , or Con. , with the first "Extreme, " and thelast intermediate with the last "Extreme, " and the interveningintermediate (if there be one) with the other two, and thus, the_intermediates being already in the memory_, and not the result ofinvention or ingenuity, my Method of Correlation is purely and solely aMEMORY process. In this way, I use the MEMORY TO HELP THE MEMORY, I usethe _reviving_ power of the memory to make a vivid FIRST IMPRESSIONbetween two hitherto unconnected "Extremes. " I add nothing to the"Extremes, " import nothing from abroad in regard to them, inventnothing. I simply _arouse_, _re-waken_ to consciousness, _what isalready stored away_ in the memory in regard to those "Extremes, " and, by reciting the Correlation a few times forwards and backwards, cementthe "Extremes" themselves so vividly together, that henceforth one"Extreme" revives the other "Extreme" without the recall of theintermediates. 

And in the chapter on Recollective Analysis, and also in the previouspart of this chapter, I have given the attentive student such afamiliarity with the Memory Laws of In. , Ex. , and Con. , that he can makeCorrelations as easily as he breathes. 

When learning prose or poetry by means of endless repetitions toacquire, and endless views to retain, the mind soon wanders, and thusdiscontinuity is promoted; but, in reciting a Correlation forwards _andbackwards_ from memory, the mind cannot wander, and thus the continuityis greatly strengthened. Again, memory is improved by exercise, and_improved in the highest degree_ by _making_ and _memorising_correlations, because in _making_ them the _reviving_ power of thememory is exercised in conformity to Memory's own laws; and in_memorising_ the Correlations both stages of memory are most vividlyimpressed. Thus, making and memorising the Correlations TRAINS bothMemory and Continuity. And if to this training process there be addedthe habit of Assimilation which the use of the Analytic-Synthetic andInterrogative Analysis Methods of learning Prose and Poetry by heartimparts, as well as my other training methods, then the NEW memory thusacquired _will not demand the further use of the System any more thanthe adult swimmer will need the plank by which as a boy he learned toswim_. 

 1. What new burden do they impose on the memory? 2. What do I require from my pupils? 3. To what is the first intermediate connected? 4. Through what? 5. How do I deal with the other intermediates? 6. What is a memory process? 7. Is the memory used to help the memory in any way? 8. Do I add anything to the extremes? 9. Is memory improved by exercise? 10. When is the System laid aside?

LEARNING FOREIGN WORDS. 

"The Guide to Memory, or a New and Complete Treatise of Analogy betweenthe French and English Languages, " compiled by Charles Turrell, Professor of Languages, and published in 1828, contains the words whichare the _same_ in each language (alphabet, banquet, couplet, &c. ), andthose almost the same--"Letters necessary in English, and superfluous inFrench, are included in a parenthesis, thus Bag(g)age. Letters necessaryin French, and superfluous in English are printed in Italics, thusHom_m_age. " At first sight it seems as if this plan were a good one (andsome still recommend it[H]). But of the words which are the same in bothlanguages, some of them have meanings one rarely if ever needs toexpress, while others are seldom seen except in Dictionaries, so thestudent who uses this method does not make much _useful_ progress. TheRev. W. Healy, of Johnstown (Kilkenny), long before he had finished mycourse of lessons, stated: "_I wrote out the French words thatcorrespond to the English of everything around us and that are in commonuse, and found that by the aid of Rec. Syn. I could commit them muchfaster than the time taken to write them out. _"

[H] The "New Memory-Aiding French Vocabulary" by Albert Tondu, publishedby Hachett et Cie, London, in 1881, is a somewhat similar work toCharles Turrell's. 

The words he had made himself familiar with were those most frequentlymet with in reading, and useful in speaking and writing. 

Mr. D. Nasmith employed a clerk in finding the number of occurrences ofthe same word in three books. Some words occurred thousands of times, and others only five, or fewer. The words which frequently occurred hearranged in order, the commonest first, and compiled exercises to suitthem. His "Linguists" (German and French) are published by Mr. D. Nutt, of 270, Strand, London, and by the aid of them, and of my System, auseful knowledge of German (or French) can be rapidly acquired. 

A pupil who had a very slight acquaintance with French learned anAnalytic Series of French words, asking a French friend the meaning andpronunciation of the words unfamiliar to him. By doing this he in aboutan hour learned the spelling, pronunciation, and meaning of nearly 100French words. Since then he has been extending the exercise, and in thatway he has learned 1, 000 French words. In doing so he is strengtheninghis memory by exercising it in accordance with its own laws, increasingthe control his will has over his attention, and extending his Frenchvocabulary. 

 1. Do we ever see words spelt differently but with the same pronunciation? 2. Is the use of the Dictionary required? 3. What examples have we here of the benefits derived from Rec. -Synthesis? 4. With what words did he make himself familiar? 5. Does the same word frequently occur in a book? 6. What proof can you mention? 7. What task was accomplished in about one hour by one of my pupils? 8. What language was he studying?

To remember Unfamiliar English Words or FOREIGN WORDS, correlate theDefinition as the BEST KNOWN to the Unfamiliar or Foreign Word, andmemorise the Correlation. In the case of Foreign Words, the lastIntermediate is necessarily a case of Inclusion by sound. Sometimesthere is In. By sight or by sound between a part or the whole of theEnglish word, and a part or the whole of its Foreign equivalent, as_Ap_ple--_ap_fel [German]. Of course, the pupil will not need the aid ofa correlation in such cases if he notice the analytic relation. TheFrench word _Anachorète_ might have for its equivalent by sound either"_Anna_, " or "_Core_, " or "_Ate_, " or "_Anna goes late_, " or "_Ann acore ate_, " or "_Anna's cold hate_, " and perhaps to some of my readersit would seem like something else. _Cravache_ might sound like "_Crackof lash_. " Pupils often disagree as to what is good Inclusion by sound;let each use what suits himself, and not trouble about other people'sears. _In. By sound, or by sense, or by spelling_, is sufficient even ifit refers to _only one syllable_. 

 ENGLISH. INTERMEDIATES. GREEK. Merchant . .. Market . .. Emporium . .. ἔμπορος Move . .. Move on . .. Next stage . .. Next-of-kin . .. κινέω True . .. Naked truth . .. Pith of the matter . .. Pithy . .. πιθανος Course . .. Coarse hair . .. Camel hair . .. Dromedary . .. δρόμος Servant . .. Light fare . .. Dole out [maid . .. Bride . .. Dowry] . .. δούλος Tanner . .. Leather . .. Leather purse . .. Disburse . .. βυρσεύς Cup . .. Tea-cup . .. Tea-pot . .. ποτήρίον Fetters . .. Criminal . .. Desperate . .. δεσμός Fragile . .. Thin . .. Rapier . .. "thrust us" . .. θραυστος ---- glass houses . .. "throw stones" ---- Fruit . .. Fruit-knife . .. Fish-knife . .. Carp . .. καρπος Round . .. Fat . .. Stout . .. Strong . .. στρογγύλος Bride . .. Fair . .. Fairy . .. Forest nymph . .. νυμφη Pearl . .. Necklace . .. Sweetheart . .. Sweet Margery . .. μαργαρίτης Bread . .. Baker . .. Baker's art . .. ἄρτος Marry . .. Lottery of life . .. Risky game . .. γαμέω Join . .. Engaged--[suited . .. Apt] . .. Apt to disagree . .. ἄπτω Culprit . .. Cull . .. Select a few . .. Few gone . .. φευγών Milk . .. Milky way . .. Galaxy . .. γάλα Drink . .. Water . .. Small leak . .. Pinhole . .. πίνω Suffer hunger . .. Ng of hunger . .. Pining away . .. πεινάω Time . .. Watch . .. Chronometer . .. χρόνος ---- Father Time . .. Old age . .. Old crony ---- Deliver . .. Capture . .. Lasso . .. ἀπαλασσω Spread . .. Christmas feast . .. Deck a church . .. Dye a spire . .. διασπείρω Uncover . .. Bare . .. Bare foot . .. A Kaliph's toe . .. ἐκκαλυπτω Shut . .. Shut out . .. Severe weather . .. Bad climate . .. κλείω I judge . .. Condemn . .. Refute . .. Refuse . .. Cry "no" . .. κρίνω Found . .. Establish . .. Fix . .. Fasten thus . .. Tie so . .. κτίζω Soldier . .. Art of war . .. Strategy . .. στρατιώτης

 1. In the case of Foreign words, what must the last intermediate necessarily be a case of? 2. Do pupils always agree on a good In. By S. ? 3. What is sufficient, if it refers to one syllable only? 4. What are you never to do in getting at an English word? 5. What may you do in getting at a Foreign word? 6. Could you not omit "camel hair"? 7. Could you not omit "leather, " which follows "tanner"? 8. Could you not omit after "cup" the word "tea-cup"? 9. Is not "tea-pot" connected by Con. With "cup"? 10. After "bread" could you not omit "baker"? 11. Are not "bread" and "baker's art" connected? 12. Could you not omit "watch, " after "Time"?

 ENGLISH. INTERMEDIATES. LATIN. Heart . .. Heart-sick . .. Fainting . .. Cordial . .. Cor Wickedness . .. Dishonesty . .. Blackmail . .. Malum Book . .. Printed thoughts . .. Freedom of thought . .. Liberty . .. Liber ---- . .. Books . .. Library . .. ---- Breast . .. Front . .. Front view . .. Aspect . .. Pectus Spear . .. Thrust . .. Quick motion . .. Hasty . .. Hasta Suitor . .. Princely suitor . .. Married by proxy . .. Procus Ask . .. Borrow . .. Swindle . .. Rogue . .. Rogare Marrow . .. Old English arrow . .. Victory . .. Medal . .. Medulla Captain . .. Head of hundred . .. Century . .. Centurio Surveyor . .. Measure . .. Dimension . .. Agrimensor Furniture . .. Bent-wood chairs . .. Bent legs . .. Supple legs . .. Supellex Vine . .. Wine . .. Luxury . .. Pampered . .. Pampinus Liar . .. False pretence . .. Mendicant . .. Mendax Cow . .. Cow-pox . .. Vaccination . .. Vacca Sing . .. Boatman's song . .. Canoe . .. Cano Kill . .. Kill by hanging . .. Broken neck . .. Necare Redden . .. Blush . .. Kissing . .. Ruby lips . .. Rubesco ---- red . .. Ruby . .. ---- Dry . .. Dry mouth . .. Feverish . .. Sick . .. Siccus Man . .. Married man . .. Home . .. Homo War . .. Victory . .. Rejoicings . .. Bells rung . .. Bellum Rob . .. Robber . .. Hue-and-cry . .. Policeman's rap . .. Rapto Tanner . .. Russet leather . .. Russet apple . .. Apple core . .. Coriarius Dove . .. Married love . .. United States . .. Columbia . .. Columba Bench . .. Table . .. Shop counter . .. Selling . .. Subsellium Oar . .. Roman galley . .. Rome . .. Romulus and Remus . .. Remus Garret . .. Unhealthy . .. Medicine . .. Salts and senna . .. Cenaculum Garret . .. Store-room . .. Grain store . .. Granaria Horse . .. Race . .. Dead heat . .. Equal . .. Equus Cock . .. Spurring . .. Goading . .. Galling . .. Gallus Lazy . .. Tramp . .. Knave . .. Ignavus Make heavy . .. Rich food . .. Gravy . .. Gravo Sign . .. Musical signs . .. Notes . .. Nota Poverty . .. Drafty garret . .. Sleeping draught . .. Opium . .. Inopia Messenger . .. News . .. False news . .. Nonsense . .. Nuntius Top . .. High perch . .. Hen's perch . .. Cackle . .. Cacumen Face . .. Bare face . .. Bare headed bird . .. Vulture . .. Vultus Useless . .. Needless impatience . .. Irritation . .. Irritus Dark . .. Dark staircase . .. Insecure . .. Obscurus Writer . .. Bad writer . .. Scribbler . .. Scriba Harvest . .. Harvest home . .. "Mrs. At home?" . .. Messis Dog . .. Dog's tail . .. Tin can . .. [cane carrier . .. Cane[I]] . .. Canis Egg . .. Boiled egg . .. Boiled hard . .. Over boiled . .. Ovum Fox . .. Jackall . .. Carcass . .. Vulture . .. Vulpes Bread . .. Sweat of brow . .. Labour . .. Pain . .. [bread-pan . .. Pan[I]] . .. Panis Table . .. Figures . .. Calculation . .. Mensuration . .. Mensa Master . .. Schoolboard . .. Fines . .. Magistrate . .. Magister Tree . .. Mast . .. Ship . .. Harbour . .. Arbor Mother . .. Wife . .. Helpmeet . .. Help-mate . .. Mater

[I] In some English schools the first syllable in "panis" sounds "pan, "in others "pain. " If an English word derived from a foreign word (orfrom the same root) occurs to you, use it; but do not spend time huntingfor derivations. Unfamiliar words are no help; do not think the word"panification" will help you to "panis, " because it is an English wordmeaning "bread-making, " and you are an Englishman. You would be muchwiser to try to remember the English "panification" by the aid of theLatin "panis, " than _vice-versa_, that is, if any mortal ever does wantto remember that pedantic dictionary word. 

 1. If "mendicants" are known to be liars, why could not "false pretences" be omitted? 2. If "vaccination" means inoculating with "cowpox, " why could not "cowpox" be omitted? 3. If "broken" neck means a violent death, why not omit "kill by hanging"? 4. Ought not "billing and cooing" to be inserted after "Dove"? 5. What relation is there between "married love" and "United States"? 6. If "musical" be added to "notes, " why could not "musical signs" be omitted? 7. If "scribbler" is a writer, why could not "bad writer" be omitted?

 ENGLISH. INTERMEDIATES. GERMAN. Joy . .. Play-day . .. Free day . .. Friday . .. Freude Sad . .. Tomb . .. Mason . .. Trowel . .. Traurig Clear . .. Clear tones . .. Clarionet . .. Klar Indolent . .. "lazy bones" . .. Lazy lass . .. Lässig Dangerous . .. Storm . .. Steamboat fare . .. Gefährlich Part . .. Part of house . .. Roof . .. Tile . .. Theil Empty . .. Hollow . .. Fox's hole . .. Lair . .. Leer Take . .. Take husband . .. New name . .. Nehmen Diffidence . .. Shy girl . .. Schoolgirl . .. Miss . .. Misstrauen Little . .. Grow less . .. On the wane . .. Wenig Much . .. More . .. Mourn . .. Feel grief . .. Viel Recompense . .. Repayment . .. Loan . .. Lohn Question . .. Answer . .. Fragmentary answer . .. Frage Foot-stool . .. Low . .. Shame . .. Schemel Pressure . .. Too heavy . .. Droop . .. Druck Voice . .. Voice lozenges . .. Stimulation . .. Stimme Child . .. Young kindred . .. Kind Threaten . .. Stinging words . .. Stinging bee . .. Drone . .. Drohen Mirror . .. Reflect . .. Think . .. Speak . .. Spiegel Beetroot . .. Red heart . .. Rib . .. Rübe Potato . .. Dig up . .. Remove . .. Cart off . .. Kartoffel Love . .. Lovers' meeting . .. Meat . .. Liebig's extract . .. Liebe Campaign . .. Pain . .. Feel . .. Felt . .. Feldzug Medicine . .. Science . .. Arts . .. (_pr. _ artsnei) Arznei Evening . .. Hour of prayer . .. Bend the knee . .. Abend Heaven . .. Angels . .. Harps . .. Hymns . .. Himmel Song . .. Choir . .. Choir leader . .. Lead . .. Lied Table . .. Soiled table cloth . .. Dirtyish . .. Tisch ---- . .. Dinner . .. Dish . .. ---- Chair . .. Chairman . .. Session . .. Sessel Bottle . .. Leyden jar . .. Electric spark . .. Flash . .. Flasche Beloved . .. Attached . .. Hooked . .. Trout . .. Traut

 1. Could not "boiled hard" be omitted? 2. If we use "mensuration tables, " could not "figures . .. Calculation" be spared? 3. What is the relation between "Tree" and "mast"? 4. Could not "lazy bones" be omitted after "indolent"? 5. Why could not "schoolgirl" be omitted? 6. Why could not "answer" be omitted after "question"?

 ENGLISH. INTERMEDIATES. FRENCH. Fat . .. Fat ox . .. Clover . .. Rich grass . .. Gras Mouth . .. Flesh eater . .. Butcher . .. Bouche Asphalt . .. Assafœtida . .. Fish bait . .. Béton To lash . .. Circus . .. Hengler . .. Cingler Current . .. Nerve current . .. Vague function . .. Vagus Armchair . .. Reclining . .. Gouty . .. Foot oil . .. Fauteuil ---- . .. Arm . .. Leg . .. Foot . .. ---- Railway station . .. Railway guard . .. Guard . .. Gare Smoke . .. Tobacco . .. Smell . .. Perfumer . .. Fumer Carpet . .. Fine design . .. Tapestry . .. Tapis Head . .. Foot . .. Root . .. Potato . .. Tête Oar . .. Boat . .. War-ship . .. Ram . .. [See Latin] . .. Rame Tears . .. Hysterics . .. Fainting fit . .. Alarm . .. Larmes Canvas . .. Rope . .. Oakum . .. Hard labor . .. Toil . .. Toile Wave . .. Washing . .. Unwashed . .. Vagabond . .. Vague ---- . .. Current . .. Nerve current . .. Vagus . .. ---- Bed . .. Bed of sea . .. Sea-shore . .. Lee-shore . .. Lit Pane . .. Pain . .. Sore eyes . .. Vitriol . .. Vitre ---- . .. Glass . .. Vitreous . .. ---- Gun . .. Gunsmith . .. Spark . .. Fusée . .. Fusil ---- . .. Foot soldier . .. Fusilier . .. ---- Shovel . .. Shoved about . .. Crowd . .. Pall Mall . .. Pelle ---- . .. Sand . .. Spade . .. Pail . .. ---- Side-walk . .. Walking fast . .. Trotting along . .. Trottoir ---- . .. Mid road . .. Horses . .. Trotting . .. ---- Dirty . .. Second-hand furniture . .. Furniture . .. Sale . .. Sale Faithful . .. Dog-blind fiddler . .. Fiddle . .. Fidèle ---- . .. Faithfulness . .. Fidelity . .. ---- Pity . .. Pitying . .. Misery . .. Miséricorde Misfortune . .. Missing train . .. Mail hour . .. Malheur Hang fire . .. Fire engine . .. "haste" . .. Tear along too . .. Faire longfeu Star . .. Diamond . .. Ball dress . .. Toilet . .. étoile ---- . .. Star . .. Inn . .. Hotel . .. ---- Cake . .. Cheesecake . .. Mouse . .. Cat . .. Gateau Sword . .. Soldier . .. Soldier's pay . .. épée ---- . .. War . .. Misery . .. Happy . .. ---- Book . .. Pages . .. Leaves . .. [See Latin] . .. Livre Castle . .. Ruined . .. Shattered . .. Château To speak . .. Converse . .. Dispute . .. Parley . .. Parler

 1. Why could not "feel" be left out? 2. Why not omit "science, " and say "medical arts"? 3. Why not omit "angels" and "harps, " and simply add "celestial" to "hymns"? 4. If the pupil does not know who "Hengler" is, should we not omit the name and insert instead "singing clown"? 5. Why should not "fare" be a better In. By sound with "gare" than "guard"? 6. If tapestry means other things besides carpets, would not "tapestry carpet" be a sufficient intermediate? 7. If "pelle" is pronounced as if applied "pel, " ought not "Pall Mall" to be pronounced as if spelled "Pell Mell"?

 ENGLISH. INTERMEDIATES. ITALIAN. Basket . .. Horse-basket . .. Pannier . .. Paniéra " . .. Casket . .. Ring . .. Bull . .. Bellow . .. Corbello Gold . .. Nugget . .. Ore . .. óro His . .. His own . .. Zone . .. Bind . .. Sew . .. Suó Thy . .. Thy face . .. Head . .. Foot . .. Toe . .. Tuó Uncle . .. "Dutch uncle" . .. Holland . .. Zuyder Zee . .. Zio Pius . .. Church . .. Pew . .. Pio Month . .. Month of May . .. Mace . .. Mése Made . .. Servant-maid . .. Cook . .. Fat . .. Fátto

Synonyms, as well as words having but a slight difference in sound like_Insidious_ and _Invidious_ are easily discriminated by _memorised_Correlations: INSIDIOUS . .. Inside . .. Hole . .. Fox . .. TREACHERY. --INVIDIOUS . .. Invade . .. Hostility . .. ILL-WILL. 

 1. Is the letter "i" in Zio pronounced as if spelled Zeeo? 2. If so, is "pew" a good In. By sound with Pio? 3. Why would not these be good correlations, viz. , INSIDIOUS, hideous . .. Moral turpitude . .. TREACHERY. --INVIDIOUS . .. Perfidious . .. Betrayal. ILL-WILL. 4. How many correlations have you made so far? 5. Have you made your own in every case, or memorised mine in every case? 6. Have you indicated the relations in all cases by writing in 1, 2, or 3? 7. If not, why not?

HOW TO MEMORISE DATES, &c. , WHERE YOU ARE UNFAMILIAR WITH THE FACTS, &c. 

Let every Pupil write examples of his own selection of names Correlatedto Dates of birth and death worked out as below, or some other _pairs_of extremes, such as name of ship to its captain on one side, and itstonnage (or destined port) on the other. 

To remember _Dates_ of _Birth_ and _Death_ (&c. ) of men, correlate theSURNAME AS BEST KNOWN to the word expressing the date of BIRTH, andcorrelate the BIRTH-WORD to the DEATH [&c. ] word:--

Do not look for Analytic Date-words in the following cases until youhave first memorised my Correlations or your own. You can then reviewthe examples and easily find Analytic Date-words if you are_sufficiently acquainted_ with the facts of the cases, as: LordBeaconsfield (18)05, {S}a{l}ient. [J] Here is a supposed Analytic formulaby English Liberals, of Gladstone's birth:--Gladstone--"{S}u{p}reme"(18)09; by Foreigners--"{S}u{p}ereminent;" by Tories, "{S}{p}oliator;" byHome Rulers--"{S}u{p}porter;" by Parnellites--"A{s}{p}erser;" byChurchmen--"{S}{p}iritual;" by Agnostics--"{S}u{p}erstitious;" byUnionists--"{S}e{p}aratist;" by admirers of eloquence--"{S}{p}ellbinder;"by decriers of speaking--"{S}{p}outer. "

[J] One of the meanings of "Salient" is "to force itself on theattention. " Recall his threat when coughed down on the occasion of hismaiden speech in the House of Commons. "You will hear me" (18)05. 

 1. Memorise the correlation you make. 2. Do you find it difficult to get analytic date-words? 3. What is necessary in order to get them readily?

 _Lord Beaconsfield_ . .. Beacon . .. The rock . .. {t}he {v}e{s}se{l} [born 1805] . .. Vessel . .. Anchor . .. Hope . .. {t}o ha{v}e {f}ai{t}h [died 1881]

 _Mr. Gladstone_ . .. Gladness . .. Sorrow . .. {t}he hea{v}y {s}o{b} [born 1809] . .. Heavywaters . .. Noah's flood . .. Few saved . .. {t}oo {f}ew {m}e{n} [M.  P. In 1832]

 _Napoleon Bonaparte_ . .. Banishment . .. Embarkation . .. {T}oo{k} {sh}i{p} [born 1769] . .. Took ship . .. Masthead . .. Godhead . .. {D}i{v}i{n}i{t}y . .. [died 1821]

 _Robert Burns_ . .. Scottish poet . .. Map of Scotland . .. Map of the World . .. {T}he {g}{l}o{b}e [born 1759] . .. "The Globe" . .. Newspaper . .. Page . .. Wai{t}i{ng} {p}a{g}e . .. [died 1796]

 _Oliver Goldsmith_ . .. Poverty . .. Plenty . .. {T}oo{k} e{n}ou{gh} [born 1728] . .. "bread enough" . .. Prodigal son . .. {Th}e you{ng}e{r} [died 1774]

 _Nelson_ . .. Britain's bulwark . .. Whi{t}e {cl}if{f} [born 1758] . .. Whi{t}e {f}os{s}i{l} [died 1805]

 _Cardinal Wolsey_ . .. Butcher . .. Steel . .. Straight . .. {D}i{r}e{ct} [born 1471] . .. Point . .. Horns . .. {D}i{l}e{m}ma{s} [died 1530]

 _Cardinal Newman_ . .. "kindly light" . .. {V}e{s}{t}a [born 1801] . .. Fire goddess . .. Sun god . .. {Ph}œ{b}u{s} [died 1890]

 _The Marquis of Salisbury_ . .. St. Paul's burial . .. {Th}e {f}a{m}ou{s} [born 1830] {Th}e famous . .. Livingstone . .. Travelling . .. {v}oya{g}i{ng} [succeeded to title 1867]

 _J.  J. Rousseau_ . .. "Emile" . .. Early education . .. E{d}u{c}a{t}e {n}ow [born 1712] . .. Draw out thought . .. I {th}i{n}{k} o{f} you [died 1778]

 _Charles Darwin_ . .. "Natural Selection" . .. The chosen one . .. Ha{p}py [born (180)9][K] . .. Greatest happiness . .. {T}o ha{v}e hea{v}e{n} [died 1882]

 _George Eliot_ . .. Adam Bede . .. Add . .. A{d}{v}a{n}{c}e [born 1820] . .. Money . .. £10 . .. {T}wo {f}i{v}e{s} [died 1880]

 _Richard Wagner_ . .. "Music of Future" . .. Future time . .. {T}o ha{v}e {t}i{m}e [born 1813] {T}o ha{v}e {f}a{m}e [died 1883]

 _The Duke of Albany_ . .. Delicate . .. Pale . .. White . .. Whi{t}e {f}{l}a{m}e [born 1853] {F}i{r}e [died (18)84]

 _Charles Dickens_ . .. "Pickwick Papers" . .. Picnic biscuits . .. Biscuit-tin . .. {T}i{n} [born (18)12] {C}a{s}e [died (18)70]

 _Titus Oates_ . .. Barley . .. Mash-tub . .. Man's tub . .. {D}io{g}e{n}e{s} [born 1620] . .. Harsh critic . .. He a{t}ta{ck}{s} a{l}l [died 1705]

 The specific gravity of the Iridium is 22. 40 IRIDIUM . .. I ridicule . .. Ridiculous . .. All laugh . .. {n}o{n}e {s}e{r}iou{s}. =22. 40= See Analytic Substitutions, concerning the expression of decimals. 

 One pound avoirdupois equals . 45355 of a kilogram-- POUND AVOIRDUPOIS . .. Old measure . .. New measure . .. New reign . .. (=. 45355=) Hi{s} {r}u{l}e {m}ay ha{l}low a{l}l. 

 Great Earthquake at Lisbon in 1755-- =1 7 5 5= LISBON . .. Listen . .. Hush!. .. TALK LOWLY. 

 Sorata (Andes) 21, 286 feet high. =2 1 2 8 6= SORATA . .. Sore . .. Cured . .. Salt fish . .. UNEATEN FISH. 

 FOUNDATION OF ROME . .. Seven hills . .. Up hill . .. (=753=) {c}{l}i{m}b. 

 FIRST PRINTING IN ENGLAND . .. Book . .. Pamphlet . .. (=1471=) {tr}a{ct}. 

 COUNCIL OF TRENT . .. Rent . .. Rent roll . .. (=1545=) {d}ai{l}y {r}o{l}l. 

 SPANISH ARMADA DESTROYED =1 5 8 8= Many ships sunk . .. Few escaped . .. THEY LEAVE A FEW. 

 America discovered in 1492-- =1 49 2= AMERICA . .. Merry . .. Sad . .. Sad irons . .. Handcuffs . .. TURPIN. 

 Mariners' Compass invented, 1269-- =1 2 6 9= MARINERS' COMPASS . .. Pocket compass-- TINY SHAPE. 

[K] It is sufficient to indicate the figure 9, as we know that it couldnot have been the year 9 of the Christian Era, and as it was somewhereabout the beginning of this century, the figure 9 makes an indefiniteimpression definite and exact. 

Learning dates and other figures by Synthesis is never recommendedexcept where the pupil is ignorant of the subject matter and cannot inconsequence use Analytic Substitution. Synthesis power has a goodtraining effect in all cases. 

 1. Is it always necessary for us to know the dates of the birth and death of men? 2. Then why do we do this exercise? 3. What do I want you to get thorough control over? 4. What will you then be able to do? 5. The specific gravity of Iridium is 22. 40, represented by the phrase {n}o{n}e {s}e{r}iou{s}; of what use is the first "s" in the word "serious"? 6. Why would you not give it the value of (0)? 7. Give a phrase indicating the height of the Washington Monument (555 ft. ). 8. Now correlate "Washington Monument" to the phrase you have given. 9. Make original correlations for all the events on this page. 10. Are unfamiliar words of any help in a correlation? 11. Should they ever be used as intermediates? 12. Do you try to use as few intermediates as possible? 13. Are short ones more easily learned?

SERIAL FACTS. 

There are two kinds of Serial Facts. 

(1) One is where names or facts are stated in a certain order, as inalphabetical order, for instance, and yet a different order could begiven. Lists of exceptions in Grammar are usually stated in thealphabetical order, yet if the component parts or words of the list areremembered, the alphabetical order is of no consequence. One teacher hasre-arranged Series in Foreign Grammars in such a manner that he finds anatural suggestiveness between the words. No doubt such a re-arrangementcan be made, but I question whether his doing it for another would helpthe latter much. For the pupil to benefit, he should re-adjust theSeries for himself. My Pupils, when trained in Analysis and Synthesis, have no difficulty in correlating the Series just as they may find it. No time is spent in trying to discover relations that may not exist. Atbest, when found, they will be weak; but, by correlating the seriestogether, my Pupils make a strong and vivid relation between all of thewords of a Series to be memorised, and at the same time exerciseattention in both its functions, and increase appreciation of In. , Ex. , and Con. 

 1. How many kinds of Serial facts are there? 2. What are the characteristics of the first kind? 3. Is it advisable for the pupil to re-adjust Series in Foreign Grammars?

Suppose we wish to memorise the 11 prepositions which form part ofcertain Latin verbs which are followed by the dative, to wit:--_Ad. _, _Ante. _, _Con. _, _In. _, _Inter. _, _Ob. _, _Post. _, _Pre. _, _Pro. _, _Sub. _, and _Super_. This Series is usually learned by _endlessrepetition_, as a succession of sounds to the ear, or sight to the eye, by mere _rote_. What a waste of time to attempt to re-arrange it inorder to learn it more easily. Yet such a Series can be learned bycorrelating the words together in a very short time, thus:--

 _Ad_ . .. Addition . .. Front addition . .. _ante_-room. .. . _Ante_ . .. Antecedent . .. _con_sequent. .. . _Con_ . .. Converse . .. _in_verse. .. . _In_ . .. _Inter_ . .. Interject . .. _ob_ject. .. . _Ob_ . .. Obligation . .. _post_poned obligation. .. . _Post_ . .. Post-office . .. _pre_payments. .. . _Pre_ . .. Predilection . .. _pro_pensity. .. . _Pro_ . .. Produce . .. Soil products . .. _sub_soil. .. . _Sub_ . .. Subordinate actor . .. _Super_. 

And, similarly, we can deal with any Series in =Grammar=, or elsewhere. 

 1. Do my pupils ever find any difficulty in correlating the series as they may find it? 2. What training must they have in order to do so? 3. Is any time misspent in trying to discover a non-existing relation? 4. What are the eleven Latin prepositions here given? 5. How are they usually learned? 6. Is time gained thereby?

(2) The other kind of Series is where the words, facts, or things _must_be memorised as given. The seven primary colours are given as they occurin nature, thus:--Violet, Indigo, Blue, Green, Yellow, Orange, Red. Theunconscionable word VIBGYOR has been given as a means, through theinitial letters of the colour words, to enable us to remember thosewords, and ROYGBIV to enable us to remember the Series backwards. Tosuch a pass are educators driven when they lack my Universal Method ofcementing Extremes. We know the Series both ways if we Correlate thewords, thus:

 _Violet_ . .. Let go . .. _Indigo_ . .. Indigestion . .. "blues" . .. _Blue_ . .. Blue sea . .. Sea green . .. _Green_ . .. Green corn . .. Ripe corn . .. _Yellow_ . .. Yellow fruit . .. _Orange_ . .. Orangemen . .. Fights . .. Blood split . .. Blood-red . .. _Red_. 

ORDER OF THE ENGLISH SOVEREIGNS. 

The true Method of learning the Order and Dates of the EnglishSovereigns, as of the American Presidents, or of any other list ofRulers, is to deal with them only in the course of reading. When metwith in History, all the facts are before the reader, and, if he failsto hold the _order of succession_ clearly in mind in any case, he caneasily correlate the Names together. And if he fails to retain some ofthe dates, he can readily make forgetfulness impossible by correlatingnames to date-words--or, as the details of the reigns are known to him, he can at once find analytic date-words. The reader wishes to infalliblyremember that the date of the beheading of Charles I. Was 1649. Theformula is "Charles I. --{T}oo {sh}a{r}{p} (1649). " If the reader'smemory-training is imperfect, and he is ignorant of the facts, he hadbetter correlate. If his memory-education is complete, and the facts arewithin his knowledge, he will need no aid, or he will use analyticdate-words as in above case (1) {Th}en (6) {Ch}arles (4) {r}ightly (9){b}eheaded. If he feels that he needs some advice to help him rememberthe order of succession of the Kings, he can refresh his recollection byturning back and reading the method already given. 

EXERCISE. --CASES IN EVERY-DAY LIFE. 

The student must exercise his judgment as to what is the _best known_ towhich he will Correlate an _isolated fact_. 

The following anecdote is taken from the ERA ALMANACK, 1882, p.  36. Theactor, whose name was Taylor, could not remember the name assigned tohim in his part of the play. We shall see how Mnemonics helped him. 

ASSOCIATION OF IDEAS. --Macready was once victimised in _Virginius_. TheNumitorius could not remember the name given him in the play. "You willremember it, sir, " said the tragedian, carefully pronouncing it for him, "by the association of ideas. Think of Numbers--the Book of Numbers. "The Numitorius did think of it all day, and at night produced through"the association of ideas" the following effect:

_Numitorius_--"Where is Virginia? Wherefore do you hold that maiden'shand?"

_Claudius_--"Who asks the question?"

_Numitorius_--"I, her uncle--DEUTERONOMY!"

The actor should have correlated the word "Numitorius, " which he could_not_ remember, to the word "Uncle" as the BEST KNOWN that preceded it, which he could remember, or to his "cue" the word "Question" thus:

 UNCLE [2] Nephew [1] You [1] You _knew_--NU-mitorius. _Or_, UNCLE [2] Niece [1] Neat [1] Neat and New [1] _A new mitre o'er us_ [1] NU-mitorius. _Or_, QUESTION [1] Wants to know [1] Know [1] Knew [1] _knew my story_ [1] NU-mitorius. _Or_, QUESTION [1] Quest [1] Guessed [1] Knew [1] _Knew a mighty Tory_ [1] NU-mitorius. 

Had the actor memorised either of these Correlations, he would _not_have forgotten Numitorius in his performance. In all similar cases mereIn. By sound, like the word "Numbers" which Macready proposed, and whichis really _not a genuine In. By sound_, is of little service to a poormemory. A Correlation would have been much better. 

To any conceivable "_Isolated Fact_" you can find a _Best Known_ towhich you can correlate it, and thereby always have it at command. Thisis true, even in cases of _anticipatory_ memory. Instead of tying astring round your finger to remind you to buy something when you get tothe bazaar, and when you get there forgetting to notice the string orforgetting what the string was intended to remind you of, correlate thename of what you wish to purchase to the name of something you are sureto _think_ of at the place you are going to, and memorise theCorrelation. When you see the _Best Known_, the thing you correlated toit will at once occur to mind. I will add only one more illustration:--Acommercial traveller was in the habit of putting his watch under hispillow, and also in the habit of forgetting that he put it there! Afterlosing two watches in this way, he came to me to improve his memory, andasked me if my System could aid him to think of his watch and where hehad put it. "Infallibly, " I replied, "if there is anything you canmention which you are _certain_ to think of when you get up, such asboots, trousers, hat, &c. " "There is one thing, " he rejoined, "I am morecertain to think of than any article of clothing. I always think what ashame it is I have to get up. " "Well, you are sure to think of the words'get up;' that then is your _Best Known_. Correlate the word 'watch' toit . .. Thus: 'GET UP'--Spring up--Watch Spring--WATCH. " After a tourof four months he reported he had always thought of his watch the momenthe awoke. 

SPEAKING WITHOUT WRITTEN OR PRINTED NOTES. 

After the clergyman has decided on his text, or the speaker on anysubject he has selected for his special topic, the next step is to_think it out_--to make his plan--his mode of development of hisideas--their order and sequence, illustrations, &c. All this willconstitute an outline--the SKELETON OF THE DISCOURSE. This shouldusually be _committed to paper_. If he possesses the requisite commandof language to enable him to express his views, all he now requires todo is to _thoroughly memorise_ this Skeleton. 

When this is done, the orator will have no occasion to have any notes_before him to refer to_, and thereby to remind his audience that he ismerely rehearsing fervour a week or more old; but, having the exactorder of ideas in his memory, he can proceed to speak on each_successive_ topic until he has exhausted all the points andillustrations that he had intended to use. 

A young clergyman is very apt to imagine that he will correlate together20 to 100 propositions in every discourse--a theoretical conjecturenever verified in fact. In _practice_, he will find that he will veryrarely correlate more than ten propositions together, and he willcorrelate sub-propositions, citations, or illustrations to therespective propositions to which they belong. Instead of correlations, _he may unite his propositions together by analysis_. Each person willmanage this matter as he finds most convenient to himself; or, if hedesires to literally memorise his discourses, he can do so in the mannerpointed out in learning sentences, or by two or three careful perusals. But, by one who speaks without notes is generally understood one who hasonly memorised his leading ideas, and it is always a judicious practicefor a beginner to rehearse his leading topics and their amplificationsin private, _that he may test his memory_, and then _become familiar_with a procedure _in private_ in order to be sure to be _perfect in itbefore the public_. This private discipline is all the more necessary inthe early stages of extempore speaking--if the speaker is at alltroubled by nervous anxieties or mind-wandering. 

Suppose a teacher of the Art of Expression has studied Moses TrueBrown's [see his Synthetic Philosophy of Expression] reductionof Delsarte's Nine Laws of Gesture to Brown's One Law ofCorrespondence--and suppose this teacher wishes to explain to his class, or to an audience, how Mr. Brown proceeded. If he desires to do thiswithout notes, he must memorise the order of those Nine Laws; they areabstractly stated and difficult to correlate, but it can be done. TheLaws are as follows:--

 Motion, Velocity, Direction or Extension, Re-action, Form, Personality, Opposition of Agents, Priority, or Sequence, Rhythm. 

The teacher must correlate these heads or topics of his discoursetogether, and so memorise his correlations that he can recall the seriesin the exact order. Perhaps he may proceed thus:

 MOTION. [Rate of motion. ] VELOCITY. [Relation of motion to time and _space_--. ] DIRECTION or Extension. [Direction reversed. ] RE-ACTION. [Mould of Action. ] FORM. [Form of the Human. ] PERSONALITY. [Its extremes. ] OPPOSITION OF AGENTS. [First opponent. ] PRIORITY or Sequence. [Periodicity of Sequence. ] RHYTHM. 

Knowing these Nine Laws in the above _order_, he can discuss them oneafter the other. When he has finished his explanation of the reductionof the three Forms of Motion [Concentric, Poise, and Eccentric] to theLaw of Correspondence, he can proceed to the consideration of thesub-topics under Velocity, and so on. When he has fixed the other of histopics in mind, he has a mental chart or map to guide him in hisexposition, and similarly in other cases. 

EXERCISE. 

Learn some of the "Antidotes, " and at least two of the following series. Do _not_ learn the extracts from Quain's Anatomy unless you understandwhat is meant, or are a medical student. 

DISTANCES OF PLANETS FROM THE SUN. 

 MERCURY--36, 000, 000 [{M}ercury {Sh}ines]. 

 VENUS--67, 000, 000 [{Sh}e's a {G}oddess]. 

 EARTH--93, 000, 000 [{P}lanetary {M}other]. 

 MARS--141, 000, 000 [{Th}is Wo{r}ld's Ou{t}sider]. 

 JUPITER--482, 000, 000 [{R}ather {F}lattened E{n}ds, or, A {R}oundish {F}orm U{n}equalled]. 

 SATURN--885, 000, 000 [{F}loods o{f} {L}ight]. 

 URANUS--1, 780, 000, 000 [{D}isturbances {C}aused {F}ruitful {S}earchings]. 

 NEPTUNE--2, 789, 000, 000 [{N}eptune {C}onstitutes a {F}rontier {B}oundary]. 

 1. How many planets are here mentioned? Make your own correlations between each. 

EXTRACTS FROM QUAIN'S ANATOMY. 

TO BE STUDIED BY NONE BUT MEDICAL STUDENTS. 

"The Branches of the External Carotid Artery are eight in number, _viz. _, three directed forwards, the superior thyroid, the lingual, andthe facial; two directed backwards, the occipital and the posteriorauricular; and three extending upwards, the ascending pharyngeal branch, together with the temporal and internal maxillary, the two terminalbranches into which the artery divides. "

Dissect, or study a model or diagram of these branch arteries, and thenthe facts are easily learned by means of Correlations:--

 CAROTID . .. Rotten . .. Ruinous . .. IVY (eight branches) . .. Growth . .. Advance . .. Go forwards . .. 

 FORWARDS . .. Lead forwards . .. Conduct . .. Ductless . .. THYROID . .. Spheroid . .. Earth . .. Many languages . .. LINGUAL . .. Tongue . .. Mouth . .. Face . .. FACIAL . .. Front . .. Back . .. 

 BACKWARDS . .. Back of head . .. Occiput . .. . OCCIPITAL . .. Occult . .. Secret . .. Confession . .. AURICULAR . .. Ocular . .. Eye . .. High up . .. 

 UPWARDS . .. Ascending . .. ASCENDING PHARYNGEAL . .. Congeal . .. Frozen Thames . .. Temporary . .. TEMPORAL . .. Pour out shot . .. Maxim gun . .. _or_ "be temperate" . .. Maxim . .. MAXILLARY

To memorise the attachments of muscles, first of all familiariseyourself by diligent dissection with the aspects of the muscles and theactual facts of their attachments. It is possible to memorise theirorigins and insertions by my System, merely from their writtendescriptions; but this is not _learning_. It is a vicious system ofcramming, which can do no good. When you have thoroughly familiarisedyourself with the actual facts proceed to fix these facts in yourmemory by my System. In dealing with facts of such complexity as theorigin and insertion of muscles, it may be needful to have free recourseto the assistance of homophones, &c. In the whole of anatomy there is notask so difficult as that of learning the precise attachments of themuscles of the back. Few students master these attachments thoroughly, and those who do, fail to retain them long. 

 1. Are all students required to learn extracts from Quain's Anatomy? 2. How many branches are there of the External Carotid Artery? 3. Describe them. 4. Is it an advantage in studying Anatomy to dissect or study a model? 5. How are the facts, then, easily learned? 6. Make original correlations for this Extract. 7. Do you use any unfamiliar words in your correlations? 8. How do you memorise the attachments of muscles? 9. Is it possible to memorise their origins and insertions by my System? 10. Is this _learning_? 11. What is it then?

By the System it is easy to learn facts of Anatomy. But the System is nosubstitute for _dissection and experiment_. You can get a COMPREHENSIONof anatomical facts only by _actual experience_, and to attempt torequire an _understanding_ of them from books is to substitute aknowledge of words for a knowledge of things. 

The following will indicate one way in which you may proceed inmemorising the attachments of the muscles of the back:

(1) First make a homophone of the name of the muscle. 

(2) Indicate each attachment of the muscle by two words. 

 The initial letter of the first word should indicate the part of bone to which the muscle is attached, _e. G. _, Sp = spinous process, T = transverse process, R = rib, &c. The second word should indicate by its consonants the _numbers_ of the bones to which the attachment is made. 

(3) Correlate the homophone of the muscle to the first pair of words, and the first pair to the second pair. For example:

"The SPLENIUS COLLI is attached, inferiorly, to the spinous processes ofthe third, fourth, fifth, and sixth dorsal vertebræ, and superiorly tothe transverse processes of the first two or three cervical vertebræ. "

 spleniuS COLLi (homophone) SCOLD. SCOLD . .. Cold . .. Marble . .. SPLENDID IMAGE . .. Gold statuette . .. Chimney ornament . .. Clock . .. 'TIS TIME. 

In the first pair of words the initial of Splendid shows that theattachment is to the Spinous processes, and the word Image indicatesthat the vertebræ implicated are the third to the sixth. The second pairshow that the transverse processes, from the first to the third, arethose into which the muscle is inserted. 

"The SPLENIUS CAPITIS arises from the spines of the seventh cervical andtwo upper dorsal vertebræ and from the ligamentum nuchæ. It is insertedinto the lower and back part of the mastoid process, and into the outerpart of the superior curved line of the occipital bone. "

 spleniuS CAPitis (homophone) ESCAPE. ESCAPE . .. Flight . .. Projectile . .. Trajectory . .. Conic section . .. SPLIT CONE. Split . .. Spliced . .. Ligatured . .. .. .. .. .. . LIGAMENTUM NUCHÆ. New keel . .. Ship . .. Mast . .. .. .. .. .. .. .. .. MASTOID. Masticate . .. Eat . .. Drink . .. Sip . .. .. .. . OCCIPITAL. 

 1. Do you need to use Homophones in this study? 2. What is the most difficult task in Anatomy? 3. Do students generally master this thoroughly? 4. What makes the learning of Anatomy easy? 5. Is my System a substitute for dissection? 6. How can you get a comprehension of anatomical facts?

POISONS AND ANTIDOTES. 

Narcotic poisons are neutralized by vinegar:--NARCOTICS . .. Torpor . .. Strong wine . .. Sour wine . .. _vinegar_. 

Wine, brandy, coffee, and camphor may be used to rouse those who havetaken laudanum or any other preparation of opium . .. OPIUM . .. Opiumeater . .. Intemperate . .. _brandy_ . .. _wine_ . .. Beverage . .. _coffee_. .. Cough . .. Cold . .. Camphorated spirit . .. _camphor_. 

Mucilage, camphor, and oil may be taken to neutralizecantharides:--CANTHARIDES . .. Hair-grower . .. _oil_ . .. Smooth-running. .. Ease . .. Comfort . .. _camphor_ . .. Fur cat . .. Mew . .. _mucilage_. 

Ten drops of ammonia in a glass of sugared water sobers a tipsyman:--DRUNK . .. Alcohol . .. Volatile spirits . .. Volatile . .. Alkali . .. _ammonia_ . .. To moan . .. {t}o {s}igh (10) . .. Pathos . .. Sweet tears . .. _sugared water_. 

ACONITE . .. Night boat . .. Sea sick . .. _emetics_ . .. Exhaustion . .. _stimulants_ . .. Hard drinking . .. Spontaneous combustion . .. _animalcharcoal_. 

 1. Are antidotes for Poisons easy to remember? 2. Should not all persons have a knowledge of the antidotes for the ordinary poisons? 3. What method have I given to obtain such knowledge? 4. What is the relation between "Narcotics" and "torpor"?

CHLORIDE OF LIME . .. Bad smell . .. Bad egg . .. _white of egg_ . .. Fowl. .. Grain . .. _flour_ . .. Flour and water . .. Milk fluid . .. _milk_. 

Oil, milk (any fatty mucilaginous substance), may protect the coats ofthe stomach against oil of vitriol and other acrid poisons:--ACRID. .. Curd . .. Curdled milk . .. _milk_ . .. Butter . .. Melted butter . .. _oil_. 

STRONG ACIDS [Sulphuric Acid (oil of vitriol), Nitric Acid, HydrochloricAcid] . .. Alkali . .. Lemon kali . .. Effervescing draught . .. Citrate ofmagnesia . .. _Magnesia_ . .. Antacid . .. _Bicarbonate of Soda_ . .. Potash. .. Potash soap . .. _soap suds_ . .. Emollient . .. _Emollient Drinks_. 

CARBOLIC ACID . .. Liquid . .. Oil . .. Sweet oil . .. Castor oil . .. Aperient . .. _Epsom Salts_ . .. White . .. _white of egg_. 

Prussic acid (Hydrocyanic Acid) is neutralized by alkalies and freshlyprecipitated oxide of iron:--PRUSSIC ACID . .. Tartaric acid . .. Carbonate of soda . .. _alkali_ . .. Lie on the side . .. _oxide of iron_. .. Steel file . .. Rasp . .. _artificial respiration_. [HYDROCYANIC ACID. .. Cyanotic . .. Asphyxiated . .. No respiration . .. _Artificialrespiration_ . .. Perspiration . .. Hot . .. _cold effusion_ . .. Exposed towet . .. Rust . .. _fresh precipitated oxide of iron_. ]

Soap and Sulphide of Potassium are antidotes against arsenic and othermetallic poisons: METALLIC . .. Lick . .. Cat-lick . .. Wash . .. _soap_ . .. Potash soap . .. Potassium . .. _sulphide of potassium_. 

TARTRATED ANTIMONY . .. Tartar emetic . .. Vomiting . .. Irritating . .. _emollient drinks_ . .. Ladies drink . .. _strong tea_ . .. Bitter infusion. .. _tannic acid_. 

NITRATE OF SILVER . .. Silver sand . .. Seashore . .. _sea water_ . .. _common salt_ . .. White . .. _white of egg_ . .. Fowls . .. Barley . .. _barley water_ . .. Warm water . .. Vomiting . .. _emetics_. 

PERCHLORIDE OF MERCURY . .. Quicksilver . .. White . .. _white of egg_ . .. Piecrust . .. _wheat flour_ . .. Flowers of sulphur . .. Milk of sulphur. .. _milk_. 

 1. Can you discover more than one relation existing between "grain" and "flour"? 2. Why could we not use the single word "white, " to connect "white of egg" to "flour"? 3. What is the relation between "liquid" and "oil"? 4. What two relations exist between "vomiting" and "irritating"? 5. What one, between "fowls" and "barley"? 6. Why? 7. What is the relation between "wheat flour" and "flowers of sulphur"?

STRYCHNINE . .. Nerve stimulant . .. Nerve sedative . .. _Bromide ofPotassium and Chloral Hydrate_ . .. Organic compound . .. Heated organiccompound . .. Charcoal . .. _animal charcoal_ . .. Charcoal fumes . .. Asphyxia . .. _artificial respiration_ . .. Perspiration . .. Tea . .. _tannic acid_ . .. Acidity . .. Dyspepsia . .. Vomiting . .. _emetics_. 

BELLADONNA . .. Deadly nightshade . .. Deadly sick . .. _emetic_ . .. _mustard and water_ . .. Brandy and water . .. _stimulants_ . .. Hot . .. Perspiration . .. _pilocarpine_ [p. Injected hypodermically causesprofuse perspiration]. 

THE TWELVE PAIRS OF CRANIAL NERVES. 

The following list is worked out for practice _much more fully_ than amedical student would do if he were learning the list in his studies. The medical student would doubtless first objectively identify thesenerves in dissection, and then use correlations to help him rememberthose which his natural memory could not carry. If not a medicalstudent, my pupil may omit this and the previous examples from Quain'sAnatomy. 

THE TWELVE PAIRS OF CRANIAL NERVES. 

CRANIAL NERVES . .. Within the skull . .. Wi{th}i{n} (12 pairs) . .. Withdrawal . .. Draw oil . .. Oil factory . .. OLFACTORY (1st pair) . .. Manufactory . .. Smoke . .. _smell_ . .. Scent-bottle . .. Glass . .. Opticalglass . .. OPTIC (2nd pair) . .. Optician . .. Eyeglass . .. _sight_ . .. Eye-witness . .. Ocular demonstration . .. OCCULO MOTOR (3rd pair) ocularmotions . .. _move the eye many ways_ . .. Tear in the eye . .. TROCHLEARor PATHETIC (4th pair) . .. Moving . .. _move the eye obliquely_ . .. Obtuse angle . .. Triangle . .. TRIGEMINAL (5th pair) . .. Gem . .. Sparkling . .. _eye_ . .. Eyetooth . .. _jaw_ . .. Talk . .. _tongue_ . .. _taste_ . .. Good taste . .. Good feeling . .. _feeling_ . .. Feelers . .. _motion_ . .. Ocean . .. Sailors . .. Absent from home . .. ABDUCENT (6thpair) . .. Sent out . .. See out . .. _moves the eye outwards_ . .. Faceoutwards . .. FACIAL (7th pair--motor to muscles of expression) . .. Face. .. Audience . .. AUDITORY (8th pair, sensory for hearing andequilibration) . .. Ear-ring . .. Shiny . .. Glossy . .. GLOSSO-PHARYNGEAL(9th pair, taste, swallow) . .. Congeal . .. Unfixed . .. Vague . .. VAGUS(10th pair, pneumogastric) . .. Gusty . .. Blown back . .. Backbone . .. SPINAL ACCESSORY (11th pair, moves head) _and motor_ . .. Spines . .. Sharp criticism . .. Hypercritical . .. HYPOGLOSSAL (12th pair) . .. Glossary . .. Foreign tongue . .. _Tongue Muscles_. 

 1. Between "perspiration" and "tea"? 2. Why so? 3. Explain the relation between "Belladonna" and "deadly nightshade. " 4. What advice is here given the medical student? 5. Are you required to learn the twelve pairs of cranial nerves if you are not a medical student? 6. What do the words printed in italics indicate in this exercise? 7. Is it essential for the medical student to know these uses? 8. What word indicates the number of pairs of cranial nerves? 9. Through what consonant?

PROTOPLASM. 

Albumen, gluten, fibrin, syntonin, are closely allied substances knownas proteids, and each is composed of carbon, hydrogen, oxygen andnitrogen. 

PROTEIDS . .. Protector . .. Commonwealth . .. For all . .. _albumen_ . .. All men . .. Liars . .. Fibs . .. _fibrin_ . .. Brindled . .. Spotted . .. Sin. .. _syntonin_ . .. Toe nails . .. Hoofs . .. Glue . .. _gluten_. 

The foregoing exercises show that there are no facts of Science, &c. , orin Daily Life, with which the System cannot cope--thus proving thegreatest saver of Labour and Time if the pupil makes an application ofit to his studies or business when once he has mastered the system. 

BOOKS LEARNED IN ONE READING. 

For the past ten years I have printed in my large prospectus a generalview of my meaning. I will reproduce most of those views here, premisingthat I have never suggested that books are to be _learned by heart_, butonly the _important_, _useful_ portions of them--such as are new to thereader and which he may desire to retain. 

I do not mean such books as Bradshaw's Guide, the London Post-OfficeDirectory, or any other mere collection of names, addresses, statistics, &c. , which one may have occasion to _consult_, but which it would be themere bravado of Memory to learn by heart--though even this is possibleenough to the master of my System. What is one's object in reading abook? Simply to retain the IDEAS in it that are NEW and USEFUL to him, as well as the NEW USES that are therein set forth of _old_ and_familiar_ ideas. If the reader is already partly acquainted with abook, there will be fewer new ideas in it than in one with which he isunacquainted. Now, what do I mean by Learning either of these books inone reading? I mean exactly what I say. All that you desire to remembershall be retained--all the leading or subordinate ideas, propositions, illustrations, facts, &c. , &c. 

There are only two ways of learning a book in this thorough manner:

(1) _The first_ is the traditional method of learning by _rote_ orendless repetition. A celebrated Coach in Anatomy says that no one canlearn Anatomy until he has learned and _forgotten_ it from three toseven times! In learning any book in this way, each sentence would berepeated over and over again, and then reviewed and _re_learnt andforgotten and learned again! And then at last the Pupil if he possessesa first-rate _cramming_ memory might answer questions on it. In learninga book by _rote_, the number of times that each sentence and section isrepeated, if actually written out and printed, would doubtless cover5, 000 to 50, 000 or more pages!--and even then the Pupil passes hisexamination, if he really does "pass, " partly by luck and partly bymerit; all his life he is constantly referring to it, and repeating it, and studying it, over and over again--showing really that he possesseslittle more than a Reference Memory in regard to it! But let us becandid and confess the truth; tens of thousands every year and duringsuccessive years try the various professions--law, medicine, divinity, or sciences, history, &c. , &c. , and utterly fail to "pass, " evenrespectably, because they lack the extraordinary sensuous MEMORYnecessary to acquire knowledge by _rote_. 

It is only the exceptionally powerful natural memories that win atexacting examinations by _rote_--even then their learning is soonforgotten, unless it is _perpetually renewed_. 

(2) The other mode of learning any book in the thorough manner I haveindicated, whether it be a book in which the reader finds but _few_novel ideas or where they are _all new_, as in a scientific or technicalwork, is by my Method. In fact, I believe no one can learn any book sothoroughly by _rote_, even if he possesses a marvellous Natural Memoryand if he peruse it ever so many times, as my Pupils can by my method ina single perusal. Let the reader note that my System has two importantaspects--(1) It is a Device or Method of memorising or learning anyfacts whatever--prose, poetry, dates, data, formulæ and facts andprinciples of the sciences, &c. , &c. , &c. , or anything whatsoever to beremembered. (2) There is another equally, if not _more_ important aspectof it, namely, as a _Trainer or Strengthener of the Natural Memory_ toany extent the pupil wishes to carry it. And the Natural Memory is sostrengthened by the use of the System, that as a Device, the System isno longer required. You then remember from your new Memory-power withouttaking any pains to remember, and I am happy to add that the diligentstudent can derive the full benefit of the System as a Memory Trainer bylearning the lessons in the way I point out. 

Now, those who have thus derived the _full benefit_ of the System, bothas a Device for memorising and also as a Memory Trainer, _are thepersons who can learn a book in one reading_. "Reading" is used byCoaches in a technical sense; that is, synonymous with "thorough study. "By a "single" or "one reading, " I mean a single careful perusal _inconformity to the requirements of my System_. I do not mean that theycan do this and doze during the process. 

I now reproduce most of the plan always adopted in dealing with bookswhose contents, or the unfamiliar portions of them are to be mastered. 

(1) You will not read the book with the _rapidity_ with which some youngladies are said to devour the latest novel. They are often suspected ofskipping pages at a time in order to discover the different stages of aplot, until a thoroughly aroused curiosity compels them to hasten atonce to the last chapter to fall upon the denouement. This is not thestyle of perusal I contemplate. 

(2) Nor is it to be supposed because you understand the method that itwill therefore work itself. It has to be _applied_ carefully andmethodically _at least once_. This necessarily demands _time_, especially at first. Those who possess good health and good continuity, and a mastery of the System, accomplish the retention of a work invastly less time than would be possible for them without the System, andthe study is a pleasure instead of a task. On the other hand, those whoare in the possession of poor health or of weak concentration, or whoare overburdened with business anxieties, domestic cares or competitiveworries, would very seldom, if ever, master any book in the ordinary wayby _mere repetition_. These persons are extremely unfavourably situatedto do justice to the System, and it costs them more time and trouble tomaster a book than the former class. A student admitted that he hadcarefully read a manual of English History completely through _sixteen_times, and then failed in the examination. To have obtained a lastingknowledge of this History by my method would probably have occupied himas long as he was formerly engaged in _two or three_ of the sixteenfruitless perusals of it. There is, however, only one difference betweenthis unfortunate student and the great majority of those who succeed inthe examinations through _cramming_. He forgot all his historicalknowledge _before_ the examination--they usually forget theirs shortly_after_. In fact, a student or a man in advanced years who has reallymastered any book so that he never has to refer to it again is a wonder. Take the memories of members of the learned professions--they areusually only REFERENCE memories. They know where to _find_ the covetedknowledge, but they do not _possess_ it or _retain_ it in their minds. On the other hand, the student who masters a book by my method _reallyknows_ the contents of it, and he is thus enabled to devote to otherpurposes _an enormous amount of time in the future_ that other peoplehave to spend in _perpetually refreshing_ their superficialacquirements. Moreover, the average student who has carried out _all_ myinstructions can even _now_ learn as much by my Method in any statedtime as he could learn without my Method, and _with equal thoroughness_in many, many times as long a period! And if any one who has beenpressed for time, or who has been in a panic about an impendingexamination, or who has been too much troubled with Discontinuity, tooill in general health, or too idle, to do more than superficially glanceat my lessons--if any such person doubts his competency to accomplish asmuch as the diligent student of average ability has done, then let himturn back and really and truly MASTER my System [for he does not evenKNOW what my System is until he has faithfully carried out to the veryletter all my instructions, unless he has been a pupil of my orallectures], and then and not before he will probably find that theachievements of the average diligent student of my System are quitewithin the easy range and scope of his own powers. 

(3) In regard to the _subject matter_ of the book, you do not care tooccupy yourself with what you are _already familiar_ with, and in mostbooks there are a great many things that you already know. In manyworks, too, there is a great deal of padding-matter inserted to increasethe bulk of the book, and possessing no permanent interest. Theexpositions and explanations which enable you to _understand_ the newmatter usually take up a large part of the book, and sometimes much thelargest part of it, and are not to be memorised, but only understoodwith a sole view to appreciate the valuable and important parts of thebook--these expositions can be learned if desired--but they usuallyserve only a preliminary purpose. There is also very much_repetition_--the same matter in new dress, is reintroduced for sake ofadditional comments or applications. You do not trouble yourself withthese iterations. The contents of a book which demand your attention arethe IDEAS which are NEW to you, or the NEW USES made of familiar ideas. 

Students who have not learned to exercise any independent thought oftenconfess that in reading any book they are always in a maze. One thingseems just as important as another. To them the wheat looks exactly likethe chaff. As an illustration that the power of Analysis is entirelywanting in many cases, I may mention that I once received a letter inwhich the writer had literally copied one of my column advertisements, and then added, "Please send me what relates to the above!" A modicum ofmental training would have led him to say, "Kindly send me yourProspectus. "

LEARN FIRST TO MAKE ABSTRACTS OF WHAT IS NEW TO YOU. 

A great authority on education says: "Any work that deserves thoroughstudy, deserves the labor of making an Abstract, _without which, indeed, the study is not thorough_. "

A work which deserves thorough study is obviously one full of IDEAS, newto the reader, such as the student must master. 

If you are thinking of making an Abstract of a particular book, awakenthe utmost interest in regard to it before you begin. Are you sure thatit is worthy of thorough study? Is it the last or best work on thesubject? And if you advance, note in a separate memorandum book yourcriticisms on the author's method and the soundness of his views. Thesecriticisms will help keep up your interest in the Abstract, and at theclose enable you to suggest modifications, additions, excisions, or arefutation. 

Three things are required: (1) To learn =how= to abstract; (2) To =make=one, at least, such abstract; and (3) To =learn= it when made. 

HOW TO MAKE ABSTRACTS. 

Let the ambitious student make an Abstract of any chapter of John StuartMill's Logic, and then compare his work with the Analysis of this samechapter by the Rev. A.  H. Killick (published by Longmans), and he willat once see the enormous difference between the essentials and thenon-essentials--the difference between the subject of discussion and the_explanation_ or _exposition_ of it. The student's abstract, if printed, would extend over twenty to thirty pages. Mr. Killick's only occupiestwo to five pages. But do not reverse the process and read Mr. Killick'sAnalysis first and then make your Abstract. The latter, however, is _theeasier_, _the usual_, and _the useless_ method. Let the student continuethis comparison till he attains very nearly the brevity anddiscrimination displayed by Mr. Killick. Or, if he prefers History, lethim write a summary of any chapter of Green's "Short History of theEnglish People, " and then compare his digest with Mr. C.  W.  A. Tait'sAnalysis of the same chapter (now bound up with Green's History, aslately published in England). It would be a capital training for thestudent to abstract the whole of Green's work and compare his abridgmentof each chapter with that of Mr. Tait. After considerable practice inthis way in making Abstracts and _comparing his work with that of suchMasterly Abstractors_ as Dr. Killick and Mr. Tait, the student who needsthis training is prepared to make abstracts of his own text-books. 

Any other work of which an Abstract is published will serve the studentas well as the above. There were formerly published Abstracts of severallaw books. And there may be other works whose abstracts are available tothe ambitious student. 

Abstracts would be very amusing if they did not indicate an almosttotal failure of educational training in the matter of _thinking forone's self_. Recently a Pupil brought me a work on Physiology, writtenfor general readers, and pointing to a paragraph in it that occupiednearly a whole page, exclaimed, "The only way I can make an abstract ofthat paragraph is to _learn it by heart_!" A glance at it showed me thatI could express the gist and pith of it in the following sentence:--"Thepulse beats 81 times per minute when you are standing, 71 times whensitting, and 66 times when lying down. " After a re-perusal of theparagraph he remarked, "You are right. That is all one cares to rememberin that long passage. " To his request for me to memorise the Abstract, Ireplied by asking what is the "Best Known" in it. Why, "pulse, " ofcourse. It is merely occupied with the _number of times_ the pulse beatsper minute in different positions of the body. Now correlate (memorisingyour correlations as you proceed) "pulse" to "standing, " and "standing"to a word expressing 81 ({f}ee{t}); "sitting" to a word that translates71 ({c}augh{t}); and "lying down" to a word that spells in figures 66({j}ud{g}e). The bodily positions being exhaustively enumerated need notbe correlated together. Pulse . .. Beating . .. Fighting . .. Stand-upfight . .. STANDING . .. Stand . .. Small table . .. Table legs . .. FEET. SITTING . .. Rest . .. Arrest . .. CAUGHT. LYING DOWN . .. Lies . .. Perjury. .. Trial . .. JUDGE. 

These efforts in abstracting will qualify the young student todistinguish the main ideas from the subordinate ones, and he will thenknow when reading a book what to attend to and what to reject. Try ashort essay first, then a longer one; and at last, when you are familiarwith the method, attack any book, and you will cope with itsuccessfully. Not much practice in this way will be required to enableyou to know, from a glance at the _table of contents_, just what toassail and what to disregard. And in all your _first_ attempts inreading a technical work, make out an Abstract of each chapter inwriting, and then deal only with this Abstract. Whenever the Subject isnot treated in a desultory manner, but with logical precision, you willsoon be able to find Suggestive or Prompting Words in the Sequence ofIdeas and in the successive Links in the Chain of Thought that runsthrough the exposition. If there is no such Sequence of Ideas or Chainof Thought running through it, it may serve as an amusement, but islittle likely to command serious study. _In a short time_ you will beable, in the language of Dr. Johnson, "to tear out the heart of anybook. " Hazlitt said that Coleridge rarely read a book through, "butwould plunge into the marrow of a new volume and feed on all thenutritious matter with surprising rapidity, grasping the thought of theauthor and following out his reasonings to consequences of which henever dreamt. " Such a result is rarely attained even by the ablest ofmen--but it is the ultimate goal at which every student should aim--anaim in which he will be largely assisted by the ART OF ASSIMILATIVEMEMORY. 

There are four methods of learning abstracts: one is by Synthesis; theother is by the Analytic-Synthetic Method, the third is mostly byAssimilative Analysis, and the fourth method is by the memory developedand trained by the System, but which is not consciously used. 

(1) It is the novelties of Fact, Opinion, Illustration, &c. , set forthin your Abstract that you correlate together, thus: You correlate theTitle of the First Chapter to the Title of the Book; next, the Titles ofthe Chapters to each other; and then you correlate, in each chapter, thefirst leading idea or proposition to the title of the chapter, thesecond leading idea to the first, &c. , &c. In this way you will proceeduntil you have absorbed all the _new ideas_, _facts_, _statistics_ or_illustrations_, or whatever you wish to retain. You can then testyourself on the work by calling to mind whatever you have thus cementedtogether. If this is well done you will never have to do it again. 

(2) We have already seen how to apply the Analytic-Synthetic Method inlearning by heart selections in Prose or Poetry, and same method can beused in memorising an Abstract of such parts of a book as are new to thereader. This method, too, once used in addition to what has been done bythe pupil, will make a further resort to it unnecessary. 

(3) And the same remark applies to the third method. 

(4) The fourth method is the pupil's final method. 

The foregoing exhaustive methods of dealing with a book are recommendedto those only whose natural memories are not yet made powerfullyretentive by the System as a Memory-TRAINER. If, however, a Pupilpossesses a good natural memory and a mastery of the System as a Devicefor memorising, and he has also greatly added to the power of hisConcentration as well as his memory by doing all the exercises, he _willnot use my System, even in the reading of the first book, except now andthen_--certainly _not_ constantly, but _only occasionally_. Although notnecessary in case of memories made strong by the System, yet I do mostearnestly recommend the most gifted and highly endowed to deal with_one_ book in the above thorough-going manner. As for instance, HerbertSpencer's little work on Education [four short essays]. Dr. CharlesMercier, who next to Herbert Spencer is the most original and clearsighted Psychologist in England, presents, in a work entitled "Sanityand Insanity, " a scarcely equalled example of lucid exposition andlogical development. Whichever one is selected it should be fairly andhonestly handled by my method. The gain to Intellectual Comprehensionfrom having carefully abstracted one book, and the gain to the memoryfrom having made and memorised the Abstract, will produce results thatwill last through life, and make all subsequent acquisitions more easyand delightful, and make all further abstracts probably unnecessary. 

HOW TO LEARN A LONG SERIES OF UNCONNECTED FACTS IN THE SCIENCES OREVENTS IN HISTORY, CHAPTERS IN BOOKS, OR THE CONTENTS OF BOOKS. 

1. It is useless for the pupil to attempt to learn the exercise heregiven unless he has carefully studied the Building, Ice, Presidential, and English Sovereign Series. The _meaning_ of In. , Ex. , and Con. Can beunderstood in application to the facts of life, the events of Historyand the principles and details of the Arts and Sciences, only by acomplete mastery of all that precedes this exercise. 

2. Let the pupil learn only _ten_ facts, propositions or statements ateach of the first few sittings, and then, as he adds ten more, let himrecite from memory all that he has previously learned of this exercise. The _cementing relations_ of In. , Ex. , and Con. , which bind the eventstogether, must in each case be first found by the student himself, andafterwards, and not before, let him glance at my analysis which followsthis series. 

3. The lawyer, in selecting 100 or 1, 000 events of the Victorian Era, would doubtless make a list interesting to lawyers, the physician wouldmake one of interest mostly or mainly to doctors, and similarly witheducators, statesmen, editors, &c. , &c. But I have selected events witha view to find the most difficult cases to deal with and with no otherview, and if the pupil masters these, all other work hereafter will beeasy to him. 

4. This method can be promptly used, provided the pupil does not attemptto engorge or cloy his mind by undertaking too much at a time at first. Practice will soon make longer exercises easy. Each of the following sixExercises is enough for any one session or sitting. 

5. Between a pair of _words_ it may be difficult sometimes to findeither the relation of In. , Ex. , or Con. ; but in the case of sentences, propositions or descriptions, it is always easy to find one or other ofthe cementing relations. Relations which to me are strong, may seem weakto some pupils. No two persons would find the same relation in somecases, but, however different the solutions may be, they must alwaysverify In. , Ex. , or Con. 

6. The Int. Analysis, the Analytic-Synthetic, or the mere Analyticmethod, will enable the pupil to memorise the statement or sentencewhich describes the fact whenever any aid is necessary. 

7. This Method can be readily applied to events in ancient or moderntimes, or to an accumulation of facts in the sciences, &c. 

8. If we were to express only the year the formula would in most casesbe different. To indicate the month and the day of the month, aconsistent phrase must be used. 

ONE HUNDRED EVENTS OF THE VICTORIAN ERA, LEARNED BY ONE CAREFUL READINGOR STUDY. 

FIRST EXERCISE. 

 1--The Victoria era begins June 20, 1837

 2--Abolition of death penalty for forgery and some other crimes July 17, 1837

 3--Question of Trades Unionism brought before the House of Commons by Mr. Wakley and Mr. Daniel O'Connell Feb.  13, 1838

 4--First steam voyage across the Atlantic Ocean _completed_ in 15 days by the _Great Western_ June 17, 1838

 5--International Copyright Act passed July 31, 1838

 6--Chartist Meetings proclaimed illegal Dec.  12, 1838

 7--Anti-corn Law League formed Dec.  19, 1838

 8--Penny Postage Act passed Aug.  17, 1839

 9--Marriage of Queen Victoria and Prince Albert at the Chapel Royal, St. James's, by the Archbishop of Canterbury Feb.  10, 1840

 =10=--Birth of Princess Royal Nov.  21, 1840

SECOND EXERCISE. 

 11--Birth of Prince of Wales Nov.  9, 1841

 12--Earl of Munster's suicide Mar.  20, 1842

 13--Monster Chartist Petition, borne by 16 men and containing 3, 317, 702 names, denied a hearing before the bar of the House of Commons May  2, 1842

 14--Defeat of Boers at Natal by the British troops May  26, 1842

 15--Treaty with the United States of America on North-West Boundary, Slave Trade and Extradition Aug.   9, 1842

 16--Defeat of Ameers at Meanee by Sir Charles Napier. Loss 10, 000 Jan.  16, 1843

 17--Birth of Princess Maud Mary Alice Apr.  25, 1843

 18--Arkwright's son leaves his heirs £8, 000, 000 May  24, 1843

 19--Birth of Prince Alfred Ernest Albert, Duke of Edinburgh and of Saxe-Coburg-Gotha Aug.   6, 1844

 =20=--Imprisonment for debt under £20 abolished Aug.  10, 1844

THIRD EXERCISE. 

 21--Maynooth College Endowment Bill passed by House of Lords by 131 majority May  16, 1845

 22--Faraday announces discovery tending to show that _light_, _heat_, and _electricity_ are but different manifestations of one great universal principle Nov.   5, 1845

 23--Birth of Princess Helena May  25, 1846

 24--Opening of new Philosophical Institute at Edinburgh Nov.  4, 1846

 25--Shakespeare's House, at Stratford-on-Avon, purchased by the Shakespeare Committee for £3, 000 Sept. 16, 1847

 26--Commercial crisis: Bank of England rate raised to 9 per cent. Oct.  31, 1847

 27--Chloroform administered by Professor Simpson at Edinburgh Nov.  12, 1847

 28--The French Revolution of Feb.  22, 1848

 29--Birth of Princess Louise Mar.  18, 1848

 =30=--Kossuth claims protection from England Sept. 20, 1849

FOURTH EXERCISE. 

 31--Treaty with United States in regard to the Nicaragua Canal Apr.  19, 1850

 32--Sir Robert Peel's fall from a horse, on Constitution Hill, June 29, resulted in his death July  2, 1850

 33--A Farewell Benefit to William Macready, the tragedian, at Drury Lane Theatre Feb.  26, 1851

 34--Opening of International Exhibition by Her Majesty, in Hyde Park May  1, 1851

 35--Louis Napoleon's Coup d'état Dec.  2, 1851

 36--Duke of Wellington's Death Sept. 14, 1852

 37--Birth of Prince Leopold Apr.  7, 1853

 38--Lord Palmerston advises Presbytery of Edinburgh to first consult the laws of sanitation before ordering a fast on account of the Cholera Oct.  19, 1853

 39--Rev. F.  D. Maurice dismissed from King's College for opinion's sake Oct.  27, 1853

 =40=--War declared by Russia against Turkey Nov.  1, 1853

FIFTH EXERCISE. 

 41--War declared by England, against Russia Mar.  22, 1854

 42--Epochal Work--Spencer's Psychology 1855

 43--Treaty of Peace between England, France, and Russia, at Paris Mar.  30, 1856

 44--Bands play on Sunday afternoons in Kensington Gardens Apr.  13, 1856

 45--Birth of Princess Beatrice Apr.  14, 1857

 46--Capture of Delhi Sept. 20, 1857

 47--First Sitting of the Court for Divorces: Sir Cresswell Cresswell, Judge Ordinary Jan.  16, 1858

 48--Statue of Sir Isaac Newton unveiled by Lord Brougham at Grantham Sept. 21, 1858

 49--Darwin's "Origin of Species" published 1859

 =50=--Death of Lord (Thomas Babington) Macaulay Dec.  28, 1859

SIXTH EXERCISE. 

 51--Thomas Hopley, schoolmaster, sentenced to 4 years' penal servitude for causing the death of R.  C. Cancellor by excessive corporal punishment July 23, 1860

 52--Lord Clarence advises Ironclads for the Navy Mar.  11, 1861

 53--Recognition by English Government of the Southern Confederacy May  8, 1861

 54--Death of Prince Consort of gastric fever Nov.  14, 1861

 55--Marriage of Prince of Wales and Princess Alexandra of Denmark Mar.  10, 1863

 56--Tercentenary of Shakespeare's birth Apr.  23, 1864

 57--Tercentenary of the death of Calvin May  27, 1864

 58--Inauguration of a statue to Sir Wm. Jenner, at Boulogne Sept.  1, 1865

 59--Albert Medal for those who in saving life endanger their own Mar.  7, 1866

 =60=--Mr. Peabody thanked by H.  M. The Queen for his munificent gifts to the poor of London Mar.  28, 1866

 61--Government requires Electric Telegraph July 31, 1868

 62--University of Edinburgh admits women to the study of medicine Oct.  27, 1869

 63--Act for the abolition of imprisonment for debt comes into effect Jan.  1, 1870

 64--Prof. Tyndall traces propagation of disease by _dust_ and _germs_ floating in the air Jan.  14, 1870

 65--Prince of Wales attacked with typhoid fever Nov.  23, 1871

 66--Geneva Convention awards the United States of America, on account of Alabama Claims, £3, 000, 000 against Great Britain Sept. 14, 1873

 67--Miss Richards, of Stapleton, walked 1000 miles in 1000 consecutive hours June 29, 1874

 68--Captain Boynton crosses English Channel (second attempt) in his swimming dress May  28, 1875

 69--British Museum lighted by electricity Oct.  20, 1879

 =70=--Tay Bridge disaster Dec.  28, 1879

 71--Death of Mrs. Mary Ann Cross (George Eliot) Nov.  22, 1880

 72--International Medical Congress in London; 2000 doctors from all parts of the world Aug.  3, 1881

 73--Greenwich Observatory changed mode of reckoning time; commencing at midnight as in the case of civil time Jan.  1, 1885

 74--First complete copy of Revised Bible presented to H.  M. The Queen May  15, 1885

 75--Sixpenny Telegrams introduced Oct.  1, 1885

 76--By Pope's special authority the Queen visits the Monastery of the Grande Chartreuse Apr.  23, 1887

 77--Queen's Jubilee; 50th Anniversary June 20, 1887

 78--The "Times" Newspaper celebrates its 100th Anniversary Jan.  1, 1888

 79--First of 10 victims of "Jack the Ripper, " Whitechapel, London Aug.  29, 1888

 =80=--Henry Irving, Miss Terry and Lyceum Co. , play at Sandringham, before the Queen, Royal Family and Guests Apr.  26, 1889

 81--Lord Mayor of London, Cardinal Manning and Bishop of London, constitute a Board of Conciliation in the great Dock Strike Sept.  5, 1889

 82--Sir E. Guinness gives £250, 000 for the erection of dwellings for the poor of London and Dublin Nov.  19, 1889

 83--Great Speech of Sir William Harcourt on Free Education in Scotland Aug.  1, 1890

 84--Death of Cardinal Newman Aug.  11, 1890

 85--Funeral of Charles Bradlaugh Feb.  3, 1891

 86--Loss of s. S. "Utopia, " off Gibraltar, 600 lives lost Mar.  17, 1891

 87--International Postal Congress May  23, 1891

 88--Meeting of Imperial Federation League June 19, 1891

 89--Primrose League Demonstration at Hatfield July 18, 1891

 =90=--Meeting in connection with University Extension of Education, held in Oxford Aug.  6, 1891

 91--International Agricultural Congress reject nationalization of land Sept. 11, 1891

 92--Mr. Lidderdale and the Baring Liquidation Sept. 17, 1891

 93--Publication of Koch's new remedy for Tuberculosis Oct.  22, 1891

 94--Centenary of Mozart's death observed in England Dec.  5, 1891

 95--Indian national congress opened Dec.  27, 1891

 96--The Khedive of Egypt appointed a new Cabinet without consulting the British Government. The next day he dismissed it under British pressure Jan.  17, 1893

 97--The Australian Joint Stock Bank failed for £13, 000, 000 sterling Apr.  20, 1893

 98--The House of Lords rejected the Home Rule Bill Sept.  8, 1893

 99--Professor Tyndall died from an overdose of chloral administered in mistake by his wife Dec.  4, 1893

=100=--Lord Salisbury attacks Darwinianism in his address before the British Association Aug.  8, 1894

ANALYSIS OF ONE HUNDRED EVENTS OF THE VICTORIAN ERA. 

=1 and 2--Con. And In. =--The Victorian Era began June 20, 1837, and an Act for the abolition of the death penalty for forgery, &c. , was passed nearly a month later. Here is the relation of Sequence or Con. The main motive for enacting the law was doubtless sympathy. Death appeared to be too cruel for the crime; hence the _sympathy_ on the part of the Sovereign, the founder of the Era, and of the legislators brought the Act into existence. Here we have the relation of Simple Inclusion. 

=2 and 3--Ex. =--Criminals try to live by their wits, without work. The trade unionists live by labour. The modes of livelihood of these two classes are opposed. Hence it is Ex. 

=3 and 4--In. And Ex. =--Trades union people and navigators are laborers. --Here is In. But the former work mostly at home or in their own country, and the sailors are engaged beyond the boundaries of their native country. --Here is Ex. From difference of locality. 

=4 and 5--In. =--The sailors on the Great Western worked beyond the limits of their native country, and an International Copyright Law extends its influence even into the area of foreign lands. In the view of the sphere of operation these two cases contain an element in common. --Hence it is In. 

=5 and 6--Ex. =--The International Copyright Law was enacted after long and earnest agitation--but all legal. --The Chartist agitators had to be suppressed. Here are conditions opposed to each other. --It is Ex. 

=6 and 7--Ex. =--The Chartist agitation was extreme, and was proclaimed illegal. The Anti-Corn Law League acted prudently and within the law. Here again are opposed conditions. It is Ex. 

=7 and 8--In. =--The Anti-Corn Law League was organised to help give cheap food to the masses. The Penny Postage Act was enacted to help the poor man, to save expense. A similar aim prompted the supporters of both measures. --It is In. 

=8 and 9--Ex. =--Favouring the masses by cheap postage calls attention to the majority or the great body of the people. The marriage of the highest dignitaries of the State directs attention to the most favoured or exalted personages in the country. The extremes of the community are brought into relation. It is Ex. 

=9 and 10--Con. And In. =--Parents and child is a Sequence. Hence Con. And a child possessing the blood of his parents sustains the relation also of In. To them. Let the pupil pause here, and before his next session of study of these events, let him recite these ten backwards and forwards several times from memory. 

=10 and 11--In. =--Brother and sister possessing in common the blood of their parents is a case of In. 

=11 and 12--Ex. =--Here is a birth contrasted with a death. --It is Ex. 

=12 and 13--Ex. =--Death on the one hand and on the other a widespread effort to bring into existence Acts of Parliament. Self-destruction contrasted with efforts at production. 

=13 and 14--In. =--Here are two winners and two losers. The parties opposed to Chartists defeat the hearing of this proposed motion; and the British soldiers gain a victory over the Boers. Success in common makes a case of In. On the part of the victorious parties. And then the Chartists lost their proposed hearing and the Boers were beaten. This is the second In. 

=14 and 15--Ex. =--A resort to arms contrasted with a resort to diplomacy. 

=15 and 16--Ex. =--A treaty between the two greatest nations of the earth, and loss of 10, 000 men. A triumph of Peace and a triumph in War. 

=16 and 17--Ex. =--The death of a multitude of soldiers and a birth in the highest family of the realm. 

=17 and 18--Ex. And In. =--A birth and a death gives Ex. A _royal_ birth with all the advantages it brings, and the advantage of the inheritance of great fortunes, makes a clear case of In. 

=18 and 19--Ex. And In. =--Similar relations to those spoken of in the last paragraph. 

=19 and 20--Ex. =--To the taxpayer the endowment of the Duke of Edinburgh might seem to be a burden imposed--and the abolition of imprisonment for debt below £20, would be looked upon as a burden removed. Here we have Ex. 

As before suggested, let the pupil recite the foregoing ten eventsforwards and the reverse way several times from memory. And then let himsimilarly recite the entire twenty events. 

=20 and 21--In. =--Favoring poor people--debtors and poor students--characterises both events. 

=21 and 22--In. =--This college among other things prosecuted the study of Philosophy--"the complete unification of knowledge"--Faraday _unified_ three elements. 

=22 and 23--In. =--Light, heat and electricity arise from latency to manifestation--a physical birth--here, too, is the birth of an organism. 

=23 and 24--In. =--Beginning of two careers--one of an individual and the other of a body of persons. 

=24 and 25--Ex. =--Object and aims different--one was a promotion of science--new science--highest science--the other was reverence for old literature--greatest of all literatures. 

=25 and 26--Ex. =--Liberal outlay of money in art circles--great scarcity in business. 

=26 and 27--Ex. =--Anguish and suffering unallayed--pain neutralized. 

=27 and 28--Ex. =--Suppression of individual feeling--society's outburst. 

=28 and 29--In. =--Explosion of seething elements--a new nation--royal birth. 

=29 and 30--In. And Ex. =--Nation protects Royal child--a foreigner seeks same protection. 

=30 and 31--In. And Ex. =--Treaty between State and individual--treaty between States. 

=31 and 32--Ex. =--Canal transportation comparatively safe--horseback riding liable to accidents. 

=32 and 33--In. =--Farewell to life--farewell to stage. 

=33 and 34--Ex. =--Close of one kind of exhibition and opening of another. 

=34 and 35--Ex. =--Peaceful industries triumph--usurpation by intrigue and blood. 

=35 and 36--Ex. And In. =--Beginning of one career and close of another--a trampler on laws; a respecter of them. 

=36 and 37--Ex. =--Great General's death; royal birth. 

=37 and 38--Ex. =--Life and choleraic deaths feared. 

=38 and 39--In. =--Rebuke of religious zeal--dismissal for opinion's sake. 

=39 and 40--In. =--A cleric dismissed and a war declared--"Intolerance" in both cases. 

=40 and 41--In. =--Two declarations of war. 

=41 and 42--Ex. =--Ravages of war contrasted with intellectual triumphs of peace--brute force and advanced thinking. 

=42 and 43--Con. =--Philosophy and peace--high thinking and the conditions on which it can be carried on--co-existence. 

=43 and 44--Con. =--Peace and its celebrations, cause and effect. 

=44 and 45--In. =--General rejoicing and rejoicing in royal family. 

=45 and 46--Ex. =--Life and bloody deaths. 

=46 and 47--Ex. =--Forcible seizure and legal separation, capture and discharge. 

=47 and 48--Ex. =--Marriage failures and honoring Newton's successes. 

=48 and 49--Ex. And In. =--Honoring old science--publishing new science. 

=49 and 50--Ex. =--Beginning of scientific reputation--close of literary life. 

=50 and 51--In. And Ex. =--Two deaths make In. --and one from natural causes and the other from violence, we have Ex. 

=51 and 52--Ex. =--Violence externally applied kills the boy--but ships shielded from violence by its ironclad covering. It is Ex. 

=52 and 53--In. And Con. =--Interest in war and befriending a belligerent, coexistence of war improvement, and favouring a warlike people. 

=53 and 54--Ex. =--Coming into existence (recognition) and death of a high personage. 

=54 and 55--Con. And Ex. =--Father and son is Con. --death and marriage as the condition of life. 

=55 and 56--In. =--Marriage festivities and celebration of Shakespeare's birth--both rejoicings. 

=56 and 57--In. And Ex. =--Both tercentenaries, and one reckons from birth and the other from death. 

=57 and 58--In. And Ex. =--Tercentenary ceremonies, and dedication of a statue to Sir William Jenner--one tried to save souls, the other to save life. 

=58 and 59--In. =--A statue and a medal--honour in both cases. 

=59 and 60--In. =--One tried to save life, the other alleviated its sufferings. 

=60 and 61--In. =--Gifts to the poor in a lump--buying telegraph to cheapen cost of messages to the great mass of community. 

=61 and 62--In. =--Extension of telegraphs, ultimately to the benefit of all--extension of medical education to women. 

=62 and 63--In. =--Rights of women and of the poor--beneficence to poor and charity to women. 

=63 and 64--Con. =--Common prisons abound in dust and germs--these latter are propagators of disease. 

=64 and 65--In. And Con. =--Germs cause typhoid and other diseases--Prince of Wales attacked by typhoid. 

=65 and 66--Ex. =--Typhoid tends to destroy; awards build up. 

=66 and 67--In. And Ex. =--Fast steamer Alabama, and fast woman walker, speed with injury--and innocent speed. 

=67 and 68--Ex. =--Walking on land and safe swimming in water. 

=68 and 69--In. =--Floating in water and electric lighting of museum--protection to life--and comfort to life. 

=69 and 70--Ex. =--Lighted museum--and dark night at the Tay--light and safety--and darkness and death. 

=70 and 71--In. =--Many deaths in Bridge disaster and one distinguished person dies. 

=71 and 72--Ex. =--One person dies and medics strive to prevent death. 

=72 and 73--In. And Ex. =--Medical improvement and improvement in reckoning time--doctors from abroad--and observatory stationary. 

=73 and 74--In. =--Improved time reckoning--and revised and improved form of Bible. 

=74 and 75--In. And Ex. =--Gift to highest personage and cheap telegrams for masses--favours to both. 

=75 and 76--In. And Ex. =--Head of English nation and head of Catholic church--favour to the Queen and favour to the people. 

=76 and 77--In. =--One concession to Queen--and people's jubilee on account of Queen--good will in both cases. 

=77 and 78--In. And Ex. =--Queen's jubilee and Times' jubilee, sovereign and subjects. 

=78 and 79--Con. =--Universal reporter of good and bad things--worst possible murder. 

=79 and 80--Ex. =--Horror and amusement. 

=80 and 81--Ex. =--Players for Royalty and great arbitrators for labouring men. 

=81 and 82--In. =--Strike of poor labourers, and houses for the poor. 

=82 and 83--In. And Ex. =--Gifts to poor and education for them--physical benefits and mental benefit. 

=83 and 84--In. And Ex. =--Intellectual education and spiritual education--living scholars and death of a great teacher. 

=84 and 85--In. And Ex. =--Two deaths--and opposite beliefs--In. As to death and Ex. As to opinions. 

=85 and 86--In. =--Death of one man--and death of six hundred--In. 

=86 and 87--Ex. =--A dead multitude and a living congress. 

=87 and 88--In. =--Two congresses. 

=88 and 89--In. =--Imperialism--and party self-assertion. 

=89 and 90--In. =--Political agitation--educational agitation. 

=90 and 91--Ex. =--Extension of education--refusal to extend Government sway over land. 

=91 and 92--In. =--Land not lost individuals--and bank saved. 

=92 and 93--In. And Ex. =--Saving a bank and effort to save life--bank saved--but consumptives lost. 

=93 and 94--In. And Ex. =--Rejoicing over supposed antidote to consumptive deaths--and music jubilee over death of Mozart. 

=94 and 95--Ex. =--Death and birth of congress. 

=95 and 96--Ex. =--A congress meets and a cabinet dissolves. 

=96 and 97--In. =--A cabinet failed and a bank failed. 

=97 and 98--In. =--Bank failure and Home Rule bill defeated. 

=98 and 99--In. And Ex. =--Bill killed intentionally--a man killed accidentally. 

=99 and 100--In. And Ex. =--Fatal attack of poison--unsuccessful attack on Darwinianism. 

As to the dates of the 100 events, they will cause no difficulty. Thepupil should look upon my formulas as models merely, and make his ownwhenever possible. In all the events belonging to this century, we haveonly to deal with the last two figures--(3) {M}odel (7) {Q}ueen givesthe date of (18)37. The rule in regard to the month and the day of themonth is very easily applied. A separate word for each figure except forthe three months [October, November and December] where there are twofigures in the one word that expresses the number of the month, as{t}ie{s}, {d}ue{s}, '{t}i{s}, {th}u{s}, {th}i{s}, {th}o{s}e, expressOctober, the tenth month; {th}a{t}, {d}i{d}, {d}ie{d}, {d}o{t}, {d}a{t}e, {t}hough{t}, &c. , &c. , indicate November, the eleventh month; and{th}e{n}, {th}i{n}, {t}o{n}e, {t}u{n}e, a{t}tai{n}, &c. , &c. , meanDecember, the twelfth month. A {M}odel {Q}ueen {J}ust i{n} {s}eason--Justin its "J" means the sixth month, or {J}une, and "n" in "i{n}" and "s"in {s}eason means a cypher--or 20--the translation of the phrase is(18)37--June--20th day

 --(2) A{m}ending a {c}ode {g}ives {t}rue {c}aution = (18)37--July--17th

 --(3) {M}aking {f}riends i{n}side {th}e {m}agnates = (18)38--February 13

 --(4) A{m}idship {V}oyager {sh}ows {d}ouble {g}eering = (18)38--June--17

 --(5) {M}utual {F}airness {g}ives {m}ultiplied {d}issemination = (18)38--July--31

 --(6) {M}eetings {f}orbidden {t}o{n}e {d}own {n}oise = (18)38--Dec. --12

 --(7) {M}eal a {f}avorite {th}e{n} {t}ook {p}recedence = (18)38--December--19

 --(8) A {m}issive {p}enny {f}avors {th}e {c}ommonality = (18)39--August--17

 --(9) A {R}oyal {C}ementing i{n} {th}e {s}anctuary = (18)40--February--10th

 --(10) A {R}oyal {S}pinster [or {c}elebrity] {d}i{d} i{n}vite {d}estiny = (18)40--November--21

 --(11) {R}oyal E{d}ward {d}i{d} a{p}pear = (18)41--Nov. --9th

 --(12) Ea{r}l's u{n}doing {m}anifested i{n}sane {s}uicide = (18)42--March--20th

 --(13) {R}egistered {n}ames wi{l}l e{n}thuse = (18)42--May--2

 --(14) {R}epressing {N}atalites {l}eft {n}o {ch}ange = (18)42--May--26

 --(15) {R}ebinding {N}ations {f}avored {p}atriotism = (18)42--August--9

 --(16) {R}educing A{m}eers {t}ook {d}etermined {sh}ooting = (18)43--January--16

 --(17) {R}oyal {M}ary {r}ightly {n}amed A{l}ice = (18)43--April--25

 --(18) A{r}kwright's {m}illions wi{l}l e{n}rich hei{r}s = (18)43--May--24

 --(19) {R}oyal E{r}nest; a {f}avored {ch}ild = (18)44--August--6

 --(20) {R}eleasing a{r}rears {f}avored {d}ebtor's {s}entences = (18)44--August--10

 --(21) {R}eligious I{l}liberalities wi{l}l {d}estroy {ch}arity = (18)45--May--16

 --(22) A {r}eal {l}ikeness {t}ha{t} {l}inks = (18)45--Nov. --5

 --(23) A {r}oyal {ch}ild--He{l}ena--{n}ow {l}aughs = (18)46--May--25

 --(24) {R}eading whi{ch} {d}i{d} {r}ationalize = (18)46--Nov. --4

 --(25) A hoa{r}y {c}ottage {b}ought {t}oo {ch}eap = (18)47--Sept. --16

 --(26) A {r}ate {c}ausing {th}ose {m}erchants {d}istress = (18)47--Oct. --31

 --(27) {R}elieving {ch}loroform {t}ha{t} {d}rugs {n}erves = (18)47--Nov. --12

 --(28) {R}evolutionizing {F}renchmen i{n}dicated a {n}ew {n}ation = (18)48--Feb. --22

 --(29) A {r}oyal {f}airy {m}aiden {d}evelops {f}ancy--(she is an artist) = (18)48--March--18

 --(30) O{r}atorical {p}rayers {p}rocure {n}ational {s}ecurity = (18)49--Sept. --20

 --(31) A {l}awful {s}cheme a{r}ouses {t}opmost {p}atronage = (18)50--April--19

 --(32) A {l}uckless {s}tumble {k}illed a {n}obleman = (18)50--July--2

 --(33) Wi{l}liam's wi{th}drawal e{n}ded {n}umerous {ch}arms = (18)51--Feb. --26

 --(34) {V}ictoria we{l}comes {th}e Ha{l}l {t}o-day = (1)851--May--1

 --(35) {L}ouis' au{d}acity {th}e{n} a{n}nounced = (18)51--Dec. --2

 --(36) We{l}lington's e{n}d {b}rought {d}ue {r}ecognition = (18)52--Sept. --14

 --(37) {L}eopold {m}ildly {r}aises a {c}ry = (18)53--April--7

 --(38) A {l}ord's {m}essage {d}oes {t}each a {P}resbytery = (18)53--Oct. --19

 --(39) {L}earned {M}aurice {t}eaches u{n}welcome {c}reeds = (18)53--Oct. --27

 --(40) A {l}urid {m}anifesto {th}a{t} {th}reatened = (18)53--Nov. --1

 --(41) A {L}awful {R}uler {m}enaces {n}ew a{n}tagonisms = (18)54--March--22

 --(42) No month or day of month being given, we will express three figures thus: E{v}olution's {l}aws i{l}lustrated = (1)855

 --(43) A{l}liances {j}oined {m}ean {m}anifest {s}ecurity = (18)56--March--30

 --(44) {L}isteners {ch}armed a{r}ound {th}e {m}usic = (18)56--April--13

 --(45) A {l}ucky {g}irl he{r}e a{t}tains {r}oyalty = (18)57--April--14

 --(46) A {l}awless {c}onspiracy {b}eaten i{n} {S}eptember = (18)57--Sept. --20

 --(47) {L}oosening {f}amilies {d}estroys {th}e {ch}ildren = (18)58--January--16

 --(48) A {L}ifeless {f}igure {p}ictures {N}ewton's i{d}entity = (18)58--Sept. --21

 --(49) No month or day being given, we may express the complete date: {D}arwinianism {f}ormulates {l}egitimate {b}iology = 1859

 --(50) {L}ifeless {B}abington {th}e{n} e{n}tered a {v}ault = (18)59--Dec--28

 --(51) A {sh}ameless {s}choolmaster's {c}ruelty {n}ow {m}urders, or a {s}choolmaster's {s}entence {c}auses {n}o {m}ercy = (18)60--July--23

 --(52) {S}hielding ou{t}sides {m}ay {d}efy a{t}tack = (18)61--March--11

 --(53) {Ch}ivalry {d}elighted, wi{l}l {f}ight = (18)61--May--8

 --(54) {Sh}edding {t}ears {t}ha{t} {t}ear hea{r}ts = (18)61--Nov. --14--or {V}ictoria {s}hed {t}ears = (1)861

 --(55) A {j}oyful {m}arriage {m}ay ai{d} {s}overeignty = (18)63--March--10

 --(56) {Sh}akespeare's {r}eign {r}eturns o{n}ce {m}ore = (18)64--April--23

 --(57) A {j}ustifiable {r}evival wi{l}l e{n}dorse {C}alvin = (18)64--May--27

 --(58) {J}enner's {l}ikeness {p}leases {d}octors = (18)65--Sept. --1

 --(59) A {ch}artered {j}ewel {m}eans {c}apture = (18)66--March--7

 --(60) {G}enerosity's {ch}ampion {m}anifests u{n}usual {f}aith = (18)66--March--28--or {G}enerosity's {ch}ampion {m}arkedly e{n}thused {V}ictoria = (18)66--March--28

 --(61) {S}ure {f}orwarders {g}ain {m}ultitudinous {t}elegraphs = (18)68--July--31

 --(62) {Ch}arming {p}ractitioners {d}ose u{n}easy a{ch}es = (18)69--Oct. --27

 --(63) {C}reditors {s}cold {th}e {d}ebtors = (18)70--January--1

 --(64) {C}ontagion {s}preads {th}rough {th}e ai{r} = (18)70--January--14

 --(65) A {k}inglet's {t}yphoid {th}at e{n}ded {m}arvellously = (18)71--Nov. --23

 --(66) {G}reat (Britain) i{m}mediately {p}aid {th}e awa{r}d = (18)73--Sept. --14

 --(67) {C}ourageous {R}ichards {sh}owed u{n}usual {p}edestrianism = (18)74--June--29

 --(68) A {C}aptain's {l}ivery wi{l}l e{n}sure {f}loating = (18)75--May--28

 --(69) A {c}urrent's {b}rightness {d}oes e{n}rich eye{s}ight = (18)79--Oct. --20

 --(70) A {C}rippled {B}ridge {th}e{n} i{n}stantly {f}ell = (18)79--Dec. --28

 --(71) A {f}emale {s}cribe {d}ie{d} i{n} {N}ovember--(18)80--Nov. --22

 --(72) {F}oreign {d}octors {f}ormulate {m}edicine = (18)81--Aug. --3

 --(73) {F}ixing {l}imits {t}o {t}ime = (18)85--January--1

 --(74) {V}ictoria {l}earns Ho{l}y {T}estaments we{l}l = (18)85--May--15

 --(75) Hal{v}ing e{l}ectrics {d}oubles {t}elegraphing = (18)85--Oct. --1

 --(76) {V}ictoria--{Q}ueen {r}eally e{n}ters a {m}onastery = (18)87--April--23

 --(77) {V}ictorian {c}ongratulations {sh}ow e{n}lightened {s}ubjects = (18)87--June--20

 --(78) A {F}act {f}inder {d}rinks {t}oasts = (18)88--January--1

 --(79) {F}emale {v}ictims o{f} u{n}natural {b}utchery = (18)88--August--29

 --(80) {V}ictoria a{p}plauds I{r}ving's {n}umerous {ch}armers = (18)89--April--26

 --(81) A {f}amous {B}oard {b}rought a{l}leviation = (18)89--Sept. --5

 --(82) {F}urnishing {b}uildings {d}i{d} {d}elight {p}aupers = (18)89--Nov. --19

 --(83) A {b}ig {s}peech {f}or e{d}ucation = (18)90--Aug. --1

 --(84) A {p}riest {s}urrenders a{f}ter {th}eological {t}oil = (18)90--Aug. --11

 --(85) {B}radlaugh {d}ies i{n} {m}ockery or {B}radlaugh's {d}eath {n}ow {m}ourned = (18)91--Feb. --3

 --(86) {P}erishing "U{t}opia" {m}eans a wa{t}ery {g}rave = (18)91--March--17

 --(87) {P}ostal {d}elegates wi{l}l i{n}augurate {m}ethods = (18)91--May--23

 --(88) {B}ritish {d}omination {g}enerates {t}rue {p}atriotism = (18)91--June--19

 --(89) {P}rimrose {d}emonstration {g}ave Ha{t}field {f}lattery = (18)91--July--18

 --(90) {P}ushing e{d}ucation {f}or {ch}ildren = (18)91--Aug. --6

 --(91) {P}ublic {t}itles {p}ublicly {th}rown {d}own = (18)91--Sept. --11

 --(92) {B}aring's {d}ues {p}aid {th}e {c}reditors = (18)91--Sept. --17

 --(93) {P}ublishing {t}uberculosis {d}oes i{n}vite i{n}vestigation = (18)91--Oct. --22

 --(94) {B}ooming {t}unes {th}e{n} {l}uxuriated = (18)91--Dec. --5

 --(95) O{p}ening {d}ays {th}i{n} I{n}dian {C}ongress = (18)91--Dec. --27

 --(96) A {B}ritish {m}inistry {d}etermine {th}e {K}hedive = (18)93--January--17

 --(97) {B}ank {m}ismanagement {r}uins {n}umerous {s}ubscribers = (18)93--April--20

 --(98) A {B}ill {m}ade {P}eers a{f}raid = (18)93--Sept. --8

 --(99) A {P}rofessor's "{M}rs. " {th}e{n} e{r}red = (18)93--Dec. --4--, or giving the year alone we say: {T}yndall's Wi{f}e {b}ecame a {m}ind-wanderer or {T}yndall's Wi{f}e {p}oisoned hi{m} = 1893

--(100) {D}arwinianism {f}avors {b}iological {r}idicule = 1894--, or {B}iological {r}esearches {f}avors {f}ault-finding = (18)94--August--8. 

A CONCLUDING REMARK. 

If the pupil has painstakingly reviewed this entire work, let him forthe next three months, whenever he wishes to fix anything in mind, notapply the methods of the system to it, but concentrate his thoughts uponit with the utmost intensity so that his improved power of assimilationwill seize upon it with an unreleasing grasp, and, then, when the threemonths period has passed, he will find that he has consolidated theHabit of Attention and Memory.